IJEE (Indonesian Journal of English Education)
IJEE (Indonesian Journal of English Education) is a double-blind peer-reviewed journal (SINTA 2 accredited) published biannually by the Department of English Education, Faculty of Educational Sciences, UIN Syarif Hidayatullah Jakarta since 2014. The journal serves as a platform for researchers and practitioners to publish original research in English education.
Syarif Hidayatullah State Islamic University of Jakarta, Indonesia
MESSAGE ABUNDANCY IN THE REPORT GENRE: VISUAL-VERBAL RELATION IN THE ENGLISH FOR NUSANTARA TEXTBOOK
Textbooks play a role in exposing learners to genres, demonstrating how texts are structured and used in social settings. One of the ways is through message abundancy, where concepts are expressed through multiple ways multiple times to enhance comprehension. Drawing on the framework of visual-verbal relations of meaning proposed by Daly and Unsworth (2011) and Unsworth (2006), the study explores how visual modes concurrent or complement verbal meanings or vice versa, contributing to message abundancy. Specifically, the study analyzes how this is achieved in the learning activities related to the report genre in the English for Nusantara (EfN) textbook Grade 7. Findings show that both concurrent meanings (equivalent and redundant) and complementary meanings (augmented) contribute to message abundancy. No divergent meaning was found, indicating that the verbal and visual modes did not contradict each other, as distracting details might hinder learning. This is supported through picture cues with wordboxes, model texts and hands-on activities, dialogues paired with comic strips, and genre stage tables combined with blank writing templates. Thus, through multimodal layering, the textbook reinforces meaning by visually re-expressing verbal modes, provides opportunities for matching, repeating, and applying language through visuals and sentence-building tasks, offers parallel input across modes, and situates language in context, strengthening recognition of vocabulary and the genre-specific features.
English for Nusantara; genre; message abundancy; visual-verbal relations
Copyright (c) 2025 Firly Asyifa, Ika Lestari Damayanti, Iyen Nurlaelawati https://creativecommons.org/licenses/by-sa/4.0
CULTURAL CONTENT IN EFL: DENOTATIVE AND CONNOTATIVE MEANING OF LEXICONS OF AGRICULTURAL ACTIVITIES IN SUBAK SYSTEM IN BALI
Subak is a traditional system that manages agricultural activities in Bali, including irrigation and rituals from planting through harvesting. The agricultural activities lexicons used in the Subak system in Bali are inseparable from the agricultural rituals performed by Subak members. This descriptive qualitative study explored the denotative and connotative meanings of the lexicons of agricultural activities used in Subak Pangkung Kunyit, and their potential as cultural content for English learning materials. The findings indicated that 13 lexicons of agricultural activities were used in Subak Pangkung Kunyit, spanning pre-planting through harvesting. Those lexicons are Mapag Toya, ngendagin, ngurit, nandur, neduh, nyasihin, kekambuhan, ngiseh, mabyakungkungan, mluspusin, ngusaba nini, Manyi, and ngerasakin. Those lexicons have a denotation based on the literal meaning of the lexicons in the Balinese language. Meanwhile, the connotative meaning is influenced by the context of Subak's agricultural activities. Therefore, the denotative meanings of the lexicons of agricultural activities in Subak are rarely used by Balinese farmers, whereas their connotative meanings are commonly used. These findings suggest that Subak agricultural lexicons constitute culturally rich linguistic resources that can be integrated into EFL learning materials to promote cultural literacy, contextualized vocabulary learning, and learners’ awareness of local wisdom within English education.
Copyright (c) 2025 I Putu Ngurah Wage Myartawan, Gusti Putu Rustika Dewi, Dewa Ayu Eka Agustini, Anak Agung Sri Barustyawati https://creativecommons.org/licenses/by-sa/4.0
USING CORPUS-BASED AUTHENTIC MATERIALS TO TEACH ENGLISH FOR ACADEMIC PURPOSES
This study investigated the use of corpus-based materials in teaching English for Academic Purposes among 54 students in hospitality and urban planning courses. A comprehensive qualitative case study approach, supported by a descriptive statistical survey, has been adopted to acquire an in-depth understanding of the teaching methods, student engagement, and learning outcomes that learners themselves perceive. The researcher observed classes and took field notes to document how learners interacted with one another, how the teacher taught, and how learners responded to corpus-based learning activities. To support and contextualize these findings, descriptive survey questionnaires were administered to identify students’ perceptions, levels of confidence, and engagement in academic language learning. The results of the research suggest that authentic materials can promote meaningful exposure to language relevant to a subject, encourage collaborative learning and help learners to participate more actively in class. Studies reveal that students have a positive attitude towards the course, reporting that it had a significant impact on their confidence and ability to understand academic texts. Research highlights the usefulness of a corpus for teaching students the norms of English used in academic contexts at the tertiary level worldwide.
