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All Journal International Journal of English Education and Linguistics (IJoEEL) Journal of English Language and Education
Pasca Kalisa
Universitas Negeri Semarang
Languange, Linguistic, Communication & Media Other

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Exploring Student Perceptions of Shadowing Technique as a Self-Directed Pronunciation Practice Suci Setia Cahya Ningrum; Pasca Kalisa
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14271

Abstract

This study explores the perceptions of English as a Foreign Language students regarding the shadowing technique to conduct self-directed pronunciation practice. Using a descriptive qualitative design, data were obtained through questionnaires and semi-structured interviews administered to 35 Universitas Negeri Semarang EFL students. From the coding process, three emergent themes were identified, namely: (1) perceived suitability of shadowing for self-directed pronunciation practice, (2) perceived improvement in pronunciation skills, and (3) challenges and coping strategies in independent shadowing. The results showed that students view shadowing as a flexible, practical, and autonomous means of learning that enables them to handle their own learning pace with the help of online media. They reported improvements in pronunciation accuracy, recognition of vowels and consonants, and mastery of suprasegmental aspects such as intonation, stress, and rhythm. Challenges also emerged, such as fast native speaker input and limited feedback, which they addressed by adjusting audio speed, recording themselves, and using online dictionaries. Overall, shadowing was perceived not only as a tool for improving pronunciation but also as a means of fostering learner autonomy and metacognitive awareness.
English Teaching Strategies For Young Learners In Bilingual Elementary Classes In An EFL Context Andita Sayla Purnawati; Pasca Kalisa
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2670

Abstract

Effective English instruction in bilingual elementary settings is critical for developing young learners’ language competence alongside content knowledge. However, empirical studies on English as a Medium of Instruction (EMI) at the primary level in EFL contexts remain scarce, particularly those documenting actual classroom practices. This study aims to explore English teaching strategies employed by teachers in bilingual elementary classrooms in Indonesia. A descriptive qualitative design was employed, involving two English teachers and one subject teacher selected through purposive sampling. Data were collected via classroom observation, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal six interconnected strategies: routinized English exposure, activity-based instruction, scaffolding, code-switching, differentiated instruction, and curriculum alignment. These strategies function in an integrated, context-sensitive manner adapted to learners’ developmental stages. The study concludes that effective bilingual elementary instruction requires flexible, student-centered approaches that simultaneously support language acquisition and content comprehension.
Pre-Service English Teachers’ Perceptions of Teaching Strategies in English Learning for Adolescents Muhammad Imam Lazuardi; Pasca Kalisa
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2643

Abstract

Teaching adolescent learners in English as a Foreign Language (EFL) classroom requires instructional strategies that address not only language development but also students’ cognitive, social, and emotional characteristics. Previous studies have examined pre-service teachers’ beliefs, teaching practices, and practicum experiences in general EFL settings. However, limited research has specifically explored how pre-service English teachers perceive the suitability of various teaching strategies for adolescent learners and what factors influence those perceptions during teaching practicum. This issue is important because perceptions formed during practicum often shape future instructional decisions and professional teaching identities. Therefore, a deeper understanding of pre-service teachers’ views can provide valuable insights into teacher education and classroom practice. This study investigates pre-service English teachers’ perceptions of teaching strategies for adolescent students and the factors shaping those perceptions during practicum. Using a qualitative descriptive design, the study involved 40 pre-service English teachers from Universitas Negeri Semarang who participated in the LANTIP 6 practicum program. Data were collected through a 20-item Likert-scale questionnaire and follow-up semi-structured interviews with five selected participants. The findings indicate that participants generally favored strategies that promote active participation, provide clear scaffolding, and create a low-anxiety learning environment. Interview data further revealed that strategy selection was influenced by students’ confidence, proficiency differences, classroom management challenges, time constraints, mentor expectations, and available facilities. These findings suggest that pre-service teachers view teaching strategies as contextual and adaptive practices shaped by real classroom conditions rather than as fixed instructional techniques.
Co-Authors Andita Sayla Purnawati Muhammad Imam Lazuardi Suci Setia Cahya Ningrum