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All Journal Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Metathesis: Journal of English Language, Literature, and Teaching Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL TARBIYAH VISION SALTeL Journal (Southeast Asia Language Teaching and Learning) Scope: Journal of English Language Teaching IJECA (International Journal of Education and Curriculum Application) FOSTER: Journal of English Language Teaching English Teaching and Linguistics Journal (ETLiJ) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences English Education: English Journal for Teaching and Learning Randwick International of Education and Linguistics Didaktika: Jurnal Kependidikan ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Simki Pedagogia Journal Of Human And Education (JAHE) ALLURE JOURNAL LINGUISTIK TERAPAN Journal of General Education and Humanities Frasa: English Education and Literature Journal Socius: Social Sciences Research Journal Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial The Journal of Educational Development Tradition and Modernity of Humanity IJELaSS: International Journal of Education, Language and Social Scince ETERNAL: English Teaching Journal Edumaspul: Jurnal Pendidikan SCHOULID: Indonesian Journal of School Counseling Edumaspul: Jurnal Pendidikan
Ernita Daulay
Universitas Islam Negeri Sumatera Utara
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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EFL STUDENTS’ PERSPECTIVES ON THE USE OF SMALLTALK2ME TO ENHANCE SPEAKING SKILLS: A STUDY OF UNDERGRADUATE LEARNERS Fadlan Rambe; Ernita Daulay
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5047

Abstract

This research was initiated based on preliminary survey findings that highlighted the challenges faced by EFL students in speaking English, which subsequently guided the researcher’s focus. The primary objective of this study is to examine students’ perceptions of SmallTalk2Me as a digital tool for enhancing speaking proficiency. Employing a qualitative design, the study involved four students from a public institution in North Sumatra, who responded to open-ended questionnaires and participated in semi-structured interviews. Data were analyzed through thematic analysis, which revealed several significant themes: AI tools as scaffolding agents, confidence development in speaking, real-time feedback and error correction, social interaction with technology, and accessibility and flexibility of learning platforms. The findings indicated that SmallTalk2Me and similar AI-based applications were perceived as effective scaffolding agents, providing structured speaking practice, immediate feedback, and a supportive environment for trial and error. Participants reported noticeable improvements in pronunciation, fluency, confidence, and motivation. These results align with Vygotsky’s sociocultural theory, which underscores the role of scaffolding, mediation, and social interaction in second language acquisition. The selection of this theoretical framework was grounded in its relevance to the study’s objectives and its endorsement by the researcher’s advisor. Moreover, the study highlights that the integration of AI tools into language learning fosters learner autonomy and enhances speaking competence, particularly in contexts where interaction with native speakers is limited. The findings further emphasize the importance of emotional support and self-directed learning within digital speaking practice. Overall, SmallTalk2Me is shown to offer promising features that contribute to the development of students’ speaking abilities.
Teachers’ Self-Efficacy in Teaching Students with Special Needs in Inclusive Primary Schools: A Phenomenological Study Jesi Suryani Sitorus; Rahmah Fithriani; Ernita Daulay
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.987

Abstract

This study explores English teachers’ self-efficacy in teaching students with special needs within inclusive primary school classrooms through a phenomenological approach. Inclusive education requires teachers to respond to diverse learning needs; therefore, teachers’ beliefs in their instructional capabilities are critical to the successful implementation of inclusive practices. This qualitative study was conducted in an inclusive primary school in Medan, Indonesia, involving ten English teachers who taught both inclusive and regular classes. Data were collected through the Teacher Efficacy for Inclusive Practices (TEIP) questionnaire and semi-structured interviews with three selected participants. The questionnaire provided an overview of teachers’ perceived self-efficacy levels, while the interviews captured teachers’ lived experiences of self-efficacy in inclusive teaching contexts. The interview data were analysed thematically, guided by Bandura’s self-efficacy theory. The findings indicate that English teachers generally demonstrate a high level of self-efficacy, which is shaped by mastery experiences in inclusive classrooms, professional collaboration, participation in professional development, and teachers’ ability to regulate their emotional responses when facing instructional challenges. Teachers with higher self-efficacy showed greater confidence and flexibility in implementing adaptive instructional strategies and managing diverse student needs. This study contributes to the literature by providing an in-depth phenomenological understanding of how English teachers construct and experience self-efficacy in inclusive primary education contexts.
Non-Native EFL Teachers’ Beliefs and Classroom Practices in English Teaching for Young Learners: A Narrative Inquiry Elsi Yunita; Rahmah Fithriani; Ernita Daulay
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1029

Abstract

Teaching English to young learners poses challenges for non-native EFL teachers, particularly in balancing curriculum demands with fostering an engaging, supportive classroom environment. This study aims to explore the beliefs and classroom practices of non-native EFL teachers in teaching English to young learners. A narrative inquiry approach was employed to investigate how teachers’ experiences and beliefs influence their instructional strategies. The study was conducted at an international primary school in Medan, Indonesia, involving three experienced non-native English teachers. Data were collected through narrative interviews, classroom observations, and document analysis of lesson plans and teaching materials. Findings indicate that teachers’ beliefs are shaped by their personal teaching experiences, caregiving roles, and ongoing interactions with young learners. They prioritize creating enjoyable, emotionally supportive, and student-centered learning environments, which is reflected in practices such as games, songs, storytelling, movement-based activities, and positive reinforcement. