Journal of English Education and Linguistics
The Journal of English Education and Linguistics welcomes submission of previously unpublished research articles on areas of signi?cance to all those concerned with second or foreign language teaching, general and applied linguistics, discourse analysis and literature, as well as education. The journal is devoted to scientific studies exhibiting solid research methodology and presenting findings with pedagogically significant implications. Although the articles are published in English, we also invite any articles concerning the teaching and learning of languages other than English.
Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal
All articles published in the Journal of English Education and Linguistics are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and Journal of English Education and Linguistics, link to the license, indicate if changes were made, and redistribute any derivative work under the same license. Copyright on articles is retained by the respective author(s) without restrictions. A non-exclusive license is granted to the Journal of English Education and Linguistics to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals. Although the conditions of the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license do not apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to the Journal of English Education and Linguistics, authors recognize the rights of readers and must grant any third party the right to use their articles to the extent provided by the license. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Investigating the Use of Artificial Intelligence and Digital Technology in English Language Teaching in Higher Education
This study explores the implementation and integration of artificial intelligence (AI) and digital technology in English language teaching (ELT) in higher education. English language teaching systems have undergone a significant transformation from traditional to digital media settings. This transformation has expanded dramatically since the COVID-19 Pandemic in 2019. Integrating AI and digital media into ELT results in many changes to the media used for teaching and learning, as well as to adaptive learning. The changes include the media and resources that they use in the teaching and learning process. It also changes how lecturers teach and how students learn. These changes are experienced not only by the lecturers as facilitators but also by students as language learners. This study is important in improving students' ability to utilise AI and digital technology to enhance their English language proficiency. This study employs a qualitative approach, using a systematic literature review, to investigate the integration of artificial intelligence and digital technology in English teaching and learning in higher education. It is found that AI and digital technology provide significant impact on English language teaching and learning. Furthermore, this study can improve understanding and insight into implementing and integrating digital technology and artificial intelligence in English language teaching and learning in higher education by optimising their use in ELT and addressing the issues encountered when utilising them.
Copyright (c) 2025 Elvina Gusman, Muhammad Habibi Syauqi, Dina Dwi Putri N (Author)
TRANSMOGRIFICATION OF THE SHARED AND COLLECTIVE IDENTITY OF THE TANDULA-NEN TAGBANUA THROUGH LIVED EXPERIENCES NARRATIVE
This study examines the transformation of Tandula-nen Tagbanua identity in Palawan, through their narratives of lived experiences, situating identity as a dynamic process rather than a fixed legal category. Tandula-nen social life was anchored in inogtula-nen or story centered on the tibor, a sacred jar imbued with spiritual authority and customary law. These stories functioned as the foundation of collective identity, regulating social order, land relations, and moral conduct before the mainstream interventions. Using an ethnographic approach, this research draws on ordinary encounters, conversations, and storytelling with the Katigulangan(elders) and Indigenous Peoples Mandatory Representatives (IPMRs) across Tandula-nen settlements. The study locates identity not in territorial permanence but in narrative continuity, tracing how identity shifts from place- and object-centered into shared lived experiences of displacement, migration, and engagement with imposed law. The findings show that the Tandula-nen identity, from a singular, place-based identity symbolized by the tandol, is transformed into a plural yet collectively held identity carried across spaces and presently symbolized by the stone. This transformation diverges from the fixed and general definition of indigeneity imposed by the Indigenous Peoples Rights Act (IPRA). While the law provides legal recognition and land claim rights, it simultaneously constrains Indigenous self-determination by standardizing identity.
Copyright (c) 2026 JOSHUA SAMULDE (Author)
AN ANALYSIS OF PERSONAL JUDGMENT ON STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH
Speaking ability is an important skill for students learning English; however, many students still have difficulty speaking fluently. Previous studies have discussed psychological factors that affect speaking performance, but limited attention has been given to the role of self-assessment in relation to students' speaking ability. Therefore, the purpose of this study is to look at the connection between students' confidence in their ability to speak English and their own judgment. A quantitative correlation design is used in this investigation. A speaking confidence test and a personal judgment questionnaire were used to gather data. Prior to data analysis, the validity and reliability of the instruments were examined. Spearman's rho correlation analysis was used because one of the variables was not normally distributed. The results showed that speaking confidence and personal judgment had a high and statistically significant positive link (r = 0.741, p < 0.05). According to this finding, students who had more positive evaluations of their speaking abilities tended to have greater levels of confidence when speaking. The results show a strong correlation between students' confidence in speaking English and their own judgment. In conclusion, personal judgment affects students' confidence in performance in speaking English, and should be considered in English language teaching
Candraning Prihatini Candraning Prihatini
Copyright (c) 2026 Okta Widiyanti, Dyah Sih Pratiwi, Candraning Prihatini
The Role of Sport Campaigns in Shaping Sustainability Narratives: A Critical Discourse Analysis
This research examines environmental discourse within sports, focusing on its linguistic, discursive, and social aspects. The analysis elucidates the construction of environmental discourse in sports through three primary stages: production, distribution, and consumption, emphasizing the interplay of sports firms, environmental organizations, and the public in producing environmental narratives. It underscores the influence of economic and political forces in utilizing the notion of sustainability for marketing and ideological objectives while accentuating the significance of grassroots activities in countering these prevailing narratives. This study employs critical discourse analysis (CDAhenceforth) to examine verbal and visual elements of sports ads. The researchers selected ten social media advertisements in English and Arabic that promote sustainability in sports. Data was gathered from multiple media platforms, encompassing social media initiatives. The research examines advertisements published from 2020 to 2025, using sports businesses or events, sustainability themes, and endorsements by athletes. Sports discourse emphasizes the significance of sustainability in business reputation and environmental accountability. Sustainability is perceived as a progressive endeavor necessitating continuous dedication, surpassing mere marketing fads. Sports foster environmental awareness via text creation, dissemination, and consumption, and can function as a marketing tactic. Sports discourse underscores sustainability in corporate branding and environmental accountability, surpassing marketing trends.
Copyright (c) 2025 Sura Sabri Breesam, Bushra Abd Hassan
Developing Religious Moderation-Based Reading Materials for English Instruction at MA Awaluddin Kubu Raya
This study focuses on developing English instructional materials based on religious moderation for students at MA Awaluddin Kubu Raya. Itused a design and development approach, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The work was limited to the first three stages, which are Analysis, Design, and Development, to create and validate the new learning materials through expert evaluation. While the ADDIE framework provided a clear and thorough process for development, the later stages of implementation and classroom assessment were not conducted. These remaining phases are noted as important next steps and a key limitation of this study. The materials were designed by integrating linguistic elements with the four pillars of religious moderation, namely national commitment, tolerance, non-violence, and appreciation of local culture. The product was validated by three experts: an English language content expert, an education specialist, and a religious moderation expert from the Forum for Religious Harmony (FKUB). The results indicate a feasibility level of 95.00%, categorized as highly appropriate, with scores of 96.75% for content, 93.25% for linguistic aspects, and 95.00% for design and media. The final product, Reading Comprehension Lessons Based on Religious Moderation, comprises ten thematic reading units designed to foster tolerance, national values, peaceful interaction, and cultural respect. The findings confirm that the developed materials are strong in both theory and content, according to expert evaluation. They are therefore deemed suitable and ready for initial implementation and pilot testing with students. The product offers a validated model as an alternative resource for English language teaching in madrasah settings.
Copyright (c) 2025 Kholifuddin Roma, Segu
EXPLORING UNDERGRADUATE STUDENTS’ PERCEIVED BENEFITS OF USING TIKTOK FOR ENGLISH LISTENING PRACTICE
Abstract TikTok has become one of the most widely used digital platforms among university students, offering potential benefits for English listening practice. However, little is known about how learners personally experience using TikTok specifically for listening, particularly regarding the types of linguistic input they learn, the patterns and trends that support comprehension, and the strategies they use to manage listening difficulties. This study employed a qualitative phenomenological design involving semi-structured interviews with three English Education students. Thematic analysis revealed two major themes: (1) TikTok provides authentic, enjoyable, and motivating listening experiences through exposure to informal expressions, reduced forms, and predictable content patterns such as story time and commentary videos; and (2) students apply self-directed strategies such as replaying videos, using captions, and selecting content aligned with their proficiency. An integrative meaning showed that students perceive TikTok as a space where entertainment and learning naturally intersect. These findings suggest that TikTok can serve as a flexible supplementary tool for developing English listening skills.
Copyright (c) 2026 Ajeng Prameswari (Author)
Learning From Peers: Students’ Perceptions of Peer Teaching in Basic Grammar for ESP Courses
This study explores students’ perceptions of peer teaching in a Basic English for Specific Purposes (ESP) course in an Indonesian private university. The research investigates how peer teaching influences learners’ understanding of grammar and vocabulary, their confidence, and their classroom engagement. Using a qualitative descriptive design, data were collected through a focus group discussion with six fifth-semester students. Findings reveal that peer teaching creates a relaxed learning atmosphere that reduces anxiety and increases students’ willingness to ask questions. Participants reported deeper comprehension of grammar when peers provided simplified explanations, although complex structures still required clarification from the lecturer. Peer interaction increased students’ confidence, encouraged active participation, and strengthened their learning autonomy. However, participants emphasized the need for better tutor preparation, clearer guidelines, and stronger lecturer support to ensure accuracy and coherence during instruction. The study concludes that peer teaching effectively complements lecturer-led instruction by fostering supportive learning environments and enhancing grammar-focused learning. The implications highlight the importance of structured peer-teaching design, adequate tutor training, and balanced integration with teacher-led explanations to maximize learning outcomes in ESP contexts.
A Literature Review on Culture-Based Digital Storytelling to Enhance EFL Students’ English Writing Skills
This study explores the potential of culture-based digital storytelling as a pedagogical approach to enhancing English writing skills among learners of English as a Foreign Language (EFL) by integrating multimodal learning features with culturally familiar narratives. Adopting a literature review methodology, the study synthesizes findings from 27 peer-reviewed journal articles published between 2010 and 2024 that examine EFL writing challenges, instructional strategies, digital storytelling practices, and the incorporation of cultural materials in language learning. The synthesis reveals that EFL learners frequently encounter difficulties in idea generation, textual coherence, and linguistic accuracy, challenges that are often exacerbated by cognitive overload and affective barriers. The reviewed studies indicate that digital storytelling supports writing development by providing multimodal scaffolding through the integration of visual, auditory, and textual modes, which enhances learners’ comprehension, engagement, and narrative organization. In addition, the use of culturally familiar narratives, particularly local folklore, facilitates conceptual understanding, reduces cognitive demands, and fosters emotional connection with writing tasks. The findings suggest that culture-based digital storytelling constitutes a mutually reinforcing instructional model in which multimodal support and cultural relevance jointly address both cognitive and affective dimensions of writing. This integrated approach enables learners to construct and express ideas more meaningfully in written form. The study concludes that culture-based digital storytelling offers a pedagogically sound framework for strengthening EFL learners’ narrative writing competence and emphasizes the need for further empirical research to investigate its classroom implementation and effectiveness across diverse educational contexts.
Copyright (c) 2025 Tanalina Arifah, Testiana Deni Wijayatiningsih, Anjar Setiawan3
Questioning Strategies Used by Debate Hosts in Mata Najwa and Kick Andy
This research aimed to identify the questioning strategies used by debate hosts in Mata Najwa and Kick Andy and to investigate how these strategies influenced the flow of dialogue, issue framing, and the quality of informants’ responses. This research used a descriptive qualitative method. The results showed that Najwa Shihab employed five types of questions, namely opening questions, informative questions, Socratic questions, controlling questions, and rhetorical questions. These question types were used to build rapport, obtain factual explanations, stimulate critical thinking, ensure clarity, and provide subtle critique. Andy F. Noya employed six types of questions, consisting of opening questions, informative questions, Socratic questions, directing questions, alternative questions, and closing questions. These strategies functioned to guide the discussion, clarify political positions, and maintain structured and balanced interactions. The findings indicated that both hosts effectively managed the direction and focus of the conversation, prevented digression from key topics, and enhanced audience understanding of complex legal and political issues. The implications of this research indicated that people could apply effective questioning in daily life to understand complex information and evaluate issues critically. This research contributes to discourse analysis by highlighting the role of questioning strategies in public and political debates, while offering practical insights for hosts, journalists, and educators to guide discussions.
Copyright (c) 2025 Fathul Jannah Harahap, Erikson Saragih, Nehemia Anugrah Parasian3
THE IMPACT OF ANXIETY ON ENGLISH SPEAKING TEST PERFORMANCE: A STUDY OF STUDENTS EXPERIENCES IN ISLAMIC HIGHER EDUCATION
This study aims to determine what types of anxiety students face in speaking test performance and how anxiety impacts students' speaking test performance. The research methodology is descriptive qualitative method. The research subjects were 15 students of English Education department in the third semester with Advanced Listening subject. The data were collected by doing interview, observation and documentation. Interview were done to collect data about types of anixety, and the observation were done to collect data about the impact of students anxiety on speaking test performance. The findings were there were 3 types of anxiety found in this study, namely cognitive, somatic and behavioral anxiety. Cognitive anxiety is experienced by 11 students, somatic anxiety is experienced by 10 students and behavioral anxiety is experienced by 7 students. The impact of anxiety on speaking class performance namely reduced fluency and coherence, limited use of vocabulary and grammar, limited use of vocabulary and grammar.