Corpus-based; Authentic materials; English for Academic Purposes (EAP); Mixed-method approach; Student performance
Copyright (c) 2025 Gufron Gufron https://creativecommons.org/licenses/by-sa/4.0
THE USE OF ARTIFICIAL INTELLIGENCE IN LEARNING ENGLISH AT VOCATIONAL HIGH SCHOOL
Artificial Intelligence (AI) is a groundbreaking technology in the contemporary era, particularly in education. This study investigates the use of Artificial Intelligence (AI) in English language learning at a vocational school, focusing on both students' and teachers' perceptions. Employing a qualitative phenomenological approach, data were collected through questionnaires and in-depth interviews with 7 teachers and 35 students. The findings revealed that AI tools such as Chat GPT, Grammarly, and Google Translate are widely used and perceived as effective in improving students' grammar, vocabulary, speaking (pronunciation), listening, and writing skills. Students and teachers also reported that AI supports independent learning and enhances motivation. However, challenges such as overreliance on AI, lack of contextual understanding, limited internet access, and the absence of emotional interaction were identified. The study emphasizes the importance of a balanced learning strategy that combine AI technology with traditional classroom methods to achieve effectiveness and optimize English learning in vocational education settings.
artificial intelligence; English learning; students’ perception; teachers’ perception; vocational school
Copyright (c) 2025 Ajeng Diah Rosita, Fitri Budi Suryani, Atik Rokhayani https://creativecommons.org/licenses/by-sa/4.0
THE EXPLORATION OF SELF-MANAGEMENT SKILLS IN ENGLISH JUNIOR HIGH SCHOOL TEXTBOOK
This study examines how self-management are incorporated in English textbooks in the Junior High School. This study uses a qualitative research design with a content analysis approach to analyze the most prevalent aspects of self-management represented in English textbooks for grades 9 of junior high school. This study uses an analytical framework based on the theory developed by CASEL, with a special emphasis on the aspect of self-management skills. The analysis can include text segments such as dialogues, narratives, instructional content, or classroom activities. The findings indicate that verbal units are used significantly more frequently in textbooks to demonstrate self-management skills. While visual units were present, but mostly used in these textbooks as supporting visuals to complement verbal content, rather than as stand-alone representations
SEL, Self-management skills, CASEL, Verbal, Visual, English Textbook, Junior High School
Copyright (c) 2025 Bhakti Nuswantari Achmad https://creativecommons.org/licenses/by-sa/4.0
THE IMPLEMENTATION OF DIFFERENTIATED LEARNING ON THE EMANCIPATED CURRICULUM: TEACHERS’ PERSPECTIVES
This study explores English teachers' perspectives on implementing differentiated learning within Indonesia's Emancipated Curriculum through qualitative interview-based research. Through semi-structured interviews with an English teacher, the study investigated how teachers perceive and implement differentiation strategies in their teaching practice. The findings revealed that teachers approach differentiation through four key aspects: content differentiation utilizing digital tools and culturally relevant materials to engage diverse learners; process differentiation implementing flexible grouping strategies and technology integration to accommodate various learning styles; product differentiation employing varied assessment approaches with tailored rubrics for different student outputs; and environment differentiation focusing on emotional readiness and inclusive practices. The interview data highlighted both positive experiences and significant challenges, including time management constraints, content adaptation difficulties, and assessment standardization issues. These insights contribute to understanding the practical implementation of differentiated learning within the Emancipated Curriculum framework, emphasizing the need for enhanced professional development, institutional support, and systematic approaches to overcome implementation challenges while maintaining educational quality and inclusivity.
differentiated learning; emancipated curriculum; English teaching; teacher perspectives
Copyright (c) 2025 Azmi Sauki, Ridha Ilma, Deta Desvitasari https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF BUSUU APPLICATION ON READING COMPREHENSION SKILL OF EIGHTH GRADE STUDENTS OF SMP NEGERI 1 WELAHAN JEPARA IN ACADEMIC YEAR 2025/2026
Reading comprehension is still a big challenge for many EFL learners. They often find it hard to identify main ideas, understand vocabulary, and use reading strategies effectively. While earlier studies examined Busuu’s role in vocabulary and speaking, little attention has been given to its potential in improving reading comprehension. This study investigates the effect of Busuu on eighth-grade students at SMP Negeri 1 Welahan Jepara. A quasi-experimental design was employed to compare two student groups: one taught conventionally and the other using Busuu. Data were collected through reading comprehension tests and analyzed using descriptive statistics, normality and homogeneity checks, paired-samples t-tests, ANCOVA, and normalized gain (N-gain). Results showed that the experimental group achieved higher post-test scores (M = 87.06) compared to the control group (M = 82.4), with ANCOVA confirming a significant treatment effect (F = 6.40, p = 0.014). These findings indicate that Busuu can serve as an effective mobile-assisted learning tool to strengthen reading comprehension in EFL contexts. In addition to statistical improvement, the study shows that Busuu’s interactive tasks provide practical guidance for teachers and students in integrating digital resources into classroom instruction.
Busuu; EFL students; experimental study; mobile learning; reading comprehension
Copyright (c) 2025 Ella Faustina Sari, Aprilia Riyana Putri https://creativecommons.org/licenses/by-sa/4.0
STUDENTS’ REFLECTIONS ON WEEKLY VLOGGING IN A SPEAKING FOR ACADEMIC PURPOSES COURSE: CHALLENGES AND PEDAGOGICAL IMPLICATIONS
Adding vlogging to academic speaking classes could be both new and hard at a time when digital expression is becoming more and more important in how we learn and talk to each other. This study investigates how students in a Speaking for Academic Purposes class at UIN Siber Syekh Nurjati Cirebon reflected on making vlogs as their tasks. It talks about the problems they had and what learning through vlogs means for teaching. We applied an explanatory sequential mixed methods design to collect data from 46 third-semester ELT students. We collected data through a structured questionnaire and in-depth interviews with three students who were at different levels of performance. The numbers showed that using language, feeling bad, and having technical problems were all moderately to very hard. Students said they got a lot out of it, like more confidence, better speaking skills for school, and more interest in school. Qualitative data confirmed these findings, showing that students had more freedom, motivation, and self-awareness. The study finds that, even though there were some problems, weekly vlogging is a fun and useful way to improve academic speaking in digital learning settings.
