English Review: Journal of English Education

ENHANCING SPEAKING SKILLS IN HIGHER EDUCATION THROUGH CANVAS LMS: A STUDY IN BANDA ACEH

Firdaus — 2025-07-11

This study examines the effectiveness of Canvas, a web-based Learning Management System (LMS), in enhancing the speaking proficiency of first-semester students majoring in Psychology at Universitas Muhammadiyah Aceh, Indonesia. A quasi-experimental design was employed, with 30 students divided into 15 in the experimental group (Canvas) and 15 in the control group (Zoom). Both groups participated in five online learning sessions, with the first serving as a pre-test (offline), the next three as treatment sessions (online), and the final meeting as a post-test (offline). Students' speaking skills were assessed based on Vocabulary, Pronunciation, Grammar, Fluency, and Content aspects. Statistical analysis using paired sample t-tests in SPSS 26 confirmed significant improvements in all five speaking aspects for both groups, though the Canvas group outperformed the Zoom group across all measures. The results indicated that Canvas facilitated better engagement, structured learning, and interactive communication tools, leading to higher mean scores in Vocabulary and Fluency. A post-study questionnaire also revealed strongly positive student perceptions regarding Canvas's effectiveness in task submission and online learning accessibility. These findings support the integration of Canvas LMS in higher education curricula and have practical implications for EFL educators, policymakers, and curriculum designers in optimizing digital learning strategies. The study stresses Canvas as a pedagogically effective platform for developing students' communicative competence in English.

SCHOOL LEADERSHIP AND POLICY IN IMPLEMENTING UNDERSTANDING BY DESIGN: A COMPARATIVE CASE STUDY IN ENGLISH TEACHING MODULES

Nanik Retnowati — 2025-07-11

Effective teaching relies heavily on intentional instructional planning that aligns learning goals, assessments, and activities. The Understanding by Design (UbD) framework, known for its backward design approach, has been adopted within Indonesia’s Merdeka Curriculum to promote coherence and purpose in learning. However, its implementation across schools varies significantly, often shaped by leadership practices and local policy enforcement. This study investigates how school leadership influences the implementation of UbD in English teaching modules at two public secondary schools in Bogor City. Employing qualitative content analysis, the research draws on data from curriculum documents, semi-structured teacher interviews, and classroom observations. Findings reveal that one school demonstrates effective UbD integration, driven by assertive leadership, clear policy communication, and routine monitoring. In contrast, the second school shows fragmented implementation due to limited leadership involvement and a lack of institutional reinforcement. These contrasting cases highlight that while teacher understanding is necessary, school leadership plays a pivotal role in translating national curriculum mandates into coherent instructional practice. The study underscores the importance of proactive leadership and coordinated policy support to ensure the consistent and meaningful adoption of curriculum frameworks like UbD in schools.

DEVELOPING EFFECTIVE ESP LEARNING MATERIALS USING A LEARNING MANAGEMENT SYSTEM IN TERTIARY EDUCATION

Nanan Abdul Manan — 2025-07-11

This study aimed to conduct a needs analysis for developing an English for Specific Purposes (ESP) teaching model at Muhammadiyah Kuningan College of Teacher Training and Education in West Java, Indonesia. The research involved 104 students enrolled in the Information and Communication Technology Education program, aged between 19 and 21 years. Additionally, six lecturers, holding master’s degrees in Information Technology and possessing teaching experience ranging from three to ten years, participated in the study. Data from students were gathered through a multiple-choice questionnaire administered via the Ruangmu Learning Management System (LMS), focusing on three key areas: prerequisites, challenges, and educational aspirations. The feasibility of the LMS-based ESP model was also assessed using a validated instrument endorsed by experts. Results highlighted the importance of a detailed needs analysis in identifying knowledge gaps, forming the basis for developing an effective teaching model. A gap analysis helped bridge the disparity between current and required competencies. Pre-test scores revealed averages of 59.32, with the median, lowest, and highest scores being 60, 30, and 80, respectively. A clear improvement was observed in post-test results, indicating that the Ruangmu LMS had a positive impact on students' learning outcomes. The paired sample test further validated this enhancement, showing a statistically significant improvement with a two-tailed significance value of 0.00. In conclusion, the findings suggest that the Ruangmu LMS plays a critical role in improving student outcomes in English for Specific Purposes (ESP).

THE PREDOMINANT EDUCATIONAL PHILOSOPHIES AMONG PRE-SERVICE ENGLISH TEACHERS

Ragilia Indaswari — 2025-07-11

Theory and philosophy are inseparably linked. Theory shapes how people purposefully engage with the world, whereas philosophy shapes how people perceive the world. The idea behind this study is that pre-service English teachers follow certain beliefs to improve their pedagogical abilities prior to the implementation. This study investigated the predominant educational philosophies among pre-service English teachers enrolled in an English Education program at a University in Solo. The respondents of the study were 38 pre-service English teachers at a University in Solo, Central Java who were chosen through simple random sampling. Data were collected using a survey adapted from the self-assessment educational philosophies scoring guide. It utilized a quantitative survey research that involves gathering data through questionnaires. The analysis revealed that Behaviorism emerged as the most commonly endorsed philosophy, followed by Perennialism and Progressivism. These findings suggest that pre-service English teachers tend to adopt teacher-centered approaches that emphasize structure, repetition and reinforcement. The study suggests that Indonesian pre-service English teachers believe effective teaching involves a combination of student-centered and teacher-centered approaches, urging for curriculum support.

