Pedagogy : Journal of English Language Teaching
Pedagogy: Journal of English Language Teaching is an international, peer-reviewed academic journal published by the Department of English Language Education, Universitas Islam Negeri (UIN) Jurai Siwo Lampung, Indonesia. The journal publishes original research articles and scholarly reviews in English language education, English Language Teaching (ELT), and applied linguistics with clear pedagogical implications. The journal focuses on how English is taught, learned, and assessed across diverse multilingual, multicultural, religious, local, and digitally mediated educational contexts. Its scope covers classroom practices, teaching methodologies, curriculum and materials development, language assessment, teacher education and professional development, learner autonomy, educational technology and artificial intelligence in ELT, multilingualism, intercultural communication, and language education policy. The journal also welcomes studies that integrate religiosity, local wisdom, ethno-pedagogy, cultural identity, and value-based education into English language teaching and learning. Pedagogy: Journal of English Language Teaching is published twice a year. The views expressed in published articles are solely those of the authors and do not necessarily represent the views of the journal, the publisher, the editorial board, or affiliated institutions. All manuscripts accepted for publication undergo an editorial and peer-review process by the Board of Editors and qualified reviewers.
Universitas Islam Negeri (UIN) Jurai Siwo Lampung, Indonesia
Integrating Local Culture Into English Teaching Materials: An Analysis of Teachers’ Needs in Islamic Junior High Schools
Integrating local culture into English language teaching has been widely recognized as a means of enhancing students’ engagement and cultural relevance in learning. This study investigates English teachers’ pedagogical, resource-related, and professional development needs in integrating local culture into English teaching materials in Islamic junior high schools in Indonesia. Employing a descriptive qualitative design, the study involved semi-structured interviews with eight English teachers. The interview protocols were informed by three theoretical frameworks: Pedagogical Content Knowledge (PCK), Funds of Knowledge, and Culturally Relevant Pedagogy (CRP). Data were analyzed thematically through systematic coding, category development, and theme refinement. The findings reveal three interrelated needs. First, although teachers recognize the pedagogical value of local culture, they experience difficulties in translating cultural content into communicative instructional practices, indicating limitations in their pedagogical content knowledge. Second, teachers face restricted access to culturally relevant resources, particularly materials representing Bugis culture, which constrains the effective utilization of their funds of knowledge. Third, despite strong motivation to integrate local culture, teachers report limited access to targeted professional training, underscoring the need for CRP-informed professional development. The study highlights the importance of sustained institutional support and collaborative professional learning opportunities to strengthen culturally responsive English teaching practices in Islamic secondary education.
Copyright (c) 2025 Utary Rustam, Kalsum, Wahyu Rustam https://creativecommons.org/licenses/by-sa/4.0
An Ethnopedagogical Approach in Developing Inferential Reading Materials in EFL Contexts: Integrating Lampung Local Wisdom
Ethnopedagogy emphasizes the integration of local wisdom into educational practices and has gained increasing attention in EFL contexts. This study aimed to develop inferential reading materials by integrating Lampung local wisdom through an ethnopedagogical approach. Employing a research and development (R&D) design based on the Thiagarajan and Semmel 4D model, the study involved four stages: define, design, develop, and disseminate. During the define stage, students’ needs were examined through questionnaires and interviews. The design stage focused on syllabus development and the selection of reading theories, strategies, text genres, and culturally relevant materials rooted in Lampung local wisdom. In the develop stage, an inferential reading textbook was produced and validated by experts, while the disseminate stage examined students’ responses to the materials. The participants consisted of one inferential reading lecturer and 70 undergraduate students from an English Education program at a public higher education institution in Indonesia. The findings reveal a strong need for culturally grounded inferential reading materials, as existing resources insufficiently support students’ inferential comprehension skills. Students’ responses indicated a highly positive evaluation of the materials in terms of relevance, clarity, and cultural integration, with a mean score of 3.48 on a 4-point scale, categorized as very good. These results suggest that an ethnopedagogical approach is both effective and feasible for developing inferential reading materials in EFL higher education contexts.
Inferential Reading materials development
Copyright (c) 2025 Linda Septiyana, Yeni Suprihatin, Widhiya Ninsiana https://creativecommons.org/licenses/by-sa/4.0
Reflective Writing as a Pedagogical Tool to Foster Critical Awareness among Non-English Department Students in Indonesian EFL Contexts
Reflective journaling has increasingly been applied as an instructional approach to promote critical awareness in higher education, including in non-language disciplines. This research explores the reflective journals produced by students of the Criminology Department at the Faculty of Social and Political Sciences, Universitas Islam Riau, during the even semester of the academic year 2024/2025. The students’ reflections addressed the issue of noise pollution in their immediate environment. The purpose of this study was to analyze students’ levels of critical awareness based on five indicators: issue comprehension, critical reflection, real-life connection, recognition of multiple perspectives, and clarity of expression. A total of fourteen journals were evaluated using a four-point analytic rubric. The results reveal that six journals (43%) reached the “Excellent” level, seven (50%) were classified as “Very Good,” and one (7%) fell into the “Good” category. These findings indicate that most students demonstrated a solid understanding of the topic and were able to establish meaningful links to real-life situations. Nevertheless, limitations were observed in the depth of critical reflection, consideration of diverse perspectives, and clarity of expression, as several journals exhibited only surface-level discussion. In conclusion, the study confirms the effectiveness of reflective writing in fostering critical thinking and civic awareness among non-English department students, while also underscoring the need for systematic instructional support to encourage deeper multi-perspective analysis and more precise academic writing.
