ELT-Lectura is a biannual publication journal published in the months of February and August; it presents articles on English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academis dissciplines e- ISSN 2550-0724 P-ISSN 2338-8560
Please find rights and licenses in ELT-Lectura Studies and Perspective in English Language Teaching. By submitting articles / article manuscripts, the author agrees to this policy. No special documents required. 1. License Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA) 2. Author(s)' Warranties The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s). 3. User Rights ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications. 4. Rights of Authors Authors retain all their rights to the published works, such as (but not limited to) the following rights; 1. Copyright and other proprietary rights relating to the article, such as patent rights, 2. The right to use the substance of the article in own future works, including lectures and books, 3. The right to reproduce the article for own purposes, 4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching. 5. Co-Authorship If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author. 6. Royalties Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.
Exploring Senior High School English Teachers’ Experiences in Implementing Differentiated Instruction
The differentiated instruction as a core pedagogical approach, yet teachers' lived experiences with this student-centered methodology remain underexplored. This study examined senior high school English teachers' experiences implementing differentiated instruction and the barriers they encountered in Pekanbaru classrooms. Employing a qualitative phenomenological design, researchers conducted classroom observations and semi-structured interviews with five English teachers from public and private school and madrasa between January and April 2025. Data were analyzed using Braun and Clarke's thematic analysis to identify patterns in teachers' beliefs, practices, and challenges. Findings revealed that teachers conceptualized differentiated instruction as transformative pedagogy emphasizing two-way communication, personalization based on learning needs, and accommodation of diverse learning styles, contrasting sharply with monotonous conventional methods they experienced as former students. Implementation yielded predominantly positive outcomes including enhanced student responsiveness, collaborative freedom, and enjoyable learning, though teachers acknowledged complexities requiring meticulous planning, extended preparation following physically intensive classes, and realistic goal-setting for foreign language learners. However, significant barriers impeded effective implementation: end-of-day scheduling caused student fatigue, post-Physical Education exhaustion required extended recovery time, minimal prior English exposure created proficiency gaps, technology dependence without backup plans risked disruptions, cramped seating limited kinesthetic activities, and inadequate learning facilities undermined listening and speaking instruction. These findings demonstrate that while teachers view differentiated instruction as pedagogically valuable and experientially rewarding, successful implementation demands sustained institutional support addressing temporal, infrastructural, and professional development needs to overcome persistent barriers complicating committed teachers' differentiation efforts.
Differentiated Instruction, English Language Teaching, English Teacher Experiences
Copyright (c) 2026 Endrian Maulana, Mahdum Adnan, Eliwarti https://creativecommons.org/licenses/by-sa/4.0
Improving EFL Students’ Reading Literacy through Fable-Based Texts in a Flipped Classroom
Reading literacy remains a challenge for many elementary EFL learners, particularly in comprehending narrative texts beyond word recognition. In classroom practice, reading instruction is often conducted through teacher-centered approaches that provide limited opportunities for students to engage with texts independently. As a result, students frequently experience difficulties in identifying main ideas, understanding details, and constructing meaning from texts. This study expected to describe the development of sixth-grade EFL students’ reading literacy through the use of fable-based narrative texts implemented in a flipped classroom. This study employed a descriptive quantitative research design with a pre-test and post-test approach. The participants were 20 sixth-grade students from a private elementary school in Semarang, Indonesia. Students’ reading literacy was assessed using a reading comprehension test developed based on Grabe and Yamashita’s reading comprehension framework, which focuses on identifying main ideas, understanding details, and making simple inferences from narrative texts. The instructional treatment involved the integration of fable-based texts in a flipped classroom model, where students engaged with reading materials prior to classroom instruction. The findings revealed a steady improvement in students’ reading literacy. The mean score increased from 58.60 in the pre-test to 70.10 during the instructional process and further improved to 83.50 in the post-test. These results indicate that students demonstrated better comprehension of narrative texts after the implementation of the flipped classroom, particularly in identifying key ideas and understanding story details. Overall, the findings suggest that integrating fable-based narrative texts within a flipped classroom can support the development of reading literacy among elementary EFL learners.
EFL; fable-based texts; flipped classroom, reading literacy
Copyright (c) 2026 Bunga Ayu Lolyta https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Use of Social Media in Digitally Mediated English Teaching: Pre-Service Teachers’ Perspectives
The rapid evolution of digital technology has transformed English Language Teaching (ELT), shifting from traditional face-to-face interactions to digitally mediated environments. YouTube, as a global video-sharing platform, offers vast potential as a supplementary tool for authentic language exposure. However, the success of technology integration largely depends on the perceptions and readiness of pre-service teachers as the future agents of change in education. This study aims to investigate pre-service teachers’ perceptions regarding the use of YouTube as a supplementary tool in digitally mediated English teaching, focusing on perceived usefulness, ease of use, and effectiveness. This research employed a quantitative descriptive design. Participants consisted of 25 pre-service teachers from the 7th-semester English Education Study Program at Sriwijaya University, selected via purposive sampling based on their experience in microteaching and field practice (PLP). Data were collected using a 15-item closed-ended Likert scale questionnaire adapted from Amini & Aziz (2023) and analyzed using numerical descriptive techniques. The study explores how prospective educators view YouTube's ability to enhance student engagement, provide multimodal input, and facilitate independent learning. The findings are expected to provide insights for teacher training programs in developing digital pedagogical competencies and serve as a reference for future research on the practical challenges of ICT integration, such as content selection and technical barriers.