mix-method; reflection; vlogging; speaking; challenge; pedagogical implication
Copyright (c) 2025 Nana Priajana, Hendi Hidayat, Amin Basir https://creativecommons.org/licenses/by-sa/4.0
UNDERSTANDING ENGLISH SPEAKING DIFFICULTIES: MBTI PERSONALITY TYPES AND PSYCHOLINGUISTICS PERSPECTIVE AMONG UNIVERSITY STUDENTS
This study explores the internal factors contributing to English-speaking difficulties among university students by integrating the Myers-Briggs Type Indicator (MBTI) personality framework and a psycholinguistic perspective. It focuses on how personality traits, such as extroversion, emotional stability, and cognitive preferences, relate to students' self-perceived speaking ability. A quantitative-descriptive design with correlational analysis was employed, involving 60 English Language Education students at STAIN Mandailing Natal. Data were collected through an online questionnaire combining a 16-item MBTI personality assessment and a 10-item self-assessment of English-speaking ability. Results showed that students with extroverted, assertive, and judging traits demonstrated higher confidence and fluency, while introverted and turbulent students reported more anxiety and hesitation. The findings highlight the psychological dimension of speaking performance and underscore the need for language instruction responsive to learners’ emotional and personality differences. By addressing cognitive and affective aspects, educators can create more inclusive and effective strategies to support diverse speaking development in English as a foreign language.
MBTI; personality types; psycholinguistics; speaking ability
Copyright (c) 2025 Rica Umrina Lubis, Sartika Dewi Harahap, Indra Kurniawan Siregar https://creativecommons.org/licenses/by-sa/4.0
A BIBLIOMETRIC ANALYSIS OF SPEAKING ANXIETY IN ENGLISH LANGUAGE EDUCATION
This study presents a bibliometric analysis of research on speaking anxiety in English language education from 2020 to 2025, drawing on 71 Scopus-indexed publications. Speaking anxiety remains a major barrier to language proficiency, particularly in online and hybrid contexts accelerated by the COVID-19 pandemic. Using performance analysis and science mapping with Biblioshiny, the study identifies influential journals, highly cited works, leading countries, and emerging keyword trends. Findings highlight growing scholarly attention to digital learning environments, teacher and peer support, and technology-mediated tools as strategies to reduce anxiety. China, Poland, and Thailand stand out in citation impact, while Malaysia and China dominate publication output. Despite this growth, gaps remain, including limited non-English publications, a shortage of qualitative and longitudinal studies, and underexploration of cultural and socio-economic factors. Keyword analysis emphasizes communication apprehension, self-confidence, and motivation, framing anxiety as an interplay of emotional, cognitive, and pedagogical elements. The study concludes that future research should expand database coverage, adopt diverse methodologies, and examine cross-cultural classroom dynamics to better capture learner experiences. Practically, findings suggest that educators can reduce anxiety by fostering collaboration, providing constructive feedback, and integrating interactive technologies. This bibliometric review offers an overview of trends and actionable insights for scholars, educators, and policymakers.
communication apprehension; digital pedagogy; foreign language learning; learner motivation; peer collaboration
Copyright (c) 2025 Muhammad Arsalan, Zuliati Rohmah, Syariful Muttaqin https://creativecommons.org/licenses/by-sa/4.0
THE SPEAK-BOT FRAMEWORK FOR CONTEXTUALIZED ENGLISH LEARNING
This study developed and validated the SPEAK-BOT framework, an AI-assisted model for contextualized English--speaking instruction that integrates ChatGPT interaction, teacher facilitation, and local dialogue materials from Haba Inggreh. Using the Design and Development Research (DDR) approach, the study was conducted in two high schools in Nagan Raya, Aceh—SMAN 1 Seunagan and SMAN 1 Kuala—representing agrarian and coastal contexts. A total of eighty Grade XI students and four English teachers participated in the limited implementation phase. Data were collected through expert validation, observation, questionnaires, interviews, and AI interaction logs, then analyzed using descriptive statistics and thematic interpretation. The results show that students and teachers demonstrated high motivation and readiness to use AI for speaking practice, despite minor barriers such as internet instability and limited digital familiarity. The framework successfully addressed key weaknesses in pronunciation and contextual comprehension, while enhancing learners’ confidence through enjoyable, collaborative, and story-based activities. Teachers confirmed that AI feedback complemented classroom instruction and strengthened contextual engagement. The findings imply that SPEAK-BOT effectively bridges technology, pedagogy, and local culture, showing that AI can humanize rather than mechanize English learning. The study closes the gap between AI-assisted learning and contextualized pedagogy by uniting them within a single instructional framework. Although limited in scope, the research provides a scalable foundation for broader implementation and future longitudinal studies.
