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
ONE DAY ONE MINUTE VLOG TRENDS’ TIKTOK VIDEO PRODUCTION: ENHANCING STUDENTS’ SPEAKING MOTIVATION
Social media has been widely utilized by students as a digital tool for learning English, specifically in a context where they might engage as active viewers and content creators rather than formal learners. This study aims to examine the motivational factors driving students’ English-speaking practices through the experiences of “One Day One Minute Vlog” (ODOMV) on the TikTok application. It employed a qualitative method using a narrative inquiry to explore video creators’ motivation in participating in the ODOMV trends. It involved six TikTok users who were purposively selected TikTok users who had actively experienced ODOMV as the current trend of TikTok video production. The personal insights into this trend were gathered by a narrative story framework for the data collection. The data were collected after the participants completed the ODOMV video trends. The data were analyzed by referring to the basic motivational model theory, which explored the students’ emotions and experiences during the ODOMV journey. The data were analyzed through the process of coding, category development, and theme generation grounded in five emotional themes. The results of this study showed that students were motivated to join the ODOMV video trend based on their confidence, experience, satisfaction, social and cultural motivations, as well as personally and practically motivated reasons. This implies that this video trend creation has motivated the creators to foster their speaking performance. Thus, this study contributes to the development of speaking skills in terms of speaking motivation that serves as an authentic self-directed speaking practice medium, which provides practical implications for English teachers to integrate digital content creation tasks as an English-speaking instruction for out-of-classroom learning activities, as well as supporting the academic achievement from the development of speaking performance through the ODOMV trends.
motivation; one-day one-minute vlog; speaking performance; TikTok application
Copyright (c) 2026 Soraya Aisyah, Bambang Yudi Cahyono https://creativecommons.org/licenses/by-sa/4.0
TEACHING ENGLISH IN EARLY CHILDHOOD EDUCATION IN INDONESIA: WHAT’S MISSING AND HOW TO FIX IT
Early childhood education lays the foundation for lifelong learning by fostering essential competencies such as language acquisition, which is critical for cognitive, linguistic, and socio-emotional development. This study explores the constraints teachers face in implementing English language education in Early Childhood Education Institutions (ECE) across Indonesia and the support systems that can help bridge existing resource gaps. The research employs a qualitative case study design involving 17 institutions selected through purposive sampling. Data were collected through questionnaires, semi-structured interviews, and document analysis, focusing on the challenges, teaching practices, and institutional support systems. The study revealed that teachers faced significant barriers, including limited resources, insufficient training, and lack of institutional support, which hindered effective English language instruction. However, positive influences from professional development opportunities, government policies, and collaborative efforts were identified as key factors in overcoming these challenges. The study recommends enhancing teacher training programs, improving resource allocation, and strengthening institutional policies to support English language education in early childhood settings in Indonesia.
Copyright (c) 2026 Widya Rizky Pratiwi, Prof. Dr. Juhana, M.Pd. , Nazirah Md Yusof, Joanne Echalico Bermillo, Dr. Maulina https://creativecommons.org/licenses/by-sa/4.0
A CONTENT ANALYSIS OF DIGITAL REPRESENTATION IN INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS
This study examines how digital representations are incorporated into the English textbook for senior high school students in Indonesia titled Life Today (2022), published by the Ministry of Education, Culture, Research, and Technology. Given rapid technological advancements, English language curricula should reflect how digital technologies are integrated into learning and support the development of students’ digital literacy. It remains unclear how much digital content is covered in the book. This study employs qualitative content analysis of the book’s 24 sections, highlighting three main aspects: digital devices, digital activities, and digital culture. Findings indicate the presence of digital elements, though they are not evenly distributed across all chapters and sections. Digital activities appear with increasing frequency, while digital devices and cultural elements are not always presented consistently. Furthermore, digital elements mostly appear through tasks requiring responses, which tend to hinder students’ active participation. The absence of interactive digital features indicates that the textbook emphasizes conceptual understanding over engaging students in digital activities. These results underscore the need for a more structured and balanced approach to integrating digital practices into the curriculum, so that students can improve their digital literacy more effectively.