Copyright (c) 2026 Fitria Aprilia, Lianasari, Firma Pradesta Amanah, Yentri Anggeraini, Harta Mutiara, Rosa Febri Nurwani https://creativecommons.org/licenses/by-sa/4.0
A Comparative Study on Wedding Invitation Card in Indonesian and American Contexts: A Genre Analysis
Wedding invitation cards are cultural artifacts that reflect societal values and communication practices. This study compares wedding invitation cards from Indonesia and the United States to examine how cultural differences shape their textual and structural characteristics. The research addresses two questions: (1) What typical textual and structural features can be identified in Indonesian and American wedding invitation cards? (2) What differences exist in linguistic features related to agency, formality, and religious elements between these two cultural contexts? Using genre analysis based on Swales' (1990) framework, this study collected ten wedding invitations from each country through maximum variation sampling. One representative sample from each country was then selected through typical case sampling for detailed analysis. The invitations were analyzed by converting visual data into analytical tables that identified genre moves and textual components without interpreting symbolic elements. Results show that Indonesian invitations consistently include seven moves: religious openings with Islamic expressions, spiritually-framed headings with Quranic verses, hierarchical presentation of family names, detailed ceremony information separating Akad Nikah from reception events, venue descriptions with honorific language, additional guest information, and prayer-based closings. These features reflect collectivist values and high-context communication rooted in Islamic traditions, with agency distributed among God, family, and the couple. American invitations typically contain five to six moves: host identification, formal invitation statement, couple's names, ceremony details, reception information, and optional RSVP requests. These invitations demonstrate individualistic values and low-context communication that emphasizes efficiency and guest convenience, with agency primarily attributed to parents or the couple. The structural differences between Indonesian and American wedding invitations demonstrate how genre conventions communicate cultural expectations about marriage, family relationships, and religious beliefs.
Copyright (c) 2026 Idris Syahfitrah, Jismulatif , Supriusman https://creativecommons.org/licenses/by-sa/4.0
Technology-Integrated PjBL, Learning Engagement, and English Achievement: A Correlational Study in an Indonesian High School
<a href="https://journal.unilak.ac.id/index.php/ELT-Lectura/This study aimed to investigate the relationship between the use of technology in project-based learning (PjBL), students’ learning engagement, and their English achievement at the senior high school level. The study was motivated by the growing need to integrate technology and 21st-century learning strategies to improve students' English proficiency. A quantitative approach with an ex post facto design was employed, using Pearson correlation and multiple linear regression analyses. The sample consisted of 24 eleventh-grade students from a Senior High School in Pekanbaru who participated in technology-integrated PjBL. Instruments included a technology use questionnaire, a learning engagement scale, and documentation of students’ English scores. The Pearson correlation results indicated no significant relationship between technology use in PjBL (r = 0.026; p = 0.906) or learning engagement (r = 0.106; p = 0.622) with English achievement. The multiple regression analysis showed that the combined influence of the independent variables was not statistically significant, with an R² of 0.013 and a model significance level of 0.877. Hence, the null hypothesis was accepted. The discussion examined these findings through the lens of Vygotsky’s social constructivism, Krashen’s input hypothesis, and Bandura’s self-efficacy theory, while contrasting them with previous studies reporting different results. It is concluded that technology use and learning engagement do not automatically lead to improved English achievement unless they are meaningfully integrated with instructional strategies and supported by an effective learning environment.">This study aimed to investigate the relationship between the use of technology in project-based learning (PjBL), students’ learning engagement, and their English achievement at the<a href="https://journal.unilak.ac.id/index.php/ELT-Lectura/This study aimed to investigate the relationship between the use of technology in project-based learning (PjBL), students’ learning engagement, and their English achievement at the senior high school level. The study was motivated by the growing need to integrate technology and 21st-century learning strategies to improve students' English proficiency. A quantitative approach with an ex post facto design was employed, using Pearson correlation and multiple linear regression analyses. The sample consisted of 24 eleventh-grade students from a Senior High School in Pekanbaru who participated in technology-integrated PjBL. Instruments included a technology use questionnaire, a learning engagement scale, and documentation of students’ English scores. The Pearson correlation results indicated no significant relationship between technology use in PjBL (r = 0.026; p = 0.906) or learning engagement (r = 0.106; p = 0.622) with English achievement. The multiple regression analysis showed that the combined influence of the independent variables was not statistically significant, with an R² of 0.013 and a model significance level of 0.877. Hence, the null hypothesis was accepted. The discussion examined these findings through the lens of Vygotsky’s social constructivism, Krashen’s input hypothesis, and Bandura’s self-efficacy theory, while contrasting them with previous studies reporting different results. It is concluded that technology use and learning engagement do not automatically lead to improved English achievement unless they are meaningfully integrated with instructional strategies and supported by an effective learning environment."