AI-assisted learning; contextualized English; design and development research; speaking instruction; SPEAK-BOT framework
Copyright (c) 2025 Veni Nella Syahputri, Cut Nabilla Kesha, Nyak Mutia Ismail https://creativecommons.org/licenses/by-sa/4.0
CHILDREN'S INTERACTION WITH AI TECHNOLOGY AND ITS IMPACT ON LANGUAGE ACQUISITION IN THE DIGITALIZATION ERA
Technological development, especially Artificial Intelligence (AI), has brought significant changes to various aspects of life, including education and children's language development. AI is now integrated into various educational platforms such as YouTube Kids, Lingo Kids, Bing, and official platforms owned by certain institutions, offering a more interactive language learning experience. Traditionally, language acquisition occurred through direct social interaction, but now children also interact with non-human entities like AI, which is capable of providing real-time feedback. However, AI cannot fully replace human interaction, which is rich in social and emotional context. Another emerging challenge is the potential increase in screen time, which can negatively impact children's language development. This research will further analyze children's interaction with AI and its impact on their language development in the era of digitalization. The study was conducted at the CBC Mawaddah Warrahmah Kindergarten and Early Childhood Education institution in Jambi Province. This is a qualitative study that uses observation and interviews to obtain data. From the data collected, it is known that children have been interacting with AI-based technology from the age of one to four years old. Consequently, AI is not a new concept for these children. The interactions they have had impact aspects of their language development, namely phonology (sound imitation), lexicon (vocabulary), syntax (sentence patterns), and pragmatics. All the observed effects on these linguistic aspects are influenced by the stimulus, response, and reinforcement received by the children during their interaction with the AI-based technology.
children's interaction with ai; artificial intelligence (AI); children's language acquisition; digitalization era; language acquisition in the digital era
Copyright (c) 2025 Lulu Fahkrunisa https://creativecommons.org/licenses/by-sa/4.0
THE IMPACTS OF VIRTUAL REALITY ON COGNITIVE AND EMOTIONAL COMPONENTS IN THE CONTEXT OF SELF-DIRECTED LEARNING
There is limited understanding of how VR impacts the coginitive and emotional components; motivation, self-confidence, and language learning anxiety, especially in the context of self-directed learning.The present study aims to know the significant effects of VR and to explore how VR influences these cognitive and emotional aspects within the context of SDL. It used a mixed-methods design, gathering quantitative data from 194 EFL students through questionnaires, followed by qualitative data through in-depth interviews. The Wilcoxon test revealed significant improvements in motivation, confidence, and a decrease in anxiety (Asymp. Sig. < 0.05) for all students, with no negative values. VR significantly outperformed conventional learning, with higher improvements in motivation (91.47), self-confidence (92.38), and a greater reduction in anxiety (85.17), compared to smaller gains in the conventional method: motivation (70.35), self-confidence (72.58), and anxiety (70.15).The qualitative research findings indicate that VR in self-directed learning notably boosts students’ motivation and self-confidence while reducing language learning anxiety. By offering interactive, immersive experiences, practical, and contextual, VR encourages active engagement with English. It also provides a low-pressure environment for practicing real world scenarios, reducing anxiety, and enhancing overall learning effectiveness. VR has a substantial positive impact on these cognitive, emotional aspects, and language learning anxiety reducing. Statistical analysis shows a significant difference (P< 0.05), with VR providing a more immersive and interactive learning experience to enhance student’s engagement and understanding.
Copyright (c) 2025 Dedi Aprianto https://creativecommons.org/licenses/by-sa/4.0
Using EFL Teachers’ Questioning Techniques with High School Students to Promote Learning
Numerous developments that center on the creation of instructional materials and students’ participation in the classroom have occurred in Indonesia’s educational system. It is difficult for teachers to communicate instructional materials to students during the teaching and learning activities. One way to gauge students’ comprehension of a topic is by conveying questions. This study analyzed question techniques applied by EFL teachers and how they employed the strategies in their classrooms. The descriptive qualitative method was selected, involving three female English as a Foreign Language (EFL) teachers in one high school in Indonesia. Observations in different classes and interviews were conducted to gain the data. The results revealed nine types of questioning techniques the teachers actively implemented: 1) knowledge questioning technique, 2) comprehension questioning technique, 3) application questioning technique, 4) analysis questioning technique, 5) synthesis questioning technique, 6) evaluation questioning technique, 7) convergent questioning technique, 8) divergent questioning technique, and 9) procedural questioning technique. How the teachers applied the questioning techniques also discussed according to the function of each strategy. EFL teachers can use various question techniques in handling classrooms effectively to establish and sustain efficient teaching-learning processes.
Copyright (c) 2025 Evi Puspitasari, Aufa Nafiatun Nabila, Anisa Wahyu Dwi Putri https://creativecommons.org/licenses/by-sa/4.0
TEACHING ENGLISH IN RURAL AREAS: EXPLORING CHALLENGES AND EFFECTIVE STRATEGIES FROM A TEACHER’S PERSPECTIVE
ABSTRACT This study explores the challenges faced by English language teachers in rural areas, focusing on junior high schools (SMP) in Pandeglang, Banten, Indonesia. Using a qualitative case study approach, the research investigates the difficulties of teaching English and the strategies employed by teachers in these areas. Four experienced English teachers, each with over five years of teaching experience, participated in the study. Data were collected through open-ended questionnaires and semi-structured interviews conducted via WhatsApp. Thematic analysis revealed key challenges, including lack of student interest, insufficient parental support, limited learning resources, lack of exposure to English, and issues with vocabulary retention. Despite these challenges, teachers have developed innovative strategies, such as using interactive materials (videos and games), project-based and cooperative learning, and utilizing limited technology like smartphones and educational apps. Teachers also integrate local culture and daily life into lessons to enhance contextual learning. This study highlights the resilience and creativity of educators in rural areas in overcoming obstacles to improve the quality of English language teaching.