Digital representation; digital literacy; ELT textbook; Merdeka Curriculum; textbook analysis
Copyright (c) 2026 Fathur Rahman, Dewi Sri Wahyuni https://creativecommons.org/licenses/by-sa/4.0
ENGLISH-MEDIUM INSTRUCTION IN ASIAN EFL HIGHER EDUCATION: A SYSTEMATIC REVIEW OF POLICY TRENDS, IMPLEMENTATION CHALLENGES, AND ADAPTIVE STRATEGIES
The expansion of English Medium Instruction (EMI) across Asian higher education has intensified post-pandemic, yet a comprehensive understanding of its implementation landscape remains limited. Following PRISMA 2020 guidelines, this systematic review synthesizes 15 empirical studies (2015–2025) from four academic databases to explore implementation trends, stakeholder challenges, and adaptation strategies in Asian EFL contexts. Frequency analysis revealed that linguistic difficulties were a primary barrier in 87% of the studies, pedagogical inconsistency in 60%, and language anxiety affected 53% of the combined participants. Thematic synthesis identified three core dimensions: top-down policies generating macro-micro gaps and institutional stratification; multidimensional linguistic and psychological barriers impacting engagement; and emergent adaptive strategies, including translanguaging, bilingual professional learning communities, and learner metacognition. These findings highlight that EMI is a complex educational ecosystem rather than a mere linguistic shift. This review offers a structured, geographically scoped framework for policymakers, institutions, and future researchers to improve EMI quality and equity in the region.
English Medium Instruction, Higher Education, Asian EFL Contexts, Language Policy, EMI Implementation, Systematic Revie
Copyright (c) 2026 Ahmad Saifulloh, Muhammad Arif Al Hakim https://creativecommons.org/licenses/by-sa/4.0
ENGLISH-MEDIUM INSTRUCTION AND MULTILINGUAL REALITIES: INTERNATIONAL STUDENTS’ VOICES FROM EMI CLASSROOMS IN INDONESIA
English-medium instruction is expanding in Indonesian universities to support internationalization and global partnerships, yet classroom communication often remains multilingual. These multilingual realities matter because they shape how international students access disciplinary content, join discussion, and build a sense of belonging. This study examined how lecturers’ language practices and peer language choices shape international students’ participation and inclusion across EMI programs in Indonesia. Using a qualitative descriptive design, nine international students from Africa, Asia, and Europe at a university in East Java were purposely sampled; all had completed at least one semester of EMI experience. Semi-structured interviews were conducted and data were analyzed thematically following Braun and Clarke’s (2006) six-phase approach. Participants reported variability in lecturers’ English proficiency and intelligibility, especially early on when accents felt unfamiliar. They described routine code-switching between English and Bahasa Indonesia and mixed-language slides and handouts, which added translation work and sometimes obscured instructions. Peer talks frequently shifted to Bahasa Indonesia during group tasks and informal interaction, producing moments of micro-exclusion whereby some students remained silent or required translation. Students also relied on peers and digital translation tools, though these were limited by rapid speech and local abbreviations. Overall, EMI in this setting functioned as a hybrid language space rather than a stable English-only environment. Universities can respond by strengthening lecturer development for clear, accessible English, aligning materials with the stated medium, and providing structured peer support and guided digital language assistance to reduce routine barriers for international students and provide early orientation to local academic languages.
Copyright (c) 2026 Sabiru Salihu, Zuliati Rohmah, Syariful Muttaqin, Siti Maftuhah Damio https://creativecommons.org/licenses/by-sa/4.0
MAPPING DEEP LEARNING TRAJECTORIES THROUGH CHILDREN'S LITERATURE IN CAMBRIDGE TEXTBOOKS
In many English classrooms, textbook-based instruction prioritizes vocabulary retention and grammatical accuracy, often limiting opportunities for deeper cognitive engagement. Although children’s literature is increasingly integrated into English language textbooks, limited research has systematically examined how such materials facilitate the deep learning process, particularly within the framework of deep learning approaches proposed by Ference Marton and Roger Saljo (1976). This qualitative case study investigates how children’s literary texts and accompanying instructional tasks in twelve Cambridge English textbooks support deep learning in the Indonesian EFL context. Data were collected through document analysis of seventy literary texts and their instructional sequences, complemented by semi-structured interviews with teachers. The findings reveal a four-stage pedagogical trajectory consisting of contextual meaning-making, interpretative analysis, language application, and creative transfer. Teachers also perceived literature as an effective resource for supporting higher-order thinking and contextualized learning. By conceptualizing deep learning as a structured pedagogy trajectory rather than a static outcome, this study contributes to literature-based pedagogy research and offers implications for textbook design and instructional practice.