> senior <a href="https://journal.unilak.ac.id/index.php/ELT-Lectura/This study aimed to investigate the relationship between the use of technology in project-based learning (PjBL), students’ learning engagement, and their English achievement at the senior high school level. The study was motivated by the growing need to integrate technology and 21st-century learning strategies to improve students' English proficiency. A quantitative approach with an ex post facto design was employed, using Pearson correlation and multiple linear regression analyses. The sample consisted of 24 eleventh-grade students from a Senior High School in Pekanbaru who participated in technology-integrated PjBL. Instruments included a technology use questionnaire, a learning engagement scale, and documentation of students’ English scores. The Pearson correlation results indicated no significant relationship between technology use in PjBL (r = 0.026; p = 0.906) or learning engagement (r = 0.106; p = 0.622) with English achievement. The multiple regression analysis showed that the combined influence of the independent variables was not statistically significant, with an R² of 0.013 and a model significance level of 0.877. Hence, the null hypothesis was accepted. The discussion examined these findings through the lens of Vygotsky’s social constructivism, Krashen’s input hypothesis, and Bandura’s self-efficacy theory, while contrasting them with previous studies reporting different results. It is concluded that technology use and learning engagement do not automatically lead to improved English achievement unless they are meaningfully integrated with instructional strategies and supported by an effective learning environment.">high school level. The study was motivated by the growing need to integrate technology and 21st-century learning strategies to improve students' English proficiency. A quantitative approach with an ex post facto design was employed, using Pearson correlation and multiple linear regression analyses. The sample consisted of 24 eleventh-grade students from a Senior High School in Pekanbaru who participated in technology-integrated PjBL. Instruments included a technology use questionnaire, a learning engagement scale, and documentation of students’ English scores. The Pearson correlation results indicated no significant relationship between technology use in PjBL (r = 0.026; p = 0.906) or learning engagement (r = 0.106; p = 0.622) with English achievement. The multiple regression analysis showed that the combined influence of the independent variables was not statistically significant, with an R² of 0.013 and a model significance level of 0.877. Hence, the null hypothesis was accepted. The discussion examined these findings through the lens of Vygotsky’s social constructivism, Krashen’s input hypothesis, and Bandura’s self-efficacy theory, while contrasting them with previous studies reporting different results. It is concluded that technology use and learning engagement do not automatically lead to improved English achievement unless they are meaningfully integrated with instructional strategies and supported by an effective learning environment.
project-based learning, learning engagement, technology use, English achievement, senior high school students
Copyright (c) 2026 Marwa, Johnny Hezisochi Hulu, Herlinawati Herlinawati, Muliardi Muliardi https://creativecommons.org/licenses/by-sa/4.0
Translanguaging in the EFL Classroom: Voices from Indonesian University Students
Translanguaging has increasingly become an inseparable feature of English language teaching in Indonesia, shaped by students’ diverse linguistic repertoires and educational backgrounds. Within this context, understanding how learners’ previous language experiences influence their translanguaging practices is crucial. However, research examining translanguaging in relation to students’ linguistic and demographic backgrounds remains limited. Addressing this gap, the present study investigates how Indonesian university students employ translanguaging in their English learning processes and the purposes it serves. Adopting a qualitative research design, the study gathered data through surveys and semi-structured interviews with students drawn from multiple departments and academic cohorts. Demographic considerations, including participants’ mastered languages and educational level, were also incorporated into the recruitment process. This approach enabled a more comprehensive account of how translanguaging operates in varied academic and personal contexts. The findings indicate that students engage in translanguaging primarily as they perceive certain attitudes towards the English-only and bilingual policies in the classroom. This study also found that students communicated using translanguaging due to the natural and contextual considerations based on the background of their peers, including culture and proficiency level. By foregrounding students’ voices at the university level, this study contributes to a more nuanced understanding of translanguaging practices in Indonesian higher education. The findings offer implications for designing inclusive English pedagogy that acknowledges students’ linguistic resources and leverages them to enhance engagement and equity by considering the cultural background inherent in Indonesia.
Copyright (c) 2026 Nurhamidah, Denty Marga Sukma https://creativecommons.org/licenses/by-sa/4.0
Exploring the Barriers and Motivation of Vocational Students in Using the Wordwall Platform for Basic Reading Learning
This study examines the barriers and motivations of vocational students in using the Wordwall platform for basic reading learning. With the growing role of technology in education, this research focuses on understanding how interactive platforms like Wordwall impact students' reading comprehension and overall learning outcomes, particularly in vocational education settings. Using a descriptive quantitative approach, a questionnaire was administered to 20 vocational students at Politeknik Negeri Bengkalis. The study identifies the frequency and duration of Wordwall use, types of activities engaged with, and the motivational factors and barriers affecting its adoption. The results show that while Wordwall is perceived as an engaging and effective tool for improving reading skills, technical issues such as slow loading times, limited access to devices, and internet connectivity problems hinder its full utilization. Motivational factors, including autonomy, competence, and the ability to provide immediate feedback, were identified as key drivers for student engagement. The study concludes by offering recommendations for enhancing the platform's effectiveness, such as improving mobile and offline access, providing teacher support, and ensuring reliable infrastructure. By addressing these barriers, Wordwall's potential as a tool for basic reading learning in vocational education can be maximized.