Copyright (c) 2025 Sri Wahyuni Hasibuan, Meisuri, Alfina Gustiany Siregar (Author)
STUDENTS' PERCEPTIONS OF THE USE OF DIGITAL MEDIA IN ENGLISH LANGUAGE LEARNING
This study examines students' perceptions of the use of digital media in English language learning at Teacher Training and Education College of Insan Madani. Using a qualitative research approach, data were collected through semi-structured interviews with students enrolled in English language courses. The findings indicate that students perceive digital media as an effective and flexible tool that enhances their language acquisition. Platforms such as YouTube, Duolingo, Zoom, Google Classroom, and WhatsApp were particularly valued for their ability to provide authentic English exposure, interactive learning experiences, and opportunities for autonomous learning. However, despite the benefits, students also identified several challenges, including limited internet access, digital literacy gaps, and distractions from non-educational content. The study suggests that a blended learning approach, combining digital media with structured classroom instruction, could help mitigate these challenges and maximize the benefits of technology in English language learning. Additionally, institutions should focus on enhancing digital literacy training and improving internet accessibility to support students in effectively utilizing digital tools. This research contributes to the ongoing discourse on technology-enhanced language learning, particularly within the context of Islamic teacher training institutions, and provides insights for future studies on optimizing digital media use in English education.
Copyright (c) 2025 Rizky Yolanda, Widi Syaftinentyas, Sati Juli Ayuri, Muhammad Ari Saputra (Author)
FROM REVIEW TO REFLECTION: EXPLORING STUDENTS’ PERSPECTIVES ON CRITIQUING ACADEMIC ARTICLES
This study investigates perceptions of, attitudes toward, challenges in, and how critique is influencing students’ academic and reflective growth. Data were collected according to a mixed-methods study design through questionnaires and semi-structured interviews with 25 undergraduate students enrolled in a Critical Reading course at Universitas Samudra. It has been found that appreciation by the students of the significance of critique in building critical thinking, analytical reasoning, and academic writing exists, but they find it challenging to handle complex terminologies, identifying arguments, and being objective. Time also seems to be a limiting factor. Students perceive that guided practice, group discussion, and further practice would make them more competent in critiquing. The literature addresses the need for learning processes that enable students to transition from recapitulation to critical thinking, and eventually to more intellectual engagement and confidence in scholarship. The literature guides the overarching argument about critical reading and its role in college learning.
Copyright (c) 2025 Muhammad Arif Sanjaya, Irma Dewi Isda, Mulyani (Author)
From Scrolling to Reading: Overcoming Low Motivation in English Reading Among Gen Z
Reading motivation among Generation Z students, particularly in English as a Foreign Language (EFL) contexts, has become a significant concern in secondary education. This study aims to investigate the factors contributing to low motivation in reading English texts among high school students in Kabupaten Indragiri Hulu and explore effective strategies to enhance their engagement. A mixed-methods approach was employed, combining surveys, interviews, and classroom observations with 150 students and 10 English teachers from SMA, SMK, and MA schools. The findings indicate that students' low reading motivation stems from digital distractions, lack of relevant reading materials, vocabulary difficulties, and insufficient external support from teachers and parents. The study also highlights that integrating digital reading platforms, gamification, personalized content, and teacher-student interactions can significantly improve reading engagement. The results align with previous research, emphasizing the importance of adapting instructional strategies to students' learning preferences. This study provides valuable insights for educators and policymakers in designing effective interventions to foster reading motivation.
Copyright (c) 2025 Novri Suparman, Destri Wahyuningsih, Roswati, Padli (Author)
IMPLICATURE IN ENGLISH TEXTBOOKS FOR EFL LEARNERS: A CONTENT ANALYSIS
Conversational implicature as a branch of pragmatic science is divided into two, namely Generalized conversational implicature and particularized conversational implicature. This research discusses the implicature contained in the content of the English textbook for grade VII of the independent curriculum. This study aims to explain the types of implicature contained in the content of the English textbook for grade VII of the Merdeka curriculum. The theory used in this study is pragmatic theory. The method used is a qualitative descriptive method. The source of this research data is the content of the English textbook for grade VII of the independent curriculum. The results of this study are the types of conversational implicature, namely Generalized conversational implicature and particularized conversational implicature in the content of the English textbook for grade VII of the independent curriculum.
Copyright (c) 2026 Noviana Sari (Author)
HARNESSING GAME-BASED TOOLS IN EFL CLASSROOMS: MGMP TEACHERS’ PERSPECTIVES ON USING KAHOOT
This study explores how English teachers in an Indonesian MGMP (Musyawarah Guru Mata Pelajaran) community perceive and integrate Kahoot in EFL classrooms. Using a descriptive qualitative design, data were collected from six teachers through interviews, classroom observations, and document analysis. The results show that teachers use Kahoot for various pedagogical purposes, including vocabulary review, grammar reinforcement, and formative assessment. Teachers also employed different integration strategies, using Kahoot as warm-ups, comprehension checks, and review activities. Despite challenges such as limited internet access, lack of devices, and time constraints, teachers observed significant improvements in student motivation, participation, and confidence. The study highlights the role of professional collaboration within MGMP in supporting technology use, and the importance of teacher agency in adapting digital tools to meet classroom needs. The findings suggest that teacher-mediated gamification through Kahoot can enhance both engagement and learning outcomes in EFL contexts, particularly when supported by reflective teaching practices and local collaboration.