Copyright (c) 2025 Ai Aas Astriyani https://creativecommons.org/licenses/by-sa/4.0
A PARAPHRASING STRATEGY INSTRUCTION MODEL TO HELP UNIVERSITY STUDENTS AVOID PLAGIARISM IN ACADEMIC WRITING
ABSTRACT A paraphrasing strategy instruction model has been developed through a research and development method. The developed model is called the 3RI (Read, Rewrite, Revise, Integrate) paraphrasing strategy instruction model. This is a part of the research and development, which is aimed at evaluating the effectiveness of the developed model. For evaluation, the field testing was carried out in the English study program at the University of Mataram. Seventy-five students who were taking academic writing courses were involved in this study. To evaluate the effectiveness of the developed model, the students self-assessed before and after having been treated using the 3RI paraphrasing strategy instruction model. After the treatment, the students were asked to fill in the questionnaire, which covered statements about the students' responses toward the instruction with the developed model. The results indicated a significant difference between the student's scores in the self-assessment before and after the treatment. Further, the students generally responded positively to the treatment with the developed model. The 3RI paraphrasing strategy instruction model can be one of the ways to help students avoid plagiarism and develop their creativity and critical thinking skills. ABSTRAK Sebuah model instruksi strategi perparafiran telah dikembangkan melalui metode penelitian dan pengembangan. Model yang dikembangkan disebut sebagai model instruksi strategi perparafiran 3RI (Read, Rewrite, Revise, Integrate). Ini merupakan bagian dari penelitian dan pengembangan yang bertujuan untuk mengevaluasi efektivitas model yang dikembangkan. Untuk evaluasi, uji lapangan dilakukan di program studi bahasa Inggris di Universitas Mataram. Tujuh puluh lima mahasiswa yang mengikuti mata kuliah penulisan akademis terlibat dalam penelitian ini. Untuk mengevaluasi efektivitas model yang dikembangkan, mahasiswa melakukan penilaian diri sebelum dan setelah menerima perlakuan menggunakan model instruksi strategi perparafiran 3RI. Setelah perlakuan, mahasiswa diminta untuk mengisi kuesioner yang mencakup pernyataan tentang tanggapan mahasiswa terhadap instruksi dengan model yang dikembangkan. Hasilnya menunjukkan perbedaan signifikan antara skor penilaian diri mahasiswa sebelum dan setelah perlakuan. Selanjutnya, mahasiswa umumnya memberikan tanggapan positif terhadap perlakuan dengan model yang dikembangkan. Model instruksi strategi perparafiran 3RI dapat menjadi salah satu cara untuk membantu mahasiswa menghindari plagiarisme dan mengembangkan kreativitas serta keterampilan berpikir kritis mereka. How to Cite: Thohir, L., Nurtaat, L., Udin, & Insaini, M. (2023). A paraphrasing strategy instruction model to help university students avoid plagiarism in academic writing. IJEE (Indonesian Journal of English Education), 10(2), 340-354. https://doi.org/10.15408/ijee.v10i2.34750
IDENTIFYING LANGUAGE NEEDS IN NURSING PROGRAMS: A STUDENT PERSPECTIVE ANALYSIS
Conducting a comprehensive needs analysis is essential for creating effective Nursing English programs that equip professionals with the necessary language skills to excel in their roles. This study aims to pinpoint the specific language skills that nursing professionals require. A qualitative descriptive research method was used to assess the needs of English use among 137 nursing students, employing survey methods as its primary data collection tools. The results reveal that the majority of students are motivated to learn English to communicate effectively and enhance their future career opportunities. It also highlights that proficiency in English literature is a significant goal for some students. The data also underscores the necessity for a well-rounded curriculum designed for nursing students, emphasizing a holistic approach to knowledge and skill development within the field. Additionally, educators should acknowledge integrating technology into their instructional practices for the benefit of student learning and professional development. Overall, the strategic foundational approach to curriculum development highlights a purposeful integration of theoretical knowledge with practical application for optimal learning outcomes.
Copyright (c) 2025 Mita Nur Aflah, Popy Popy https://creativecommons.org/licenses/by-sa/4.0
Designing EFL Virtual Learning: The Challenges and The Best Practices
The field of education has experienced significant changes due to technological advancements. In response to these changes, online learning has become a popular teaching mode. The COVID-19 pandemic has made online learning a mandatory approach to education. Therefore, a variety of online learning tools have been developed for use. The primary goal of this research was to explore the viewpoints of educators regarding the implementation of digital media for English language teaching amid the pandemic. This research focused on investigating the challenges and the best practices experienced by Junior High School teachers when designing EFL online learning. Three English teachers were taken as participants. Moreover, a qualitative research method was utilized. Semi-structured interviews and observation were used to collect the data, and descriptive analysis was chosen as the data analysis technique. The findings revealed that the challenges faced by teachers were their difficulties in designing effective online teaching and learning plans. In addition, the best practices experienced by the teachers and students when running virtual learning were using digital media, such as Google Classroom, Instagram, and WhatsApp. Since they were readily available, digital media facilitated students' participation in learning the English language.
