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p-Index From 2021 - 2026
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All Journal Journal of English Language and Education JEELS (Journal of English Education and Linguistics Studies)
R Muhammad Satria Gyas Mustagis
Institut Pendidikan Indonesia Garut (IPI Garut)
Education Languange, Linguistic, Communication & Media Other

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Exploring students testimonials on Speechahe pronunciation assessment: A qualitative investigation using narrative inquiry R Muhammad Satria Gyas Mustagis; Setia Muljanto
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.6482

Abstract

Abstract In Indonesian EFL contexts, accurate pronunciation is essential for effective communication and academic success, yet traditional teacher-centered approaches often fail to provide systematic assessment and individualized feedback. This study explores how high-achieving male undergraduate students perceive and utilize automated feedback from the SpeechAce Computer-Assisted Pronunciation Training (CAPT) platform in their pronunciation practice. Employing a qualitative narrative inquiry design, the study involved four second-semester male students at Institut Pendidikan Indonesia Garut who achieved scores above 7.0 on SpeechAce exercises. Data were collected through structured self-reflection prompts based on Thiel’s framework and analyzed using Labov’s six-stage narrative analysis model. The findings indicate that immediate and detailed automated feedback enhances learners’ metacognitive awareness, supports the development of hybrid learning strategies, and sustains motivation, leading to improvements in segmental accuracy and fluency. Participants also reported a shift from passive learning to active engagement in pronunciation practice. Despite limitations related to sample size, lack of a control group, and short intervention duration, the study suggests that integrating CAPT tools with structured reflective activities can effectively foster learner autonomy and support pedagogical innovation in EFL pronunciation instruction.
Narrating a Student's Technological Courage: A Narrative Inquiry into Meaning-Making through Consecutive Interpreting Application Development R Muhammad Satria Gyas Mustagis; Nur Tizannulloh
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3234

Abstract

Previous research on technology in interpreter education has focused primarily on institutionally provided tools and measurable skill outcomes, leaving a gap regarding how student-created technology shapes the creator's own meaning-making and professional identity. This narrative inquiry addressed that gap by asking: how does one student narrate her experience of developing and presenting a custom consecutive interpreting application within a classroom setting? The study focused on a single seventh-semester student in the English Education program at Institut Pendidikan Indonesia Garut (IPI Garut) who independently designed a consecutive interpreting application using MIT App Inventor. Data were collected through structured written reflections guided by Thiel's (1999) reflective framework on critical incidents and two semi-structured interviews, then analyzed using Özyıldırım's (2009) structural narrative analysis and Bamberg's (2024) positioning theory. The findings, organized around five thematic categories, indicated that the development process fostered progressive confidence development, deepened procedural understanding of consecutive interpreting, expanded awareness of audience dynamics and classroom setting, required negotiation of technical limitations and speech-rate timing, and catalyzed identity reconstruction from a compliance-oriented student to an agency-oriented innovator. The participant reported in her reflective accounts and interviews that the interface felt intuitive during classroom demonstration, though she negotiated processing delays, background noise, and attentional demands throughout the presentation.
Co-Authors Nur Tizannulloh Setia Muljanto