Proceedings of UNNES-TEFLIN National Conference

READY FOR TAKE OFF? TEACHING AVIATION ENGLISH: INSIGHTS FROM THE CLASSROOM

Aina Suriani Mahmood — 2024-11-21

Aviation English is a specialised language domain used mainly in the aviation sector, covering areas such as aircraft maintenance. Aviation English pedagogy is complex compared to general English language teaching as it emphasises the individual needs of learners and the pragmatic use of the language in the aviation context. Consequently, the main aim of this study was to explore the teaching experiences of English lecturers specialising in aviation English, as they play a central role in the development and delivery of relevant courses and modules for aviation students. Semi-structured interviews were conducted with three English lecturers working in different aviation schools in Malaysia. The data collected was thematically analysed and organised the collected data, facilitated by the utilization of ATLAS.ti software. The results revealed two themes: knowledge of aviation English and implementation of content knowledge. This study provides valuable insights into pedagogical practises, particularly in the area of English language teaching in aviation, and offers perspectives on improved teaching methods and enriching language learning experiences for students pursuing careers in aviation.

STUDENTS' GRAMMATICAL ERRORS IN WRITING DESCRIPTIVE TEXTS AT SMK MUHAMMADIYAH KARANGANYAR PEKALONGAN

Alda Cantika Putri — 2024-11-21

Writing is one of the four language skills which need to be mastered by students. However, writing in English is not simple since the students have to be able to write correct sentences in English. Generally speaking, even after learning English for several years, students still make grammatical errors in writing. This makes the writers interested in conducting a quantitative study in the form of error-analysis to analyze students’ grammatical errors in writing English texts. More specifically, this error-analysis-study aims to analyze the types of grammatical errors commonly made by students at SMK Muhammadiyah Karanganyar Pekalongan in writing descriptive texts along with the causes of those errors. To get the data, the writers collected the descriptive texts written by the first grade students at SMK Muhammadiyah Karanganyar and analyzed them. The findings show that the students at SMK Muhammadiyah Karanganyar made various grammatical errors like omission, addition, misinformation and misordering. With the occurrence of these errors the writers offer suggestions for minimizing these errors.

IT-BASED GENRE APPROACH IN TEACHING WRITING TO EFL LEARNERS: INSIGHTS FROM INDONESIA

Aldha Williyan — 2024-11-21

The process of genre-based instruction must be integrated with technology because of technological advancements in EFL teaching. Undoubtedly, the challenges that today's teachers must overcome are substantially more tough. They must contribute to and understand the growth of information and communication technology in the classroom. This encourages this research to figure out the integration of various applications and web pages in writing class whose teacher implements the genre based instruction. This objective is attained by employing a qualitative methodology through an EFL teacher and 37 EFL students observation during four sessions of the teaching and learning process. The data reveal that a variety of applications and web pages were used by the EFL teacher in genre based instruction to teach writing. Five were used in Building Knowledge of the Field, two in Modeling of Text, one in Joint Construction, and two in Independent Construction. It suggests that the learning process is today tightly linked to the internet as a learning resource and learning tool and is facilitated by technological developments that help both students and teachers. It is therefore impossible to separate the roles of teachers and technology in developing the current educational paradigm from their influence on its advancement.

HARNESSING TEACHER AGENCY FOR PEDAGOGICAL INNOVATION IN EFL CLASSROOM

Ana Theriana — 2024-11-21

This study investigates the manifestation of teacher agency in EFL (English as a Foreign Language) classrooms, focusing on the adoption of innovative teaching strategies. By examining how EFL teachers perceive their own agency and identifying the factors that facilitate or impede their ability to innovate, this research provides a comprehensive understanding of the dynamics influencing pedagogical practices in EFL education. Data were collected through surveys, semi-structured interviews, and classroom observations involving a diverse sample of EFL teachers. The findings reveal that most of EFL teachers perceive themselves as having significant agency, particularly those with extensive teaching experience and access to continuous professional development. Key facilitators of teacher agency include strong institutional support, availability of resources, and a positive school culture that encourages experimentation and risk-taking. Conversely, rigid curricular requirements, lack of administrative support, insufficient resources, and time constraints were identified as significant barriers. These results underscore the importance of creating supportive and resource-rich educational environments to foster teacher agency and promote innovative teaching practices. The study concludes with recommendations for educational institutions and policymakers to provide robust professional development opportunities, ensure access to necessary resources, and create flexible curricular frameworks. By addressing these challenges, stakeholders can empower EFL teachers to implement dynamic and effective instructional strategies, ultimately enhancing student learning outcomes. Future research should further explore the long-term impacts of increased teacher agency on student achievement and engagement in EFL classrooms.

THE IMPACTS OF PROJECT BASED LEARNING MODEL ON STUDENTS’ LEARNING OUTCOMES IN ENGLISH LECTURES

Aswadi Jaya — 2024-11-21

The lack of education that inspires students to apply what they have learned to meaningfully and purposefully handle real-world problems is one of the problems of studying English. The aim of this study is to investigate the effects of the Project Based Learning model on learning outcomes in class system English lectures. Data from the experimental and control groups were gathered for this quasi-experimental study using pre- and post-test questionnaires and tests. One method of data analysis is descriptive analysis. The average posttest experimental value using the PBL model is 80.00, while the average posttest control using the conventional approach is 86.78. Thus, project-based learning has an impact on students' learning outcomes in English-related subjects. Furthermore, there are differences in the learning outcomes of students using the Project Based Learning Model compared to the traditional method.

EMBRACING GLOBAL ENGLISHES IN ASIAN CONTEXT: IMPROVING ENGLISH LANGUAGE INSTRUCTIONS IN MULTICULTURAL SETTINGS

Bagus Dwi Pambudi — 2024-11-21

The notion of global Englishes is known as an approach recognizing the use of language in different social and cultural contexts, where multiple languages and cultures exist. This conceptual-based paper aims to elaborate the need of integrating global Englishes in language instructions. This paper focuses on how the integration should be implemented in English language instructions in terms of several aspects, including language policy, curriculum, pedagogy, and assessment. The aim of integrating global Englishes in language policy, curriculum, pedagogy, and assessment is to help learners develop awareness of the contexts in which English is used across different sociolinguistic backgrounds. By adopting the paradigm of global Englishes, it is expected that language learners will transform to language users, recognizing their first language as a valuable resource for enhancing their English language skills. Moreover, this paper also sheds on light a common construct related to global Englishes, known as native speakerism. In implementing global Englishes, I believe that the paradigm of native speakerism is no longer relevant, especially for English teachers. Non-native English teachers, in fact, offer advantages which can enhance the process of English language teaching in multicultural settings such. They are able to implement language instructions effectively, provide more detailed information regarding the target language through their native language, anticipates linguistic barriers, and understand the characteristics of learners.

EMPOWERING ENGLISH LEARNING THROUGH DIGITAL LITERACY IN THE MERDEKA BELAJAR ERA: A CASE STUDY AT UNIVERSITAS AKI

Didit Kurniadi — 2024-11-21

In the era of Merdeka Belajar, English lecturers are challenged to adapt their teaching methods to meet student's needs in a rapidly evolving digital world. This study aimed to explore how digital literacy-based English learning is implemented at Universitas AKI, aligning with the objectives of Merdeka Belajar. Data was collected through classroom observations, interviews with lecturers and students, and supplementary questionnaires. The research sought to understand how technology enhances students' English skills. The findings revealed that integrating digital literacy into English learning at Universitas AKI was successful, following three key stages of digital literacy development. In the first stage, digital competence, the lecturers and students exhibited strong skills in using internet-connected devices effectively and engaging in respectful online behavior. The second stage, digital usage, highlighted lecturers' frequent incorporation of digital tools to access relevant visual and textual content for teaching. Lastly, the stage of digital transformation was evident in the creative application of technology by both lecturers and students, particularly in the completion of digital-based assignments.

THE IMPLEMENTATION OF PORTFOLIO-BASED ASSESSMENT IN ENGLISH LANGUAGE TEACHING TO ASSESS SPEAKING SKILLS

Dini Nursya Ilahi — 2024-11-21

Assessment is an Educational systematic process of documenting and using empirical data regarding knowledge, skills, attitudes, talents, and beliefs to improve programs and student learning. This research aimed to describe the teachers' use of portfolios for assessment in speaking to obtain data/information from the learning process and results to find out how well students are performing, growing, and developing their abilities over time based on feedback and self-reflection and to find out the research result of the implementation of portfolio-based assessment in English language teaching to assess speaking skills. The subject of this study was the English teachers who teach the English language, especially speaking skills. This research was descriptive qualitative with the descriptive research type. The sources of the data obtained from the results of the direct observation and interviews were conducted by the researchers during the research activities. The data were in the form of field notes, interview transcripts, and photographs. This study applied the triangulation technique to support data credibility. Then, the data were analyzed using Miles and Huberman's interactive models: data reduction, display, and conclusion drawing/verification. Accordingly, the result showed that implementing a portfolio-based assessment effectively organizes assignments to help teachers carry out assessments fairly, objectively, transparently, and accountably without reducing classroom creativity. This method benefits students, enhances their abilities and achievement, and produces good results in the learning process.

STUDENTS’ ENGAGEMENT IN SPEAKING TEACHING STRATEGIES EMPLOYED BY AN INDONESIAN ENGLISH TEACHER

Erwin Dwi Nurpermadi — 2024-11-21

In English language teaching, developing excellent speaking skills is essential, especially for students at the primary level. The study aims to investigate the strategies employed by English teachers in teaching speaking to students and the impacts of teaching strategies used in speaking skills on students' engagement viewed from the teacher's perspective. The study used qualitative research, explicitly adopting a case study methodology. The participant is an Indonesian English teacher in an English course. The data was gathered through observation, interview, and documentation. The study results showed that the teacher employed various teaching strategies to enhance English speaking skills in her classroom. The first strategy involved guessing games, where students guess vocabulary to recall previous lessons. The second strategy was the picture-describing strategy, where the teacher asked students to describe pictures orally. The third strategy was storytelling, where the teacher used a storybook to teach listening and speaking skills. English teachers' teaching strategies to enhance student engagement in speaking skills have been found to significantly impact their students' performance. High-achieving students who are confident in active communication engage more with speaking activities. Conversely, low-achieving students may struggle with these activities, requiring more scaffolding and step-by-step instruction. Teachers should maintain students' positive engagement by providing equitable opportunities for all students to improve their English. Additionally, positive affective and cognitive engagement rely on students' proficiency level and teachers' teaching strategies.

AN ANALYSIS OF FIRST-YEAR STUDENTS’ WRITING ATTITUDES IN EFL WRITING COURSE

Fitri Nurdianingsih — 2024-11-21

This study explores the attitudes of first-year students toward writing in an English as a Foreign Language (EFL) context. By employing a qualitative approach, the research examines both the affective and cognitive dimensions of students' attitudes in an EFL writing course. Data were collected through students’ attitudes questionnaire from Descriptive and Narrative Writing Course. This sample of this study were 35 students at English Education Study Program of IKIP PGRI Bojonegoro. Key factors influencing these attitudes include motivation, engagement, and perceived effectiveness in writing. The study underscores the importance of fostering a supportive learning environment and suggests pedagogical strategies to enhance positive writing attitudes, thereby improving overall writing proficiency.

HOMOGENEOUS AND HETEROGENEOUS GROUPING IN ENGLISH PRESENTATION SELF-EFFICACY DEVELOPMENT OF ESP STUDENTS

Hartono Hartono — 2024-11-21

Communication skills, including, in this case, presentation skills, are crucial for employability. Employers prefer individuals with good communication skills, as communication plays an essential role in the success of the individual employees and the company. For that purpose, the students taking English for specific purposes (ESP) in this study were trained to develop English presentation skills. This study compared English presentation self-efficacy development between students assigned to have homogeneous group presentation tasks (N=79) and heterogeneous group presentation tasks (N=73). The study adopted an experimental research design with a single research objective: To compare the effectiveness of homogeneous and heterogeneous group presentation tasks in enhancing ESP students’ English presentation self-efficacy. The data of the study were collected through a Likert-type ‘can-do’ presentation-self-efficacy questionnaire previously validated by exploratory factor analysis (EFA), which was administered before and after the interventions, which lasted for a semester. The data were analyzed descriptively and inferentially using SPSS application. The study found that homogeneous group presentation tasks enhanced the ESP students’ presentation self-efficacy better, as the self-efficacy mean score of the group was higher than that of the heterogeneous group.

PRE-SERVICE TEACHERS’ VOICES ON ACTIVITIES FOSTERING PROFESSIONAL IDENTITY: FINDINGS FROM INDONESIAN ENGLISH LANGUAGE TEACHER EDUCATION

Ika Wahyuni Lestari — 2024-11-21

Plethora of studies have widely been conducted to investigate pre-service English as a Foreign Language (EFL) teachers' professional identity construction during their learning trajectories of becoming a teacher. However, their voices on activities contributing to the construction of their professional identity remain underexplored. The aim of the present study was to address the gap by exploring pre-service EFL teachers' voices on activities they believed to contribute to their teacher professional identity construction. Employing a qualitative study, nine pre-service EFL teachers were interviewed. Semi-structured interviews guided by an interview protocol were conducted to collect the data. Meanwhile, a thematic analysis was employed in the data analysis. The findings of the study revealed four activities that pre-service EFL teachers believed to bolster their professional identity construction; those were actual on-site teaching practices, internship, sharing sessions, and presentation practices. Additionally, the pre-service EFL teachers’ voices on how these activities shaped their professional identity as aspiring English teachers were reported. Implications were offered highlighting how teacher education programs should design their programs and activities to foster stronger teacher professional identity construction among pre-service EFL teachers.

STUDENT TEACHERS' PERCEPTIONS ON THE USE OF TECHNOLOGY AND SOCIAL MEDIA IN PROJECT-BASED LEARNING CLASSROOM

Indra Yoga Prawiro — 2024-11-23

Technology and social media have had a substantial impact on the optimization of project work for today's learners. This study specifically examined the utilization of technology and social media for five distinct objectives. The activities to be undertaken in the classroom include learning, communication, source seeking, project development, and product presentation. This study also examined the student teachers' perspectives on the advantages and difficulties of utilizing technology and social media in writing journal assignments. This study involved 18 student teachers from the English Education Department of Wiralodra University. This case study employed a questionnaire and interview to collect the data. The findings indicated that the majority of student teachers utilized handphones, laptops, web browsers, and Google Scholar as their primary tools for learning in the classroom. The student teachers utilized WhatsApp (specifically WhatsAppGroup and Video Call), Instagram, and Zoom as means of communication with their friends. The student teachers utilized Google Scholar, SINTA, and E-Journal Web to seek the materials. Subsequently, the student teachers employed Chat GPT, Grammarly, Turnitin, and Quillbot to develop the project. Finally, the student teachers utilized PowerPoint (PPT) and Canva to display the work. Several challenges arise when utilizing technology and social media to generate journal articles, including the challenge of locating pertinent reference journals, the challenge of procuring non-open access journals, connectivity issues, and limited internet data. Some of the advantages of this include better communication, easier access to resources that can speed up assignment completion, and better quality articles.

STRATEGIES OF TEACHING ENGLISH FOR THE FIRST-GRADE STUDENTS BY PEACE AND HAPPINESS FOUNDATION

Laksana Tri Prasetya — 2024-11-23

Teaching English for elementary school will be obligated in Indonesia based on the decree of the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia Number 12-year 2024. However, many teachers of elementary schools in Indonesia do not have many experiences in teaching English. Therefore, the easiest way to help the teachers is by providing the models of teaching English that can be the teachers’ sources in learning how to teach English for the elementary students. Nowadays, many models of teaching are available in the YouTube. One of teaching models is presented by Peace and Happiness Foundation channel. This model of teaching is appropriate for early stage of students in learning English because the contents are very basic and easy and the strategies of the teacher in delivering the contents in a good manner. Therefore, this study aims to investigate the teacher’s strategies in teaching English for the first-grade students by Peace and Happiness Foundation. The study uses qualitative content analysis. The result shows that the teacher’s strategies in teaching English are using English as a medium of communication, slowing down with clear pronunciation, and always giving good feedback for the students. In the first, the teacher and the students do meditations, doing physical warming up, and singing a song and continued with the learning the material. This study suggests that the English teachers should be a good model for their students in learning English.

A PRELIMINARY STUDY: LECTURER'S PERCEPTIONS ON THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTIONS IN HIGHER EDUCATION

Lilis Suryani — 2024-11-23

Differentiated instructions are used to meet the student's needs. Every student has different characteristics, and they have their own preference for learning. Lecturers have a crucial role in implementing differentiated instructions in their teaching. Differentiated instructions allow lecturers to develop teaching and learning processes based on students' readiness, interest, and learning profile. The research examines lecturers' perceptions of differentiated instruction in higher education. The study employs a descriptive qualitative method, with interviews and questionnaires as the instruments. The participants are ten lecturers who teach English at one university in Cimahi, West Java. The data were analyzed qualitatively. The result shows that all lecturers know about differentiated instruction but have not fully applied it. They also understand the importance of differentiated instructions in meeting students' needs, which is a good way to enhance academic achievement. Still, they face implementation problems such as limited time, resources available, and the number of students in their class. They also mention that training and workshops are needed to develop their skill and experience in teaching.

INVESTIGATING ESP STUDENTS AND SPEAKING ANXIETY

Mochamad Rizqi Adhi Pratama — 2024-11-23

Speaking is one of the most demanding skills in EFL learning because the speaker needs to immediately access all the necessary information to fast develop the right utterances. This study is aimed at investigating the internal and external factors of English Foreign Language Speaking Anxiety (FLSA) based on the students’ experience in ESP classes. The subjects of this study were thirty students from Elementary School Education majors taking ESP classes. The study employed an exploratory case study using questionnaires and interviews as the instruments to collect the data. The findings revealed that stage fright, lack of confidence, and shyness are the three main internal causes of speaking anxiety among students. Anxiety among non-English speaking students is also caused by external factors such as their lack of preparation, grammar, and vocabulary.

THE EFFECTIVENESS OF QUIZIZZ PAPER MODE IN ENGLISH LANGUAGE TEACHING

Muhamad Dzaky Robith — 2024-11-23

English teachers’ ability to create a fun and interesting learning atmosphere for students is deemed important these days. With a fun and interesting atmosphere, students’ learning will likely be more effective. To create this atmosphere, teachers can combine learning with games such as Quizizz. Quizizz has been found effective in many English classes. However, there is not much information on the effectiveness of Quizizz Paper Mode in English classes at elementary schools. This paper presents the findings of pre-experimental research on the effectiveness of Quizizz Paper Mode at Madrasah Ibtidaiyah Salafiyah Kertoharjo Pekalongan. This research has two main objectives namely to investigate the effectiveness of using Quizizz Paper Mode in teaching English in elementary schools and to identify students’ perceptions regarding the effects of using the Quizizz Paper Mode in learning English. The research instruments used were pretest post-test and students’ perception questionnaires. The data obtained were analyzed using descriptive, non-parametric and comparative methods. The results showed that the use of Quizizz Paper Mode in teaching English is effective in improving students’ learning outcomes. In addition, the majority of students gave positive responses to the use of Quizizz Paper Mode in learning English. These findings showed the potential application of technology in the context of language learning in elementary schools.

CULTURAL BACKGROUND AND ENGLISH AS A FOREIGN LANGUAGE LEARNING OF PESANTREN-BASED STUDENTS IN UNIVERSITAS SAINS AL QUR’AN WONOSOBO: A PRELIMINARY STUDY

Muhammad Najib Al Adib — 2024-11-23

Learners' cultural background is a significant thing in learning English where they are expected to be able to adapt to the new language. The community of teachers and learners with pesantren backgrounds has unique characteristics that are different from the world of native English speakers. This research is a study on EFL learners' background of pesantren-based students in Universitas Sains Al Qur’an Wonosobo. It covers three issues, i.e. the way learners adapt their cultural background and experiences to English language learning, the way learners’ cultural background is involved in the English language acquisition process, and the way learners’ cultural conceptualization in their first language acquisition contributes to English language learning. Twenty English learners agreed to participate in the research. Adopting a qualitative design, the results highlighted that these learners have been able to make cultural adjustments from initially being Islamic boarding school students to become English language course students, students with their santri identity can make adjustments and sort out cultures that do not match their self-identity, they also felt that they preferred to gain knowledge about cultural concepts different from those they experienced in the pesantren. This research is important to support the consideration of curriculum and material development in Teaching English to students of Islamic schools, especially in intercultural language instructions.

PERSONALIZED LEARNING AND ASSESSMENT IN EDUCATION 5.0: A SYSTEMIC LITERATURE REVIEW

Nadya Zulfa Chairunnisa — 2024-11-23

The adoption of Industry 5.0 technologies and practices in education raises the possibility of Education 5.0. It has paved the way for the widespread adoption of digital learning systems. These innovative platforms have the potential to provide personalized learning experiences, tailored to the unique needs and preferences of each student. This systematic review aims to get an overview of the implementation of personalized learning and assessment using educational technology in Education 5.0. The article searching method was carried out through two online databases: ScienceDirect and Taylor & Francis Online, and obtained 17 articles. The articles were extracted using PRISMA flow. As a result, the implementation of personalized learning in various countries can be described in the data results. The participants came from various educational backgrounds, such as elementary or high schools and universities. All studies in this systematic review have employed different approaches. The researchers also find that the implementation of personalized learning and assessment using educational technologies has experienced some challenges. This review does not cover all countries but the findings will be contributing to the literature expansion. From the results, there is an urge to consider the use of educational technology in implementing personalized learning and assessment.

PERCEIVED BENEFITS OF TECHNOLOGY-DRIVEN PQ4R IN READING COMPREHENSION

Nurul Khasanah — 2024-11-23

The integration of technology in education has revolutionized traditional teaching methods, fostering interactive and dynamic learning experiences. This study investigates the perceived benefits of a technology-driven PQ4R (Preview, Question, Read, Reflect, Recite, Review) strategy on reading comprehension among EFL students. Technology-enhanced PQ4R facilitates interactive learning, efficient knowledge transfer, and addresses the limitations of traditional methods, while also promoting critical thinking and engagement. Utilizing a case study method, the research examined student reflections on their experiences with technology-mediated PQ4R in an Intermediate Reading course. Data were collected through open-ended questions aligned with Gibbs' reflective cycle, focusing on the 2023-2024 academic year. Thematic analysis revealed that students found technology integration made learning more enjoyable, accessible, and flexible. They appreciated the immediate feedback and the interactive nature of online activities, which improved their motivation and comprehension. However, challenges such as technical issues and potential distractions were also noted. Despite these obstacles, the benefits of technology-enhanced PQ4R were significant, highlighting the importance of balancing engagement with minimizing distractions. This study provides valuable insights for educators and policymakers, emphasizing the need for effective implementation of technology-driven instructional strategies to enhance reading comprehension and foster a more inclusive and dynamic educational environment.

Language Proficiency Evaluation Methods for Hotelier Applicants on International Cruise Ships: Striking a Balance Between Precision and Clarity

Nyoman Karina Wedhanti — 2024-11-23

Proficiency in the English language is crucial for individuals seeking employment in the hospitality sector of international cruise ships. The recruitment process typically involves rigorous assessments of English proficiency administered by manning agency recruiters. Within the context of hotel management, an ongoing debate exists regarding the relative importance of linguistic accuracy versus communicative clarity. This study aims to shed light on the methodologies utilized by recruiters from cruise line agencies to assess the English proficiency of hotelier candidates and the specific linguistic competencies under scrutiny. Through interviews with six recruiters representing various manning agencies, valuable insights were obtained. The findings revealed a two-fold evaluation approach: oral assessments and online multiple-choice tests. The oral component, conducted face-to-face, focused on candidates' abilities to articulate self-introductions, describe their surroundings, follow instructions, and recount professional experiences. Conversely, the online tests evaluated candidates' basic English vocabulary and comprehension of terminology specific to the cruise industry. Interestingly, recruiters preferred fluency and amiability over grammatical accuracy or accent nuances, prioritizing the effective and warm delivery of messages. The implications of these findings suggest that candidates must exude confidence, fluency, and a hospitable demeanour. This underscores the crucial role of educators in preparing aspiring cruise ship hoteliers, who must tailor their instructional methods to enhance students' confidence in speaking English, instil hospitality values and expand their vocabulary relevant to the cruise industry.

EMPOWERING ACADEMIC WRITING IN EDUCATION 5.0 ERA: THE EFFICACY OF HYBRID PROJECT-BASED LEARNING

Pryla Rochmahwati — 2024-11-23

Within the current educational environment, characterized by the principles of personalized learning and technological integration known as Education 5.0, we conduct an academic inquiry into the effectiveness of hybrid project-based learning (HPBL) approaches in enhancing students' academic writing skills. By implementing a rigorous quasi-experimental design, we conscientiously gathered data from a population of 113 pupils that was selected using cluster random sampling techniques. By employing independent t-tests by the SPSS program for Windows, we compared the writing performance of 30 students in the experimental HPBL group with that of 28 students assigned to the control group. The results showed statistical differences in both academic writing abilities. The results of this study emphasize the importance of HPBL in providing students with the diverse skills and abilities necessary to navigate the intricate challenges of Education 5.0.

A CLOSER LOOK AT ACADEMIC WRITING STRATEGIES OF EFL PRE-SERVICE TEACHERS

Rika Riwayatiningsih — 2024-11-23

Investigating writing strategy use across different sociocultural contexts has been proposed as a core area of research in second language acquisition. This study drew upon Mu's (2005) taxonomy of English as a second language/English as a foreign language writing strategies to explore strategy use among English as a foreign language pre-service teachers at a private higher education institution in Indonesia. Through a qualitative approach, the research focused on metacognitive strategies employed by 30 pre-service teachers. Participants were selected using purposive sampling for focus group discussions (FGDs) to gain detailed insights. A set of semi-structured questions was used to guide the FGDs, enabling the researchers to explore specific aspects of the metacognitive strategies these pre-service teachers used to regulate their learning processes. The findings revealed that a significant majority of participants actively applied metacognitive strategies such as planning, monitoring, and evaluating in their writing processes. These approaches proved instrumental in enhancing writing proficiency and academic performance. The results from the interviews provided rich understanding of how these pre-service teachers from a private educational setting conceptualized and utilized strategies to manage and improve their writing ability. This study deepens comprehension of metacognitive strategy use for academic writing within a specific institutional context while also suggesting practical implications for English as a foreign language instruction in private teacher education programs.

The Influence of Artificial Intelligence (AI) on Behavioral Processes in Language Test Assessment: Towards Education 5.0

Risan Rillia — 2024-11-23

This study systematically explores the transformative role of Artificial Intelligence (AI) in language test assessment within the context of Education 5.0. By integrating AI technologies, traditional language assessment methodologies are being revolutionized, resulting in enhanced personalized learning experiences and improved assessment accuracy. The writer used systematic literature review approach, analyzing twenty peer-reviewed articles and empirical studies on AI in language test assessment, that focused on student behavior, learning outcomes, and educational equity. This study explored the influence of Artificial Intelligence (AI) on behavioral processes in language test assessment. Based on the analysis, there were five AI's influence on behavioral processes in language test assessment: 1) enhanced engagement and motivation, 2) increased fairness and consistency in assessment, 3) enabled personalized learning paths, 4) encouraged continuous learning and cognitive engagement, 5) reliability challenges and ethical considerations.

A Critical Review on Informal Digital Learning of English: Key to Develop Intercultural Awareness For EFL Students

Surya Agung Wijaya — 2024-11-23

Looking for overseas job opportunities can be done at home right now. However, it requires English and communication skills. Communication skills with various people need speakers’ awareness of intercultural, for instance, how students handle miscommunication, different cultural background, and their openness. Nevertheless, promoting intercultural awareness (ICA) in class for English as foreign language (EFL) students may face many challenges because EFL students mostly have limited access to English and intercultural speakers in their schools. In response to this situation, this study attempts to promote ICA through the Informal Digital Learning of English (IDLE) concept. Many studies on IDLE reported that students who had participated in IDLE activities developed their willingness to communicate in English and developed cross-cultural understanding. However, there was scant evidence on IDLE continuum model, including in-class, extracurricular, and extramural with a specific design for ICA. Conceptually, in-class IDLE attempts to promote the theory, concept, and practice of essential IDLE and cultural awareness. During extracurricular IDLE, students shift from theory into practice to develop their advanced IDLE and cultural awareness, but teachers still monitor this stage. Finally, extramural IDLE expects that students who develop ICA could initiate and design their own IDLE activities to continue their IDLE activities and empower their ICA. The pedagogical will also be discussed.

The Responses of Students using CANVA in English Language Teaching Media Course

Desi Sri Astuti — 2024-11-23

The study focused on the responses of students using Canva in English Language Teaching Media (ELTM) course. The study has 80 participants out the 120 from total population. The students were fourth semester students which from 4 classes of English Education Study Program who took the English language teaching media course in academic year 2023/2024. The students employed are those who experienced Canva application in this course for one semester. After experienced Canva application in six consecutive meetings. In the last meeting, the participants were answering the question of interview and share their ideas regarding its implementation. Based on the results of the students’ interviews, it was the first time their use Canva, so its unfamiliarity to students. Canva has been implemented in the ELTM Course to create a new educational atmosphere that students have embraced. They participate in group activities with eagerness, focusing on their individual tasks. The Canva application enables students to access it conveniently at any time and from any location, provided that they have an internet connection. This feature greatly enhances the usability of Canva for students. With Canva, students are empowered to tap into their creative abilities and explore the vast possibilities of the digital era.

EFL PEDAGOGY IN EDUCATION 5.0: EVOLVING TRENDS AND FUTURE OF INDONESIAN EDUCATION

Tri Pujiani — 2024-11-23

This study investigates the adaptation of the Education 5.0 framework in English as a Foreign Language (EFL) pedagogy in Indonesia through the use of a narrative literature review. The evaluation looks at how new trends, like gamification, VR applications, AI-driven tools, and mobile-assisted language learning, affect student performance and engagement. It covers important issues like policy alignment, teacher preparedness, sociocultural resistance, and gaps in technology infrastructure. Case studies from current studies highlight the advantages of these creative strategies, which enhance motivation, engagement, and language proficiency. The review's wide scope does, however, suggest the need for more regional research. Future directions include developing AI, increasing the use of VR, improving gamification, and enacting significant policy changes.

Evaluating ESP Textbooks: Criteria and Case Studies

Yusi Rahmawati — 2024-11-23

This research investigates the evaluation of English for Specific Purposes (ESP) textbooks, aiming to establish comprehensive criteria and analyze various case studies. ESP textbooks, tailored to meet specific learner groups' unique linguistic and professional needs, play a crucial role in language acquisition and skill development. This study proposes a multifaceted evaluation framework encompassing linguistic appropriateness, contextual relevance, pedagogical effectiveness, and cultural sensitivity. The research highlights the strengths and weaknesses of current ESP textbooks through detailed case studies across different domains such as business, healthcare, and engineering. Findings indicate a significant variation in quality, with some textbooks excelling in industry-specific jargon while others falter in providing engaging and practical content. The study underscores the dynamic nature of the field and the need to continuously assess and adapt ESP materials to ensure they align with evolving professional landscapes and learner expectations. The insights gained from this research provide a reassuring message, emphasizing the adaptability of ESP materials and the longevity of their relevance in the ever-changing professional and educational landscapes.

UNCOVERING IDEOLOGY THROUGH THE FOUR DIMENSIONS MODEL IN CRITICAL LITERACY PEDAGOGY

Indah Arvianti — 2024-11-23

The objective of this research is to create language learning tools based on the four dimensions model in critical literacy pedagogy to reveal the speaker’s meaning in discourse. The ideology of the dominant party, which seeks to uphold and legitimize its dominance, can be examined using those models as a tool to uncover the power of language. Ideologies will be discussed along with the four dimensions model as an approach in critical literacy pedagogy. Critical literacy instruction follows a conceptual framework that emphasizes the use of authentic content, multimodality, the encouragement of critical thought, and the switching and blending of L1 and L2. Meanwhile, the four dimensions model makes students competent in understanding writing fundamentally and systematically, enabling them to write from different ways of thinking, changing perspectives, and focusing on socio-political issues. To learn about power, identity, ideology, and difference, students can learn to read and critically analyze texts with the help of those conceptual frameworks of EFL teaching in critical literacy.

THE CHALLENGES OF IMPLEMENTATION OF DIFFERENTIATED LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING

Dian Puspita Anggraeni — 2024-11-23

Even though each student has a unique learning style, aptitude, and interest, most English language teachers employ a single teaching method for all their pupils. There are students who have low, medium, or high cognitive ability. There are also students who have interest in art, science, sport, language, or many others. There are students who have visual, auditory, or kinesthetic learning styles. The diversity of students needs a learning strategy to accommodate in the class. Differentiated learning strategy is one of the strategies offered by a Kurikulum Merdeka to accommodate the differences that exist in the students. The study focused on challenging aspects in the implementation of differentiated learning strategies in English language teaching. The study used systematic review of 100 articles collected and sourced from Google Scholar to answer research questions. This study suggests that the challenges can be overcome by some strategies, namely 1) giving teachers plenty of time to plan and design their teaching, 2) giving students clear instruction before learning activity, 3) using group differentiation so that they can work independently in groups, 4) making a program that can increase teachers’ teaching skill by sharing activity from experienced teachers who have conducted differentiated learning strategies. 5) making a program that can increase teachers’ teaching skill by sharing activity from experienced teachers who have conducted differentiated learning strategies. In implementing a differentiated learning strategy, the teacher encountered challenges associated with students' participation, large number of students, lack of time for planning, the skills of managing the classroom when implementing differentiated learning strategy, limited knowledge in using media and methods, and assessing students' differences.

FRAMEWORK FOR ASSESSING 21ST CENTURY SKILLS IN EFL PROJECT-BASED LEARNING

Chyntia Heru Woro Prastiwi — 2024-11-23

Twenty-first-century skills are abilities and attributes that can be taught or learned in order to enhance ways of thinking, learning, working, and living in the world. They include: 1) learning and innovation skills; 2) information, media, and technology skills; and 3) life and career skills. Learning and innovation skills have four sub-skills (creativity and innovation, critical thinking and problem solving, communication, and collaboration), while information, media, and technology skills consist of three literacies (information literacy, media literacy, and ICT (Information, Communications, and Technology) literacy). Meanwhile, life and career skills comprise five subskills: flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. This research develops a framework for assessing 21^st century skills in EFL Project-Based Learning (PjBL) by reviewing journal articles, books, and other references. The framework contains several indicators and questions to make reflections. The interdisciplinary framework is beneficial for teaching English in higher education specifically to students with multiple background of studies because it consists of clear descriptors.

ENHANCING PRESENTATION PROFICIENCY THROUGH VIDEO MODELING: FRESHMEN STUDENTS’ PERCEPTIONS IN ENGLISH PROFESSIONAL CLASS

Joice Yulinda Luke — 2024-11-23

Public speaking and presentation skills are essential for academic and professional success, yet many freshmen students struggle with delivering effective presentations. This study investigates freshmen students’ perceptions on how video modeling as a pedagogical approach can improve presentation proficiency among first-year university students. Video modeling involves observing and learning from exemplary models presented through video demonstrations. The research employed a descriptive qualitative method by using a survey through Google Form to collect the data. There were twenty-five students enrolled in English for Professional Class, randomly assigned as participants of this study to watch a video modeling presentation and received instructions to analyze videos of expert presenters, focusing on various aspects such as body language, vocal delivery, and content organization. Qualitative data from questionnaires highlighted the freshmen students’ views on how video modeling enhance students' understanding and confidence by providing concrete examples for skill development in doing presentation in a public. The findings suggest that incorporating video modeling can effectively enhance freshmen's presentation skills and self-efficacy. Also, the study contributes to the growing body of research on teaching media learning approaches and offers practical implications for English lecturers seeking innovative methods to support student success in public speaking skills.

EXPLORING THE IMPACT OF DIGITAL TECHNOLOGIES ON ENGLISH LISTENING COMPREHENSION

Afief Fakhruddin — 2024-11-23

Digital technologies have brought significant innovations to language learning environments, particularly with regard to acquiring second languages. In this research paper we investigate the results of virtual era on second language listening comprehension abilities. This study evaluates how virtual technology and multimedia systems impact several cognitive and emotional components of second language listening comprehension through studying prior research and empirical evidence. Furthermore, an evaluation covers both benefits and difficulties offered by digital generation technology in terms of true listening studies, learner engagement and independence promotion. Studies investigate how digital technologies influence learning practices, including undertaking design, feedback delivery and evaluation strategies to provide enhanced assistance for second language listening comprehension. This research endeavor examines how learner characteristics such as motivation, self-efficacy and technological talent impact virtual interventions' effects on English listening comprehension results. Furthermore, this investigation offers insight on using virtual generation to increase professional English listeners across multiple instructional settings by studying contemporary trends and future opportunities.

MICROSOFT WORD APP: AS ELECTRONIC FEEDBACK IN IMPROVING STUDENTS’ WRITING SKILLS

Amrizal Amrizal — 2024-11-23

Abstract

The importance of writing in the context of scientific development cannot be overstated, and there is a clear need to enhance students' writing abilities. Employing the Microsoft Word app as a tool for electronic feedback has the potential to make a positive impact on students' learning outcomes. This study focuses on enhancing students' English writing skills at Raden Intan Lampung University. The research methodology employed in this study is quasi-experimental and quantitative. The study was conducted during the fifth semester at Universitas Islam Negeri Raden Intan Lampung in the 2022/2023 academic year, involving a cohort of 30 students. Data collection involved a pre-test and post-test. The findings revealed that students' average writing scores did not meet the required standard before using electronic feedback through the Microsoft Word app. However, after being introduced to writing with electronic feedback using the Microsoft Word app, students significantly improved their scores, surpassing the average threshold. This demonstrates that using the Microsoft Word app as electronic feedback significantly benefits students' writing skills.

AN INVESTIGATION OF ERROR IN POST ALVEOLAR CONSONANT PRONUNCIATION PERFORMED BY UNIVERSITY STUDENTS

Andrian Nuriza Johan — 2024-11-23

Pronunciation refers to the ways that people use to articulate the phonemes of a particular language. Fluency in a language is crucial for properly communicating with others. Inadequate pronunciation may lead to difficulties in being understood, regardless of the accuracy of our grammar and vocabulary. The main objective of this study is to determine errors in the pronunciation of postalveolar consonants among second-semester students enrolled in the English education program at Muhammadiyah University Purworejo for the academic year 2023/2024. This study employs a qualitative descriptive research methodology. The investigation focused on students who were in their second semester of English language education. The researcher chose a sample of twenty students for the investigation. The researcher acquired the data by employing a pronunciation test. The investigation revealed a significant occurrence of incorrect pronunciations near the end of the /g/ sound. Students often displayed a proclivity for replacing the /s/ phoneme with the /ʃ/ phoneme, as demonstrated by terms like "shoe" and "ship." Additionally, Indonesian students encounter difficulty while pronouncing the consonant /ʒ/ in its last position, as exemplified in words like "pleasure". As a result, the sound was often replaced with the /s/ sound. Furthermore, students faced difficulties in appropriately articulating the final location of the /ʤ/ sound, as exemplified in the word "age." As a result, they often replace the sound with either the /t/ or /s/ sound.

The Effect of Peer Assessment on Differentiated Instruction Using Gamification in Schools Towards Education 5.0

Angga Pratama Armadi Putra — 2024-11-23

Education 5.0, the era of personalized learning, emphasizes the importance of personalization, customization, and the use of technology to create engaging and effective learning experiences for all students. This systematic review examines the influence of peer assessment on differentiated instruction (DI) using gamification in schools in the context of Education 5.0. Through a systematic literature review, this study analyzed 17 research articles published between 2019 and 2024, highlighting key findings and supporting studies that demonstrate the transformative potential of peer assessment and gamification in DI. The findings of this study show that the interaction of peer feedback, differentiated instruction, and gamification in Education 5.0 environments enhances student engagement by creating a supportive and stimulating atmosphere. It motivates students intrinsically through meaningful feedback and extrinsically through gamified rewards, encouraging them to take ownership of their learning journey. Moreover, these methodologies promote self-regulation by empowering students to set goals, monitor their progress, and adjust their learning strategies accordingly. In conclusion, the integration of peer assessment, differentiated instruction, and gamification represents a holistic approach to education that prepares students for the challenges of the 21st century. With this approach, schools can create a more inclusive and student-centered learning environment, enabling them to reach their full potential. In addition, this systematic review is expected to be a reference for teachers, schools, and other education professionals to improve the quality of education in the future.

QUALITATIVE ANALYSIS OF THE ROLE OF CRITICAL THINKING IN PROMOTING INDEPENDENT LEARNING

Asti Veto Mortini — 2024-11-24

This study examines how autonomous learning develops students' critical thinking. Independent learners are more willing to collaborate, exchange ideas, and challenge their classmates, which leads to a deeper comprehension of the content. This study shows the importance of autonomous learning in critical thinking and reflection. Independent learning lets students explore topics of interest, find connections, and form their own conclusions. This approach helps kids develop independent reasoning, critical thinking, and evidence evaluation. The researcher emphasises the importance of critical thinking in independent learning and suggests that well-structured independent learning experiences increase students' critical and reflective capacities. Through collaborative learning, project-based learning, and independent study, educators can develop students' creative and cognitive capacity, preparing them to learn independently. The research used classroom observations and semi-structured interviews with tenth-grade English instructors at SMA Negeri 16 Palembang. The findings showed that structured autonomous learning helps pupils develop critical thinking. Students engaged and understood more throughout classroom activities.

THE DEVELOPMENT OF MULTIMEDIA FOR MASTERING SPEAKING SKILL TO EFL LEARNERS COMING FROM BUDDHIST COLLEGE BANDAR LAMPUNG

Budiyanto Budiyanto — 2024-11-24

The objectives of this study were to: 1) effectiveness of learning multimedia in English education speaking skills in Jinarakkhita Buddhist College students 3rd semester Bandar-Lampung, 2) analyze the efficiency of the use of multimedia learning in English education speaking skills in learning, 4) knowing the attractiveness of multimedia learning in English education speaking skills in learning speaking skills.The research approach used was in research and development (Research and Development) proposed by Borg & Gall (2003) it defined as a study and development of education is a strategy to develop effective educational products that can be used to overcome learning problems. Based on the results of the study, there were found that: 1) the first trial before using the product obtained an average value of 74 and after using the product the average value of students became 78.4. While in the second trial the average value of students before using the product (multimedia) was 74 and after using the product it was 82.4. This means that the product is effective for learning speaking skills. 3) The time spent was less than 400. The students only spent 300 minutes, it meant that it had change 100 minutes. 4) The results of the product attractiveness questionnaire assessment score get a score of 88, 85%. This means that the product developed is interesting.

BLENDED LEARNING FOR MARITIME ENGLISH: CHALLENGES AND INSTRUCTOR INSIGHTS

Mahardhika Andiansyah — 2024-11-24

Blended learning has been a common model of learning applied in education, including in maritime education. It is imperative to explore teachers’ challenges in conducting blended learning to teach maritime English for the Seafarer Upgrading Program. The present study aimed to explore teachers’ voices regarding the challenges they faced and strategies they used in teaching seafarer students. The study was conducted under a qualitative study. Four English instructors with at least three years of experience in teaching maritime English using blended learning were interviewed. The data were analyzed thematically. The findings have shown that the teachers identified and dealt with challenges concerning technical, teaching and learning, and environment. Some implications were addressed to foster more effective English teaching using blended learning for maritime education.

EMOTIONAL INTELLIGENCE IN LANGUAGE LEARNING: ADDRESSING SENSITIVE ISSUES

Febri Dhany Triwibowo — 2024-11-24

This study investigates the correlation between student’s emotional intelligence (EI) and their comfort in discussing sensitive topics within English classrooms and examines how EI influences students' attitudes towards it. Conducted with 39 English major students at Dian Nuswantoro University, the research aims to determine students' EI quality. The data was collected through a questionnaire and quantitative methods to analyze the data. The questionnaire delves into students’ EI regarding self-awareness, self-regulation, empathy, and social skills. The findings were compared to previous research on students' interest and comfort levels in discussing culturally sensitive topics. Results indicate that higher emotional intelligence correlates with students' comfort level in discussing sensitive issues. Highlighting the importance of EI in fostering a supportive and inclusive classroom environment. This study underscores the potential of EI development in enhancing student engagement and creating a positive atmosphere for addressing sensitive topics in educational settings.

EXPLORING ENGLISH LANGUAGE STUDENTS’ PERCEPTIONS ON THE USE OF YOODLI AI IN SPEAKING CLASS

Gabby Maureen Pricilia — 2024-11-25

The quick development of information technology has led to the development of several innovative methods and tools for better English speaking. The use of Yoodli, a digital tool driven by artificial intelligence (AI) can alleviate speaking difficulties. However, there is still lack of research on the use of AI in speaking classrooms, and nothing is known about how students’ view about Yoodli in particular. This paper seeks to learn more about how students perceive the use of AI technology in English-speaking classrooms. The sample were 15 first semester students of English Language Study Program of Institut Pendidikan Tapanuli Selatan. The research’s conclusions show that students showed positive opinions about AI speaking tools because of their simplicity, adaptability, and accessibility. The results show that the students in this study were receptive to employing Yoodli to support their speaking and raise positive attitudes toward speaking.

DEVELOPING CRITICAL THINKING SKILLS: AN INVESTIGATION INTO QUESTIONING STRATEGIES USED IN CLASSROOM

Hermansyah Hermansyah — 2024-11-25

The ability to think critically is a skill that is currently required of all students because it can lead to the acquisition of a great deal of beneficial learning outcomes. Teachers play a crucial role in preparing and contributing to the development of a classroom environment that fosters critical thinking. Among the various methods to cultivate critical thinking, questioning strategies remain the most commonly used approach by teachers in their classrooms. For example, during pre-activity sessions, teachers may ask students about previous lessons or activities they participated in over the weekend. Within the context of teaching and learning English as a foreign language, particularly in speaking classrooms, this study aims to investigate how instructors implement questioning tactics from multiple perspectives and methodologies, as informed by various experiences and literature. This literature review draws on 15 academic journal articles and several relevant books published in the last 10 years, focusing specifically on questioning strategies in EFL (English as a Foreign Language) speaking classes. The results provide practical insights into how questioning strategies can enhance students' critical thinking abilities, which is fundamental for successful teaching and learning as outlined in the curriculum.

ONLINE RESOURCE-BASED LEARNING IN ENGLISH FOR SHARIA COURSE: A CONCEPTUAL PAPER

Heru Saputra — 2024-11-25

The integration of online resources in English for Sharia education is a progressive approach aimed at enhancing English for Specific Purposes (ESP) instruction within the context of Islamic studies. This conceptual paper explores the theoretical foundations, practical applications, and implications of incorporating online resources to elevate learner engagement, language acquisition, and educational outcomes in ESP for Sharia. Drawing on resource-based learning principles, the article emphasizes the active engagement of learners with diverse online materials to construct knowledge and understanding. By leveraging online resources, educators can create personalized and culturally attuned learning experiences, fostering critical thinking skills and learner autonomy and deepening content knowledge in Sharia-related topics. The strategic integration of online resources, guided by established theoretical frameworks and pedagogical considerations, has the potential to revolutionize ESP instruction in Sharia, equipping students with the linguistic competencies necessary for scholarly discourse and professional success in Islamic studies.

UNVEILING THE STUDENTS’ OPENING AND CLOSING SKILLS DURING THE MICRO TEACHING IN EFL CLASSROOM

Imanuel Kamlasi — 2024-11-25

Opening and closing the lesson is one of the basic teaching skills in Micro Teaching subject. Micro teaching is a subject that prepares and trains the teacher candidates to be able to practice teaching. Every teacher candidate needs to comprehend and practice opening and closing the lesson skill in teaching practice. The purpose of this research was to describe the teacher candidates’ performance in opening and closing the lesson skill in Micro Teaching Subject. This research was categorized as a descriptive qualitative. There were five teacher candidates of the undergraduate students of the English study program of Timor University chosen as the sample. The researcher applied random sampling techniques to select the participants. The researcher used recorder and rubric to assess the basic teaching skills as the research instruments. In the procedures of collecting data; the researcher applied observation and recording techniques. The data of oral language were transcribed into written form and then the data were analyzed. The research findings reported that greeting and asking the students’ condition, checking the students’ attendance, prayer, and introducing the topic were very good, attracting the students’ attention, mentioning the learning objectives, and using probing questions were good. While closing the lesson; reviewing the material and , giving homework/tasks were very good while giving feedback, informing the next topic and motivation were good.

CHALLENGES AND OPPORTUNITIES FOR TECHNOLOGY INTEGRATION IN IMPLEMENTING EMANCIPATED LEARNING CURRICULUM

Kartika Yoga Eka Pratiwi Negara — 2024-11-25

Merdeka Belajar (Emancipated Learning) policy is a revolutionary educational reform that completely transforms the education system in Indonesia, redefining the school structures, students’ roles, and teaching methods. The concept of autonomous learning aligns with one of the ideas of Education 5.0, which emphasizes the integration of technology in the teaching and learning process that prioritizes freedom and flexibility in its implementation. Since 2022, numerous studies have been conducted on the technological integration within this policy. The objective of this study is to uncover challenges and opportunities in incorporating technology in the teaching and learning process at the elementary, middle, and high school levels. This issue is reviewed using a literature-based method to examine relevant studies. The research findings indicate that integrating technology into the teaching and learning process can provide favorable outcomes for students and enable more individualized learning. Nevertheless, there are still challenges that need to be addressed pertaining to infrastructure and teacher proficiency that need to be surmounted in order to leverage technological integration in education.

STUDENTS’ PERCEPTIONS ON THE INTEGRATION OF MULTIMODALITY IN VOCABULARY CLASSROOM PRACTICES

Nurmala Hendrawaty — 2024-11-25

Teaching vocabulary in the context of the 5.0 Industrial Revolution demands an integrated strategy incorporating literacy abilities, 21st-century skills, and technology; however, teacher educators play a crucial role in preparing English as a Foreign Language (EFL) students to meet these issues. This study is part of a more extensive study on multimodality learning in a Vocabulary course; therefore, it examines EFL students' positive perceptions of multimodality integration proposed by Sakulprasertsri (2020) in teaching practices after a Vocabulary course. Multimodality is utilized in English language instruction to improve learning by integrating numerous communication modalities such as texts, images, sounds, gestures, and spatial and interactive technology. Fifty students participated in the English Education Program for the academic year 2022–2023. The study utilized a descriptive quantitative method, employing a Likert scale questionnaire with six alternatives and two open-ended questions using frequencies of keywords to explore modes of teaching and teacher educators' integration of multimodality into vocabulary teaching. The findings demonstrated that students generally had positive perspectives on incorporating multimodality into vocabulary classroom practices, mainly using images, sound, and interactive technologies such as Google Forms and Quizizz. These positive responses indicate the need for multimodal strategies for developing exciting and successful learning environments, especially when meeting the demands of the 5.0 era. The study emphasizes the relevance of teacher educators in promoting practical and engaging vocabulary learning through multimodality.

ENHANCING STUDENTS’ CRITICAL RESPONSES BY REPRESENTING SYLLABUS IN CRITICAL READING CLASSES

Maria Johana Ari Widayanti — 2024-11-25

A syllabus guides the course of study and outlines expectations for the quarter. It consists of assignment agendas, essential documents, rules, regulations, and course policies. A syllabus can inform nearly everything we need to understand about how a course will be conducted and what will be watched for. Critical Reading is one subject that is taught by the third semester in English Literature students. This subject asks students to be active in reading any text types categorized into critical genres. Students are introduced to steps of critical reading which include pre-, during, and after reading. This research aimed to show the syllabus in Critical Reading. The subjects were the third students of English Literature Universitas Negeri Semarang. The research used qualitative. Before breaking down some parts of the syllabus, the researchers evaluated this course by seeing the graduate learning outcome (CPL), course learning outcome (CPMK), and description of the course that is divided into seven units. Those units include what critical reading in reader response approach, how to analyze a text during pre-reading and reading process, doing an annotation and outline when we analyzed a text, how to review a text how to summarize a text effectively. The researchers saw there was an importance thing in learning Critical Reading among third-semester students of English Literature because this subject showed the awareness of critical reading skills and strategies which include identifying texts’ structure; annotating, outlining, summarizing, and reviewing texts; distinguishing main and supporting ideas as well as facts and opinions in the texts; analyzing writer’s purpose and point of view as well as tone and attitude in the texts; and conducting rhetorical analysis of the texts. All of those steps are intended to help students uncover the hidden messages of any type of critical genre. The researchers gained knowledge about the reader response approach among students by lecturing and answering some questions. The result showed to overcome the SLO and CPMK, I redesigned the syllabus. In the new design, I included a reader-response approach to improve students' understanding. The reader response approach is an approach that focuses more on how communication between the reader and the text occurs. In this theory, the relationship between the reader and the text is very important - because the text without the reader will be meaningless or in other words, the text does not exist without the reader. A text will not live without readers.

COLLABORATIVE STRATEGIC READING AS SOLUTION TO ENHANCE STUDENTS’ READING COMPREHENSION SKILLS: IS IT EFFECTIVE?

Rengganis Siwi Amumpuni — 2024-11-25

This study investigates the effect of Collaborative Strategic Reading (CSR) in enhancing reading comprehension skills among students in undergraduate levels. As higher education increasingly demands proficient reading skills for academic success, identifying effective instructional strategies becomes imperative. CSR, which combines cooperative learning with cognitive strategy instruction, offers a promising approach to support students' reading development. Participants, divided into control and experimental class, the experimental class engaged in CSR activities such as previewing, clicking and clunking, getting the gist, and wrapping up, while the control class followed conventional reading instruction. It is a quasi-experimental research, the technique of data analysis used t-test and the data analyzed by using SPSS version 22. The results indicated that the experimental class showed statistically significant improvements in reading comprehension. Qualitative feedback also highlighted increased engagement and collaborative skills. These findings suggest that CSR not only enhances reading comprehension skills but also fosters a more interactive and supportive learning environment. CSR appears to be an effective instructional strategy for boosting reading comprehension skills among students in undergraduate programs.

WASHBACK AND DIFFERENTIATED INSTRUCTION EFFECT: EMBRACING PERSONALISED LEARNING IN EDUCATION 5.0

Amrina Rosyada — 2024-11-26

Education 5.0 is the next generation of education, focusing on learning and connecting it to the learner. It emphasizes dynamic technology, personalized learning, creative thinking, and a value-based learning culture. Key pillars of Education 5.0 include a coherent curriculum, innovative delivery and assessment, meaningful learning experiences, and transformative learning. Students should be encouraged to play an active role in the classroom, transforming traditional learning scenarios into practical and applied knowledge. Washback, a phenomenon in applied linguistics, refers to the effect of testing on teaching and learning. Educators often want their students to succeed, but high test results often result in classroom instruction that reflects test procedures and standards. Differentiated Instruction (DI) is a student-centered approach that focuses on addressing individual needs and preferences. DI strategies include learning centers, group investigation, tiered products, interest groups, complex instruction, rubrics, learning contracts, and alternative assessment methods. The study aims to understand the impact of testing on teaching strategies and learning outcomes, focusing on differentiated instruction for diverse student needs. It explores personalized learning approaches, highlighting their potential to enhance the educational experience and foster creativity, critical thinking, and a value-based learning culture. This research uses a qualitative method, analyzing news elements in headline heading news, using David Williams' theory to prove this method.

STUDENTS’ PERSPECTIVES ON MULTI-WORD VOCABULARY LEARNING THROUGH SOCIAL MEDIA TO IMPROVE THEIR ENGLISH SKILLS

Nur Ifadloh — 2024-11-26

In the era of society 5.0, technology cannot be separated from people’s education. One of the technological products that can be used in English Language Teaching in Education 5.0 is social media. This study aimed to explain students' perspectives on multi-word vocabulary learning through social media to improve their English skills. Multi-word vocabulary means a set of words that are commonly used together in discourse. This study was a case study using a qualitative approach. Data were taken from 5 English language education students at a private university in South Kalimantan. Data collection techniques was carried out by means of in-depth interviews. The participants were interviewed based on the given themes. Subsequently, thematic analyses were also used in this study. As a result, this study answered three great themes that were broken down into several questions in the interview list, such as types of social media used by the students, role of social media on multi-word vocabulary learning and students' challenges and suggestions on multi-word vocabulary learning through social media. Finally, the results of this study provided that all participants agreed that learning multi-word vocabulary through social media could improve their English skills. In addition, it can be used as additional information to future researchers, teachers, students, and educational stakeholders related to utilizing the use of social media to learn English, especially multi-word vocabulary.

