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PROBING THE ALIGNMENT BETWEEN MULTIMODAL TEACHING PRACTICE AND STUDENTS’ LEARNING PREFERENCES IN INDONESIAN EFL CLASSROOM Novia Trisanti; Henrikus Joko Yulianto; Daud Jiwandono; Almira Irwaniyanti Utami
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.210

In Indonesia, teaching and learning English are confronted with various obstacles in aligning instructional approaches with students’ learning preferences and multimodal literacy expected by the curriculum. Multimodal pedagogy has been widely promoted in EFL contexts. However, few research have studied the alignment between teachers’ multimodal teaching approaches and students’ preferred learning modalities in authentic classrooms. This research explored the perceived alignment of multimodal teaching with student’s learning preferences in the Indonesian secondary EFL classroom. A mixed-method approach was employed in this study with 20 EFL teachers and 60 junior high school students in Semarang Regency, Indonesia. Data were obtained by Likert scale questionnaire and open-ended response and analyzed by descriptive statistics and qualitative analysis. The results showed that students had the highest preference for kinesthetic learning (M = 7.78) and video-based media (70%), while the lowest preference was for audio-based learning (M = 3.04). Students had generally good perception of teachers’ use of multimodal media. However, the convergence of instructional practices to students’ chosen modalities was only partial as indicated by the moderate mean scores ranging from 3.45 to 3.58. The qualitative data findings to support the quantitative analysis results also reflect that the students preferred interactive and visually aided learning activities since they raised engagement and understanding. This study reveals multimodal pedagogy has been applied in Indonesian EFL classrooms, although further pedagogical adaptation and teacher support are needed to meet learner diversity and maximize multimodal instruction.

Implementing Numbered Heads Together to Support Junior High School Students’ Speaking Engagement Tsuhanda Liwia Pasaribu; Daud Jiwandono
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.v11i4.2792

Speaking engagement is one of the essential components of English as a Foreign Language (EFL) learning. However, many students in Indonesia still struggle to participate actively in speaking activities. Cooperative learning strategies such as Numbered Heads Together (NHT) can provide opportunities to enhance students’ speaking engagement. This qualitative study aims to explore the role of NHT in supporting students’ speaking engagement and to investigate students’ and the teacher’s perceptions of its use. The study involved 30 seventh-grade students at SMPN 12 Semarang as participants. Data were collected through classroom observations, questionnaires, and semi-structured interviews with students and the teacher. The findings indicate that NHT supported students’ behavioural, emotional, and cognitive engagement during speaking activities. Both the students and the teacher perceived NHT positively, as it encouraged participation, collaboration, and idea development. This study concludes that NHT can be an effective strategy for supporting students’ speaking engagement in English language classrooms.

Higher Education Students’ Perceptions of Using English Songs for Vocabulary Development Maylani Ayu Wulandari; Daud Jiwandono
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.v11i4.2891

Vocabulary development is fundamental to English language learning, yet conventional instructional methods often limit learner engagement and long-term retention. Although English songs have been widely explored as an alternative learning medium, previous studies have primarily emphasized vocabulary achievement rather than higher education students' perceptions and the challenges they experience. Therefore, this study aimed to explore undergraduate students' perceptions of using English songs for vocabulary development and identify the challenges they encountered during the learning process. This study employed a descriptive survey design with a mixed-methods approach, integrating quantitative and qualitative data. Data were collected from 42 undergraduate students through an online questionnaire consisting of Likert-scale items and open-ended questions. The quantitative data were analyzed using descriptive statistics, while the qualitative responses were examined through thematic analysis. The findings revealed overwhelmingly positive perceptions across all indicators, including vocabulary acquisition, contextual understanding, pronunciation awareness, vocabulary retention, and learning motivation. However, students also reported challenges related to fast-paced lyrics, pronunciation variations, unfamiliar vocabulary, and slang expressions. These findings suggest that English songs are an effective resource for vocabulary development, particularly when accompanied by structured vocabulary-focused learning activities that help students engage more meaningfully with authentic language input.

Investigating the Types and Frequency of Cohesive Devices in EFL Students’ Written Dialogue Adliya Nuzul Wijayanti; Daud Jiwandono
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/1vfdth43

This study was conducted to understand the use of cohesive devices in written dialogues produced by EFL students at State High School 4 Semarang. A total of sixteen dialogues written by students were analyzed using Halliday and Hasan’s theories through a descriptive qualitative approach supported by frequency counts to identify grammatical and lexical cohesion. Among the various categories, lexical cohesion appeared most frequently, followed by reference and conjunction. Substitution and ellipsis, on the other hand, appeared only a few times. Repetition was the most frequently found in the texts, indicating that students generally rely on word repetition and reference to maintain the flow of conversation and connect ideas in each response. These findings help provide an overview of how EFL learners create cohesion and build continuity in written dialogues. This can also support the teaching of writing skills at the discourse level. Keywords: Cohesive devices, Discourse analysis, EFL learners, Lexical cohesion, Written dialogue

Investigating the Types and Frequency of Cohesive Devices in EFL Students’ Written Dialogue Adliya Nuzul Wijayanti; Daud Jiwandono
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/1vfdth43

This study was conducted to understand the use of cohesive devices in written dialogues produced by EFL students at State High School 4 Semarang. A total of sixteen dialogues written by students were analyzed using Halliday and Hasan’s theories through a descriptive qualitative approach supported by frequency counts to identify grammatical and lexical cohesion. Among the various categories, lexical cohesion appeared most frequently, followed by reference and conjunction. Substitution and ellipsis, on the other hand, appeared only a few times. Repetition was the most frequently found in the texts, indicating that students generally rely on word repetition and reference to maintain the flow of conversation and connect ideas in each response. These findings help provide an overview of how EFL learners create cohesion and build continuity in written dialogues. This can also support the teaching of writing skills at the discourse level. Keywords: Cohesive devices, Discourse analysis, EFL learners, Lexical cohesion, Written dialogue

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