Copyright (c) 2026 Lubna Iasya, Rahmat Setiawan, Eliasanti Agustina https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF INTERACTIVE DIGITAL STORYTELLING THROUGH PICTURE SERIES ON STUDENTS’ SPEAKING SKILLS
Speaking plays a crucial role in English language acquisition as it allows students to express meaning in real-life situations. Despite its significance, many junior high school students struggle to develop speaking proficiency due to restricted vocabulary, limited self-assurance, feelings of anxiety, and lack of opportunities for authentic communication. This research sought to investigate how interactive digital storytelling combined with picture sequences affects students' speaking abilities. The study employed a quasi-experimental approach utilizing pre-test and post-test assessments with both experimental and control groups. A total of sixty Grade 8 students from a public junior high school in East Java took part, randomly assigned to two groups. The experimental group was taught using interactive digital storytelling supplemented with picture series across six sessions, whereas the control group received traditional classroom instruction. Data gathering involved speaking performance evaluations measuring four criteria: fluency, vocabulary, pronunciation, and content organization. Two separate raters scored the students' performances, and inter-rater reliability calculated through Cohen's Kappa reached 0.87, demonstrating strong consistency between evaluators. Statistical analysis using independent-sample t-test revealed a statistically significant difference between the groups (t(58) = 14.57, p < 0.001), with the experimental group exhibiting notably greater progress. The effect size (Cohen's d = 3.76) reflects an extremely substantial influence. The results indicate that combining narrative elements, visual support, and digital interactive features can notably enhance speaking competence and increase student involvement in EFL learning environments.
digital story telling; picture series;EFL;communicative language teaching
Copyright (c) 2026 Galuh Rofanda Imelia, BRADIANSYAH T SURYANTO https://creativecommons.org/licenses/by-sa/4.0
ASSESSING BUSINESS ENGLISH COMMUNICATION SKILLS THROUGH DIGITAL TASKS
The increasing demand for workplace English communication has also increased the need for an evaluation method which is reflective of real professional communication. This research explored the use of digital task-based assessment (DTBA) to assess Business English (BE) communication competence in tertiary education. Based on a convergent mixed-method design, the research participants of the study consisted of 72 undergraduate students of a Business English class at an Indonesian university. Participants completed three digitally mediated assessment tasks: online business presentations, business email writing simulations and virtual meeting role-plays. Quantitative data was obtained by analytic performance rubrics, qualitative data from semi-structured interviews with 15 students. The results showed that students were best at performing task completion (M = 4.21) and message clarity (M = 4.12), and that fluency (M = 3.88) and virtual meeting role-play performance (M = 3.87) were the most challenging aspects of communication. The results offer initial classroom-based indication that digital TBA (DTBA) can be used to evaluate Business English communication via work-related digital tasks. Indeed, students’ overall impressions of the tasks were that they were real, fun and something they would do in professional communication in the future. However, these results should be interpreted with caution, as the study was not designed to determine full assessment validity. Additional research with larger samples, multiple raters and further validation procedures is required to consolidate the evidence base.
Copyright (c) 2026 Sunoko Setyawan, Rizqi Febrian Pramudita, Vigo Dewangga https://creativecommons.org/licenses/by-sa/4.0
INDONESIAN UNIVERSITY PILOT TOEFL PREP COURSE: STUDENTS’ SUCCESSES AND INSTRUCTORS’ INSIGHTS
This research examined the impact of an Indonesian university Pilot TOEFL Prep Course created to address the test taking strategies content and Communicative Language Teaching (CLT) methods research gaps. Existing literature focuses on specific test-taking techniques, rather than specifically using CLT methods for teaching inclusive listening, structure, and reading test-taking strategies. Thirteen randomly selected students participated in the Prep Course. Nine lecturers collaboratively designed and taught test-taking strategies using lectures, vocabulary knowledge, small group sessions, practice materials, and motivational activities. A qualitative action research design integrated thematic analysis of Student and Lecturer Survey responses, and lecturer Daily Notations, with quantitative pre-and posttest data. Research questions sought to determine if the course: 1) recognizably developed student English skills, 2) improved student test scores, and 3) contributed to the lecturers’ expanded teaching methods. The triangulated data showed that students (69%) improved their posttest scores and increased their English competencies. Lecturers reported that the course design positively influenced their future pedagogical approaches. Recommendations included developing two skill level classes, and longer courses with extended class times for all university students. The research offered data that contributes valuable insights for the TESOL/TOEFL fields and provides reasoning for future university English course options.
Copyright (c) 2026 Shirley Baker, Topan Rahmatul Iman, Liska Novianti Paramitaswari, Fahmi Dwilaksono, Maya Fitriana, Wiren Wirentake, Riri Rimbun Anggih Chaidir, Sherry Camden-Anders https://creativecommons.org/licenses/by-sa/4.0
TIKTOK EXPOSURE AND INDONESIAN HIGH SCHOOL GEN Z’S INFORMAL ENGLISH ACQUISITION: LINKS TO INFORMAL VOCABULARY AND SLANG/PRAGMATIC COMPREHENSION
TikTok has become a prominent source of informal English exposure among Indonesian Gen Z learners, particularly through short, multimodal, and interactive videos. This study investigated the relationship between English language TikTok exposure and informal English language acquisition among Indonesian high school learners. Informal English language acquisition was measured through informal vocabulary knowledge and slang/pragmatic comprehension. Employing a cross-sectional quantitative correlational design, the study involved 240 students from Grades 10–12. Data were collected using the English TikTok Exposure Scale (ETES), an Informal Vocabulary Test (IVT), and a Slang/Pragmatic Comprehension Test (SPCT). Pearson correlations, partial correlations, and hierarchical multiple regression were used to analyse the data while controlling for general English proficiency. The findings showed that overall TikTok exposure was positively correlated with informal vocabulary knowledge and slang/pragmatic comprehension. Regression results indicated that TikTok exposure indicators explained additional variance beyond general English proficiency. Caption use significantly predicted informal vocabulary knowledge, while caption use and comment reading predicted slang/pragmatic comprehension. These findings suggest that meaningful engagement with English TikTok content, rather than exposure duration alone, contributes to informal English language acquisition among Indonesian Gen Z high school learners.