Copyright (c) 2024 IJEE (Indonesian Journal of English Education)
TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE LEARNING BASED ON THE TPACK-SAMR FRAMEWORK AT THREE INDONESIAN UNIVERSITIES
Technology plays a crucial role in various aspects of human life, especially in education, making the integration of technology in English language learning at the university level essential. This study aims to: 1) analyze how lecturers integrate technology; 2) Evaluate the proficiency of English language lecturers in incorporating technology using the TPACK-SAMR framework; 3) investigate the implications of technology integration based on TPACK-SAMR in English Language Teaching (ELT). This research employed mixed method approach which involved six lecturers from three Indonesian universities. Interviews and questionnaires were administered to obtain the data. Furthermore, the data was analyzed both qualitative involving data reduction, data display, and conclusion drawing or verification and statistical analysis using SPSS 25.. . The results show that the six lecturers at the universities have integrated technology into their teaching, including preparation, implementation, and assessment. In terms of integration level based on TPACK-SAMR, the lecturers are well-qualified in the aspects of pedagogy, content, and technology. For SAMR levels, the amount of technology integration in learning has reached the point where substitution and augmentation are widespread practices among lecturers. However, the application of technology at the modification and redefinition levels remains limited. Moreover, technology has the results revealed six noteworthy aspects of implication technology in English classroom, namely enrichment of learning material, enhanced learning, accessibility, a broader range of assessment, provide direct feedback and enhanced productivity and efficacy. therefore, lecturers' TPACK-SAMR competency in the practice of using technology is very important as a basis for the application of technology in higher education in the future.
Copyright (c) 2024 Adib Ahmada, Faiqotur Rizkiyah https://creativecommons.org/licenses/by-sa/4.0
THE INFLUENCE OF GENDER AND DIGITAL GRAPHIC ORGANIZERS ON WRITING AND READING PERFORMANCE AT HIGHER EDUCATION
Graphic organizers (GOs) and gender were predicted as influential variables for the success of EFL instruction. The study attempted to elaborate the effect of gender and digital graphic organizers toward reading and writing at higher education. The 50 subjects were L2 learners at Islamic state institute consisting of male (n=24) and female (n=26). Tests were administered to gather data in different period of times. The experiment group was treated using digital GOs, the control class was taught using non- GOs. The two techniques were given to the participants both males and females in writing and reading class. A two-way Manova was employed to run with data. The analysis demonstrated The F value of Wilks’ Lambda for gender was , F(1, 49) = 6.765, p = 0.003; Wilks' Λ = 0. 769, eta= 0.231; digital graphic organizer was F (1, 49) = 5.474, p = 0.007; Wilks' Λ = 0. 804, eta= 0.196). This indicated that both gender and graphic organizer separately contributed to reading and writing. Since the eta squared was 0.23 (for gender) and 0.196 (for digital graphic organizers), it indicated that the effect size for gender was larger than digital graphic organizers. Then, the p value of Wilks’ Lambda for the interaction effect between gender and digital graphic organizers toward reading and writing was p = 0.144). This demonstrated no interaction effect between gender and digital GOs simultaneously on reading and writing at F (1,49) = 2.024, p = 0.144; Wilks' Λ = 0.917, eta= 0.083. However, partially, gender gave effect on reading and writing score and so did graphic organizers. Here, females had better achievement on reading and writing; and teaching using digital graphic organizer can improve both reading and writing.
Copyright (c) 2024 Tazkiyatunnafs Elhawwa https://creativecommons.org/licenses/by-sa/4.0
GENDER AND SOCIOECONOMIC DIFFERENCES IN BURNOUT AMONG EFL LEARNERS
This study examined burnout differences by gender and socioeconomic status among EFL university students in Indonesia (n=231,53.3%) , Laos (n=85, 19.5%), and Angola (n=117, 27%). Data from 433 students (females, n= 268, 61.89%, males, n=165, 38.11%) were collected using a cross-sectional survey, with participants recruited via WhatsApp groups shared by English lecturers. Burnout levels were measured using the Maslach Burnout Inventory-Student Survey (Schaufeli et al., 2002). The Mann-Whitney U Test showed that females (78.0%, median = 23.0) reported significantly higher burnout than males (67.3%, median = 22.0) (U = 18448, p = 0.004). This indicated that female students experienced more burnout than male students during their EFL learning. Regarding SES, similar percentages of students experienced moderate level of burnout: 75.6% from middle-to-upper and 72.1% from lower socioeconomic backgrounds. The Mann-Whitney U Test revealed no significant difference between these groups (U = 23389, p = 0.993, median for both groups= 22.0), indicating that burnout is common across socioeconomic statuses. To reduce burnout in EFL students, universities should offer engaging programs, like interactive games and stress-relief activities, focusing on the gender group with higher burnout, while incorporating fun English practice and time management tips.
Copyright (c) 2024 Venny Karolina, Sri Buwono, Hadi Wiyono, Dita Septiana, Carla Querioz, Toby Xaixanith, Firda Islamaya Farhan https://creativecommons.org/licenses/by-sa/4.0
EXAMINING LOGICO-SEMANTIC RELATION IN INDONESIAN EFL STUDENTS’ WRITING IN SCHOOLING GENRES: SFL PERSPECTIVE
Writing as a meaning-making is considered as a challenging task both for students and teachers, specifically related to the logical connection between clauses. Adopting Systemic Functional Linguistics (SFL) initiated by Halliday (1994) as framework, this qualitative study examined logical relations constructed in EFL students’ writings across four schooling genres; descriptive, argumentative, recount, and narrative texts to provide writing models for the EFL students and teachers in Indonesian context. The data comprised four high-achieving texts written by four ten graders of senior high school in West Java, Indonesia which were collected purposively based on their genre assessment conducted by the teacher. The collected data were sorted and categorized based on type and relation of the clauses. This textual analysis revealed that the four students employ complex clauses with different types of connections to express their ideas in a coherent and logical manner. The study also identified some weaknesses in the students’ writing that an SFL genre-based pedagogy could address. The study contributes to the understanding of the logico-semantic features of various academic genres in the Indonesian context and offers implications for EFL writing practitioners and scholars.
logico-semantic relation systemic functional linguistics.
