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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Pendidikan Sosiologi dan Humaniora Englisia Journal International Journal of Artificial Intelligence Research Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching JURNAL EDUCATION AND DEVELOPMENT Academy of Education Journal Abdi Dosen : Jurnal Pengabdian Pada Masyarakat INTEGRITAS : Jurnal Pengabdian Reswara: Jurnal Pengabdian Kepada Masyarakat IJPD (International Journal Of Public Devotion) JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) AKM: Aksi Kepada Masyarakat Innovative: Journal Of Social Science Research Daya Nasional: Jurnal Pendidikan Ilmu-Ilmu Sosial dan Humaniora Jurnal Pendidikan Edukasi Kusuma Bangsa
Prancisca, Stella
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Journal : JOLLT Journal of Languages and Language Teaching

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Students' Preferences for Video Genres and Their Relationship to English Proficiency: Evidence from Indonesian University EFL Context Prancisca, Stella; Rizqi, Muhammad Ainur; Aminullah, Fajar; Ningsih, Endah Setya
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14420

Abstract

This study investigates the relationship between English proficiency levels and video genre preferences in the Extensive Viewing (EV) program. The research aimed to understand how students' language abilities influence their choice of video content, focusing on genres such as Folklore, Educational Video/Learning, Comedy, Drama Series, and General Knowledge/Science. The study involved 30 undergraduate students, and the data were collected through a post-program survey and viewing logs from the Canvas platform. A Chi-Square test was conducted to to determine the statistical significance of the relationship between genre preference and English proficiency. The results reveal that students with lower English proficiency tend to favor simpler genres, such as Comedy, which are easier to understand, while students with higher proficiency prefer more complex genres like Drama Series and General Knowledge/Science. The Chi-Square test confirmed a significant relationship between language proficiency and genre choice (p < 0.05). This suggests that video content should be selected based on students’ language abilities to enhance comprehension and engagement. The study supports the theory of comprehensible input and differentiated instruction, highlighting the importance of tailoring materials to match students' proficiency levels. The results have important implications for designing effective language learning programs, ensuring that the content is both accessible and challenging based on students' individual needs. Further research with a larger sample and broader genre selection is recommended to deepen the understanding of students' viewing preferences.
Enhancing Students' Listening Skills Using Extensive Reading Central in an Extensive Listening Program Prancisca, Stella; Chappell, Cary
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17083

Abstract

This study explores the effectiveness of an Extensive Listening (EL) program using ER Central in improving university students' TOEFL listening comprehension. The program was implemented for one semester with 61 English course students, who underwent pre- and post-tests using the TOEFL listening section. The EL program, inspired by Extensive Reading (ER), emphasized regular exposure to authentic audio materials supplemented with text support. ER Central facilitated material delivery, progress tracking, and quiz administration. Findings revealed a significant improvement in students' listening scores, with an average increase of 26.89 points from pre-test (378.52) to post-test (405.41). A paired t-test confirmed the statistical significance of this improvement (t = -5.085, p < 0.001). However, correlations between the number of quizzes completed, average quiz scores, and score improvements were weak and insignificant, suggesting that frequent quizzes alone may not directly enhance listening comprehension. Pedagogically, the findings suggest that technology-supported extensive listening can promote learner autonomy and consistent practice, especially when aligned with standardized test formats such as TOEFL. Despite its success, limitations include the absence of a control group and the restricted generalizability of results. The findings underscore the need for tailored materials aligned with TOEFL question formats and a holistic approach integrating diverse listening strategies. This research contributes to understanding how technology-enhanced EL programs can optimize language learning outcomes.
Co-Authors Ahmad Yani T Al Hidayah, Riama Ana Fergina Ananda, Elsa Andang Firmansyah Azahra, Quratulainy Salma Chappell, Cary Daniel Daniel Diah Rahmawati Edwin Mirzachaerulsyah Efendi, Iwan Eko Prasetio, Eko Fajar Aminullah, Fajar Fatmawati, Fatmawati Ghazy, Ahmad Hadi Wiyono Husni Syahrudin Imran Imran Ismiyani, Nining Iwan Ramadhan Izhar Salim Juliantara, Juliantara Kinanti, Easy Ilmi Lusia Marliana Nurani M. Ainur Rizqi Maria Ulfah Maulida, Diah Megawati - Muhammad Nur imanulyaqin Nababan, Ribka Mariani Ndaumanu, Decky Y. Niken, Maria Oktavia Ningsih, Endah Setya Nuraini Asriati Okianna Okianna Pane, Sukma Putri Patrisia Rahayu Utami Prayoga, Rio Rajab, Siti Chintya Wulan Riama Al Hidayah Rizqi, Muhammad Ainur Rustiyarso, Rustiyarso Sikwan, Agus Sikwan Sinta, Sinta Solidah, Sindi Nur Sulistyarini, Sulistyarini Suriyanisa, Suriyanisa Syamsuri Syarifah Aminah Tri Wijaya Wahyuni, Fauziah Sri Yohanes Bahari Yusawinur Barella Zuri Astari