Copyright (c) 2026 Arita Destianingsih, Ari Satria https://creativecommons.org/licenses/by-sa/4.0
Navigating Foreign Language Anxiety within Multilingual Learning Environments in the Digital Age: Insights from Students in an Indonesian Pesantren
Although increasing attention has been given to foreign language anxiety (FLA) in conventional classroom settings, limited research has explored how students in Islamic boarding schools (pesantren) navigate multilingualism and manage FLA in digitally mediated learning contexts. This study addresses this gap by investigating how students in an Indonesian pesantren experience and respond to FLA while engaging in public speaking and English language learning in multilingual environments shaped by religious values and digital technologies. Using a qualitative case study design, data were gathered from seven participants through online observations and semi-structured interviews. Thematic analysis, guided by sociocultural theory, was employed to investigate how learners manage anxiety and develop language competence. Moreover, Technology Acceptance Model (TAM) was employed to examine students’ perceptions of digital tools, focusing on perceived usefulness and perceived ease of use, which influence how learners engage with technology to support language learning and manage anxiety. Findings reveal that structured preparation, spiritual practices, and digital self-study collectively reduce anxiety and foster confidence. Furthermore, the pesantren setting—featuring bilingual systems, peer collaboration, and teacher support—significantly contributes to meaningful language learning. In addition, digital technologies enhance vocabulary acquisition when used both ethically and intentionally. The study offers new insights into the complex intersection of faith, technology, and foreign language learning within Islamic educational settings.
Copyright (c) 2026 Sri Wahyuningsih, Trishna Nanda Barianty, Tenny Murtiningsih https://creativecommons.org/licenses/by-sa/4.0
English for Food Technology: A Need Analysis and Its Implications for Certification Design
This study investigates the English language needs of employees in the food technology industry and explores their implications for certification program design. With globalization and increasing international standards, food and beverage companies are required to comply with technical documentation and safety procedures that are often presented in English. Therefore, identifying specific language skills relevant to the industry becomes a crucial foundation for curriculum and certification development. The research was conducted at PT Marimas Putera Kencana, Semarang, using a needs analysis framework that combined questionnaires, semi-structured interviews, and pilot testing of assessment instruments. Data collection involved production staff, quality control personnel, and supervisors, providing a comprehensive overview of English use in daily operations. Findings indicate that employees require competencies in four primary areas: food safety English, food processing instructions, hygiene and sanitation communication, and technical reporting. Challenges were most evident in writing technical documents and oral communication during workplace interactions. Based on these findings, the study proposes a certification model structured across three levels—basic, intermediate, and advanced—aligned with Bloom’s taxonomy to ensure cognitive progression. To enhance diagnostic precision, the model integrates Cognitive Diagnostic Assessment (CDA), enabling identification of specific strengths and weaknesses across sub-skills such as vocabulary, reading comprehension, writing, and problem-solving communication. Overall, this study underscores the importance of integrating cognitive approaches into English for Specific Purposes (ESP) certification design, ensuring that certification outcomes are directly relevant to the demands of the food technology industry.
Copyright (c) 2026 Pratama Irwin Talenta, Martina Widhi Hapsari, Benedicta Audrey Putri Trisnadewi https://creativecommons.org/licenses/by-sa/4.0
Students' Voices: Using ChatGPT in Learning English
Abstract: The rapid advancement of artificial intelligence has brought sophisticated tools such as ChatGPT into the education sector, sparking increased curiosity and inquiries about their possible roles in learning a second language. This qualitative study utilizes a phenomenological framework to examine the personal experiences of university students learning English as a Foreign Language (EFL) at the English Department of the State Islamic Institute of Kerinci, Indonesia. The research examines how learners use ChatGPT as a supplementary tool to enhance their English proficiency within the framework of contemporary digital education. Data were gathered via in-depth, semi-structured interviews with 16 undergraduate EFL students and were thematically analyzed to uncover recurring patterns, themes, and insights about their experiences. The results indicate that students view ChatGPT as a beneficial aid and a possible obstacle in their English learning journey. Students prominently pointed out its contribution to improving their writing assignments, increasing vocabulary, enhancing listening and speaking skills, and providing a variety of accessible learning resources. Additionally, the immediate feedback and real-time support from ChatGPT were viewed as beneficial for practicing grammar and sentence formation. Nonetheless, worries were expressed regarding the precision of the information shared, the danger of overdependence on AI technologies, and the absence of individualized engagement that conventional educators provide. This study highlights that although ChatGPT can serve as a beneficial ally in language learning, successful incorporation demands critical analysis, explicit guidelines, and supportive teaching from educators to ensure its advantages are utilized responsibly.
Copyright (c) 2025 Anisha Pradilla Firdes https://creativecommons.org/licenses/by-sa/4.0
Speaking, How To Improve This Competence? An Exploration Of Individual performance Task in Speaking Class
Abstract The aim of this research is to know individual performance task improving students’ speaking skill in speaking class. Qualitative is the method of this research. Descriptive qualitative is presented in form table and diagram data. The samples of this research are students in speaking class one of the Universities in Bandar Lampung. There are 17 students who take speaking class. The data collecting technique used interviewed and documentation. The interviewed is used in this research in gaining the students’ opinion after doing speaking class using individual performance task. This research used unstructured interviewed. There are 13 questions as guide questions have given to the students. The documentation also used in this research that the score of speaking class.The result of interviewed there were 82% students improve in students’ self-confidence. 76% students claimed that they get improve in speaking technical skill. Learning independence of students also improve at 64% in percentage scale. The highest significant improvement is at learning strategies, there were 94% in percentage scale.Task effectiveness also one of issues got improving 70% in percentage scale. Task challenge was 58% in percentage scale. Hope and suggestion of students got 35% in percentage scale. Meanwhile, based on the documentation speaking score before and after doing individual performance task there were 21% improving of students’ speaking score. All of the data above, it can be shown that individual performance task can improve speaking skill in speaking class.