Copyright (c) 2024 Rina Lestari https://creativecommons.org/licenses/by-sa/4.0
EFL STUDENTS’ EFFORTS FOR ENGLISH PROFICIENCY IMPROVEMENT
Pursuing an English major requires students to master English. However, some variations of English proficiency levels are found. Recognizing how students behave to improve their English as an English department student is needed to profoundly appropriate treatment for students. Therefore, this research aims to explore the EFL students’ efforts to enhance their English proficiency and the differences that may occur between cohorts using mixed methods. The subject of this research is English department students in Malang with 35 students. With survey and interview, this research found that the levels of students’ efforts are: (1) Seldom (Non-compliance level); (2) Often (Procedural effort level); (3) Sometimes (Substantive effort level); and (4) Often (Focal effort level). In addition, the mean effort level of the 2020 cohort is 48, the 2021 cohort is 49.3, the 2022 cohort is 50.17, and the 2023 cohort is 52.75. It can be concluded that the younger their cohort, the higher their effort to improve their English proficiency. Due to the limitation of this study, further studies need to explore the students’ effort in each English skill: speaking, reading, listening, and writing.
Copyright (c) 2024 Umniyah Juman Rosyidah https://creativecommons.org/licenses/by-sa/4.0
AUTHENTIC-BASED ASSESSMENT IN ENGLISH LANGUAGE LEARNING: A STUDY ON NON-ENGLISH MAJOR STUDENTS' DESCRIPTIONS OF DAILY ACTIVITIES
This study investigates the quality of language use among non-English major students in Indonesia through authentic assessment of English language learning. Five students from diverse majors were selected as subjects, and their written descriptions of daily activities during the holiday were analyzed. The assessment criteria included grammar and syntax, vocabulary, clarity and precision, organization and cohesion, conventions and mechanics, audience and purpose alignment, as well as creativity and style. Data analysis followed the framework proposed by Miles and Huberman, involving data collection, sorting, coding, pattern identification, interpretation, and verification. The findings revealed varied levels of language proficiency among the students. Some essays exhibited accurate grammar and sentence structure, while others contained recurring errors, particularly in subject-verb agreement and sentence construction. Vocabulary usage ranged from adequate to descriptive, though specific essays required more precise word choices. Clarity and precision were generally observed, though transitions between paragraphs often needed improvement. Organization and cohesion were inconsistent, with some essays lacking clear structure and logical flow. While most students adhered to writing conventions, minor errors in spelling and punctuation were noted. Audience and purpose alignment were generally effective, and creativity was evident, although some essays displayed underdeveloped stylistic expression. Overall, this research offers valuable insights into the language proficiency of non-English major students and provides recommendations for improving writing skills through authentic assessment methods. Future studies could focus on implementing the feedback from these assessments to enhance the quality of students' written descriptions.
Copyright (c) 2024 Muh arief Muhsin https://creativecommons.org/licenses/by-sa/4.0
ENHANCING STUDENTS’ SPEAKING PERFORMANCE THROUGH A DAY IN MY LIFE CONTENT’ ON
This study investigates the effectiveness of using "A Day in My Life" content on TikTok to improve the speaking performance of eleventh-grade tourism department students at SMK Bahari Ambon. Despite the growing popularity of ICT tools in education, many students still struggle with speaking skills, particularly in contexts that require confidence and fluency. This research aimed to determine how TikTok, as an innovative educational tool, could impact students' speaking abilities. The study involved 27 students and was conducted over three cycles, utilising a mixed-method approach that included project presentations as tour guides, video projects at tourist attractions in Ambon, observation checklists, interviews, and scripts of tourist attractions. The findings revealed a significant improvement in students' speaking skills, with average scores increasing from 48 in the first cycle to 71.5 in the second cycle and reaching 97.7 in the third cycle. Descriptive data showed that using TikTok enhanced students' confidence, reduced their fear of making mistakes, and encouraged continuous practice. Both quantitative and qualitative results highlighted the importance of consistent speaking practice, appropriate media use, and engaging classroom activities in improving speaking performance. The study concludes with implications for educators and suggests that integrating "A Day in My Life" content on TikTok is an effective strategy for enhancing students' speaking performance in the tourism department.
Copyright (c) 2024 Britshy Rosanadya Huka, Basikin Basikin, Adalciza Agusta Ximenes, Thedy Hardi Manafe, Mega Victoria Relmasira, Santi Kawai, Anggelvania Liany Kesaulija https://creativecommons.org/licenses/by-sa/4.0
EVALUATING UPTAKE TOWARDS WRITTEN CORRECTIVE FEEDBACK TO IMPROVE WRITING SKILLS
This study evaluates the effectiveness of written corrective feedback (WCF) in higher education, specifically within a Composition II course. It aims to identify the most commonly used types of WCF, their acceptance by students, and their impact on writing improvement. Using content analysis, 88 instances of WCF from the first and second essay drafts of 18 students were categorized into four types according to Hattie and Timperley framework: feeding up at the task level, feeding back at the task level, feeding back at the process level, and feeding forward at the process level. Feeding forward at the process level was most prevalent (51%), followed by feeding up and feeding back at the process level (20.5% each), and feeding back at the task level (8%). Feeding up at the task level had the highest acceptance rate (89%). Conversely, feeding back at the task level and feeding back at the process level had moderate reception (57% and 56%), while feeding forward at the process level had a substantial acceptance rate (67%). The findings emphasize that clear, varied, and goal-oriented feedback enhances students’ engagement, self-regulation, and writing proficiency by addressing specific areas for improvement and guiding future development, ultimately fostering sustained academic growth.