CHATGPT FOR DEVELOPING CRITICAL THINKING IN WRITING: PERSPECTIVES OF SENIOR HIGH SCHOOL ENGLISH TEACHERS IN INDONESIA

Khoirul Anam — 2025-07-11

The use of ChatGPT as a generative artificial intelligence (AI) has been increasingly integrated into daily communication as a complimentary chatbot that assists individuals in resolving inquiries. ChatGPT's ease is also being discussed in the educational context, including in language teaching. Although previous studies have examined the use of artificial intelligence in English language teaching, limited studies investigate the possibilities and constraints of ChatGPT in enhancing students' critical thinking abilities in writing from the educators' viewpoint, especially senior high school level educators. Therefore, this study examines English teachers' perspectives on utilizing ChatGPT to improve students' critical thinking skills in English writing sessions. Employing a mixed-method design, insights were obtained from qualitative data of interviews with six teachers and triangulated with quantitative survey responses from 20 teachers. Findings reveal the teachers' recognition of ChatGPT's ability to facilitate individualized learning and improve instructional effectiveness. However, there are remaining concerns that educators are apprehensive about, particularly regarding the students' overdependence on AI, which may hinder the advancement of critical thinking abilities. This study offers a framework for the efficient use of AI tools in L2 instruction to enhance students' critical thinking skills, providing valuable recommendations for instructors aiming to align technological improvements with pedagogical principles. Further research utilizing larger sample sizes in an experimental context should be conducted to yield more robust conclusions.

SUPPORT SYSTEMS AND LEARNER RESILIENCE IN DISTANCE ENGLISH HIGHER EDUCATION

Lidwina Sri Ardiasih — 2025-07-11

This study examined distance learner resilience in overcoming academic burnout during their research in the English department. The descriptive qualitative and quantitative approaches were used to evaluate the experiences and perspectives of 144 distance learners on their self-directed learning activities from the Undergraduate and Graduate English Education Study Programs at Universitas Terbuka (UT). The findings revealed that a strong support system is important in enhancing learners' resilience in distance higher education. Support from family and institutions contributes to their emotional and academic stability, while community engagement and access to digital resources expand learning opportunities and overcome barriers. In addition, the balance between online learning and personal life is key to preventing academic burnout and maintaining learning motivation. Therefore, educational institutions need to develop holistic support strategies, covering emotional, social, and managerial aspects for distance learners.

PRAGMATIC POWER OR PERIL? INDONESIAN STUDENTS RESPOND TO CHATGPT'S LINGUISTIC SUBTLETIES IN ARGUMENTATIVE WRITING

Lucky Nurjamin — 2025-07-11

This study investigates Indonesian university students' responses to the pragmatic meaning conveyed by ChatGPT in the context of argumentative writing. Employing a qualitative approach, the research explores students' perceptions of the ease of understanding and utilizing the pragmatic cues embedded in AI-generated text, their attitudes toward using the tool, and their behavioral intention for continued use. Findings reveal that while students appreciate ChatGPT's usefulness and ease of use for generating argumentative content, their engagement with its pragmatic meaning is more nuanced. Students often modify AI-generated language to align with their own writing styles and perceived academic appropriateness, indicating a level of critical awareness. A writer's stance and attitude towards the argument are often conveyed through pragmatic choices. Students' modifications could reflect an effort to inject their own voice and perspective, which might be absent or inadequately represented in the AI-generated text.

EXPLORING GLOBAL ENGLISHES IN INDONESIAN EFL CLASSROOMS: A CASE STUDY OF EXTENSIVE LISTENING

Nabilla Maharani — 2025-07-11

This study explores how Global Englishes (GE)-informed materials can be used for teaching extensive listening, focusing on students’ perceptions before and after learning the concept, as well as the benefits and challenges they experienced. The study was conducted with 24 third-year university students in Bandung, Indonesia. In this study, data were collected through course reflective journals, semi-structured interviews, and classroom observations and were thematically analysed. The findings revealed that most students were initially not familiar with Global Englishes. However, after learning the concept, they gained a better understanding and awareness of the diversity of English. They also became more confident speaking English with their own accents. A significant challenge, however, was understanding accents they had not been exposed to before. In essence, the findings may elucidate how GE-informed materials can boost students’ confidence and expand their understanding of effective communication in English, as well as provide suggestions for incorporating GELT into classrooms.

ENHANCING ENGLISH VOCABULARY AMONG STUDENTS WITH INTELLECTUAL DISABILITIES THROUGH FLASHCARD-BASED INSTRUCTION

Suryo Sudiro — 2025-07-11

Vocabulary acquisition is fundamental to English language fluency, enabling comprehension in reading and listening, which subsequently facilitates speaking proficiency. Flashcards offer an engaging learning medium for vocabulary development, particularly beneficial for students with intellectual disabilities who often experience boredom and disinterest in traditional English instruction. This study investigated the effectiveness of flashcards intervention in enhancing vocabulary mastery of nine students with intellectual disabilities enrolled at SLB Rela Bhakti II Wates, Yogyakarta. Employing a pre-experimental, one group pre-test-post-test research design with a quantitative approach, assessed vocabulary gains following the flashcard-based intervention. The pretest established baseline vocabulary knowledge, followed by targeted flashcard instruction, and concluded with a posttest to measure improvement. Data analysis compared pretest and posttest scores to determine the impact of the intervention. The results of the study demonstrated a significant increase in vocabulary mastery. The average pretest score was 6, while the average posttest score rose to 44.4. Furthermore, the lowest pretest score was 0, increasing to 26 in the posttest, and the highest pretest score of 32 improved to 76 in the posttest, indicating substantial vocabulary growth across all participants. These findings suggest that flashcards are an effective tool for improving speaking vocabulary among students with intellectual disabilities.

PSYCHOMETRIC PROPERTIES OF SELF-EFFICACY SCALE FOR ENGLISH LANGUAGE LEARNERS IN INDONESIA

Syahadah Albaqiyatul Karimah — 2025-07-11

This study explores the psychometric properties of the Indonesian version of the Self-Efficacy Scale for English Language Learners (SES-ELL). With the growing importance of English proficiency in Indonesia, understanding learners’ self-efficacy beliefs—defined as confidence in their ability to perform language tasks—is crucial. The study examines the validity and reliability of the SES-ELL, utilizing a cross-sectional, quantitative approach with a sample of 165 undergraduate English language students from public and private universities. Data were collected via the adapted 32-item Questionnaire of English Self-Efficacy (QESE), measured on a 7-point scale. Results showed that the SES-ELL meets unidimensionality requirements, with Principal Component Analysis of Residuals explaining 68.6% of the variance. Reliability indicators were robust, with an Item Separation Reliability (ISR) of 0.96 and a Person Separation Reliability (PSR) of 0.97, suggesting strong differentiation among learners' self-efficacy levels. Item analysis identified four items needing revision due to fit inconsistencies. The study confirms SES-ELL as a reliable tool for measuring self-efficacy among Indonesian English learners, offering insights into their confidence across language skills. Future research should refine the scale further to ensure optimal measurement accuracy and support targeted interventions to improve learners' self-efficacy and performance in English

BOOSTING STUDENTS' IDEAS THROUGH TEXT MODELLING: A CLASSROOM ACTION RESEARCH ON DISCUSSION WRITING

Yustika Nur Fajriah — 2025-07-11

This study explores the use of Modeling of the Text (MoT) within the Genre-Based Approach (GBA) to enhance students' ability to construct well-supported arguments in discussion texts. Despite the recognized potential of MoT as an explicit teaching method, it remains underexplored in academic research. This Classroom Action Research, conducted over two cycles, involved 39 students, with a focus on 6 participants from a senior high school in West Java, Indonesia. Data were collected through classroom observations and text analysis. Findings from Cycle 1 indicated that while students were familiar with the structural components of discussion texts, they struggled with developing arguments, integrating evidence, and formulating a clear stance. However, in Cycle 2, the introduction of Toulmin’s Argumentation Model, counter-argument practice, and explicit teaching led to significant improvements in their writing. These interventions helped students construct more coherent arguments, engage in critical reasoning, and incorporate supporting evidence more effectively. Based on these results, the study advocates for teaching approaches that go beyond structural awareness to include targeted instruction on argumentation strategies, stance formulation, and the integration of research and digital literacy skills. Additionally, it suggests adopting differentiated instruction to address diverse student needs. The study concludes by recommending further research to examine the long-term effects of these instructional strategies on students’ writing proficiency.

ENHANCING READING SKILLS THROUGH POP-UP BOOKS IN NARRATIVE TEXT LEARNING

Pradnya Permanasari — 2025-07-11

This research aims to find out the problems that are faced by the students in reading skill and explain the pop-up book as a teaching medium can improve student’s reading skill in narrative text. The writer used classroom action research through two cycles design in this research. The respondent was XI-2 grade students of SMA N 1 Wiradesa that consisting of 31 students. The writer chose the XI-2 grade students because in this grade students should master of reading skill. In this research, the writer used qualitative design to gather the data. The data was collected through observation, open questionnaire, pre-test, and post-test. Based on data result of student's reading comprehension, it showed the significant improvement for reading comprehension using Pop-up book. The mean score of pre-test increased about 22.6% became 81.9 in post-test. Individually, students who had passed the KKM got a score of 75 or more were improved from only 14 or about 45.2% students in pre-test activity, then it had increased 100% became 31 students in post-test. Classically, all the students had passed the standard minimum score more than 75. It means the research ran successfully.

Keywords: Pop-up Book; Reading Skill; Classroom Action Research

USING TASK-BASED LEARNING TO TEACH ARGUMENTATIVE WRITING AND FOSTER CRITICAL THINKING IN HIGHER EDUCATION

Erwin Pohan — 2025-07-11

This paper explores the theoretical foundations of task-based learning (TBL) and its effectiveness in enhancing argumentative writing and critical thinking skills among university students. TBL emphasizes engaging learners through meaningful tasks that mirror real-life communication, fostering linguistic competence and critical thinking—essential skills for constructing coherent and persuasive arguments. The study addresses key concepts in argumentation, such as claims, evidence, and reasoning, and underscores their significance in developing well-supported, logical arguments. Furthermore, it focuses on the exploration of (1) definition and core principles of task-based learning and its application in writing, (2) benefits of task-based learning for language and writing skills development, (3) the role of critical thinking in argumentative writing, (4) key concepts in argumentation (claims, evidence, reasoning), (5) explanation of clarity, precision, relevance, and logic (as standards of thought) in the context of argumentative writing, and (6) the relationship between critical thinking and standards of thought. This integrated framework highlights the interconnections between TBL, critical thinking, and argumentative writing and provides actionable insights for English lecturers on implementing TBL strategies in their curricula to better support students’ academic development.

AN ANALYSIS OF TYPES OF DEIXIS IN THE SONG LYRICS OF 'GIVE ME YOUR FOREVER' BY ZACK TABUDLO

Any Dinda Zahrotul Mustafidah — 2025-07-11

This study aims to analyze the deixis used in the lyrics of the song "Give Me Your Forever" by Zack Tabudlo and examine its functions within the context of the song. Adopting a qualitative analysis approach, the research identifies various forms of deixis, including person, temporal, and spatial deixis. The analysis reveals that person deixis, through pronouns such as "I" and "you," plays a significant role in establishing relationships and emotional connections between the singer and the listener. Temporal deixis is explored through expressions referring to specific time frames, which anchor emotions and experiences within a particular context, enhancing the emotional depth of the song. Additionally, spatial deixis is examined through terms indicating location, which serve to enrich the meaning of the interactions depicted in the lyrics. The findings highlight how the use of deixis not only enhances the lyrical content but also creates emotional resonance for the listeners, demonstrating the complexity of communication in music through the interplay of language, time, space, and emotion.