Copyright (c) 2025 Diyah Ayu Rizqiani, Missi Tri Astuti https://creativecommons.org/licenses/by-sa/4.0
Enhancing EFL Writing Instruction through Problem-Based Learning: Insights from a Classroom-Based Study
The study aims to find out how the implementation of the Problem-Based Learning (PBL) model can enhance the writing skills of tenth-grade students, particularly in composing English exposition texts. This study applied a Classroom Action Research (CAR) method, conducted in two cycles following the stages of planning, acting, observing, and reflecting. The research was carried out in a public senior high school in Indonesia and involved 35 students. Data were gathered through writing tests, classroom observations, and student reflections. The findings revealed a steady improvement in students’ writing performance across five key aspects: organization, content, grammar, mechanics, and vocabulary. The percentage of students who met the minimum mastery criterion (score ≥76) increased from 25.71% in the pre-cycle to 42.86% in Cycle 1, and reached 60% in Cycle 2. The most notable improvement occurred in organization and content, while grammar and mechanics progressed more gradually. The use of real-life problems, collaborative discussions, and reflective writing helped students produce more coherent and persuasive exposition texts. This study was limited by its short duration and the small scope of participants, which may affect the generalizability of the results. Therefore, future research is recommended to implement more extended cycles, apply the PBL model to various writing genres, and explore the integration of digital tools to support writing development, especially in grammar and mechanics.
Copyright (c) 2025 Muhammad Faqihna Fiddin, Tasya Marsanda Hafifah, Regina Fitria Augustin, Harit Ananda Librata, Tina Priyantin, Dini Ruswardiningsih https://creativecommons.org/licenses/by-sa/4.0
The Impact of Chatbots on Reducing Anxiety in English Language Classrooms: Insights from Yogyakarta Students
Foreign language anxiety remains a persistent affective barrier that can hinder students’ engagement and performance in English language classrooms. With the increasing integration of artificial intelligence in education, chatbots have emerged as potential pedagogical tools that can provide low-stakes interaction and emotional support. However, empirical evidence on their effectiveness in reducing anxiety in EFL contexts is still limited. This study investigates the efficacy of a chatbot in reducing anxiety levels among students in an English language classroom. Adopting a mixed-methods design, the study involved 30 undergraduate students over a 16-week semester. Quantitative data were collected using pre- and post-tests based on an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS). A paired-samples t-test was conducted to measure changes in anxiety levels, while a one-way ANOVA examined differences based on chatbot usage frequency. To complement the quantitative findings, semi-structured interviews were conducted with six participants and were analyzed thematically. A paired-samples t-test revealed a significant reduction in anxiety levels following the integration of the chatbot into classroom activities (p < .001). Although a one-way ANOVA showed no significant difference in anxiety reduction across varying levels of chatbot usage frequency (F(2,27) = 0.303, p = .741), students' qualitative responses highlighted the chatbot’s value in lowering anxiety. Three themes emerged from the interviews, including reduced pressure due to quick responses, enhanced confidence through answer validation, and emotional comfort gained from the chatbot’s presence. These findings suggest that chatbots can contribute to a more supportive language learning environment, particularly in addressing anxiety issues in foreign language classrooms.
Copyright (c) 2025 Muhammad Fathur Rahman Khalik, Sri Astuti https://creativecommons.org/licenses/by-sa/4.0
Reconstructing EFL Students’ Speaking Flow Disruptions through Idea-Chunking Rehearsals and Partner Listening Journals
Speaking fluency remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly at the secondary school level, where students often experience disruptions in speech flow due to difficulties in transforming conceptual intentions into coherent spoken output. These disruptions not only affect linguistic accuracy but also hinder real-time communication and discourse coherence. This study aimed to investigate how targeted pedagogical interventions, specifically idea chunking rehearsals and partner listening journals, could reconstruct speaking flow disruptions and enhance fluency and coherence among Indonesian high school EFL students. Adopting a process-oriented qualitative research approach grounded in theories of cognitive fluency and discourse organization, the study analyzed students’ spoken performance before and after the interventions. Data were collected through audio-recorded spontaneous and integrated speaking tasks administered during classroom activities. Qualitative discourse analysis was employed to identify recurring types of speaking disruptions, including hesitation clustering, disconnected nominal references, and collapsed verb chains. The findings indicated that students were able to internalize the targeted strategies, leading to improved real-time message planning, monitoring, and delivery. Pedagogically, the findings suggest that integrating process-based fluency interventions into speaking instruction can help learners manage cognitive load during speech production. These results offer practical implications for EFL teachers and curriculum designers seeking to address fluency development through cognitively informed and classroom-applicable strategies.