Individual Speaking Task, Speaking Class
Copyright (c) 2025 Dyah sih pratiwi https://creativecommons.org/licenses/by-sa/4.0
The Effect Of ESP Courses On Students' Achievement Of Coherence In General Academic Writing Tasks
It has been observed that when students do writing tasks on general topics in English, their writings tend to have a poor content and weak coherence. On the other hand, when students do writing tasks on ESP topics, their writings tend to exhibit a good coherence , a rich content and a variety in the use of jargon based vocabulary. The purpose of this study is to help students produce cohesive and coherent English texts by integrating their ESP writing skills with those of general English writing skills.
Copyright (c) 2025 ranwa Khorsheed https://creativecommons.org/licenses/by-sa/4.0
Grit in L2 Educational Contexts: A Scoping Review
The recent years saw the surge of interest in psychological constructs essential to L2 teaching and learning. Among these constructs, grit received significant attention in L2 field. The present scoping review investigates the methodological trends, geographical distribution, and study foci of grit in L2 educational contexts from 2020 to 2025. In the present review, 293 articles were initially identified from Proquest, JSTOR, and DOAJ databases (N = 293). In the end, 89 articles were assessed for eligibility, and 50 articles were included in the final review (n = 50). The findings of the scoping review include (1) quantitative methodologies dominated the retrieved articles, (2) studies in Asian contexts were predominantly found, and (3) L2 learners rather than L2 teachers are the focus of most articles. The present study underscores the need (1) to include qualitative findings in various cultural contexts, and (2) to conduct more grit studies with L2 teacher foci to provide more diverse insights into grit in L2 educational contexts. Keywords: grit, L2 educational contexts, scoping review, language learning psychology
Copyright (c) 2025 Puput Arfiandhani, Osamu Takeuchi https://creativecommons.org/licenses/by-sa/4.0
The Effect of Story Face Strategy Towards Students' Reading Comprehension of Recount Text
This study aims to determine whether using the story face strategy affects students’ reading comprehension in tenth-grade recount texts for the academic year 2022/2023. The research was conducted on tenth-grade MIA students at SMAN 2 Bangkinang Kota. The study involved 56 students who were divided into 2 classes, namely class X MIA 3 as the control class and X MIA 5 as the experimental class. Each class consists of 28 students. The experimental class uses the story face strategy as a learning strategy and the control class is taught using an English textbook. The data were analyzed using the SPSS 25 program. Based on the results obtained, the average value of students in the experimental class was 70.89 and 48.93 in the control class. The data obtained showed a significance (2-tailed) 0.001 < 0.05. This means that H0 is rejected and Ha is accepted. This shows that there are differences in students’ reading comprehension between students who are taught using the story face strategy and students who are taught using English textbooks. Based on the findings, it can be concluded that the story face strategy is effective for students’ reading comprehension of recount text.
Copyright (c) 2024 Lusi Marleni, Anita Diana
The Correlation Between Students’ Silent Reading Technique Habits and Their Reading Comprehension
Reading comprehension is reading for understanding. It needs the reader to comprehend the content being read. Students have difficulty understanding the meaning of the reading text and difficulty concentrating if they read the text aloud. Students also have low reading comprehension. The research objective of the research was to determine whether the students’ silent reading technique habits have a correlation with students’ reading comprehension at the tenth-grade students of SMA Negeri 1 Pekanbaru. This research was used quantitative correlational research. The sample of this research is 105 students consisting of 3 classes. The researcher conducted a questionnaire to measure students' silent reading technique habits and to measure students’ reading comprehension, the researcher used a reading test. It could be seen from the data that the questionnaire and reading test were normally distributed with a Monte Carlo significance result of 0.067. Additionally, the correlation between silent reading technique habits and their reading comprehension was linear, proven by the linearity test score is 0.414. Based on the result of the Pearson product-moment through the SPSS 25 version, it could be seen the significance score for both variables was 0.667 which is greater than 0.05. It means the null hypothesis is accepted. In addition, it showed that there is no correlation with the ‘Very Low’ level of correlation because the Pearson correlation for the instruments score were -0.043. It may be stated that students' silent reading technique habits and reading comprehension do not correlate to a low level and a negative relationship.