BRIDGING TECHNOLOGY AND LANGUAGE LEARNING: ICT LITERACY IN INDONESIAN EFL COURSEBOOKS

Sari Dewi Noviyanti — 2024-11-26

Nowadays, the knowledge of ICT becomes necessary for language learning since with it we access a range interactive tools and resources that enrich vocabulary acquisition, grammatical practice or communicative skill. This paper reports on a study that explored ICT literacy incorporated in the latest English Course book published by Indonesian Ministry of Education, Culture, Research and Technology for senior high school students. The texts and images provided in the English coursebook were taken by means of data selection based on reviews. The analysis grouped the ICT literacy representation suggested by Tomlinson (2014), which are hypermedia, multimedia and communication media. Secondly, the study examined the ICT literacy attributes identified by Educational Testing Service (2023), which indicates seven essential proficiencies including defining and accessing information; managing and integrating data for use across contexts; evaluating how this all maps to a goal or context as required in/for understanding before creating appropriate documents toward that aim within any area of interest. Results showed that development of ICT literacy in the coursebook was predominantly made by hypermedia and multimedia as well, normalizing a use in digital tools to identify information needs. The broader application of hypermedia and multimedia elements, combined with an enhanced range of ICT literacy skills could greatly contribute to improve the efficiency in education as well enabling students to attain better proficiency levels when it comes to language acquisition in digital age.

ENHANCING PRE-SERVICE ENGLISH TEACHERS' ADAPTABILITY AND RESILIENCE FOR 21ST CENTURY EDUCATION

Rani Herning Puspita — 2024-11-26

In the continuously changing world of 21st-century education, pre-service English teachers face enormous challenges that necessitate greater adaptability and resilience. The purpose of this study is to investigate the factors that contribute to the development of these basic abilities among pre-service English teachers, using a qualitative research technique. Data were gathered through in-depth interviews with 10 pre-service teachers from English Educational Department of universities in Samarinda. The findings underscore the importance of experience learning, furthermore, the presence of supportive mentors gives emotional and professional assistance, which strengthens resilience in the face of adversity. The study concludes that integrating structured experiential learning opportunities, promoting reflective practices, and establishing prosperous mentorship programs within teacher education curricula are imperative for preparing resilient and adaptable English teachers. Such initiatives not only equip pre-service teachers to meet the demands of modern education but also contribute to their long-term professional well-being and effectiveness. Future research should explore the longitudinal impact of these educational strategies on in-service teachers' career and student outcomes.

THE INFLUENCE OF NOTE-TAKING IN FLIPPED CLASSROOM CONTEXT ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

Amiruddin Amiruddin — 2024-11-26

This study aimed to examine the influence of note-taking integrated with flipped classroom context toward students’ reading comprehension achievement. The sample of this study was the second semester of English education study program at Universitas PGRI Palembang consisting 38 students. In conducting this study, the quantitative method was used with pre-experimental design. The data were collected by giving the students pre-test before the treatment and post-test after the treatment. In analyzing the data, paired sample t-test analysis was used. From the finding, it was found that the significant value was 0.000 < 0.05. It meant that Ha was accepted and Ho Was rejected. It could be interpreted that note-taking in flipped classroom contexts contributed to improve students’ reading comprehension achievement.

PRE-SERVICE EFL TEACHERS’ REFLECTION ON THE IMPLEMENTATION OF DIFFERENTIATED LEARNING

Nur Syafa’ah — 2024-11-26

Reflection is a cognitive process that allows us to analyze and evaluate our ideas and emotions regarding a specific event or a challenging day. It provides us with an opportunity to reconcile and make sense of our thoughts and emotions related to the experience. The significance of reflective practice has been extensively examined and reexamined throughout the course of the past three decades. The primary objective of the study is to provide insight into the reflection of Pre-Service EFL teachers regarding how they implemented Differentiated Learning, as promoted by the Free Learning Curriculum. This narrative study aimed to use the theoretical and methodological assumptions obtained from Gibb's (1988) stages of reflection, based on the observed phenomenon and empirical findings mentioned earlier. This study was carried out by conducting in-depth interviews with Pre-Service EFL Teachers at a university in Semarang. The multiple data collection were gathered and analyzed by thematic analysis. The findings showed that the Pre-Service Teachers implemented differentiated learning in the content, process, and product by considering students’ learning style. This study has implications for how EFL/ESL teachers teach and ideas for future researchers.

STUDENTS’ PERCEPTION OF FACE-TO-FACE LEARNING IN NEW NORMAL ERA

Zahratun Nufus — 2024-11-26

The purpose of this research is to find out the students’ perception of face-to-face learning in new normal era after the use of online learning during Covid-19 pandemic. The research applied a descriptive quantitative design. The population in this study was all students of English Education Department STAI Rasyidiyah Khalidiyah Amuntai. The sample of this research was the third semester students of English Education Department at STAI Rasyidiyah Khalidiyah Amuntai and the technique used in this research was random sampling. In collecting data, the questionnaire was used as the instrument. The researchers used Likert Scale and analyzed descriptively after being classified into aspects related to the questionnaire. The results of this research showed that most students had a very positive perception towards face-to-face learning in new normal era after the use of online learning during pandemic. It could be seen from the grand score. The total mean is 42, as Likert’s scale classified that if mean score is greater than neutral (30), it means the category of the students’ perception is positive. Therefore, this study supports the previous studies related to the students’ perceptions of face-to-face learning.

NARRATING TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL) FROM TEACHERS’ PERSPECTIVES: A NARRATIVE RESEARCH

Dewi Puspitasari — 2024-11-26

This study employs narrative inquiry to explore the challenges and strategies experienced by three teachers of English for young learners (EYL) in a rural primary school in Central Java, Indonesia. Through in-depth interviews, participants shared their personal and professional stories, highlighting common challenges, such as managing large class sizes, limited resources, and varying levels of student engagement, as well as the strategies they developed to address these issues. The narratives were analyzed using thematic analysis, allowing the researchers to identify recurring themes and patterns across the teachers’ experiences. This methodological approach ensures a rigorous examination of the data while preserving the rich, detailed nature of the participants' stories. By presenting these findings through a narrative lens, the study provides a deep, contextualized understanding of the lived experiences of EYL teachers, offering valuable insights for educators, policymakers, and researchers committed to enhancing English language education for young learners.

STUDENTS' PERCEPTION OF SPEAKING DIFFICULTIES IN THE ENGLISH FOR SPECIFIC PURPOSE (ESP) PROGRAM

Vinsesia Anisa Citta Erydani — 2024-11-26

The purpose of this study is to investigate the difficulties that students have when speaking English in the setting of English for Specific Purpose (ESP) at the BANK BPD JATENG Semarang College of Economics (STIE), as well as the solutions they employ to overcome these obstacles. This study took a qualitative approach, collecting data using questionnaires from 20 second-semester students. The data analysis revealed that the majority of respondents struggled to locate the appropriate language and use proper grammar when speaking. Anxiety over making mistakes, a lack of exposure to English outside the classroom, and interactions with lecturers and classmates all had an impact on students' confidence in speaking English. However, measures like as speaking practice with friends, vocabulary building through reading and listening, and lecturer support were found to be useful in assisting students in overcoming their difficulties. Given these findings, a learning technique that takes these aspects into account may improve students' speaking abilities in future ESP lessons.

EMPOWERING STUDENTS TO CONDUCT TEACHING ASSISTANCE IN THE CAMPUS TEACHING PROGRAM AT UNIVERSITAS PANCASAKTI TEGAL

Sumartono Sumartono — 2024-11-26

This paper aims to describe the stages of preparing eligible higher education students for conducting sets of teaching assistance and the supply of required materials in the Campus Teaching Program provided by the Indonesian government to improve the national education quality. The stages involve pre-assignment, whilst-assignment, and final-assignment. Meanwhile, the supply of materials involves hard skills and soft skills. It is a descriptive case study at Universitas Pancasakti Tegal. The data were collected through observation and interviews with the related parties involved in implementing the Campus Teaching Program at Universitas Pancasakti Tegal, consisting of two persons in charge of running the Campus Teaching program and five students involved in the program. It is stated that Universitas Pancasakti Tegal as part of the educational system in Indonesia has highly supported the implementation of the Campus Teaching Program as one of the emancipated learning programs by giving broad opportunities for students and lecturers to take part actively in the program. Additionally, the university also gives high support and appreciation for the students and lecturers who are eligible and involved in the Campus Teaching program by making elaborate preparation through sets of preliminary activities through several coordination and discussion sessions organized by the Educational and Professional Development Division (LP3) for completing the required material provision supplied by the national committee of the program before they are assigned to the targeted schools.

EXPLORING THE MULTIMODAL APPROACH: THE EXPERIENCE OF EFL STUDENTS IN READING CLASS

Mega Mulianing Maharani — 2024-11-26

Examining the multimodal approach to lengthy reading through the eyes of EFL students is the focus of this study. To better explain the multimodal approach to lengthy reading to EFL students, the authors employ a multimodal framework. Since their reading course requires them to read extensively and because extensive reading incorporates a multimodal approach, their personal experiences are used to define these themes in the report. A total of fifteen students are asked to join the interview about their experiences in reading class. The interview was then analyzed thematically. Proof of the vital position of a multimodal approach in prolonged reading requires their sharing about experiences of this approach. The analysis and interpretation of their responses are then tailored to align with the goal of this research. Based on the results, authors conclude that the students’ experience were on the level of reading based on the length of the story; reading selection and variety, and quantity of reading selection.