Copyright (c) 2025 Margaret Stevani, Evi Martiningsih, Rinovian Rais, Wirdatul Khasanah https://creativecommons.org/licenses/by-sa/4.0
Navigating the Implementation of the Merdeka Curriculum in EFL Classrooms: Challenges and Pedagogical Needs in Madrasah Contexts
This study examines the challenges and pedagogical needs experienced by EFL teachers in implementing the Merdeka Curriculum within a madrasah context in Indonesia. While the Merdeka Curriculum promotes student-centered, flexible, and project-based learning, empirical evidence on its implementation in Islamic senior high schools remains limited. Adopting a qualitative case study design, this research draws on in-depth interviews with two experienced English teachers at an Islamic senior high school in Indonesia to capture their lived experiences during the curriculum transition. The findings identify four interrelated categories of challenges: instructional challenges, including low student motivation and difficulties in addressing mixed-ability classrooms; resource-related constraints, particularly limited access to curriculum-aligned teaching materials; assessment-related challenges stemming from uncertainty in designing appropriate learning modules and assessment practices; and institutional support issues, marked by insufficient guidance and systemic backing. In response to these challenges, teachers highlighted the need for sustained professional development, stronger collegial and leadership support, and improved digital infrastructure, including reliable internet access and technological tools. This study argues that the successful implementation of the Merdeka Curriculum depends not only on policy design but also on teachers’ professional readiness and institutional support systems. By foregrounding teachers’ perspectives, this research contributes to the growing literature on curriculum reform in EFL contexts and offers context-sensitive insights for strengthening curriculum implementation in Islamic secondary education.
Copyright (c) 2025 Yesa Restika, Ira Maisarah https://creativecommons.org/licenses/by-sa/4.0
Gender Representation in Indonesian EFL Textbooks: A Sociolinguistic Study of “English for Nusantara”
Gender representation in textbooks has a powerful impact on students’ perceptions and social identities. Unbalanced gender portrayal can influence how students view their roles and opportunities in society. This study aimed to investigate how gender is represented in educational material, English for Nusantara textbook for eighth-grade students. A mixed-method design was employed, combining content analysis and discourse analysis, to examine how often male and female characters are represented in the textbook. Brugeilles and Cromer's (2009) model was employed to inform analysis, focusing on the frequency of activities, roles, and characters' appearances. The findings revealed that male and female characters appear in nearly equal numbers however traditional gender roles are still dominated. Male characters are more frequently depicted in physical, competitive, and public roles, such as workers and rescuers, while female characters are more often shown in domestic, educational, and cultural contexts. These findings suggest that numerical balance does not necessarily indicate gender equality in representation. The study highlights the need for more diverse and equitable representation of both genders in educational materials. It also suggests that future research explores students' perceptions of gender and how teachers address gendered content in classroom settings to support more inclusive English language learning.
Copyright (c) 2025 Chindy Yolanda, Syafryadin https://creativecommons.org/licenses/by-sa/4.0
Measuring Reading Comprehension Difficulties among Thai International English Students Studying in Indonesian Universities
Mastering reading comprehension is quite challenging for EFL learners, thus the purpose of this study is to measure reading comprehension difficulties among the English Department students of Thailand Pattani currently studying in Indonesia. Descriptive quantitative research was used as the research design within this study. 25 English Department students of Thailand Pattani studying across Indonesian universities had been selected purposively to be the participants. Data were obtained through a 20-item reading comprehension test, which assessed students’ understanding of main ideas, stated and unstated details, and vocabulary. The test was administered online using Google Forms. The data collected were analysed quantitatively by using some formulas. The findings reveal that the overall reading proficiency among English Department students at Pattani, Thailand, is weak, with an average mastery score of 51.52%. The most challenging component was identifying main ideas or topic sentences, with a mastery level of 43% (poor category), followed by vocabulary meaning questions at 48% (poor category). In contrast, questions related to stated and unstated details had a slightly higher mastery score of 57% (weak category). These results highlight the need for targeted instructional strategies in EFL reading comprehension development.
