English Education and Literature Journal
Title proper: English Education and Literature Journal Abbreviation: E-Jou E-ISSN: 2775-0493 English Education and Literature Journal has the abbreviated name “Ejou”. This journal is a scientific information media that contains research articles and theoretical studies in the scope of English Language Education published by Universitas Ma'arif Nahdlatul Ulama (UMNU) Kebumen. English Education and Literature Journal is published twice a year in January and July with a publish us you go scheme. Focus and Scope English Education and Literature Journal is a scientific journal that focuses on English Education and related fields. English Education and Literature Journal invites original articles from empirical research, literature reviews, and scientific papers on the following topics: 1. English language education and policy; 2. English curriculum; 3. EFL Methodology; 4. Teaching and Learning Strategies; 5. Evaluation and assessment; 6. TEYL; 7. Classroom Action Research; 8. Translation; 9. Teaching media and ICT; 10. Applied Linguistics; 11. ELT Materials Development; 12. Linguistics; 13. Pragmatics; 14. Critical Discourse Analysis; 15. and Literature.
Universitas Ma'arif Nahdlatul Ulama Kebumen
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal
Analysis of Language Styles in Raya and the Last Dragon Movie (2021)
The study, titled “Analysis of Language Styles in Raya and the Last Dragon Movie (2021),” applies Martin Joos' (1976) theory of language styles to explore the linguistic dynamics within the film's dialogue. By examining the use of frozen, formal, consultative, casual, and intimate styles, the research aims to understand how language contributes to character development and narrative progression. The analysis identified a total of 70 instances of language styles across the film, distributed as follows: 1 frozen style, 4 formal style, 25 casual style, 25 consultative style, and 15 intimate style. The findings reveal that the most frequently used language styles are casual and consultative, each appearing 25 times. These styles are predominant in the film, reflecting the characters' need for interaction, information exchange, and relationship building. The study highlights the significance of varying language styles in animated films and their role in enhancing the viewer's understanding of character interactions and plot development
Copyright (c) 2025 Annisa Siska Febrianti, Atik Muhimatun Asroriyah, Berlin Insan Pratiwi https://creativecommons.org/licenses/by-sa/4.0
The Impact of Outlining Technique on Seventh Grade Students’ Writing
Writing is one of the most challenging skills for students to master in learning English. Many students face difficulties in organizing ideas coherently, developing paragraphs, and using appropriate vocabulary and grammar. The outlining technique, which involves creating a structured plan before writing, is considered an effective strategy to help students improve their writing skills. This study aims to investigate the impact of using the outlining technique on the writing ability of seventh-grade students at SMPN 1 Pakel. This study applied a pre-experimental design with a one-group pre-test and post-test model. The participants were 32 seventh-grade students of class VII-B. The instrument used was a writing test administered as a pre-test before the treatment and a post-test after the treatment. In analyzing the data, a paired-samples t-test was conducted using SPSS to determine whether there was a significant difference between the pre-test and post-test results. The findings showed that the students’ mean score improved from 55.47 in the pre-test to 74.84 in the post-test, indicating an overall increase of 19.37 points. Furthermore, the significance value of 0.00 < 0.05 confirmed that the outlining technique had a significant effect on students’ writing performance. Based on these results, it can be concluded that the outlining technique is effective in improving the writing ability of seventh-grade students at SMPN 1 Pakel
Copyright (c) 2026 Kharisma Prita Agustina, Titik Lina Widyaningsih https://creativecommons.org/licenses/by-sa/4.0
The Experience Teaching Vocabulary through Storytelling to Students by Using Media Flash Card at Elementry School
