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p-Index From 2021 - 2026
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All Journal Educalingua Journal ETERNAL: English Teaching Journal
Ajeng Setyorini
Universitas Persatuan Guru Republik Indonesia Semarang
Education Languange, Linguistic, Communication & Media

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Transforming Lexical Learning: VARK Strategies and the Role of Wayground Platform in English Language Teaching Jafar Sodiq; Theresia Cicik Sophia Budiman; Ajeng Setyorini
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3669

Abstract

This article explores the transformative potential of VARK (Visual, Aural, Read/Write, Kinesthetic) strategies and the digital platform Wayground in enhancing lexical learning in English language teaching. It discusses the role of Wayground platform by using the VARK strategies and to know students’ perception in using Wayground platform in Lexical Studies course in English Education Study Program. The design of this study is qualitative descriptive by exploring the role of Wayground platform integrating with VARK learning style in Lexical Studies course in English Education Study Program.  The results of this study show that the VARK strategies can be beneficial to be implemented in Lexical Studies course by applying the Wayground platform. Seven themes are elaborated based on the students’ perception of the role of Wayground platform integrated with the VARK learning style in Lexical Studies course. The study synthesizes current research to establish a framework for educators on the effective implementation of these strategies in the classroom.
Discourse Analysis of Students’ Writing: The Interplay Between Critical Thinking and Academic Vocabulary Use in Two Indonesian EFL Universities Ajeng Setyorini; Dias Andris Susanto; A.B. Prabowo K.A.; Andi Priyolistiyanto
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.3155

Abstract

This study examines how critical thinking and academic vocabulary (breadth and depth) influence the discourse features of undergraduate essays at Universitas PGRI Semarang and Universitas PGRI Madiun. Using a comparative qualitative design with quantitative indicators, the research analyzed student texts, vocabulary assessments, and interviews to evaluate coherence, cohesion, and argumentative clarity. Findings indicate that higher critical engagement correlates with more stable rhetorical sequencing and a clearer authorial stance. Furthermore, students with stronger vocabulary resources demonstrated more precise lexical choices and varied academic expressions. The comparison reveals that systematic scaffolding at Universitas PGRI Semarang fosters more coherent discourse, whereas irregular instruction at Universitas PGRI Madiun leads to greater variability in writing quality. The results underscore the necessity of an integrated pedagogy that combines critical-thinking development, explicit vocabulary enrichment, and discourse-focused instruction to enhance academic writing in Indonesian EFL contexts.
Co-Authors A.B. Prabowo K.A. Andi Priyolistiyanto Dias Andris Susanto Jafar Sodiq Theresia Cicik Sophia Budiman