Copyright (c) 2025 Ida Muliawati, Hifnee Jijai, Budi Rizka https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of CALL in EFL Learning: A Synthesis of Empirical Evidence
Technology integration has been shown to enhance learners' language proficiency by creating authentic learning environments, fostering confidence, and improving technological skills. This literature review explores the effectiveness of computer-assisted language learning (CALL) in enhancing EFL learning, addressing learning gaps, and offering global perspectives on CALL implementation. the present study conducts a systematic literature review to synthesize empirical findings on the impact of CALL on EFL learning outcomes and to identify pedagogical and contextual factors mediating its effectiveness. Drawing on more than 70 peer-reviewed studies published between 1991 and 2025 and indexed in Scopus, ERIC, and Google Scholar, the review encompasses quantitative, qualitative, and mixed-methods research. The selected studies were analyzed using thematic synthesis to trace recurring patterns across language skills development, learner engagement, autonomy, and technology-enhanced instructional practices. The synthesis indicates that CALL is associated with consistent gains in vocabulary, grammar, listening, speaking, reading, and writing, particularly when embedded within blended learning designs, scaffolded pedagogical tasks, and technologies offering adaptive and timely feedback. At the same time, the effectiveness of CALL appears contingent upon the quality of instructional design, teachers’ digital pedagogical competence, and institutional support structures. Overall, the review suggests that CALL constitutes a robust pedagogical approach to EFL instruction when implemented through principled design and sustained professional development. Persistent challenges related to digital inequality and uneven teacher preparedness underscore the need for systemic investment to ensure equitable and sustainable CALL integration.
Copyright (c) 2025 Andi Syamsurijal Usman, Hanania Salsabila https://creativecommons.org/licenses/by-sa/4.0
Students’ Feelings of Using Figurative Language in Creating Poems at Creative Writing Class: A Narrative Inquiry
Figurative language is a vital element in poetry that allows writers to express emotions, ideas, and imagery in creative and impactful ways. In the context of creative writing classes, especially poetry writing, students are encouraged to explore and utilize various figurative expressions to enhance the depth and beauty of their compositions. However, considering its complexity, the use of figurative language in writing a poem can create a range of emotions. This study aims to identify and understand students' emotional experiences in a creative writing class using figurative language at a university in Pekalongan. A qualitative method was employed through narrative inquiry to explore how students in a creative writing class experienced the use of figurative language while composing poems. The researchers used semi-structured interviews to collect data. The data were analyzed using the Miles, Huberman & Saldana analysis method. The participants of this study were students majoring in English department who had created poems using figurative language in creative writing class. The results of this study revealed some positive feelings felt by the students, such as excitement, happiness, interest, pride, and satisfaction. On the other hand, negative feelings felt by students include anxiety, frustration, and boredom. This study contributes to a deeper understanding of students' emotional experiences so that it can offer valuable insights for choosing appropriate teaching methods and media in teaching poems using figurative language in creative writing class.
Copyright (c) 2025 Ana Fitriana, Chubbi Millatina Rokhuma https://creativecommons.org/licenses/by-sa/4.0
Students’ Viewpoint of Automatic Translation Tools in EFL Classroom
The mismatch between institutional expectations and students' learning needs has become a concern in the digital era, particularly in EFL classrooms. Universities emphasize academic values like originality and critical thinking, while students seek efficient learning methods. A significant technological advancement is the implementation of Automatic Translation Tools (ATTs), which have achieved greater accuracy due to advancements in artificial intelligence. This qualitative case study explores students' viewpoints on using ATTs in a Catholic university in West Kalimantan, which emphasizes originality in academic work. Data were collected from 41 respondents in the 6th semester of the English education program using questionnaires and interviews. Results show that respondents favor ATTs as they help translate complex texts, increase vocabulary, and support task completion. However, reliance on ATTs in communication raises concerns as it can inhibit independent language and critical thinking. This tool is employed for academic and non-academic applications, including social media. They emphasized balancing translation tools with academic integrity and the need for guidelines for responsible use, aligning with the University's values.
Copyright (c) 2025 Heri Yudianto, Monika Surtikanti, Antonius Agung https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Using WhatsApp to Foster Autonomous Listening Skills in English Language Learning
The optimization of WhatsApp as an alternative medium aimed to support learner autonomy and address time constraints in conventional learning, particularly in listening classes. Limited face-to-face meetings reduced students’ opportunities to practice their listening skills. Therefore, WhatsApp was utilized to foster autonomous learning, enabling students to practice listening beyond the classroom. This study aimed to explore the use of WhatsApp as a teaching medium to promote learner autonomy and to investigate students’ perceptions of conducting autonomous listening activities. A qualitative research design was employed, involving 10 students from the Basic Training Class at Happy English Course selected through purposive sampling. Data were collected through observations and semi-structured interviews, then analyzed using data reduction, data display, and conclusion. The findings revealed that students exercised two forms of autonomy control: cognitive process control and learning management control. Students expressed positive perceptions of using WhatsApp for autonomous listening, including ease of access to materials and tasks, increased opportunities for practice, and enhanced motivation through interactive learning. In conclusion, WhatsApp serves as an effective tool to promote learner autonomy and improve students’ listening proficiency.