Copyright (c) 2025 Raihan Khairunisa Indrawan
Correlation Between Habit in Watching English Movies and Vocabulary Mastery of Grade VIII Students at Junior High School Palu
The objective of this study was to determine whether there was a correlation between the habit in watching English movies and vocabulary mastery of grade eight students of SMP Negeri 2 Palu. This research used correlational design. The sample of this study was 36 students from class VIII B SMP Negeri 2 Palu. Purposive sampling was used to select the sample. The instruments used in this study were questionnaires and vocabulary tests. The Pearson Product Moment correlation method was used to correlate habit in watching English movies and vocabulary mastery. The results showed a moderate correlation between the habit in watching English movies and students' vocabulary mastery. It can be proven by the sig value obtained (2-tailed) 0.000, where this value is smaller than 0.05 so a correlation value of 0.532 is obtained. This shows that the habit of watching English movies positively impacts students' vocabulary mastery. It implies that students can implement the habit of watching English movies to improve their vocabulary mastery, the more often students watch English movies; the more students' vocabulary mastery will increase. Keywords: Habit, Movies, Vocabulary
Copyright (c) 2025 Sakina Sakina, Sakina
Role of Theme-Rheme Analysis in Developing Academic Literacy Skills in Senior High School Students in Pringsewu
This study aims to explore the implementation of Theme-Rheme in developing the writing ability of second-grade students at SMA Muhammadiyah Pringsewu. Theme-Rheme, as part of systemic functional theory, provides a framework for analyzing the structure and flow of information within sentences. The research method used is qualitative descriptive with a text analysis approach to students' writings. The results show that understanding and applying Theme-Rheme significantly help students in organizing ideas and enhancing the cohesion and coherence of their writing. Additionally, this technique encourages students to be more critical in constructing arguments and developing well-structured paragraphs. These findings suggest that Theme-Rheme-based learning can be an effective strategy in improving students' writing abilities at the secondary school level.
Mastering English Grammar through the Implementation of Interactive Grammar Game Applications in English Classes
Abstract: Grammar is one of the most important elements of the English language. There is not a single word in English that does not involve grammar. In fact, a lot of English proficiency tests use grammar as one of the parts. Mastering grammar is as easy as mastering writing and speaking. This makes grammar has a big contribution in mastering English. The purpose of this research is to improve English Grammar skills through the implementation of a grammar game application in English classes in the digital era. This application contains grammar exercises and interactive training games and is very contemporary. The approach used in this study is a quantitative experimental method, employing a pretest-posttest control group design. The study involved two groups: an experimental group and a control group. The data analysis process is divided into two stages. The first stage involves analyzing the pretest and posttest data, while the second stage focuses on analyzing data from the questionnaire on the application's use. For the pretest and posttest data, a t-test is applied. Specifically, an independent t-test, which is a type of parametric test, is used to compare two independent groups. The analysis is based on two criteria: (1) if the significance value (2-tailed) is greater than 0.05, it indicates no significant difference between the groups; (2) if the significance value (2-tailed) is less than 0.05, it indicates a significant difference. The comparison of pretest and posttest scores between the experimental and control groups serves to address the research question about the effectiveness of the English Grammar Practice application in enhancing grammar skills. The results suggest that the application has a positive impact. Although the experimental group initially scored lower on the pretest than the control group, the posttest results showed that the experimental group outperformed the control group, demonstrating the effectiveness of the application in improving grammar proficiency.
Copyright (c) 2025 Dyah sih pratiwi, Bastian Sugandi, Fakhrunnisa Fakhrunnisa
Improving English Vocabulary Through Word Chain Game in an Inclusive School in Bandar Lampung
The purpose of the study is to find out whether word chain games can improve vocabulary mastery and to find out which word chain games are effective in improving vocabulary mastery. The results of this study can be used as input in the teaching and learning process, especially in teaching vocabulary. The results of this study can also be used to improve the quality of vocabulary learning. This research uses a quasi-experiment approach. There is only an experimental class without a control class. There are 3 main stages of research, namely pre test, treatment and post test. Pre test is conducted before treatment, while post test is conducted after treatment. The pre test will be conducted several times until the research subjects experience consistent conditions. The research subjects were 19 inclusive school students at X school in Bandar Lampung city who were taken by cluster random sampling. The results revealed that there was a significant effect on the use of word chain games in mastering vocabulary in inclusive classes. This can be seen from the difference in pre-test and post-test scores which shows an increase in learning achievement in respondents. In the inclusion class, students learn side by side in diversity. Although there are some students who have special needs, they can learn side by side. Through this game they can actively together build an attractive and more fun learning atmosphere. Keywords: vocabulary, word chain game, inklusi
Copyright (c) 2025 Musiman Musiman, Ganesa Vernanda, Dhafiya Fitriani
The Steps to Master Listening Skills through the Use of the Independent Dimension-Based Listen English Daily Practice Application Through the Pancasila Student Profile Scheme
This research aims to describe the implementation of effective steps to master listening skills through the use of the Independent Dimension-based Listen English Daily Practice application through the Pancasila student profile scheme. In the English Language Education study program at Muhammadiyah University of Lampung, the Listen English Daily application is used to teach listening comprehension. This shows the effective use of the pre-listening, while-listening, and post-listening stages. This application not only helps students improve their listening skills but also receives positive responses from students thanks to its familiar topics, interesting features, and ease of use. This research uses descriptive analysis and focuses on the Listen English Daily Practice application as the subject. The focus of the research is how this application can be used to help Pancasila students learn to listen better. The results of the study show that using the Listen English Daily Practice application can maximize English learning. This application helps improve language skills such as reading, writing, listening and speaking. Apart from that, this application supports the values ​​of the Pancasila student profile, namely being independent, critical, creative, working together and having global diversity. Therefore, this application not only improves speaking skills but also develops character in accordance with Pancasila values.