Copyright (c) 2025 Heridayani, Selamat Husni Hasibuan, Wariyati (Author)
DEVELOPMENT OF BASIC ENGLISH GRAMMAR LEARNING MATERIALS USING SOCIAL MEDIA PLATFORM YOUTUBE AT SMK NEGERI 2 RANTAU UTARA
This study aims to develop effective and engaging basic English grammar learning materials using the YouTube social media platform for eleventh-grade students at SMK Negeri 2 Rantau Utara. The research employed the ADDIE development model, which includes five phases: Analyze, Design, Develop, Implement, and Evaluate. Data collection techniques included expert validation, student questionnaires, and pre-test and post-test assessments. A total of 20 students participated in the trial implementation. The results of media validation showed a feasibility score of 86%, while content validation reached 93%, indicating that both the media and materials are valid for instructional use. Student feedback revealed high practicality, and learning outcome analysis showed significant improvement, with average post-test scores increasing from 75 to 93.2. These findings suggest that integrating YouTube as a learning platform can enhance students’ understanding of basic English grammar and contribute to a more interactive and student-centered learning environment.
Copyright (c) 2025 Ernida Nasution, Muhammad Rusli, Anna leli Harahap (Author)
UTILIZING KNOWORD TO IMPROVE VOCABULARY ACQUISITION IN HIGH SCHOOL STUDENTS
This study aims to investigate the effectiveness of Knoword, a gamified online tool, in improving students' vocabulary acquisition. Vocabulary mastery plays a crucial role in language learning, yet many students, particularly in public schools, struggle with insufficient vocabulary knowledge due to factors like low engagement and traditional teaching methods. This research addresses these challenges by exploring how digital tools can enhance learning outcomes. The study employed Classroom Action Research (CAR) as the methodology, conducted in a public high school in Batam with 42 students in the 10th grade. The research process consisted of a learning cycle involving planning, action, observation, and reflection. Pre-tests and post-tests were administered to measure students’ vocabulary skills before and after implementing Knoword. Observations during classroom sessions also provided qualitative data on student engagement and motivation. The results showed a significant improvement in students' vocabulary acquisition. The average pre-test score was 51.59, categorized as poor, while the post-test score increased to 83.05, classified as good, with a 31.47% improvement. The findings indicate that the use of Knoword enhanced students' motivation, engagement, and vocabulary retention, making it an effective tool for vocabulary learning. The study concludes that incorporating gamified learning platforms can significantly improve vocabulary acquisition and student outcomes, especially in educational environments where traditional methods have shown limited effectiveness.
Copyright (c) 2025 Maya Marsevani, Nafa Indah Sasmi, Leil Badrah Zaki (Author)
THE IMPLEMENTATION OF STORYTELLING LEARNING IN SPEAKING THROUGH TWO STAY TWO STRAY
English holds significant importance for students for a multitude of reasons, impacting their academic, professional, and personal development. Numerous scholarships and international exchange programs require proficiency in English, opening doors to global educational experiences this study aims to find out the application of the Two Stay Two Stray strategy through Storytelling in the learning process, find out Two Stay Two Stray strategy through Storytelling that improve students' speaking ability, and know obstacles in implementing Two Stay Two Stray strategy through Storytelling. This research uses qualitative methods with descriptive explanations. The results of this study found that the teachers are successful in implementing storytelling learning in speaking through the Two Stay Two Stray strategy. The obstacles which are faced by the teachers are 1) students have various characteristics, 2) students have low vocabularies, and so on. Meanwhile, the opportunities that are faced by the teachers are 1) the dynamic nature of Two Stay Two Stray keeps students actively engaged, 2) regular practice in speaking and presenting stories builds students’ confidence, and so forth. The English teachers’ interviews show that the teachers succeed in implementing storytelling learning in speaking through Two Stay Two Stray. Besides, the students’ interviews show that the students can enhance their speaking skills in storytelling learning through the Two Stay Two Stray strategy.
Copyright (c) 2025 Haris Hamdani, Venti Mawarni, Nana Supriatna (Author)
Exploring Potential Factors Affecting ESP Students’ Oral Communication Skill in Speaking Class Across Gender
This study aims to explore the factors influencing English for Specific Purposes (ESP) students’ oral communication skills in speaking classes, with particular emphasis on gender differences among Public Administration students at STIA Lppn Padang. Employing a qualitative research approach, the study involved 32 Public Administration students enrolled in an ESP speaking course. Data were collected through classroom observations and semi-structured interviews. The findings reveal that female students demonstrated stronger oral communication performance than their male counterparts, as evidenced by higher levels of motivation, greater self-confidence, and more effective management of speaking anxiety. In addition, female students were more responsive to teacher support, more actively engaged in peer interaction, and better able to utilize the classroom environment to enhance their speaking skills. In contrast, male students showed lower engagement, limited preparation, and reduced confidence in oral communication tasks. These findings indicate that gender differences in ESP speaking performance are context-dependent and shaped by an interaction of psychological and social factors. Pedagogically, the results suggest the need for ESP instructors to adopt gender-responsive teaching strategies, such as varied speaking tasks, structured peer collaboration, and supportive feedback mechanisms, to promote equitable participation and enhance oral communication skills among all students.
THE DEVELOPMENT OF MAGAZINE BOOK TO IMPROVE STUDENT’S READING SKILL OF AGRIBUSINESS AND AGRICULTURAL PRODUCT PROCESSING PROGRAM AT SMK NEGERI 2 RANTAU UTARA
This study aims to design supplementary instructional materials in the form of a recipe-themed magazine tailored for vocational students in the Agribusiness and Agricultural Product Processing program. Conducted between February and March, the research applies the ADDIE development framework-comprising Analysis, Design, Development, Implementation, and Evaluation phases. The participants included 20 Grade XI students. Data collection tools included validation forms, pre- and post-tests, interview protocols, and observation checklists. The material was deemed appropriate for educational use based on expert validation scores exceeding 62%, and its impact on reading skill improvement was measured through pre- and post-assessments. The findings confirmed the effectiveness of the developed material, with validation results from media experts (88.28% and 85%) and language experts (86%) indicating high feasibility. Students’ reading scores improved from a pre-test average of 65.9 to a post-test average of 71.3, affirming the magazine’s potential to serve as an effective learning support.
Copyright (c) 2025 Adli Madilfa, Anna Leli Harahap, Muhammad Fauzi Romadhon Marpaung (Author)
FOSTERING CRITICAL THINKING IN ENGLISH LEARNING: AN ANALYSIS OF ENGLISH FOR NUSANTARA TEXTBOOK
This study investigates how the “English for Nusantara” Grade IX textbook shapes students’ critical thinking skills by using a Critical Discourse Analysis (CDA). As part of Indonesia’s goals in education, English for Nusantara published by the Indonesian Ministry of Education, Culture, Research, and Technology aims to integrate local cultural values with English language learning, promoting both linguistic skills and critical thinking skills. The research focused on analyzing the discourse in the textbook, including the languages and activities, to evaluate their potential in shaping students’ critical thinking skills. This study using Ilyas’ frameworks as the main analysis to see the indicators for the critical thinking. The study examined whether the textbook contains languages or activities that promotes the indicators; there are (1) clarification; (2) assumption; (3) reasons and evidence; (4) viewpoints or perspectives; (5) implications, consequences, and alternatives; (6) questions; (7) predictions; (8) agreement and disagreement; (10) summary and conclusion. The results showed that eight out of the ten indicators of critical thinking by Ilyas were applied in this textbook. It is also found that this textbook promotes critical thinking linked with the indicators by Facione, called self-regulation.
Copyright (c) 2025 Durratu Fakhria Nasution, Didin Nuruddin Hidayat, Nida Husna (Author)
Exploring Cognitive Engagement in EFL Descriptive Writing: A Case Study Using Mindomo-Assisted Mind Mapping
This research aims to explore the process of teaching and students’ cognitive engagement in writing descriptive texts using the mind mapping technique with the Mindomo application. This research used a qualitative approach. This research was conducted in one of the public junior high schools in Karawang. The participants were nine seventh-grade students selected from one class to represent low, medium, and high levels of cognitive engagement during the descriptive writing process. Data were collected through classroom observation, interviews, and documentation. The data were analyzed by using thematic analysis. The findings indicate that the implementation of mind mapping contributed to different manifestations of students’ cognitive engagement during the writing process. Students demonstrated task management and strategic planning through visual organization of ideas, engaged in self-monitoring and revision while developing their texts from mind maps, and showed continued engagement through peer feedback and help-seeking behaviors. Students’ emotional responses were identified as contextual factors that supported persistence during the writing process. Future research could involve more participants or different text types to extend these findings.