Copyright (c) 2025 Iwan Setiawan , Thoyyibah Thoyyibah https://creativecommons.org/licenses/by-sa/4.0
Enhancing University Students’ Academic Presentation Skills through Mnemonic-Based Strategies
In university-level education, academic presentations serve as a crucial component in fostering active learning and communication skills. Despite their significance in supporting the teaching and learning process, many students still find it challenging to deliver effective and structured presentations, particularly when required to adhere to academic conventions and clarity of expression. This study aims to explore how mnemonic-based strategies improve students’ academic presentation skills through an in-depth analysis of a specific group of learners. This study employed a qualitative research methodology using a case study approach. The participants in this study consisted of five students from the English Language and Literature Study Program, Faculty of Communication and Business, who were purposefully selected. Based on the five selected students, several problems in delivering academic presentations include: 1) lacking confidence during the presentation; 2) presenting unstructured points; 3) being unable to present without reading from the text; 4) struggling to create effective and engaging PowerPoint slides; and 5) failing to convey the main points clearly. After being introduced to the mnemonic-based strategy, the five students were able to deliver their academic presentations effectively and confidently. The findings indicate that a single keyword was sufficient to trigger recall and effectively support students in delivering their academic presentations.
Copyright (c) 2025 Octa Pratama Putra , Hazrat Shah Kayen https://creativecommons.org/licenses/by-sa/4.0
Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction
Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.
Copyright (c) 2025 Natalia Destiana Putri, Concilianus Laos Mbato , Ouda Teda Ena https://creativecommons.org/licenses/by-sa/4.0
Employing Augmented Reality in Reading Classes for Indonesian EFL Junior High School Students: A Perspective Analysis
In an educational context, reading skills are essential for students, particularly in the ELT context. Good reading skills are not only profitable for fostering vocabulary. They are also essential for fostering students’ understanding of complex text. Integrating technology, especially Augmented Reality (AR), becomes one of the transformative keys to gaining students’ engagement and enthusiasm for learning activities. With an explanatory sequential mixed method and a convenient sampling technique, this comprehensive study observes eighth-grade students’ perspectives on AR implementation in their reading class. Of 135 students, 51 were conveniently involved in the study in the first phase. Besides, 5 of 51 students were invited to interview sessions in the second phase. The essential findings of this study revealed that the use of AR eased students’ understanding of the text, especially texts using present continuous tense. The use of AR enhanced students’ engagement and involvement in instructional activities. The use of AR provided a practical and interactive learning climate. By this point, AR implementation in this study fulfilled students’ needs and fostered an adaptive and responsive learning environment. AR provides a dynamic and exciting learning environment that boosts students’ reading skills. The AR utilization allows students to interact directly with the reading content and strengthen their understanding of the scenario. That reveals the enormous potential of AR technology in transforming how we conduct instructional activities, particularly in enhancing reading skills and comprehension for eighth-grade students.
Copyright (c) 2024 Isidorus Bagus Geovenda Nyudak, Dewa Gede Saka Pratama, Ni Nyoman Sugiani, Nyoman Adi Jaya Putra https://creativecommons.org/licenses/by-sa/4.0
Unheard Voices: Navigating Learning Style Mismatches in Eastern Indonesian Classrooms
In Papua, Indonesia, English education is situated within a unique policy context in which the Special Autonomy Law mandates English as a second language, yet it is often taught as a foreign language in practice. This discrepancy has contributed to challenges in developing students’ speaking proficiency. This study aimed to explore the mismatch between 7th-grade students’ learning styles and teachers’ instructional strategies in a junior high school in Sorong, Indonesia with the goal of proposing more adaptive teaching approaches. A mixed-methods design was employed, combining the VARK learning style questionnaire with qualitative interviews to gather data on students' preferences and classroom practices. The results showed that aligning teaching strategies with students’ diverse learning styles significantly improved their speaking skills. These findings underscored the importance of implementing adaptive instructional methods to meet varied learning needs and enhance English language proficiency among junior high school learners in Indonesia. This research contributes to the growing evidence supporting learning style-based instruction, particularly in the context of English language education in Indonesian junior high schools.