The purpose of this study is to determine the teaching experience of teachers and the reasons why teachers use the storytelling method using flash card media for elementary school students. This storytelling method is for teaching vocabulary to elementary students at the Raudhatus Shibyan Foundation. The research design used is narrative inquiry and qualitative research methods. Data was collected from this research was by means of interviews and documentation. So, the results of the interviews conducted with the teacher answered several research questions that had been previously prepared by the researcher. From the teacher’s answer, this storytelling method is very important as a learning method for elementary students, because this method can increase children’s vocabulary to be wider than before, as well as gain experience and knowledge from the teacher’s verbal explanations. From the findings of the interview session, the method used by the teacher is the storytelling method as teaching carried out in the classroom. One way is by using flash card media, the teacher can show flash card image media to students. Based on the data obtained during the process of teaching vocabulary through storytelling using flash cards, the response was very good, indicating that the story content used was a variation of the vocabulary taught based on the ability to convey vocabulary according to the students’ abilities. The integration of storytelling and flashcards resulted in a more dynamic learning environment and better understanding. Of vocabulary in context. This study makes a significant contribution to the field of English language teaching by providing empirical insights into how teaching strategies, particularly those combining visual aids and storytelling, can improve language learning outcomes. This study highlights the importance of using age-appropriate and engaging methods in vocabulary teaching, especially at the elementary level
Copyright (c) 2026 Ilmiyah Hudzaifah https://creativecommons.org/licenses/by-sa/4.0
Assistance in Learning English Tenses (Simple Present, Continuous, Simple Past) and Prepositions through a Community Service Program by English Education Students for Junior High School Students of Grades VII-VIII
This community service initiative was carried out by English Education students from the Faculty of Tarbiyah and Teacher Training at State Islamic University of Palangka Raya. The program aimed to enhance junior high school students’ understanding of key English grammar components—specifically the simple present, present continuous, and simple past tenses, as well as the correct use of prepositions. Conducted over two days, the program involved structured lessons using school-provided textbooks, visual aids, and interactive activities such as grammar games and group discussions. Data were collected through direct observation, Q&A sessions, and practice exercises to evaluate students' comprehension and application of the material. The findings indicate that the use of contextualized instruction, real-life examples, and communicative activities—supported by visual media and practice exercises—effectively improved students' grammatical accuracy, confidence, and engagement. The involvement of English education university students as peer facilitators fostered a more interactive and less intimidating learning environment. This program also reinforced the pedagogical value of experiential learning, benefiting both junior high school students and pre-service teachers by providing meaningful and reflective teaching experiences aligned with real classroom needs. Overall, this initiative successfully addressed students’ learning gaps in English grammar and showcased the benefits of integrating community service into teacher education
Copyright (c) 2026 Abdul Syahid, Marshanda Marshanda, Muhammad Alief Raihan Ramadhan, Raysha Ramadhani, Syarifah Soraya, Rani Rani, Najwa Amalia, Najwa Rizki Amalia, Muhammad Dicky Setiawan, Yasmine Mumtaazah, Ciraenda Caenovea https://creativecommons.org/licenses/by-sa/4.0
The Application of Scaffolding Technique: Think-Pair-Share (TPS) to Improve the English Speaking Skills of Grade XI Students at SMA Negeri 1 Penebel in the 2024/2025 Academic Year
This study aims to improve the english speaking skill of Grade XI-1 students at SMA Negeri 1 Penebel n the 2024/2025 academic year through the application of the Scaffolding Technique using the Think Pair and Share (TPS) strategy. Speaking is one of the essential language skill that reflect students’ communicative competence; however, many students continue to face challenges in vocabulary use, grammatical accuracy, pronunciation, and confidence. To address these issues, this research employed a Classroom Action Research design, which was conducted following the model proposed by Kemmis and McTaggart. The study focused on how the TPS strategy, as a form of scaffolding, could actively engage students in speaking and gradually enhance their performance. The study was implemented in two cycles, each consisting of planning, action, observation, and reflection. The results showed progressive improvement across the cycles. The pre-test score totaled 370 with an average of 12.76 and 63.79% of students achieving the minimum mastery criterion (KKM). After Cycle I, the total score increased to 392 with an average of 13.52 and a completeness rate of 67.59%. Significant improvement was recorded in Cycle II, where the total score reached 483, the average rose to 16.66, and completeness reached 83.28%. These findings indicate that the TPS technique effectively enhanced students’ speaking skills by fostering collaborative learning, active participation, and structured oral practice. It also increased student engagement and confidence in speaking English. The study recommends the use of TPS as an alternative strategy to improve speaking performance in EFL classrooms