Copyright (c) 2025 Kalimul Fahmi, Fikri Asih Wigati, Nia Pujiawati
Exploring EFL Students’ Perceptions of Purposeful Listening Strategies in a Listening for Professional Context Course
This article explores EFL students’ perceptions of purposeful listening strategies implemented in a Listening for Professional Context course at Universitas Negeri Gorontalo. This study used a convergent mixed-methods design; data sources were collected from 23 students in an English Language Education Study program through Likert-scale questionnaires, followed by open-ended reflections. Findings reveal that structured listening cycles were perceived to develop students’ focus, metacognitive awareness, strategic autonomy, and engagement with authentic listening materials, suggesting a perceived shift toward more active listening. Pre-listening activities facilitated mental readiness and reduced initial cognitive load, while-listening strategies promoted active processing and real-time monitoring, while post-listening reflection enhanced metacognitive awareness and learner autonomy. Students reported that listening tasks became more manageable and meaningful when guided by explicit strategies, even when working with authentic professional audio texts. These results underscore the importance of integrating purposeful listening cycles into EFL listening instruction, particularly in contexts employing authentic professional materials. The study is limited by a small sample size and reliance on self-reported data. However, it contributes context-specific insight into the use of purposeful listening cycles in the Listening for Professional Context course, with implications for EFL curriculum design and strategy-oriented listening instruction in higher education.
Copyright (c) 2025 Helena Badu, Nonny Basalama
Digital Tools in English Language Learning: Navigating Strategies and Challenges
This systematic literature review explores the strategies and challenges involved in integrating technology into the English learning process, with a focus on the perspectives of teachers and students. Although many studies have highlighted the benefits of technology in English teaching and learning, systematic reviews that compile strategies and challenges from both teacher and student perspectives are still limited. Both perspectives are crucial, as teachers determine pedagogical implementation and students respond to technology in learning practice. This study analyzes17 peer-reviewed journal articles published between 2022 and 2025and synthesizing key findings on how strategies and challenges of digital tools in English language teaching and learning. These studies reveal that technology offers substantial benefits such as increased engagement, creativity, and accessibility, but its implementation faces various obstacles. These obstacles include limited ICT proficiency, insufficient administrative and technical support, infrastructure deficiencies (particularly in rural settings), low levels of digital literacy, student autonomy issues, and concerns over academic integrity. Educators have adopted adaptive strategies including ongoing professional development, peer collaboration, reflective teaching practices, and blended learning models to address these barriers, while the students form peer support networks to improve their digital learning experiences. This review highlights the importance of a comprehensive, multi-levelapproach that combines individual skill development with systemic infrastructure, policy support, and inclusive educational practices. In conclusion, this review calls for a shift from mere technology adoption to a deeper pedagogical transformation.
Copyright (c) 2025 Vanesa Agatha Indria Putri, Agung Ginanjar Anjaniputra
Improving English Speaking Skills Using Creative Crafting Media
This study investigates the use of creative handicraft media to improve the English speaking skills of eighth-grade students at SMP Surya Dharma 2 Bandar Lampung. The research was conducted in response to students’ difficulties in speaking English, particularly related to low confidence, limited vocabulary, and fear of making mistakes. Handicraft activities were incorporated into speaking lessons to provide students with meaningful learning experiences and to encourage active participation. The results show that the use of creative handicraft media positively influences students’ speaking performance and classroom involvement. This study demonstrates that creative handicraft media can be an effective learning alternative in junior high school English classes, as it helps create a more engaging learning atmosphere and supports students in developing confidence when speaking English.
Copyright (c) 2025 Kania Paswa Clearesta, Musiman, Dyah Sih Pratiwi
BOOSTING ENGLISH WRITING SKILLS: HOW GINGER SOFTWARE EMPOWERS LANGUAGE LEARNERS
Writing skills are essential for learners in mastering English as a global language. Non-native learners face challenges such as grammatical errors, limited vocabulary, and lack of confidence, making technological solutions like Ginger Software highly relevant. This study employed a Systematic Literature Review (SLR) to analyze the effectiveness of Ginger Software in enhancing English writing skills. The research synthesizes findings from various studies published between 2015 and 2025, highlighting Ginger’s ability to improve grammar, vocabulary, and sentence structure through real-time feedback and context-based learning. Results indicate that Ginger Software significantly enhances writing quality, supports self-directed learning, and increases learners' motivation. However, challenges such as accessibility limitations, integration into workflows, and over-reliance on technology were also identified. While Ginger Software proves beneficial for addressing common writing errors, its limitations in providing nuanced, contextualized feedback emphasize the continued importance of educators in the learning process. This study concludes that combining AI-based tools like Ginger Software with traditional teaching methods can provide a balanced and comprehensive approach to improving English writing skills. Future research should explore strategies for greater inclusivity and the development of hybrid models integrating AI technologies with human instruction.