Copyright (c) 2025 Nadia Maulina, Abd. Rahman, Miftahulfadlik Dabamona https://creativecommons.org/licenses/by-sa/4.0
Investigating Students’ Speaking Skills through Traditional Story-Based Digital Storytelling into Genre-Based Approach (GBA)
Digital storytelling has been widely used in the English learning process as a way to improve language skills, especially speaking skills, but the influence of digital storytelling on students' speaking skills in traditional stories that integrated into the Genre-Based Approach (GBA). This study aims to investigate the students’ speaking skills development by using traditional story-based digital storytelling into GBA. A qualitative case study was used in this research involving 22 students at a private junior high school using observations, interviews, and digital storytelling projects. Thematic analysis was chosen to analyze the data which was categorized to obtain themes in answering the development of speaking skills through the integration of traditional story-based digital storytelling into Genre-Based Approach. The findings indicate that students who engage in all stages of the Genre-Based Approach (GBA) through traditional story-based digital storytelling demonstrate improvements in English vocabulary, word pronunciation, accuracy, and speaking fluency during various GBA activities. Self-confidence also influences and supports them to tell traditional stories digitally in a spoken way. Apart from that, at Joint Construction of the Text (JCoT) stage, students helped by discussions and teamwork in creating digital storytelling which encouraged them to be able to create digital storytelling independently. Future implementation of digital storytelling at various levels of education is recommended to develop students' English language skills.
Copyright (c) 2024 Putri Azzahra Henda Puspitasari, Ika Lestari Damayanti, Iyen Nurlaelawati https://creativecommons.org/licenses/by-sa/4.0
Contextual Dynamics of Professional Identity Development in ELT Indonesian Graduate Students: A Grounded Theory Method
Through the ever-changing nature of globalized English Language Teaching (ELT) enterprises, graduate students are urged to engage in ELT to continuously construct, develop, and improve individual professional identity (PI) which is very essential. This process is crucial for students to be recognized as competent teachers and as respected professional in ELT community, creating opportunities for achieving individual future career aspirations. Therefore, this research aimed to explore the impact of cultural environment and personal experience in the development of ELT professional, examining the interplay between self-identified PI, individual identity development strategies, and personal cultural education among ELT graduates. The research applied grounded theory method and used interviews as the major instrument to gather data from four ELT Indonesian graduate students with diverse backgrounds and experiences. The outcome of this finding showed that ELT graduates had firmly defined individual PI as intermediate-level professional, skills teachers, and multi-students of experts in the field of ELT. Moreover, partakers crafted and refined this identity by following self-identification and expanded personal insights through additional teaching or programs such as refining teaching skills, research capabilities, and active engagement in community service. Diverse professional backgrounds of ELT graduates impacted individual level of PI development. During this research, two participants showed a high level, while others signified a moderate, and a low level of PI. Those with a high level were teachers in formal and informal settings.
Copyright (c) 2024 Sintia Marlina Urbaq https://creativecommons.org/licenses/by-sa/4.0
Exploring the Integration of Artificial Intelligence in English as a Foreign Language Education in Indonesia
The use of AI tools in EFL teaching is growing in Indonesia, but their implementation and impact are not fully understood. This research explores how English as a Foreign Language (EFL) instructors in Indonesia integrate artificial intelligence (AI) technology into their teaching, their views on the efficacy of these tools, and the obstacles they face. Five EFL teachers in Indonesia were interviewed using a qualitative approach through semi-structured interviews. Analysis of the data showed that educators use AI tools such as Grammarly, Google Translate, ChatGPT, and Claude AI to offer feedback, assist in understanding, and create content. These tools were considered to be beneficial for enhancing students' writing abilities and enthusiasm, although worries were expressed regarding excessive dependence, academic integrity, and the possibility of obstructing critical thinking and genuine learning. Obstacles involved restrictions on tools, technological setup, and preparedness of students. The research underscores the advantages of using AI tools in EFL teaching and stresses the importance of a fair and evaluative method of incorporating them. Teachers should encourage constructivist instructional techniques to stimulate cognitive involvement and digital proficiency, guaranteeing that AI resources complement rather than substitute genuine learning. Future study on moral and educational impacts are advised.
Copyright (c) 2024 Muhammad Arinal Rahman https://creativecommons.org/licenses/by-sa/4.0
Integrating Local Culture into Foreign Language Learning through Humour: A Systematic Literature Review
This systematic literature review explored the incorporation of local culture into foreign language learning through humour, a topic of interesting relevance in language education. The research showed the shift from traditional language teaching methods to using humour and cultural elements to improve learning outcomes. Additionally, the method used during the research was a systematic review of forty-three scientific articles, focusing on publications ranging from 2017 to 2024 to ensure the results as well as implications were up-to-date and reliable. The result of the finding showed how these elements were effectively incorporated into foreign language teaching practices to promote language acquisition as well as understanding of culture. This research signified the importance of humour in conveying cultural nuances and improving intercultural competence. The finding also signified that incorporating local culture through humour increased language proficiency, cultivated appreciation of students concerning different cultures, and promoted intercultural communication skills. This research provided valuable insights for educators to develop innovative language teaching strategies that would create engaging and rich learning environments for language students. Future research should focus on exploring long-term impacts of using humour and incorporating local culture on the intercultural competence of students. Additionally, examining the application of the method across different age groups, proficiency levels, and cultural contexts would be recommended. Further results could investigate the role of technology in increasing the use of humour and culture incorporation in language education.