AN ANALYSIS OF STUDENTS' READING STRATEGIES BASED ON GENDER AT SMAN 3 BATUSANGKAR

Febri Yendoris — 2025-07-11

The ability to read well is very important for students to understand and process information effectively, especially in the context of learning. Reading ability is closely related to the strategies used by students, where the better the strategy used, the better the information obtained. This study aims to analyze the differences in reading strategies based on gender in class XI students at SMAN 3 Batusangkar. Using a comparative descriptive research design, three reading strategy variables Global (GLOB), Support (SUP), and Problem Solving (PROB) were analyzed. The results showed that male and female students used similar reading strategies, with average scores ranging from 54.0 to 63.5. Male students tended to excel more in the SUP and GLOB strategies, while female students excelled more in the PROB strategy, although the difference was relatively small. The study concluded that although there were differences in strategy use based on gender, the differences were not statistically significant. This finding indicates that gender is not the main determining factor in students' choice of reading strategies.

NAVIGATING OBSTACLES IN WRITING SCHOLARLY ARTICLES FOR REPUTABLE INTERNATIONAL JOURNAL PUBLICATION

Martinus Lafu Salu — 2025-07-11

The following are the issues raised by this study: 1) What are the challenges that English lecturers face when writing research articles for scholarly publication in a reputable international journal? 2) What are the most significant impediments that English lecturers face when writing research articles for scholarly publication in a reputable international journal. The dominance of English in global studies has recently become an issue of debate in the publishing sector. Writing academic papers in English has grown more significant. However, faculty members and postgraduate students face writing barriers in a number of areas, including knowledge claim, textual organization, interference from diverse cultural perspectives, linking the text to the audience, argument structure, grammatical rules, and so on. According to the findings of this study, one of the most common difficulties that researchers encounter while writing is selecting how to claim expertise. Furthermore, they emphasize the importance of writing and publishing in a well-known international indexed journal for the benefit of themselves, their university, and their country. They argue that the university should offer them a course, training, or workshop.

EXPLORING ENVIRONMENTAL SUSTAINABILITY IN TERI MEDAN PRODUCTION: AN ECOLINGUISTIC PERSPECTIVE ON TOURIST SOUVENIRS

Puji Hariati — 2025-07-11

This study investigates the environmentally sustainable production methods of Teri Medan, a popular anchovy product from Medan, Indonesia, which has become an eco-conscious souvenir distributed through local markets and Micro, Small, and Medium Enterprises (UMKM). The research problem centers on how Teri Medan production integrates sustainable practices and how these are reflected in local cultural narratives. Using a descriptive qualitative approach, data were gathered through field observations, in-depth interviews, and document analysis. The study employs an ecolinguistic framework, which analyzes the language used to describe and communicate environmental values in the production process. Ecolinguistics, a discipline that examines the relationship between language and the environment, provides tools for identifying key cultural terms and narratives that convey sustainability practices. Findings reveal that Teri Medan production emphasizes sustainability across various stages, from selective fishing techniques, such as the use of gill nets that protect marine ecosystems, to eco-friendly methods in washing, boiling, sun-drying, sorting, and packaging. These practices not only minimize environmental impact but also enhance Teri Medan’s role as a cultural symbol of Medan’s commitment to environmental stewardship. The study highlights how promoting Teri Medan as a souvenir that embodies local traditions and sustainable values can contribute to the growth of sustainable tourism and serve as a model for eco-friendly souvenir production, aligning with global trends in responsible tourism.

EFL STUDENTS’ READING HABIT THROUGH EXTENSIVE READING IN HIGHER EDUCATION

Endah Anisa Rahma — 2025-07-11

This study aims to investigate Indonesian college students’ reading habits. 60 non-English major students who took Extensive Reading course involved in this study in the sixth semester. Previous research has discussed related to English major students’ reading habit, however this study focuses on non-English major students’ reading habit. Descriptive quantitative research was used to reveal the students’ reading habit in English. Data were collected from questionnaire about reading habit activity adapted from Mikulecky and Jeffries (1996). The results indicated that all of students agreed that reading aloud helps them to improve their reading (95%). 96% of them also agree that reading English slowly makes more understand. Besides, most of them (95%) agreed that learning grammar help them to understand more in reading English and 98% of them also agreed that learning vocabulary supported them to understand more English. Majority of them (95%) need to know every word in order to understand English material. 95% of them also agreed that pronouncing every word helps them to read well in English. It can be concluded that Reading slowly and learning vocabulary support them to understand more in reading. This finding confirms that the language teachers or lecturers should be able to help their students cope with foreign language reading anxiety by creating a learning environment which is less stressful. This study provides pedagogical implication that provides significant pedagogical implication for language practitioners and students in creating enjoyable atmosphere in reading class and provide the reading material based on students need.

ASSESSING THE IMPACT OF COGNITIVE STYLES AND CRITICAL THINKING SKILLS ON WRITING PROFICIENCY

Ramli — 2025-07-11

The important variables were reported to have the potential to affect the students’ performance in writing English essay. This present study investigates the predictive potential of cognitive styles and critical thinking skills variables on students’ performance in writing English essay. The quantitative design has been used in this study, wherein a multiple regression analysis was carried out between independent variables and writing skills. The total population was 40, from which a sample of 26 students was drawn based on simple random sampling from English department students of Faculty of Teacher Training and Education, Universitas Lakidende Unaaha. Concerning the results of regression analysis, it was stated that cognitive styles and critical thinking skills (p-value are respectively 0.002 and 0.021) had a significant effect on student performance in writing English essay. In other words, increasing critical thinking skill by one unit is on average associated with an increase in writing score of 2.468 points, and for an increase in cognitive style, there is a corresponding increase of 0.766 points. However, from these standardized beta coefficients, it is evident that critical thinking skills alone (0.627), have a stronger influence on writing performance than cognitive styles (0.449). The constant of 35.741 gives the predicted value of writing performance when the independent variables are zero. These findings point out how important it is to foster critical thinking and awareness of cognitive styles if an attempt is made to boost students’ performance in writing.

DEVELOPING E-LAS FOLKLORE: ENHANCING READING LITERACY THROUGH ‘RATU AGUNG’ TO SUPPORT STUDENTS READING LITERACY SKILLS

Zahra Alwi — 2025-07-11

This research aims to develop web-based student activity sheets (e-LAS) designed to enhance literacy skills by adapting the Ratu Agung folklor into short stories. The development process employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through interview, observation, and evaluation stages, and analyzed using both qualitative and quantitative approaches. The study involved 10^th-grade students at Athalla Putra Health Vocation School in Palembang. The expert evaluation of final e-LAS product yielded scores of 79,54 (good) for content relevance, 92,50 (very good) for presentation, and 91,66 (very good) for language, with an overall average of 87,90. Initial trials revealed that students were unfamiliar with analyzing and extracting information for complete text. Nonetheless, 84,61% of students achived the set learning objectives, indicating a high level of product effectiveness. These results suggest that the developed e-LAS can serve as a valuable aternative instruction tool to support literacy development and foster students’ creativity through culturally rooted literary expressions.

EVALUATING GENRE-BASED APPROACH ON SPEAKING PERFORMANCE ACROSS DIFFERENT ANXIETY LEVELS AMONG INDONESIAN EFL STUDENTS

Hendra Putra — 2025-07-11

One of speaking performance is presentation the topic material. In presentation the topic material nursing students implement the genre-based approach. This study examines the effectiveness of genre-based approach to enhance speaking performance. This study employed One-Group Pretest-Post-test Design. To collect the data used questionnaire and pre-test and post- speaking test. In analyzing the data of questionaire used Horwitz et.al and grouped them into three level anxety. The result found that the effectiveness of genre-based approach to enhance speaking performance on EFL students for high level anxiety is significant. It can be seen from the p-value = 0.022 is smaller than α = 0.05. If the p-value < α, then the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted.The effectiveness of genre-based approach to enhance speaking performance on EFL students for moderate level anxiety is not signficant because the p-value = 0.165 is greater than α = 0.05. If the p-value > α, then the null hypothesis (H0) is not rejected, and the alternative hypothesis (H1) is not accepted. The effectiveness of genre-based approach to enhance speaking performance on EFL students for low level anxiety is significant because the p-value = 0.001 is smaller than α = 0.05. If the p-value is very small like this, then the null hypothesis (H0) is rejected very strongly, and the alternative hypothesis (H1) is accepted very strongly. It can be concluded that the genre-based approach was found to significantly improve speaking performance in students with high and low anxiety, but not moderate anxiety.

TEACHING PRESENCE AND ITS IMPACT ON STUDENT ENGAGEMENT AND SENSE OF COMMUNITY IN BLENDED BUSINESS ENGLISH

Suharno Suharno — 2025-07-11

This study emphasized the critical role of teaching presence in enhancing student engagement and fostering a sense of community in blended business English learning environments. As blended learning becomes increasingly popular, understanding how instructors' active participation, feedback, and facilitation impact student outcomes is essential. The research utilized a mixed-method approach, combining quantitative surveys with qualitative interviews among university-level business English students and their instructors. Key findings revealed that a strong teaching presence boosted student participation, while constructive feedback motivated improved performance. Additionally, effective facilitation by instructors helped create supportive communities, encouraging collaboration and teamwork among students. These insights underscore the importance of active instructor involvement in blended learning to maximize educational outcomes. Educators are advised to maintain high levels of teaching presence and leverage feedback to stimulate dynamic student interactions, thereby fostering an engaging and cohesive learning environment. This study contributes practical recommendations for optimizing business English instruction in mixed-mode settings. The sample size was the obvious limitation to address to yield a more reliable study result.

IMPLEMENTING MULTIMODAL PEDAGOGY FLIPPED CLASSROOM (MPFC) TO PROMOTE EFL STUDENTS’ SPEAKING ABILITY AND THEIR AUTONOMY

Didih Faridah — 2025-07-11

Multimodal Pedagogy Flipped Classrooms (MPFC) are well regarded for professional, pedagogical, and practical contributions to classroom practices in global context. Yet, Indonesian education setting has not provided significant attention, and the implementation of MPFC should be cultivated further for its benefit in language learning. Therefore, the present study investigates the impact of the MPFC to promote students' performance of speaking skill, measure the relationship of speaking ability and their level of autonomy, and exploring students' perception of MPFC implementation. The study conducted a mixed method which involved sixty students learning English as a foreign language from a private university in Indonesia and 6 selected students for interviews data collection. The quantitative research mediated MPFC for experimental class and product-based approach for control class while the qualitative research design using classroom observation and semi-structured interviews. The obtained data were analyzed using independent t-test and ANOVA for quantitative purpose, and thematic analysis to interview. The results show a profound difference in students' speaking from the pretest (M=77.00 SD=4.85) to the post-test (M=80.90 SD=3.12). Moreover, the relationship between their speaking skill and autonomy reveal betterment after MPFC implementation (t-value 0.003). Students perceive positively toward this pedagogical intervention including their experience, challenges, and their strategy to cope with challenges found. The implications and recommendations of the study are also discussed.

INTEGRATING DIGITAL COMPETENCE IN ADULT EFL LEARNERS: STRATEGIES FOR EFFECTIVE TECHNOLOGY USE

Ikhfi Imaniah — 2025-07-11

The integration of digital literacy into language learning has been widely explored, yet studies focusing on adult English as a Foreign Language (EFL) learners’ digital competence in academic settings remain limited. Previous research has highlighted general digital literacy frameworks (Reddy et al., 2023; Fadilah, 2023), teacher digital competence gaps (Giannikas et al., 2022), and the positive correlation between digital literacy and language proficiency (Wahyuddin et al., 2024). However, these studies have not specifically examined how adult EFL learners navigate digital literacy challenges, particularly in critical evaluation of online resources and cybersecurity awareness. This study aims to assess the digital competence of adult EFL learners, focusing on five key dimensions: general digital competence, technology integration in language learning, digital literacy and skills, digital communication and collaboration, and online safety. Using a structured questionnaire administered to 56 university students, the findings indicate that while students demonstrate strong proficiency in basic digital tasks and language learning applications (71% overall digital competence score), they struggle with critically evaluating online resources and cybersecurity practices. These results emphasize the need for structured pedagogical strategies, including targeted digital literacy training and collaborative learning environments, to enhance EFL learners’ technological integration skills. This study contributes to the effective implementation of digital literacy in EFL education by addressing the specific challenges faced by adult learners, ultimately fostering their linguistic and digital proficiency in academic and professional contexts. The findings imply that EFL programs should include targeted digital literacy education that tackles critical thinking and online safety. Strengthening these areas will enable adult learners to effectively navigate digital settings, promoting academic achievement as well as lifetime digital involvement.

KING'S THE STAND: DWELLING NECROPOLITICS IN PANDEMIC'S LEGACY

Maharanny Poetri — 2025-07-11

This research examines Stephen King's The Stand through the lens of Achille Mbembe's necropolitics and the pandemic narrative approach, analyzing how the novel portrays a pandemic as a state of siege. The research reveals that the pandemic in The Stand serves not only as a source of fear and societal disruption, highlighting human mortality and the fragility of social structures, but also as a catalyst for necropolitical governance, where sovereignty operates through the control of life and death, utilizing fear to maintain dominance. Utilizing a qualitative methodology focused on character interactions, control mechanisms, and depictions of death, the research demonstrates how the post-pandemic landscape in the novel reflects a slow social and political death, alongside physical demise. Additionally, this work implicates King's negotiation of humanity as an aspiration for peace, effectively neutralizing the pervasive fear of necropolitical implementation during a pandemic, as perceived at the time of the novel's release.

ICT BARRIERS IN EFL REMOTE EDUCATION: COMPARATIVE EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS ACROSS SCHOOL TYPES IN WEST JAVA, INDONESIA

Bouchra Eddraoui — 2025-07-11

The COVID-19 pandemic has disrupted education globally. In response, the Indonesian government mandated an immediate transition to virtual teaching. However, the rapid transformation was associated with unprecedented challenges and complications. This qualitative study investigates the experiences of 24 EFL senior high school teachers in West Java, Indonesia, representing diverse school backgrounds. The study illustrated that the teachers faced various challenges categorised into three significant aspects: 1-Technological/Technical (equity and accessibility, bandwidth, technological support), 2- Students (lack of motivation, time management, changed behaviour), and 3-Facilitator's abilities (limited ICT abilities, burnout, workload). Specifically, urban public high school teachers failed to keep students engaged and motivated in online classrooms. In contrast, rural public senior high school instructors encountered severe technical hurdles, such as inadequate internet access and limited digital equipment, making it challenging to prepare interactive classes. Furthermore, private senior high school instructors were unprepared for online education and battled to keep their pupils engaged and motivated. Furthermore, private Islamic school teachers had a particular issue connecting their teaching techniques with Islamic beliefs, which complicated digital tools and platforms. The study suggests that EFL teachers require extensive support networks, focused interventions, and specialised training to address these issues.

EXPLORING MULTIMODAL APPROACHES IN STORYTELLING FOR LITERACY DEVELOPMENT: A SYSTEMATIC LITERATURE REVIEW

Asnita Sirait — 2025-07-11

Improving students’ literacy has drawn various scholars’ attention as technology advances. This systematic literature review aims at investigating and synthesizing how multimodal approach is applied in the teaching of storytelling to improving students’ literacy. This study focuses on several aspects of multimodal applied in storytelling, such as components, media, objectives, skills improved, linguistic theories, and the complexity of the applied approach across different level of education. There are 71 articles collected to make a synthesis of storytelling which are published in range of 2017 to 2023. The selected articles are then compressed to 33 for articles based on the criteria of inclusion and exclusion. The study finds that the use of multimodal literacies in different level of study vary in the modes and media. In early educations, multimodal storytelling approach uses simpler components like audio and visual components but less digital tools. In the primary to secondary education, the combination of audio, visual and digital tool is balanced, while in higher to university education, multimodal approach is more complex with the combination of digital storytelling with linguistic theories such as MDA, social semiotics, and structural semiotics. This study is expected to provide other researchers or teachers a guideline of designing multimodal approach in storytelling classroom more deeply. By categorizing multimodal storytelling practices across educational level, this study offers practical guidance for educators to tailor their approaches to students’ developmental needs in literacy skills through storytelling and the selection of appropriate tools and techniques for diverse educational needs.

MAPPING PHONOLOGICAL CHANGE: A GEOLINGUISTIC STUDY OF /W/ AND /B/ VARIATION IN BAHASA JAWA CIREBON

Juwintan — 2025-07-12

Phonological difference between geographical areas is a primary topic for dialectology and sociolinguistics, especially in multilingual settings like Indonesia. Previous studies of Cirebon Javanese have been mostly concerned with lexical matters and general dialect groupings, whereas the more detailed phonemic differences and their geographical dynamics are understudied. Previous studies of Cirebon Javanese have been mostly concerned with lexical matters and general dialect groupings, whereas the more detailed phonemic differences and their geographical dynamics are understudied. This research is intended to describe the spatial distribution of consonantal phonemes /w/ and /b/ in Cirebon Javanese and identify points of conservatism and innovation. This research applied a descriptive qualitative research design, with data obtained from 534 respondents from 267 villages in four distinct areas (North, East, Central, and Northwest Cirebon). The five key lexical items that showed variation between /w/ and /b/ were examined through structured interviews, phonological coding, and geospatial analysis with the help of QGIS. The /w/ phoneme was predominantly present in the Northern and Eastern regions, with archaic linguistic features. The /b/ phoneme was discovered to be more prevalent in Central Cirebon, with phonological innovation as a result of urbanization and contact with Standard Indonesian. Also, transitional zones with merged forms were discovered in Northwest Cirebon. The geographical, social, and contact factors influence the phonological variation of Cirebon Javanese. This research underscores the need to incorporate spatial technologies into sociophonological investigation and informs a more nuanced understanding of dialect change in multilingual settings. Theoretically, it advances micro-level geolinguistic analysis; practically, it aids dialect documentation and preservation.