Copyright (c) 2026 Ni Luh Made Winda Sri Dewi https://creativecommons.org/licenses/by-sa/4.0
AI-Resistant Assignments in Writing Class: Insights from Australian Higher Education Websites
The usage of Artificial Intelligence (AI) tools such ChatGPT and Gemini in higher education is increasing worldwide, especially for writing assignments. A growing number of students use AI to develop and finding ideas for the topic or main theme, create outlines, and complete tasks, raising significant concerns about academic integrity. This study investigates strategies for designing AI resistant writing assignments in English as a Foreign Language or namely EFL classrooms. A Systematic Literature Review method (SLR method) was conducted, analyzing twenty webpages from nine Australian universities (2020–2025) identified through targeted Google searches and institutional relevance criteria. The analysis identifies four primary strategies: redesigning assignments, regulating AI use, strengthening integrity policies, and fostering dialogue between lecturers and students. Recommended practical solutions include process based writing, reflective journals, and supervised assessments. The findings offer insights for developing resilient writing practices and inform future research on AI resistant pedagogy
Copyright (c) 2026 Brigitta Dia Putri Kusuma Wardhani https://creativecommons.org/licenses/by-sa/4.0
The Minimalism and Contentment in Chloé Zhao Nomadland
This study analyzes the representation of minimalism and contentment in Chloé Zhao’s film Nomadland (2020) by applying a qualitative descriptive method supported by textual film analysis. The research focuses on how the film’s dialogue, scene, and overall atmosphere construct a coherent depiction of a minimalist lifestyle and an inner sense of contentment. The findings indicate that Nomadland presents minimalism as a deliberate lifestyle choice and contentment in the film emerges from acceptance, gratitude, and the ability to find peace within life’s uncertainties and limitations. This study concludes that Nomadland successfully integrates the values of minimalism and contentment into its artistic and thematic design, illustrating how simplicity, acceptance, and emotional balance can guide individuals toward a deeper understanding of meaning and well-being in contemporary life
Copyright (c) 2026 Wildan Chaniago, Irdina Ariana, Yanti Rosalinah https://creativecommons.org/licenses/by-sa/4.0
A Constructivist-Ecological Model in Utilizing Collaborative Platforms to Improve Academic Writing Skills: A Conceptual Framework
In language learning, digital platforms have offered unique opportunities to the learners to expand their skills and competencies beyond their standard level. In academic writing, collaborative platforms, or digital collaborative platforms, have been widely used by writers to achieve their writing goals. However, these platforms have been used in random manners and ways, according to different degrees of the writers’ familiarity to the platforms. There is no structured pattern of how these platforms are effectively used and able to support the writers optimally. Therefore, the paper is conceptualizing a proposed model of how the digital collaborative platforms may function as affordances in supporting the academic writers achieving their goals. The affordances technically function as a bridge between the constructivism approach and the ecological perspective. affordances refer to opportunities for action that the environment provides, which learners perceive and utilize. The learners’ ability to use the affordances determine how they construct the meanings and ideas, especially in their writing. The affordances are available within the environment, creating an ecology for the writers, under the ecological perspective lens. A five-stages model is presented in the paper to explore how a writer is supported by the collaborative platforms in each stage to reach their goals. The stages are initial writing task; interaction with affordances; knowledge construction; feedback and reflection; and finally, development of writing proficiency. The elaboration is done within an ecological perspective and the principles of constructivism. Future research would benefit optimally if focusing more on the empirical aspects of the model and how the effectiveness of digital tools in creating affordances in the five-stage-model intervention
Copyright (c) 2026 Eric Sulindra, Anastasia Nelladia Cendra, Indriana Lestari https://creativecommons.org/licenses/by-sa/4.0
Relationship Between ChatGPT Use and EFL Students’ Perceived Usefulness, Ease, Dependence, And Creativity