Copyright (c) 2024 Yusuf Al Arief https://creativecommons.org/licenses/by-sa/4.0
Indonesian University Learners’ Views on Optimizing English Speaking Skills through the Use of OME TV Media
The present study aims to explore the students’ voices in using OME TV media to improve English speaking skills among students and their reasons for using OME TV media in learning English. Following the qualitative case study method, the research data of this study were collected through semi-structured interviews with six students in Indonesian higher education. The findings revealed that most students view the use of OME TV as beneficial for them in shaping their English-speaking skills, enriching insights through English conversation with foreigners, showing self-existence using English, obtaining information about English, looking for relationships, and networking. In addition, the reasons for using OME TV include having entertainment, looking for friends to play games together, and building relationships and communication with friends. This study presents an implication of the need for learners to make use of technology including social media as a platform for learning English.
Copyright (c) 2024 Sri Wahyuningsih, Atmim Lana Nurona
Multicultural Education of EFL Classrooms in Indonesian Islamic Higher Education: Challenges and Strategies
Multicultural education in English Language Teaching (ELT) has gained significant attention, although challenges still persist in its classroom implementation. Therefore, this study aimed to investigate challenges and strategies associated with implementing multicultural education in English as a Foreign Language (EFL) classes within Islamic higher education institutions in Indonesia. A case study method was used, and semi-structured interviews were conducted with six teachers actively involved in EFL teaching to explore the complexities and nuances of integrating multicultural education in this context. The results showed various challenges, including the need to balance cultural sensitivity with standardized curriculum requirements, addressing potential resistance or discomfort among students during discussions of culturally sensitive topics, and mitigating resource limitations hindering comprehensive multicultural education. Furthermore, teachers emphasized the importance of enhancing mutual respect, improving intercultural understanding, and integrating diverse cultural content into the curriculum. Future studies were recommended to emphasize collaborative efforts, institutional support, and ongoing professional development to help teachers adapt teaching methods effectively. Despite limited resources, teachers remained committed to creating inclusive learning environments that prepared students to become proficient English speakers and global citizens capable of appreciating and thriving in a diverse world. In conclusion, this study provided valuable insights for teachers, institutions, and policymakers to improve multicultural education in similar educational contexts.
Copyright (c) 2024 Much Deiniatur, Uswatun Hasanah https://creativecommons.org/licenses/by-sa/4.0
Examining Iranian EFL Students’ Correct Use of Tense: Connecting the Past to the Present
This study aimed to examine the ability of Iranian English as a Foreign Language (EFL) students to accurately recognize and use past, present perfect, and present perfect progressive tenses. A mixed-method approach was employed to gather both qualitative and quantitative data. The study involved 65 EFL students majoring in English language at a university in Iran, all of whom had previously taken grammar courses. The findings revealed that most students struggled to distinguish between the past tense and the present perfect or present perfect progressive tenses. In both the production and recognition tests, there were frequent instances of the past tense being incorrectly used instead of the present perfect. The analysis also highlighted errors stemming from mismatches in tense usage, particularly in reflecting the relationship between event time and speech time. Students often failed to accurately translate events that began in the past but continued to affect the present. These difficulties can be attributed to differences between the tense systems of English and Persian. Persian lacks the ability to express the continuum of time, especially the relationship between speech time and reference points that are inherent in English non-past perfect verb forms. Furthermore, students' reliance on their native language in the early stages of language acquisition led to erroneous tense transfers from Persian to English. The findings contribute to EFL programs by emphasizing the importance of addressing tense-related challenges and incorporating a deeper understanding of the differences between English and Persian tense structures.
Copyright (c) 2024 Husain Abdulhay https://creativecommons.org/licenses/by-sa/4.0
Technology-Based Reading Application on Improving Reading Literacy Level Among Struggling Readers in a Public Elementary School in the Philippines
Reading literacy is a fundamental skill essential for academic success and lifelong learning. However, some students in elementary schools face challenges in developing proficient reading skills, leading to academic setbacks. Technology offers innovative solutions to address these challenges and facilitate reading literacy levels among struggling readers. This study assessed the effects of a technology-based reading application READTECH 1.0 on improving the reading literacy level of Struggling Readers in a public elementary school in the Philippines. READTECH 1.0 follows the Analyze, Design, Develop, Implementation, Evaluation (ADDIE) Model in creating learning content. The respondents of this study were 26 Grade Six Struggling Readers. Quantitative methods were used in collecting the data such as conducting pre-and post-reading test assessments. Descriptive Statistics were used to analyze the data and the questionnaires using the five-point Likert Scale. Findings revealed that the implementation of READTECH 1.0 leads to an improvement in the reading literacy level of the Struggling Readers. The integration of technology into education, particularly in the realm of reading, has shown promise in engaging and assisting struggling readers.