FROM CLASSROOM TO CLINIC: AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM IN INDONESIA

Ahmad Kailani — 2025-07-12

Effective communication in healthcare requires nursing professionals to possess strong language proficiency. However, English for Nursing curricula often lack alignment with real-world linguistic demands. This study analyzes an English for Nursing curriculum at a private institution in Indonesia, examining its ideological foundation, curricular model, and alignment with language proficiency requirements. Using content analysis, the research evaluated course syllabi, learning modules, and institutional curriculum guides through the lens of Tyler’s (1949) curriculum rationale and Richards’s (2001) language curriculum ideologies. Findings revealed that while the curriculum emphasized social-economic efficiency, academic rationalism, and professional competency, gaps remained in integrating English proficiency with clinical communication skills. The study highlighted limitations in curriculum design, including inadequate exposure to authentic professional discourse and a misalignment between learning activities and workplace communication needs. These insights inform curriculum development strategies, emphasizing the need for industry-aligned instructional practices and policy reforms. The findings contribute to nursing education discourse in Indonesia and globally, advocating for curricula that better prepare students for professional communication in clinical settings.

THE INFLUENCE OF PRAGMATICS FAILURE IN CROSS-CULTURAL COMMUNICATION ON UNDERGRADUATE EFL STUDENTS

Riki Ruswandi — 2025-07-13

This study aims to analyze pragmatic failures in cross-cultural communication. In communication, language is used, language is the most effective instrument that humans have to convey thoughts, ideas, and emotions, or even develop language or cultural differences during conversations. Students majoring in English need to improve their pragmatic competence to communicate effectively with foreign speakers. However, in contrast to pragmatic competence, there is a possibility of misunderstandings involving the target language and the native language, the most common of which is the failure of pragmatics in cross-cultural communication. In this study, the method used is quantitative, using a survey design with descriptive analysis and distributing questionnaires to students at UIN Sunan Gunung Djati. The results found from this study are pragmatic failures in terms of cultural differences, negative language transfer, and also pragmatic competence. In addition, pragmatic failure has a significant impact on the effectiveness of intercultural communication in undergraduate EFL students.

THE IMPACT OF HOME LITERACY ENVIRONMENT ON THE THEME PREFERENCES IN THE NOVELS BY CHILD AUTHORS

Ida Zuraida Supri — 2025-07-14

Children are naturally fond of stories that integrate meaning and humor yet engagingly deliver life principles and concepts. Stories provide not only entertainment but also a means of learning about various habits, cultures, and arrays of human experiences. In recent years, a remarkable shift has occurred in which children, previously passive consumers of stories, have become active contributors as child authors. In Bandung, the capital city of West Java capital city, a national publisher has emerged as a facilitator for child authors, allowing them to publish their creative works. This platform has published 536 novels written by young minds over the last two decades under the brand Kecil-Kecil Punya Karya (KKPK). This paper investigates the theme and genre preferred by child authors for their novels and to what extent immediate social factors influence their writing and topic preferences. This research may contribute valuable insights into the intersection of sociolinguistics, education, and societal influence by understanding the dynamics of child authorship. The results show that the themes preferred by the child authors are adventure and exploration, family and affection, friendship and mystery, and problem-solving. Immediate environment; family and school play a tremendous role in introducing, nurturing, and developing early literacy routines for child authors that lead to a positive productive literacy culture.

DISTANCE LEARNING IN DEVELOPING INDONESIAN MIGRANT WORKERS’ ENGLISH-SPEAKING SKILLS OF PKBM PPI TAIWAN

Heri Heryono — 2025-07-14

This research explores the practices of distance learning in enhancing English speaking skills among migrant workers at the Community Learning Center (PKBM-PPI) in Taiwan. The research purpose is to understand how remote educational strategies are tailored to meet the unique needs of migrant workers, who often face challenges such as irregular work schedules and limited access to educational resources. Using a mixed-methods approach, the study combines quantitative data from pre- and post-course assessments with qualitative insights from participant interviews and instructor feedback. Key findings indicate that the integration of technology, such as mobile learning applications and online discussion forums, significantly improves learners' engagement and speaking proficiency. Additionally, the flexibility of distance learning programs allows workers to balance their educational pursuits with occupational demands. The study concludes that well-structured distance learning initiatives, supported by interactive and accessible content, can effectively develop English speaking skills among migrant workers, contributing to their personal and professional growth. The findings provide valuable insights for educators and policymakers aiming to implement effective language learning programs in similar contexts.

AI INTEGRATION IN ENGLISH LANGUAGE TEACHING: INSIGHTS INTO ESP TEACHERS’ VIEWS AND READINESS

Latifa Ika Sari — 2025-07-22

This study investigates ESP teachers’ perspectives on the integration of AI tools in language teaching, focusing on the benefits, negative sides, usage, readiness, and barriers they face. A qualitative approach was employed, utilizing an open-ended questionnaire distributed to 30 teachers in higher vocational institutions. The thematic analysis of their responses reveals several findings. Teachers recognize AI's potential to support personalized learning, enhance skill development, and assist in lesson planning. However, concerns about over-reliance on AI and the lack of human interaction were also highlighted. Additionally, the study identifies barriers such as inadequate training, infrastructure limitations, and ethical concerns. Teachers emphasized the need for professional development programs, including technical training, AI integration in pedagogy, and ethical guidance. Institutional support in providing access to AI resources and managing workloads is also critical. The study suggests a balanced integration of traditional methods and AI-driven approaches.

SOCIOSEMIOTIC INTERPRETATION OF POLITICAL JARGON USED BY LEGISLATIVE CANDIDATE IN 2024 GENERAL ELECTION

Sondang Manik — 2025-07-22

The phenomena of language have become a sociosemiotic issue. Many parties were joining the election. To win the election, they used attributes as a tool to campaign, such as posters, ballyhoos, and banners that hung on the side of the roads. The content of the posters included the identity and picture of the legislative candidate and the party's name, and they used political jargon. To express their identity or goal of the party, to find out the meaning of political jargon, and to understand its sociosemiotic interpretation. By using the descriptive qualitative method. Using Halliday's and Pterce’s theories, the result is that political jargon has a deep meaning and sociosemiotic interpretation. The heuristic function is not found in the function of language analysis in political jargon. Still, it was found that the interactional and personal functions are dominantly used in political jargon. Semiotic meaning found in political jargon that expresses the meaning of color, dress cr logo used in political jargon Sociosemiotic interpretation used in political jargon, that comes from sociolinguistics analysis, and Semiotic analysis

Keywords: Sociosemiotic Interpretation, Political Jargon

TRANSFORMATIVE TEACHERS AND DIFFERENTIATED ENGLISH INSTRUCTION: ENHANCING STUDENT MOTIVATION AND LEARNING OUTCOMES

Yara Fitriani — 2025-07-23

Modern classrooms demand teaching approaches that address diverse learning needs. This study examines how transformative English teachers implement Differentiated Instruction (DI) to enhance student motivation and learning outcomes, combining adaptive pedagogy with equitable education practices. Using a qualitative case study design, the research focused on two experienced Indonesian English teachers trained in DI through the Guru Penggerak program. Semi-structured interviews explored their DI implementation strategies and impacts on learners. Results showed DI significantly boosts engagement when teachers tailor instruction to individual needs through flexible grouping, tiered assignments, and multimodal assessments. Students demonstrated greater motivation when expressing understanding through varied formats like videos, podcasts, or traditional essays. The approach also improved academic performance by aligning with different learning preferences and readiness levels. The study concludes DI creates inclusive classrooms that foster both academic growth and 21st-century skills when implemented effectively. Recommendations include investing in teacher training, providing DI resources, and incorporating flexible assessment policies. Future research should investigate DI's long-term effects across diverse educational contexts.

READING QUESTION CONSTRUCTION BY ENGLISH TEACHERS: IMPLEMENTING BLOOM’S TAXONOMY IN PADANG SCHOOLS

Meiliza Delviyanti — 2025-07-24

This study explores the development of written reading comprehension questions by English teachers in junior high schools in Padang, focusing on the use of Bloom's Taxonomy to support higher-order thinking skills (HOTS). Given the importance of English as a foreign and international language, reading comprehension is crucial for students, not only for information retention but also for critical thinking. Using Bloom's cognitive taxonomy as a framework, this study assesses teachers' abilities to formulate questions across three HOTS levels: analysis, evaluation, and creation. Data were collected from four English teachers across three schools, employing qualitative methods, including interviews and test assessments. Results show that while teachers predominantly formulated questions at the analysis level (76%), questions requiring evaluation and creation—skills essential to fostering critical and creative thinking—were significantly lower, at only 15% and 8%, respectively. These findings reveal that although teachers demonstrate some capacity for incorporating analytical questions, there is a need for improvement in crafting questions that challenge students to evaluate and create, aligning with HOTS objectives. Teachers cited challenges such as limited student vocabulary, time constraints, and a lack of in-depth training on Bloom’s taxonomy. This study underscores the importance of targeted professional development to enhance teachers' competence in developing HOTS-oriented questions, thereby fostering students' critical thinking and problem-solving skills.

LINGUISTIC, STRUCTURAL, AND COGNITIVE CHALLENGES IN INDONESIAN EFL STUDENTS' ARGUMENTATIVE WRITING

Sinarman Jaya — 2025-08-04

Argumentative writing remains challenging for EFL learners due to its demands for accurate language, logical organization, and critical thinking. Although previous studies have addressed these aspects individually, limited research has examined how linguistic, structural, and cognitive difficulties interact in students’ writing. This mixed-methods study investigated these interrelated challenges among 40 undergraduate students enrolled in an Essay Writing course at Universitas Muhammadiyah Bengkulu, Indonesia. Data were collected through essay analysis, student questionnaires, and semi-structured interviews. Quantitative analysis showed that 75% of students had difficulty with sentence complexity, 67% misused cohesive devices, and 82% lacked clear thesis statements. Structurally, 69% omitted counterarguments and exhibited weak coherence. Cognitively, 58% reported anxiety and low confidence, which negatively influenced their writing quality. A strong positive correlation (r = 0.72, p < 0.01) was found between language proficiency and essay organization. Following instructor feedback and guided instruction, 72% of students showed measurable improvement in their writing. Interview findings emphasized the perceived benefits of model texts, explicit feedback, and opportunities for revision in overcoming cognitive and structural barriers. This study contributes to the limited literature on the interplay of multiple constraints in EFL writing by offering an integrated view of the obstacles that students face. The findings suggest the need for a comprehensive instructional approach that simultaneously addresses linguistic accuracy, rhetorical structure, and cognitive support to enhance students’ argumentative writing competence in EFL classrooms.