AI tools like ChatGPT are changing the way we teach and learn English as a foreign language. They make it easier for students to get quick feedback, generate fresh ideas, and dive into fun, creative writing exercises. However, here's the catch: if students lean too heavily on these tools, they might start losing their own sense of independence in learning. This research investigates how the frequency of ChatGPT use relates to EFL students’ perceptions of its usefulness, ease of use, dependence, and its role in fostering creativity in learning English. Adopting a quantitative correlational design with an ex post facto approach, the study involved 38 fifth-semester students from an English Education Department at a university in Pekalongan. Data were gathered through a Likert-scale questionnaire and analyzed using Spearman’s Rank Correlation. Our findings revealed strong positive relationships between how often students use ChatGPT and their perceptions of its usefulness, ease of use, dependence, and creativity. The tightest link was with usefulness (r = 0.811, p < 0.05), followed by creativity (r = 0.658), dependence (r = 0.640), and ease of use (r = 0.584). In short, the more students interact with ChatGPT regularly, the more they value it as a practical and user-friendly learning aid; however, this also increases their reliance on AI for help. The study highlights the importance of pedagogical approaches that foster critical awareness and autonomous learning when integrating ChatGPT into language education
Copyright (c) 2026 Muhammad Dzimar, Nindya Rahma Maulida, Lia Roudlotul Jannah, Rayinda Eva Rahmah https://creativecommons.org/licenses/by-sa/4.0
Uncovering Instructional Media Choices: Teachers Preferences and Shaping Factors
Process of implementing instruction media, teachers consider design of classroom activity and instruction that is related to instructional media used. Arrangement of scheming content and instructional media build a noble atmosphere of effective learning. This research aimed to explore teacher preferences of instructional media and its shaping factors. This research was conducted at one of vocational school and addressed to 20 teachers as subject. This research portrayed based on open- ended questionnaires that found text media that is used by the teachers are hand out books or other reference books. Two subjects that employed visual media utilize graphic and picture. Motion media that is employed by teachers is video. Computer- based media as the most employing media of teacher assisted teacher and student to get information. Open educational resources are employed by teachers to get learning material. Moreover, teachers occupied Artificial Intelligence as a medium in the learning process such as canva, quizzizz, Kahoot and quizwhizzee. Audio media and real objects are rarely used by teachers. Moreover, the picture showed that the most occupied media is computer based media. Teachers utilized it since they intended to provide an innovative, attractive and effective learning process. 15% of our subjects utilized Artificial intelligence (AI). Twenty subjects of this study employed digital tools or digital instructional media and integrated digital technology or Artificial Intelligent (AI). The teacher approved that digital and digital tech instructional design boost effective learning process and evaluate the learning outcome effortlessly
Copyright (c) 2026 Etika Dewi Kusumaningtyas, Endang Susilowati, Eka fanti Sulistiyaningsih, Salva Andriyani https://creativecommons.org/licenses/by-sa/4.0
The Role of AI in Developing Academic Writing Competence: A Cross-Institutional Analysis of Higher Education
This study investigates the role of artificial intelligence (AI) in developing academic writing competence among English education students in higher education. Employing a comparative mixed-methods design, the research involved first-semester students from UIN Bukittinggi and Universitas Rokania during the 2025–2026 academic year. Data were collected through pre- and post-writing tests, a Technology Acceptance Model (TAM)-based survey, and semi-structured interviews. Quantitative findings reveal significant improvements in students’ academic writing performance in both institutions, with an average score increase of 12.2 points at UIN Bukittinggi and 7.9 points at Universitas Rokania. Improvements were evident in grammatical accuracy, argumentative coherence, and citation accuracy. Qualitative results indicate that students who received structured AI literacy training engaged more critically with AI feedback, while students without institutional guidance tended to rely passively on AI output. The findings demonstrate that AI-assisted writing is most effective when supported by institutional policies, pedagogical scaffolding, and ethical guidance. This study contributes to the growing discourse on responsible AI integration in academic writing instruction in higher education
Copyright (c) 2026 Khabib Muafi, Vivi Amanda, Yessi Darmayanti, Uchy Mukho Adrianty, Rianto Rianto, Solehatur Rizkiyah https://creativecommons.org/licenses/by-sa/4.0