informal vocabulary; slang and pragmatic comprehension; Indonesian EFL learners; informal digital learning of English; language acquisition; TikTok
Copyright (c) 2026 Della Isa Fadillah, Mochlis Ekowijayanto https://creativecommons.org/licenses/by-sa/4.0
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
LOCAL WISDOM-BASED AUTHENTIC MATERIALS FOR SOCIOLINGUISTICS LEARNING
Previous studies on authentic materials and local wisdom-based learning have mainly focused on general English language teaching contexts, while limited research has explored the use of local wisdom-based authentic materials in Sociolinguistics learning in higher education. Therefore, this study investigates how local wisdom-based authentic materials support students’ engagement and comprehension in a Sociolinguistics course at a state university in Central Java, Indonesia. Using a convergent mixed-methods design, data were collected from 146 undergraduate students enrolled in the English Education Study Program through questionnaires, classroom observations, and semi-structured interviews. Authentic materials reflecting students’ local linguistic and cultural contexts were integrated into classroom instruction. Quantitative findings indicate generally positive student perceptions, particularly in terms of comprehension (M = 3.56) and engagement (M = 3.16). Students also perceived the materials as culturally relevant (M = 3.15). Qualitative findings suggest that familiar cultural examples supported students’ understanding of sociolinguistic concepts and encouraged classroom participation. However, some students expressed the need for broader cultural representation in the materials. Overall, the study suggests that local wisdom-based authentic materials may support more contextualized and meaningful Sociolinguistics learning when designed inclusively and aligned with instructional objectives.
Copyright (c) 2026 Rolisda Yosintha, Arrisma Delimasari 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 ROLE OF CRITICAL THINKING IN THESIS WRITING SUPPORTED BY AI TOOLS
The growing use of Artificial Intelligence (AI) in the academic writing process highlights the importance of Critical Thinking (CT). The research explores how students' levels of CT influence their use of AI tools in academic writing, focusing on 16 students in the English education master's program who have joined a writing community. Using a qualitative method, the research employed a CT test and structured interviews as instruments. Two students achieved the highest score (85), while one student obtained the lowest score (28). The results showed a two-sided attitude towards AI usage. On the positive side, students acknowledge that AI improved their grammar, vocabulary, and idea formation. On the negative side, there were generic responses, a lack of originality, and overdependence on AI tools. Notably, students with higher CT skills tended to use AI more strategically for brainstorming, outlining, and refining content. In contrast, students with lower CT skills relied on AI to generate content holistically and make final-stage revisions. The findings showed that critical thinking plays a mediating role in ensuring the effective use of AI tools in academic writing. The study highlights the integration of CT and AI tools to promote better academic writing products and cognitive engagement.
Copyright (c) 2026 Neneng Sunengsih, Maya Defianty, Siti Zulfa, Yatni Fatwa Mulyati, Waliyadin Waliyadin 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
DEVELOPING MULTIMODAL ENGLISH LEARNING MEDIA FOR RURAL JUNIOR HIGH SCHOOL STUDENTS USING ANIMAKER
This study purposes to design and develop multimodal English learning media using Animaker for junior high school students at a rural area in Lebak regency, Banten province. In this study, Design-Based Research (DBR) method was applied, the population of the study was 121, with 32 junior high school students participating. The data were obtained from questionnaires, interviews, document analysis, and focus group discussions (FGD). Quantitative data were analyzed using descriptive statistics, whereeas qualitative data were interpreted thematically. The finding revealed that students were excited to have a multimodal English learning media, it showed from their positive responses as 89.07%. In addition to the result of experts’ judgment who gave 87.16 % for the appropriateness of this multimodal English learning media to be used by students and teacher. Thus, the findings of this study highlight that English multimodal media can foster learning engagement, and excitement especially for students in underdeveloped area, considering the suitability and appropriateness of the material with the needs and local environment of students. Hence, it is suggested for further development and teacher training in the use of digital multimodal literacies.
Copyright (c) 2026 Nurul Afiyattena, Siti Hanna Sumedi, Nadilla Dwi Haerani 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