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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Arus Jurnal Psikologi dan Pendidikan English Review: Journal of English Education
Ilham
Universitas Muhammadiyah Mataram
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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INTEGRATING INTERCULTURAL PERSPECTIVES INTO EFL PARAGRAPH WRITING: A STUDENTS’ NEEDS ANALYSIS Etika Ariyani; Ilham
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.205

Abstract

Abstract This study explores students’ perceptions of the need for implementing an interculture-based language learning (ILL) model in paragraph writing instruction. Rooted in the growing emphasis on integrating intercultural awareness into EFL pedagogy, this research addresses the limited application of ILL specifically in paragraph-level writing. The study employed a descriptive qualitative method involving 16 second-semester English education students who had prior experience with basic paragraph writing. Data were collected using a 36-item closed-ended questionnaire based on five Likert-scale levels. The findings indicate a strong perceived need for instructional support in both linguistic and cultural components. Students expressed high demand for materials related to paragraph organization, coherence, cohesion, grammar, vocabulary, and logical order. Additionally, they valued content that reflects cultural topics, national identity, and intercultural expression. Results also reveal preferences for varied exercises and assessment formats, including individual and group activities. Overall, the study confirms that students recognize the importance of integrating cultural elements into paragraph writing to enhance communicative competence and critical thinking. The study suggests that intercultural models can offer a pedagogically relevant framework for developing writing skills that are both linguistically sound and culturally rich in EFL contexts.
Students’ Perceptions of Online Presentations Via Zoom and in-Person Presentations in Improving Confidence in Speaking English Hijril Ismail; Edi; Ilham; Asbah; Elsa Khusnul Khatimah
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.3030

Abstract

This study examines presentations as an active learning strategy that can increase student engagement and confidence in speaking English. Although many studies have examined online learning, few have compared students' perceptions of Zoom presentations and in-person presentations in relation to increased confidence. This study aims to reveal students' perceptions of both forms of presentations, compare their advantages and disadvantages, and identify factors that influence confidence when speaking. The method used is descriptive qualitative with a population of students in the English Education Study Program (56 students) and a purposive sample who have presentation experience. Data were collected through a Likert questionnaire and in-depth interviews with 10 selected participants. Questionnaire analysis used descriptive statistics, while interview data were analyzed qualitatively through data reduction, presentation, and conclusion drawing. The findings show that presentations via Zoom can increase confidence for some participants because they reduce anxiety and are supported by technological features, despite being limited by technical problems and nonverbal interaction. Meanwhile, in-person presentations are more effective in training speaking skills, courage, and direct interaction with lecturers and classmates. The main factors that influence confidence are mastery of the material, support from the learning environment, and previous presentation experience. In conclusion, both forms of presentation complement each other, and integrating them into English language learning can provide a more holistic approach to improving participants' speaking confidence, communication skills, and adaptation in various communication situations.
Integrating Task-Based Language Teaching with Digital Tools to Enhance Writing Skills in EFL Classrooms: A Systematic Literature Review Ilham
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6798

Abstract

This study is a systematic literature review on the integration of Task-Based Language Teaching (TBLT) with digital tools to improve EFL students' writing skills. This approach is considered to encourage authentic language use, cognitive and affective engagement in writing learning. This review analyzed empirical studies from Scopus, DOAJ, and Google Scholar published between 2016-2025, with groupings based on themes, strategies, and challenges found. Results show that the integration of TBLT and digital technology significantly improves grammatical accuracy, vocabulary development, paragraph structure and text coherence. In addition, this approach also supports collaborative learning, creativity and digital literacy. However, challenges such as lack of teacher training, infrastructure limitations and students' digital competency gaps remain obstacles. The studies recommend continuous training, increased access to technology and mentoring programs as solutions. The findings emphasize the importance of systemic support, pedagogical adaptation and long-term research to ensure effective and sustainable implementation of digital-based TBLT.
Co-Authors Asbah Edi Elsa Khusnul Khatimah Etika Ariyani Hijril Ismail