Collaborative Strategies for Teaching Reading Comprehension: A Literature Review of Moreillon’s Framework and Its Relevance to Indonesian Universities
This article provides an extended conceptual and pedagogical review of collaborative strategies for teaching reading comprehension based on Judi Moreillon’s Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Moreillon, 2007). This study employs a qualitative literature review design to synthesize theoretical and empirical insights related to collaborative reading instruction. The study is framed within the pressing need to strengthen Indonesian students’ reading literacy, as national and international assessments consistently place Indonesia among the lowest performers in reading. These conditions reinforce the urgency for educators to adopt instructional practices that not only support comprehension but also cultivate meaningful engagement with written texts. Collaborative reading instruction is presented as a strategic approach in which lecturers, university librarians, and other educational partners jointly design, execute, and evaluate literacy-learning activities. Collaboration is defined as an equitable, voluntary, and interactive partnership where participants share responsibility for instructional decisions and student learning outcomes. Five collaborative teaching models support teaching, learning centers, parallel teaching, alternative teaching, and team teaching are elaborated as practical frameworks for enhancing reading instruction. The article further discusses seven core strategies for reading comprehension proposed by Moreillon: activating background knowledge, using sensory imagery, generating questions, making predictions and inferences, identifying main ideas, applying fix-up or self-monitoring strategies, and synthesizing information. These strategies guide learners through pre-reading, while-reading, and post-reading processes, enabling them to make connections to prior experiences, interpret textual cues, monitor comprehension, and construct integrated understandings of texts. Incorporating visual stimuli, intertextual connections, and student-centered questioning further enriches meaning-making. The discussion emphasizes the crucial shared roles of lecturers and librarians in resource selection, instructional planning, information-literacy support, and ethical use of sources, including guiding students in preventing plagiarism. A collaborative classroom–library structure promotes interdisciplinary learning, broadens access to quality reading materials, and fosters students’ critical engagement with diverse information sources. Overall, collaborative reading instruction is argued to be a relevant, context-appropriate, and practical solution for improving reading comprehension in Indonesian universities. Lecturers may adopt selected strategies based on classroom needs, resource availability, and instructional goals. When implemented consistently and thoughtfully, collaborative strategies promote active learning, increase student participation, and contribute significantly to more meaningful literacy experiences.
Copyright (c) 2026 Dwi Lia Rakhmasari, Berlin Insan Pratiwi https://creativecommons.org/licenses/by-sa/4.0
The Role of the Pictoword Game in Boosting Students' Vocabulary Achievement at Mts Negeri 1 Sragen
This study aims to demonstrate the effectiveness of implementing the pictoword game on students' vocabulary achievement in seventh graders at MTs Negeri 1 Sragen. The author used a quantitative research method with a quasi-experimental design. The author took student samples through purposive sampling. The pre-test results showed that the experimental group scored lower than the control group. The average pre-test score in the experimental group was 61.36 and the average pre-test of the control group was 65.60. The two groups were given pre-tests at the same time. The experimental group received four sessions of treatment while learning vocabulary using the Pictoword game. The control group learned vocabulary only through conventional learning. To determine whether the experimental group improved their vocabulary achievement, the authors conducted a post-test. The authors used the IBM SPSS Statistics Base 22.0 program to calculate all data in this study. The results of this study showed that the experimental group's average score increased to 86.33, while the control group's average post-test score was 84.77. Only the experimental group improved their vocabulary achievement because they were treated with four tests using the Pictoword Game. Hypothesis analysis also determined that the alternative hypothesis (Ha) was accepted, meaning there was a significant effect in implementing the pictoword game on students' vocabulary achievement. This study can be concluded that using the pictoword game can help students learn vocabulary more easily but in a fun way, stimulate students to learn more actively, and also improve students' vocabulary achievement.
Copyright (c) 2026 warsono warsono, Sujito Sujito https://creativecommons.org/licenses/by-sa/4.0
Enhancing Reading Comprehension Skill Through Retelling Story
English reading comprehension remains a challenge for many Indonesian students learning English as a foreign language. This study investigates the use of story retelling as a pedagogical strategy to improve students’ reading comprehension. Conducted in 2021, the study employed a descriptive quantitative approach with a one-group pre-test and post-test design involving nine Grade XII students from an Islamic private senior high school in Yogyakarta, Indonesia, who followed the 2013 national curriculum. The students read two Aesop’s fables, The Boy Who Cried Wolf and The Fox and the Grapes, and retold the stories through written and recorded oral tasks as part of emergency remote teaching during the COVID-19 pandemic. Students’ performances were assessed by three teachers using a scoring rubric covering relevancy, accuracy, fluency, and creativity, with relevancy and accuracy treated as the primary indicators of reading comprehension. Data were analyzed through descriptive comparison of mean pre-test and post-test scores. The results indicate an overall improvement in students’ reading comprehension, particularly in terms of relevancy and accuracy in the post-test. These findings suggest that story retelling can serve as an effective instructional strategy to support reading comprehension in English, especially when integrated with written and oral activities. This study highlights the potential of children’s literature, such as Aesop’s fables, to facilitate comprehension among Indonesian senior high school students
Copyright (c) 2026 Dindadari Arum Jati, Nandy Intan Kurnia, Regita Sekar Arrum https://creativecommons.org/licenses/by-sa/4.0
Gamification in English Language Teaching: ICT-Driven Engagement Strategies for 21st Century Learners
The use of technology in English Language Teaching (ELT) has become an integral part of contemporary educational practices, particularly in supporting student engagement and improving learning outcomes. Among various technology-based approaches, gamification has attracted considerable attention due to its potential to integrate game elements such as points, badges, challenges, and feedback into instructional activities. This study adopts a qualitative library research approach, employing tehmatic content analysisi to review 27 peer-reviewed journal articles published between 2020 and 2025. The selected literature was analyzed to examine how gamification functions as an ICT-based engagement strategy for 21st-century learners in ELT contexts. The review focuses on the role of gamified learning in enhancing learner motivation, engagement, and the development of English language skills, including speaking, listening, reading, and writing. The findings suggest that gamification contributes positively to learner motivation and participation when it is pedagogically designed and aligned with learning objectives. Digital platforms such as Kahoot, Quizizz, and Duolingo are frequently reported as effective tools for facilitating gamified learning. The study concludes that the integration of gamification into ELT curricula can support more meaningful and engaging learning experiences that respond to the characteristics of contemporary learners
Copyright (c) 2026 Zaenul Wafa, Etika Dewi Kusumaningtyas https://creativecommons.org/licenses/by-sa/4.0
Implementing Differentiated Instruction in an EFL Classroom: A Study of Grade VIII Students at SMPIT MTA Karanganyar
Differentiated Instruction (DI) is essential in Indonesian EFL classrooms to address diverse student needs under the Merdeka Curriculum. The purpose of this study is to describe the implementation of Differentiated Instruction (DI) in English as a Foreign Language (EFL) learning, identify the challenges faced by teachers during the implementation process, and formulate strategies used to overcome these obstacles. This study used qualitative methods with data collection techniques in the form of observation, interviews, and questionnaires. The research procedure included conducting non-cognitive diagnostic assessments, analyzing student needs, preparing differentiated lesson plans, conducting classroom learning, and collecting data on teacher and student perceptions through semi-structured interviews. The research subjects included two English teachers and seventh and eighth grade students selected based on variations in academic ability to illustrate the diversity of learning needs. The results showed that teachers had implemented Differentiated Instruction through content, process, and product differentiation, particularly by providing materials of varying levels of difficulty, grouping based on ability, and using a variety of learning media. The main challenges in implementing DI included time constraints, the complexity of classroom management, and administrative burdens. Teachers overcame these obstacles through flexible strategies, creativity in preparing materials, the use of technology, and the creation of a supportive learning environment. Students generally showed positive perceptions, feeling more helped because the tasks were tailored to their abilities and interests, and more motivated to be actively involved in learning.