Copyright (c) 2024 Jessica Febrianti Maureen, Vera Syamsi https://creativecommons.org/licenses/by-sa/4.0
ARTIFICIAL INTELLIGENCE FOR METACOGNITIVE KNOWLEDGE ENHANCEMENT: EFL LEARNERS’ PERCEPTIONS IN AN INDONESIAN UNIVERSITY
This study examines the understanding of English as a Foreign Language by master’s degree students about incorporating AI-driven applications into learning to boost their metacognitive knowledge at Driyarkara University (Pseudonym). The objectives explore the EFL learners’ understanding of digital applications for enhancing metacognition and their experiences utilizing the tools for enhancing metacognitive knowledge. Purposive-comprehensive sampling was utilized in mixed-method research. Twelve students from the first semester of the English Education Master Program (EEMP) were the research participants for the survey. Close-ended and open-ended responses were analyzed to discover the various impacts of AI-powered tools, such as Google Gemini and Chat GPT, which would be classified in the coding process. The unstructured interview transcripts were deciphered to detect EFL learners’ experiences using AI-powered tools to enhance metacognitive knowledge. The findings revealed that AI-powered tools could give learners insightful feedback, a personalized learning style, and more self-assessment opportunities. Enhancing metacognitive knowledge was needed to establish an effective way of thinking and construct critical thinking outcomes. This study also suggested that AI-powered tools provided EFL learners more flexibility to gather materials and search for further references.
Copyright (c) 2024 Benito Dira, Paulus Kuswandono https://creativecommons.org/licenses/by-sa/4.0
APPLYING UTAUT2 TO AI-DRIVEN IELTS PREPARATION: A STUDY OF CHATGPT ADOPTION
This study explores the application of UTAUT2 in adopting ChatGPT for IELTS preparation, identifying key influencing factors. A scenario-based online survey with 168 Indonesian social media users was analyzed using partial least square-structural equation modeling (PLS-SEM). Findings reveal that performance expectancy, effort expectancy, social influence, and habit significantly drive behavioral intention. Users perceive ChatGPT as an effective tool for improving IELTS scores through personalized learning and appreciate its ease of use. Social influence from educators and peers also plays a crucial role, while habitual use reinforces trust in ChatGPT’s reliability. Interestingly, facilitating conditions, hedonic motivation and price value were non-significant. Specifically, cost concerns may be less relevant given ChatGPT’s free-tier accessibility, and hedonic motivation may be secondary in a goal-oriented setting like IELTS preparation. These non-significant results might also be shaped by Indonesia’s collectivist culture, where social influence outweighs individualistic motivations such as enjoyment. These findings suggest that the UTAUT2 model may require contextual adaptation for educational technologies, particularly in settings where functionality and effectiveness outweigh cost considerations. This study highlights the need to prioritize performance, ease of use and social influence to drive AI adoption in education.
Copyright (c) 2024 Vany Fitria, Luqman Hakim, Desika Putri Mardiani, Dita Indra Febryanti, Gilang Maulana Majid https://creativecommons.org/licenses/by-sa/4.0
TECHNOLOGY AND WELL-BEING: VOICES FROM ESP TEACHERS
Although research in the use of technology for teaching ESP has increased, there is still inadequate empirical evidence that informs us on how technology affects ESP teachers’ well-being. Therefore, the purpose of this study was to investigate the impact of technology on ESP teachers’ well-being. This qualitative study collected data through semi in-depth interviews to six ESP teachers from different fields and institutions. To overcome geographical constraints, the interviews were conducted online through Zoom video conferencing. Thematic analysis was conducted based on which data were categorized and coded. The findings suggest that the use of technology in teaching has affected teachers’ well-being both positively and negatively regarding work-life balance, the changing role, workload and task efficiency. Furthermore, the overuse of technology contributes to ESP teachers’ level of stress as they encounter some challenges (digital fatigue, time management issue, scepticism about students’ work authenticity, and overwhelmed feeling), and students’ negative behaviours. Some strategies were employed to deal with the challenges. This study implies the need for strategic institutional support and adaptation to maximize its benefit and minimize negative impacts.
Copyright (c) 2024 Luluk Iswati, Saptin Dwi Setyo Hastuti https://creativecommons.org/licenses/by-sa/4.0
VALIDITY, RELIABILITY, AND PRACTICALITY OF TEST ITEMS IN AN INTERNET-BASED ENGLISH PROFICIENCY TEST FOR ENGLISH LABORATORY
One way to evaluate English language skills is through the English Proficiency Test (EPT). This research aimed to develop the Internet-Based English Proficiency Test (IB-EPT) by evaluating its test items' validity, reliability, and practicality. The study followed a research and development approach incorporating qualitative and quantitative methods. The sample consisted of 24 students from UIN Alauddin Makassar. The developed English language test media received positive feedback from the expert validation and field trials. The results revealed that the validity of test items was confirmed, with a coefficient of 0.462 (r table = 0.44). Similarly, using Spearman-Brown product-moment correlation, the test items were reliable, with an index of 0.632, exceeding the critical value of the product-moment table (r table = 0.44). In addition, the students' evaluation of the product’s practicality yielded a score of 83.26%, categorized as “very good,” indicating the product was feasible. It is recommended that higher education policymakers should prioritize equipping campuses with comprehensive facilities, particularly information and communication technology, and provide specialized training for lecturers to develop effective computer-based and online assessments.
Copyright (c) 2024 Nuri Emmiyati https://creativecommons.org/licenses/by-sa/4.0