Copyright (c) 2025 Candraning Prihatini, Musiman Musiman, Dhafiya Fitriyani
Assessing EFL Learners' Speaking Self-Efficacy in English Language Education Program Universitas Lancang Kuning
Speaking self-efficacy is crucial in English as a Foreign Language (EFL) learning, as it significantly influences learners' confidence and performance in oral communication. However, research on the specific level of EFL learners’ speaking self-efficacy and its contributing factors remains limited. This study investigates EFL learners' speaking self-efficacy levels and identifies the key factors shaping their confidence. Using a descriptive quantitative design, data were collected through two validated instruments: the EFL Sources of Speaking Self-Efficacy Scale (EFL-SSSES) and the EFL Learner Speaking Self-Efficacy Scale (EFLSSES). Results reveal that learners exhibit a moderate level of speaking selfefficacy (2.69–3.07). Among the four sources of self-efficacy—Mastery Experience (ME), Vicarious Experience (VE), Social Persuasion (SP), and Physiological Emotional States (PES)—Social Persuasion emerged as the most significant predictor of both Linguistic Self-Efficacy (LSE) (β = .294, p = .025) and Delivery Self-Efficacy (DSE) (β = .310, p = .016). In conclusion, EFL learners possess a healthy level of confidence in their speaking ability, with social persuasion playing a pivotal role. Future research should explore these factors across diverse educational contexts to inform effective teaching strategies.
Copyright (c) 2025 Ulil Albab https://creativecommons.org/licenses/by-sa/4.0
Errors Analysis: Students’ Pronunciation Assessment through IPA Application
Pronunciation is one of the most crucial subskills of English speaking. This study aims to determine students' pronunciation errors when pronouncing English short vowels in the fifth semester of English Language Education using the English Pronunciation IPA application and to determine the factors that influence their pronunciation errors. In this study, the researcher used a qualitative method design. It was conducted on students in fifth semester of English Language Education. The researcher collected data with two tools: pronunciation tests and interviews. Students can use the English Pronunciation IPA application as a help for taking long vowel pronunciation examinations. The researcher selected five students to serve as resource people for interviews. Based on the study results, the English Pronunciation IPA application was used to administer a pronunciation test to students. The results showed that, on average, students scored 15.57, with short vowels scoring 3.70 points. Pronouncing short vowels on the /ɒ/ and /æ/ sound are where students make the greatest mistakes. Then, interference and phonological knowledge are the factors that affect pupils' pronunciation issues in English.
Copyright (c) 2024 Andi Idayani, Estika Satriani, Via Elmanisa, Betty Sailun
The Implementation of Cambridge Curriculum in English Learning at SMP Lazuardi Tursina
In Indonesian schools, the curriculum is crucial for teaching-learning process. As a means of improving student competencies and educational quality, certain Indonesian schools are starting to implement overseas curricula, such as Cambridge. However Indonesian schools have different approaches to implementing the Cambridge curriculum. The purpose of this research is to investigate how the Cambridge Curriculum is being used at SMP Lazuardi Tursina for English language instruction. A qualitative strategy using a case study design is the methodology used. Data were gathered using curriculum-related document analysis, interviews, and observations. The results show three important phases to the Cambridge curriculum's application in English learning: planning, implementing, and assessing. With a focus on critical thinking and problem-solving techniques, SMP Lazuardi Tursina combines the Independent and Cambridge curricula. Adapting to Project-Based Learning and Learning Experience Design, as well as instructor turnover, are implementation challenges. The learners' progress and performance were assessed using the Check Point and Cambridge Progression Tests. The findings highlight how important the phases of the Cambridge curriculum implementation are to SMP Lazuardi Tursina's successful adoption of the curriculum. To support student learning outcomes and improve educational quality, the Cambridge curriculum demands careful planning, creative teaching strategies, and thorough evaluation.
Copyright (c) 2024 Nur Laili, Faiqotur Rizkiyah
The Development of E-Learning Material of English for Tourism for Tourism Personnel in Labuan Bajo
The purpose of this study was to create e-learning material of English for tourism personnel in Labuan Bajo. This study was a research and development one. The outcome of this research was learning devices in the form of module. This study refers to Borg and Gall’s development research procedure consisting collecting data, planning, product draft development, expert validation, revision, and field test. There were two kinds of data in this study; qualitative and quantitative data. The qualitative data was in the form of suggestions from validator regarding module, as well as the results of observation and interview. Meanwhile the quantitative data was obtained from the participant’s result of pretest and postest. The posttest results showed that there was an increase in scores of 37% from the participants' average scores. This showed that materials in the form of module were effective in improving the English language skills of tourism actors in Labuan Bajo. Apart from that, the material in the form of a module has met all the criteria in terms of content feasibility and presentment feasibility by validators who are experts in their fields. Keywords: E-learning, Material, English for Tourism, Tourism Personnel
Copyright (c) 2024 SAPTINA RETNAWATI, tito dimas atmawijaya, laksmy Ady kusumoriny
The Correlation between Motivational Regulation Strategies and Students’ Writing Ability
The present study looked for kind of motivational regulation strategies used by students with high and low writing ability and found relationship between students’ motivational regulation strategies and writing ability. The method in this study is quantitative with correlational study research design, the subject of the study is 31 English education students in one of state university who took argumentative writing classroom. The questionnaire from Wolters & Benzon (2013a) are used in this study as research instrument of motivational regulation strategies. The result showed different motivational regulation strategies used by students with high writing ability and low writing ability. Students with high writing ability tended to use regulation of value (M=4.04). Furthermore, there is no significant relationship between students’ motivational regulation strategies and their writing ability. Some findings are in line with the research conducted by Wolters & Benzon (2013a) about average of motivational regulation strategies used by students, however, further research in how far motivational regulation strategies affect to students’ writing ability can be conducted by other researchers.