Copyright (c) 2026 Fitria Faida Amanina, Nur Hidayat https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions on Business English Writing through Business Plan in English for Business
The aim of this study is to discover business English writing through business plan. English for Specific Purposes focuses on English learning that is specified for purposes in each different field. By mastering specified materials based on the purpose of learning, then students have specified competence in their field. English for Business is one of English for Specific Purpose fields. Writing is one of English skills that is challenging to be learned. In the Entrepreneurship study program, business plan is needed so that the students are able to build a business after graduation. The ability to write business plan in English is needed. This study used survey research. The respondents of this study were English for Business class students in Entrepreneurship study program that consisted of 23 students. The study used questionnaire that was divided into closed-ended and open-ended questions. The results of this study were students’ ability in business English writing increased in the number of 52%. The students could write sentences and paragraphs well and their vocabulary in business English increased. They could write business plan in English well. It also increased collaboration among students. Future researchers can explore other skills for research of business English in Entrepreneurship study program.
Copyright (c) 2026 Paskalina Widiastuti Ratnaningsih https://creativecommons.org/licenses/by-sa/4.0
Sharia Students’ Perspectives on Qur’an Recitation and Its English Translation as A Disciplinary Measure for Tardiness
This study aims to explore the perspectives of Sharia Economic Law students on the practice of Qur’an recitation and its English translation as a disciplinary measure for classroom tardiness. The policy, implemented by an Islamic higher education institution, adopts an educational approach grounded in religious values to instill discipline while enhancing Qur’anic literacy and students’ English proficiency. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews and observations involving students who had undergone the disciplinary action. The findings reveal that most students view the policy as a constructive form of guidance aligned with Sharia principles. They believe the practice contributes positively to improving discipline, strengthening spiritual awareness, and enhancing foreign language comprehension. However, some students expressed concerns regarding its psychological impact and questioned its effectiveness as a sanction. The study recommends periodic evaluations of the policy to ensure its implementation remains consistent with the principles of justice, Islamic values, and a humanistic educational approach.
Copyright (c) 2026 Dian Pratiwi, Fini Widya Fransiska, Haryono Haryono, Syukron Maghfuri https://creativecommons.org/licenses/by-sa/4.0
The Use of Voicespice Platform to Improve Speaking Skills
Speaking proficiency remains a challenge for non-English major students, particularly those in Informatics Engineering programs, due to limited opportunities for meaningful oral practice in English classes. To address this issue, the research aims to examine the effectiveness of voicespice to be a digital media platform for improving students’ speaking skills. Employing a quasi-experimental design, the study involved 25 Informatics Engineering students at Universitas Aisyah Pringsewu, with pre - test and post - test assessments used to analyze variations in speaking proficiency subsequent to the intervention. The collected data were analyzed using a paired samples t-test. The findings reveal a statistically significant improvement in students’ speaking skills, with a mean gain of 22.52 points (p < 0.05). These results indicate that integrating Voicespice into English instruction provides a practical and innovative approach to enhancing speaking practice, promoting learner autonomy, and increasing students’ confidence in English. This research contributes to the increasing body of scholarship in technology-assisted language learning by highlighting the potential of audio-based platforms in supporting speaking development among non-English major students.