Copyright (c) 2024 Ruth Ortega-Dela Cruz
Investigating Critical Thinking Skills in Debate Class through the Use of the Case Method
Classroom debates serve as a pedagogical tool to enhance students' critical thinking skills. This study investigates classroom debate and case studies as tools to augment students' critical thinking abilities. There are still many students whose critical thinking is still lacking in daily life and in supporting their education. With this debate class, students can improve their critical thinking because they are faced with a case study that students must solve. It explores the significance of critical thinking in education and classroom debates' role in fostering critical thinking, oral communication, and independent learning. The research conducted for this study employed descriptive qualitative research methods to investigate the impact of classroom debates on students' critical thinking skills. Participants came from Tidar University students who had previously attended debate classes in the 3rd and 4th semesters. The sample we processed the data from was 31 participants. The findings indicate that the debate sessions have substantially improved students' thinking abilities, as demonstrated by their enhanced capacity to identify assumptions, evaluate pertinent and coherent evidence, and identify logical fallacies in arguments. Case method in debate class also helps students to support problem-solving skills that can improve their critical thinking ability. Furthermore, this article proposes incorporating case study activities within debates to enhance students' critical thinking skills further, ultimately benefiting them in their academic pursuits.
Copyright (c) 2024 Defian Adhitya Dewangga, Imron Rosadi, Nayla May Muna, Lilia Indriani
An Examination of the Use of Oral Communication Strategies by Second-Year University Undergraduate Students in Intensive Speaking Class
For many university-level EFL students, speaking in a second language can be quite a challenge. It often involves grappling with the complexities of the L2 language. To help tackle these hurdles and boost students' speaking confidence, Oral Communication Strategies can be quite beneficial. In this research, we used a mixed-method approach, which included surveys via questionnaires and in-depth interviews. We received responses from 110 completed questionnaires and gained further data by interviewing 10 students. The findings revealed that students tend to rely on Oral Communication Strategies when they face difficulties in communicating in a second language. They often resort to such strategies, such as using gestures, facial expressions, miming, or sound imitation, especially when they struggle to explain a vocabulary item. These results are anticipated to be a valuable resource for educators and practitioners, assisting them in tailoring the curriculum and providing a more enriching learning experience for students learning a second language. The study's findings can help language learners and educators in higher education by using oral communication strategies to create effective learning environments for improved communication.
Copyright (c) 2024 Gigih Widy Merbawani, Didik Hartono
EFL Students’ Online Learning Readiness: Performing Out the Basic Functions of Technology
This study aimed at investigating the 12th-grade students’ online learning readiness in utilizing basic technological functions in their English teaching and learning process. An explanatory sequential mixed-method design was employed, surveying 233 students from Hospitality and Culinary classes at a senior vocational high school in South Bali through a questionnaire. Interviews were further conducted via personal messages with two highest readiness level students and two lowest readiness levels to comprehensively study readiness. The questionnaire result indicated that students are prepared to use basic functions of technology for online learning, with a few necessary improvements. Interview findings revealed that highly prepared students are more motivated to engage in online learning, whereas less prepared students are more demotivated due to factors like online learning support, familiarity with tools, and supporting facilities. It is suggested to actively support the less-ready students with highly engaged learning activities, pedagogically empowered teachers, and supportive policies and facilities.
Copyright (c) 2024 Ida Bagus Yoga Buana Surya Putra, Ni Putu Astiti Pratiwi
The Positive Perceptions of Technology Utilization in EFL Vocational High School Classroom From In-service and Pre-service Teachers
This study describes and compares in-service and pre-service teachers’ perception and utilization of technology in the form of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) in English as a Foreign Language (EFL) Vocational High School Classroom. This research was conducted at one of the vocational high schools in Surakarta and accommodated a multiple case study. The data of the research was obtained through document analyses, interviews, and observations. This study accommodated interactive model data analysis. The findings of this study revealed that teachers show positive and negative views on technology usage in the classroom. The positive themes found in the study are familiarity, ease of use, ease of access, interest in use, and provision of various options and qualified sources while the negative themes were mostly technical problems. This study also revealed that both groups of teachers utilized technology for three main themes: (1) presenting, (2) assisting, and (3) assessing. The differences in terms of perception and utilization of technology usage between both groups teachers were revealed to be small. To conclude, while both groups hold positive views, the actual utilization of technology is still limited so that teachers should explore more on technology usage for future implementation. Keywords: CALL, EFL, MALL, Perception, Teacher
Copyright (c) 2024 Muh Arya Wibisono, Endang Setyaningsih, Teguh Sarosa
Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research
This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching
Copyright (c) 2024 Miftahulfadlik Dabamona, Misnariah Idrus, Alif Hasanah