Copyright (c) 2024 Anjani Vicka Prasasti Hasibuan
Comparison of Intrinsic Elements of Indonesian and German Children's Literature to Enrich Character Education for Indonesian Children
Children's literature has many benefits, including being a medium of entertainment and a medium for character education for children. Children's literature contains various noble values that readers can internalize daily. This research uses two objects of children's literature: the Indonesian children's literature book Dru dan Negeri Lima Kerajaan by Clara Ng and Renata Owen and the German novel Apfelkuchen und Baklava by Kathrin Rohmann. This research aims to compare two intrinsic elements from the two novels as material for character education for students in Indonesia. The intrinsic elements in both novels are characters, setting, theme, and message. The research results show that the intrinsic elements of both novels have symbolic meanings that contain noble values such as patience, courage, kindness, sincerity, acceptance, and openness. Therefore, it can be concluded that the two novels can be used as material for enriching student and Indonesian character education and cultivating global character.
Copyright (c) 2024 Andina Meutia Hawa, Dyani Prades Pratiwi, Roma Kyo Kae Saniro, Armini Arbain
Exploring the Effectiveness of Digital Reading Platforms in Developing Reading Comprehension Skills
This study investigates the effectiveness of the digital reading platform ReadWorks in improving the reading comprehension skills of high school students. A within-subject design was employed, wherein students experienced two phases of treatment: the use of conventional teaching methods and the application of the ReadWorks platform, with a washout period in between to minimize carryover effects. The research was conducted with second-grade students at SMA Negeri 16 Samarinda, using a standardized reading comprehension test to assess performance. Paired samples t-tests were utilized to analyze the data. The findings revealed a significant improvement in students' reading comprehension scores when using the ReadWorks platform compared to conventional methods. The statistical analysis shows that the p-values for both the experimental group (p = 0.000) and the control group (p = 0.000) are less than the significance level of 0.05, leading to the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (Ha). These results indicates that the ReadWorks platform is effective in enhancing reading comprehension skills among high school students. The study contributes to the growing body of literature advocating for the integration of digital tools in education to improve student learning outcomes.
Copyright (c) 2024 Sunarti, Lutvia Nur Fitriani, Lutvia Nur Fitriani
The Effectiveness of Google Sites in Differentiated Instruction to Increase Students’ Learning Motivation and Reading Comprehension on English Narrative Texts
This research explores the impact of using Google Sites for Differentiated Instruction on the learning motivation and reading comprehension of Grade XI students at SMK Negeri 4 Banjarmasin. The study aims to enhance literacy by integrating digital media into English narrative text instruction. A quasi-experimental design was employed, with an experimental group using Google Sites and a control group using conventional methods. Data were collected through pre-tests and post-tests measuring reading comprehension and questionnaire to describe learning motivation. The Independent Sample T-Test, Mann Whitney Test and N-Gain, and Multivariate Analysis of Variance (MANOVA) were used for statistical analysis. The results indicated that the experimental group showed significant improvements in both learning motivation and reading comprehension compared to the control group. The use of Google Sites provided a personalized and engaging learning experience, contributing to these positive outcomes. In conclusion, integrating Google Sites into Differentiated Instruction effectively enhances students' motivation and reading comprehension. This approach addresses individual learning needs and leverages technology to create a more interactive educational environment. The study suggests broader implementation of digital tools in education to improve literacy skills and student engagement.
Copyright (c) 2024 Silvia Najemi, Lidwina Sri Ardiasih, Hanna Sundari
The Relationship between Study Habits and Academic Achievement in English Education Study Program at Baturaja University
The problem of this research was “is there correlation between study habits and academic achievement in English education study program at Baturaja University”?. Therefore, this study aims to describe whether or not it is there correlation between students’ habits and academic achievement of the students. This study used correlational design. The population of the research was 67 students. The questionnaire and documentation were used for collecting the data. To analyze the data , researchers used Pearson – Product Moment Correlation and descriptive statistics using the SPSS ver.25. The result showed that there is no or weak correlation between study habits and academic achievement in English Education Study Program at Baturaja University (r = 0.062, p>0.05). In conclusion, some factors that influence learning achievement were not only study habits, but also students’ learning motivation, their learning environment, facilities by educational institutions and it can affect their academic achievement.
Copyright (c) 2024 Yentri Anggeraini, Episiasi Episiasi, Salsabilla Putri Nandaini
Maintaining Students' Performance through Exhibition: Reporting Project of English Instructional Technologies course
Pre-service teachers are expected to master content knowledge, pedagogical factor, communication skills, classroom management, critical thinking and problem-solving, collaboration and teamwork, reflective practice and technology integration. To achieve that target, teaching and learning process should be organized to facilitate activities that can improve their learning experiences. Exhibition can be implemented to provide valuable feedback and insights that can be used to improve future exhibitions or make informed decisions regarding the current one. Besides, this chance can also maximize to maintain students' performance in creative and engaging approach. This study aims to expose how the researcher manage an exhibition from students’ project to enhance their performance in English Instructional Technology course. The results demonstrate that pre-service teachers had a moderately satisfactory amount of mentorship experience, with modeling and pedagogical knowledge receiving among the lowest mean scores.