Copyright (c) 2026 Arif Alexander Bastian, Karnedi Karnedi https://creativecommons.org/licenses/by-sa/4.0
Bridging Cultures and Meaning: EFL Learners’ Challenges in Translating English Idiomatic Expressions
Translation is essential in English as a Foreign Language (EFL) education, particularly in helping learners understand and express meaning across languages. This study aims to explore the challenges faced by EFL learners in translating English idiomatic expressions and to examine the linguistic and cultural factors underlying these challenges. This study adopts a qualitative descriptive research design with limited quantitative support. The researcher used error analysis and content analysis to analyze the data to answer the first research question. Then, the researcher used thematic analysis to analyze the data from the questionnaire and interview to answer the second research question. The participants of this study are EFL learners studying English as a foreign language at a university level in Central Java. The instruments used in this study are the idiomatic translation test, questionnaire, and interview. The researcher found that the challenges faced by EFL learners in translating English idiomatic expressions were lexical challenge (18%), semantic challenge (36%), idiomatic challenge (14%), and literal translation tendencies (32%). Then, the researcher found linguistic factors contribute to EFL learners’ difficulties in translating English idiomatic expressions accurately, such as vocabulary (45%), idiom familirity (35%), and grammar (20%). On the other hand, the researcher found that cultural factors contribute to EFL learners’ difficulties in translating English idiomatic expressions accurately, such as cultural references (40%), context (30%), and figurative meaning (30%). This study highlights the need for greater emphasis on idiomatic competence, cultural awareness, and contextual understanding in EFL instruction
Copyright (c) 2026 Eka Fanti Sulistiyaningsih, Zulfa Nabila, Endang Susilowati, Etika Dewi Kusumaningtyas https://creativecommons.org/licenses/by-sa/4.0
The Role of Informal Digital Learning of English (IDLE) and Motivation in Enhancing Learners’ English Communication Skills
This inquiry explores the role of Informal Digital Learning of English (IDLE) and motivation in boosting learners’ English communication skills. The ubiquitous usage of digital technology facilitates students participating with English through social media, online videos, podcasts, games, and language learning applications outside academic hours. The current study was directed to the 2nd semester learners of the Information Systems program at STMIK Pontianak using a quantitative research design. Data were grouped through questionnaire, and speaking tests to explore learners’ experiences and the contribution of IDLE and motivation to their interaction proficiencies. The findings show that both receptive IDLE activity (RIA) and productive IDLE activity (PIA) provides precious exposure to authentic English use, increases motivation, and inspires learners’ autonomy. The frequent, supports, resources both (RIA) and (PIA) and digital tools used even learners’ autonomous motivation in learning language over time, it unconsciously influences learners’ speaking competences. It also helps bond formal classroom instruction with learners’ digital practices, making the learning process more pertinent and interesting.
Copyright (c) 2026 susanti susanti https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Selective Student Participation in English as a Foreign Language Learning: A Qualitative Study on the Stage-Dependent Efficacy of Think-Pair-Share
This study explores student participation (SP) paradoxes during the Think-Pair-Share (TPS) process in an eleventh-grade EFL setting. Despite TPS's reputation for engagement, observations at SMA N 1 Talang Kelapa revealed inconsistent participation levels. Using a descriptive qualitative design, student involvement was tracked across seven indicators. Findings indicate that participation is phase-dependent: the Pairing phase saw robust, universal engagement, whereas the Thinking phase was marked by cognitive passivity. The Sharing phase highlighted significant socio-affective barriers, with students relying on teacher intervention or peer copying due to performance anxiety. These results suggest that while TPS excels in collaborative rehearsal, it falters during stages requiring individual accountability and higher-order thinking.
Copyright (c) 2026 Nurul Aini Savitri, Loli Safitri https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Local Wisdom in the Discourse of Indonesian Folklore “Batu Menangis”
This study investigates the local wisdom within the Indonesian folklore Batu Menangis using the methods of coherence and cohesion. The narrative, originating from Kalimantan Barat, serves as a medium to explore traditional values such as filial piety, humility, and respect for one's origins. By analyzing its narrative structure, thematic connections, and linguistic features, the research highlights how coherence devices (e.g., repetition, conjunctions) and logical sequencing establish coherence within the text. This folklore is important to be analyzed because it is cultural context that carries local wisdom, moral education and gender values, social norms and intercultural meaning that are highly relevant to education, linguistics, literature and cultural studies today. The findings reveal that the story reflects cultural norms, moral lessons, and societal expectations, which symbolized through the transformation of the disobedient child into a crying stone. The study emphasizes the role of Batu Menangis in preserving Indonesia's cultural heritage and promoting educational values. Through a detailed examination of its local wisdom, the research underscores the importance of folklore as a vehicle for cultural transmission and moral education. This research highlights the discourse analysis and the importance of integrating folklore into educational contexts to strengthen character education and cultural literacy. By uncovering the local wisdom embedded in Batu Menangis, the study contributes to broader discussions on preserving intangible cultural heritage and utilizing traditional narratives as meaningful pedagogical resources in contemporary education
Copyright (c) 2026 Titi Rokhayati, Tria Oktafiana, Ja’far Sodiq, Edi Sunjayanto https://creativecommons.org/licenses/by-sa/4.0