Copyright (c) 2025 Mansurudin, Ilham, Edi, Ilham (Author)
Struggling to Speak: A Case Study of Students’ Barriers in English Public Speaking
This study investigates the challenges students face in developing their English public speaking skills and identifies the factors that influence their performance. Using a descriptive qualitative approach and a case study design, data were collected through semi-structured interviews and classroom observations involving third-semester students of the English Education Study Program. The data were analyzed using an inductive approach through Miles and Huberman’s interactive model. The findings reveal four major categories of challenges. Preparation-related difficulties emerged as students often lacked adequate rehearsal, resulting in disorganized delivery and low confidence. Linguistic barriers, including limited vocabulary, grammatical inaccuracy, pronunciation problems, and disrupted fluency, further affected their ability to express ideas clearly. Psychological factors such as anxiety, shyness, and fear of negative evaluation also played a crucial role in hindering performance. Additionally, environmental and social constraints, such as limited speaking opportunities and insufficient support from peers and lecturers, restricted students’ development of speaking competence. Overall, the study highlights that students’ public speaking challenges are multidimensional. It emphasizes the need for comprehensive instructional support that integrates preparation strategies, linguistic development, confidence-building techniques, and increased speaking practice.
Copyright (c) 2025 Supriyanto, Ilham, Edi, Moh. Fauzi Bafadal
DEVELOPMENT OF AN ENGLISH VOCABULARY POCKET BOOK FOR BUILDING INFORMATION MODELING DESIGN STUDENTS
This research aims to describe the development process, assess the validity, and evaluate the effectiveness of an English vocabulary pocket book designed as a supplementary learning medium for students of the Building Information Modeling Design Department at SMK Negeri 2 Rantau Utara. Conducted from February to March 2025, the study employed the ADDIE model, encompassing five phases: Analysis, Design, Development, Implementation, and Evaluation. The research involved 35 Grade XI students as participants. Data were gathered through interviews, validation sheets, and pre-test and post-test instruments. The developed pocket book was validated by media and material experts, achieving high feasibility scores of 92.2% and 91.4%, respectively. The results of the pre-test and post-test showed an improvement in students’ vocabulary acquisition, with average scores increasing from 65.8 to 71.3. These findings suggest that the pocket book is a valid, practical, and effective tool to support vocabulary learning in vocational education
Copyright (c) 2026 Agati sri haryati, Anna leli Harahap, Rizki Lestari (Author)
SPEECH ACTS ANALYSIS ON LILLY CONTINO’S COMPLAINT VIDEOS IN A RESTAURANT SETTING
This study examines the use of Speech Acts complaining in Lilly Contino’s misgendering videos. Using Speech Acts categorizations by Searle (1969) and Moon’s (2002) complaining framework, the study aims to identify the strategy of complaints used by Lilly Contino and to examine its effectiveness. The study reveals that Lilly Contino used both implicit and explicit strategies. The implicit strategy used as an initial complaint by using assertive Speech Acts comprises reaffirming, recognizing, and stating, the explicit strategy used as a follow-up complaint by using directive Speech Acts includes demanding and requesting; and the expressive Speech Acts is used as well encompass Lilly’s personal feeling. It is also found that the implicit strategy is less effective for complaints rather than the explicit one. The study furthermore reveals that complaining has its level to address offensive situations. Therefore, this study is particularly useful for understanding the intent of complainers and how the hearer develops a suitable apology.
Copyright (c) 2024 Sinta Dewi, Risa Astuti, Hafidatun Nursalam, Pisit Meekaeo (Author)
STUDENTS' DIFFICULTIES IN ENGLISH SPEAKING SKILL
This study was conducted to find out students' difficulties in learning English speaking at SMAN 1 Tulung Selapan, OKI. The participants of this study were 6 students of XI IPA 1 using a purposive sampling method. The data were collected by using interview with 20 questions. The findings of this research revealed that there were students' difficulties in learning English speaking, as follows: (1) pronunciation was the biggest difficulty for students to learn to speak English. Some students said that it was very difficult to pronounce vocabulary that had different pronunciations because their mother tongue did not have the same pronunciation of the alphabet as Indonesian. Students have to learn a lot of how to pronounce English so that they would get used to it later. (2) Vocabulary was a challenge in itself, students often look for the right words to pronounce. Students find it quite difficult for themselves to determine the right words to use correctly in English conversation. In this case, students also have to memorize a lot of vocabulary to find the right words when speaking English. (3) some students were not confident, and shyness was the main problem in this study because they were afraid of being laughed at by their friends when make mistakes. The conclusion of this research indicated that those students of SMAN 1 Tulung Selapan had several difficulties in speaking English including lack of pronunciation, lack of vocabulary, and lack of self-confidence when speaking English because they were ashamed and afraid of being laughed at by their classmates. Keywords: Students’ difficulties, Learning, English speaking.
Copyright (c) 2024 Husnaini Husna (Author)