THE PERFORMANCE-BASED ASSESSMENT TO TEACH WRITING OF ARGUMENTATIVE ESSAY

Anjar Setiawan — 2024-11-26

Since performance-based assessment is one of the authentic learning methods, it is applicative to help students in learning argumentative essay. This study aimed at describing the implementation of performance-based assessment to teach writing of argumentative essay. It was conducted at accounting department of economic faculty in Universitas Muhammadiyah Semarang. The researcher collected the data through test and questionnaire. Moreover, this recent study applies descriptive qualitative to define the phenomena of the teaching learning process through performance-based assessment. The results indicated that the students were able to study the characteristics of argumentative essay and then write the essay to investigate a topic related to accounting, economic, and business. Further, they generated and evaluated the evidence gathered from relevant articles to establish the topic systematically.

SURVEYING PRE-SERVICE EFL TEACHERS’ CONCEPTIONS OF ASSESSMENT: IMPLICATION FOR TEACHER EDUCATION

Entika Fani Prastikawati — 2024-11-26

Critical to the educational process, assessment outcomes are among the most trustworthy measures of the efficacy of the teaching-learning process. Nevertheless, there has been little attention on how pre-service EFL teachers interpret assessment. This study seeks to fill a need by investigating how pre-service EFL teachers conceptualize their conceptions of assessments while working in classrooms during their practicum experiences. The study also aims to identify any connections between various conceptions of assessment purposes. The participants that took part in this study were 42 pre-service EFL teachers who willingly agreed to take part. Descriptive statistics revealed that, of the two conceptions, improvement conception was the most valuable and irrelevance conception the least. According to the correlation data, there was a strong and positive relationship between improvement, school accountability, and student accountability. Conversely, the ideas of irrelevance and progress were inversely related. These findings suggest that in order to accomplish shared objectives, teachers, elected representatives, and curriculum developers will need to work together with the government. There has to be harmony in the emergence of national and school assessment policies so that they do not clash with the values and pedagogical stances of the future English teachers.

DESIGN BASED RESEARCH IN EDUCATION: VIEWED FROM THE NEED ANALYSIS IN SPEAKING FOR PROFESSIONAL AT UNIVERSITAS ISLAM SULTAN AGUNG

Erna Sunarti — 2024-11-26

Design-Based Research (DBR) in education provides a systematic approach for developing and refining educational practices through iterative analysis, design, implementation, and evaluation. This study applies DBR to the development of an English for Professional course at Universitas Islam Sultan Agung (UNISSULA), driven by a thorough need analysis. The need analysis was gained by interviewing some stakeholders that relate to English speaking in their daily bases command. The research identifies the specific linguistic and professional needs of students in various faculties, aiming to bridge the gap between current English proficiency and the demands of their future careers. Through successive cycles of design, implementation, and refinement, the study develops a tailored curriculum that enhances students' communicative competence and professional skills in English. Preliminary results indicate significant improvements in student engagement and language proficiency, underscoring the efficacy of DBR in aligning educational interventions with the real-world needs of learners. This research contributes to the broader field of educational design by demonstrating how need analysis can inform and optimize curriculum development in higher education.

UNDERSTANDING STAKEHOLDER NEEDS: A STUDY OF ENGLISH FOR SPECIFIC PURPOSES IN PROJECT-BASED LEARNING

Wuriy Handayani — 2024-11-26

English proficiency tailored to specific purposes is integral to industry advancement, yet some educational institutions underutilize English for Specific Purposes (ESP). Research suggests that refining curriculum evaluation through methodological advancements can yield more accurate and reliable needs analyses. Project-Based Learning (PBL) stands out as a favored teaching method among stakeholders seeking to enhance ESP proficiency for various reasons. This study endeavors to comprehend the language learning needs of individuals, with a focus on making learning enjoyable and practical through PBL, such as through the creation of video podcasts. Additionally, it aims to enhance course offerings, such as by designing accessible online lessons, and to explore effective teaching methods, including interactive activities. The study endeavors to support educators in delivering high-quality instruction by providing valuable materials and online resources. Ultimately, the objective is to elevate English language skills for professional and personal contexts, such as resume writing and job interviews. The study champions engaging and practical classes, innovative teaching approaches, and student proficiency enhancement. The qualitative research methodology involved 157 students, 14 lecturers from diverse universities, and 10 practitioners. The anticipated research findings are poised to enhance understanding of stakeholder demands and preferences in ESP within PBL contexts. These insights will inform the development of more effective language teaching and learning strategies tailored to learners' professional and academic domains.

INTERACTIVE LEARNING FOR HOSPITALITY STUDENTS: AN ACTION RESEARCH ON COMBINING ROLE-PLAY WITH MULTIMEDIA TECHNOLOGY

M Bambang Purwanto — 2024-11-26

This study aims to explore and evaluate the effectiveness of integrating role-playing methods and multimedia technology in improving English language skills among students in the context of the hospitality industry. Using an action-research approach, this research was conducted on third-semester students majoring in travel business at Prasetiya Mandiri Polytechnic Bogor. This research method encompasses three cycles of action: planning, action, observation, and reflection. At the planning stage, role-play scenarios relevant to real-world situations in the hospitality industry are designed and combined with multimedia technologies such as video tutorials, interactive simulations, and language learning software. Students then participate in role-play activities that complement these multimedia elements. The results showed that the integration of role-playing games and multimedia technology significantly improved students' oral skills. Students become more confident in using English, are able to communicate more effectively, and show improvements in the aspects of correct pronunciation, intonation, and vocabulary. This study concludes that integrating role-playing with multimedia technology is an effective approach to improving English language skills among students in the hospitality industry. The practical implications of these findings suggest the application of similar methods in language training programmes in other sectors, as well as recommendations for the further development of technology-based teaching aids to support contextual and interactive language learning.

AN ANALYSIS OF READING MATERIAL IN THE ENGLISH TEXTBOOK BAHASA INGGRIS TINGKAT LANJUT FOR ELEVENTH GRADERS SENIOR HGH SCHOOL

Hasna Fitri Labibah — 2024-11-26

This study is aimed to describe and indentify the reading materials presented in the English textbook for eleventh graders published by Ministry of Education and culture. The data were gained from the reading material presented in the textboook “Bahasa Inggris tingkat lanjut”.The descriptive qualitative is designed for this study. Based on the results of the study gained, the researcher concludes; there are five reading materials found in the textbook, include the linguistic elements and skill focus. , the learning activities in this textbook also facilitate students to integrate the values of character as outlined in the Pancasila Student Profile, 21st-century skills, literacy, HOTS (Higher Order Thinking Skills), and the skills of the 4.0 industrial revolution as the main purpose of merdeka belajar.

STUDENTS’ PERCEPTIONS OF BLENDED LEARNING APPLIED IN THE IMAGINATIVE RE-CREATION TECHNIQUE

Muhammad Rifqi — 2024-11-26

This study examines the students’ perceptions of blended learning in the imaginative re-creation technique, an instructional strategy combining traditional and digital learning methods. The research involved a sample of 45 respondents, assessing their responses across ten key indicators to measure the blended learning approach's overall perceived impact and effectiveness. Descriptive statistics was applied to analyze the survey results. The findings indicate a generally positive reception and effectiveness, with a general conclusion index of 3.94, categorized as a "Strong" perception. Specifically, indicators E2, E5, and E6 demonstrated particularly high perceived effectiveness, with mean scores of 4.29, 4.44, and 4.29, respectively, each categorized as "Very Strong." These indicators highlight significant areas where blended learning markedly enhances imaginative re-creation, especially in nurturing creativity and engagement among learners. Although slightly lower, the remaining indicators still reflected a perceived positive impact. E1, E3, E4, E7, E8, E9, and E10 yielded mean scores ranging from 3.58 to 3.93, all within the "Strong" category. These results suggest that blended learning is consistently beneficial across various dimensions of the imaginative re-creation technique. In conclusion, the application of blended learning in the imaginative re-creation technique shows substantial promise, particularly in areas of high engagement and creativity. The study's findings support integrating blended learning strategies in educational contexts to enhance creative capacities and learning outcomes, highlighting its potential as a vigorous pedagogical tool. Future research should explore long-term impacts and diverse educational settings to validate these findings further.

CHALLENGES CONFRONTING EFL STUDENTS IN THE USE OF MOBILE LEARNING APP IN ACADEMIC SETTINGS

Masrurotul Ajiza — 2024-11-27

Students studying English as a foreign language (EFL) face both opportunities and challenges when mobile learning apps are integrated into the classroom. This study aimed to investigate the challenges encountered by EFL students when utilizing mobile learning applications within academic contexts. This study was conducted in one private university in Malang, East Java, Indonesia. 20 chemical engineering students who were enrolling in the English course were chosen to be the subject of the study. The researcher used qualitative method in this study by using questionnaire and interview as the research instruments to collect the data. The result showed that the students’ challenges in the use of mobile learning application encompassed technological constraints, linguistic barriers, pedagogical mismatches, socio-cultural nuances, and motivational factors unique to EFL learners. The result of this study is expected to inform the educators in choosing more accessible and responsive mobile learning apps based on the needs of EFL learners in academic settings.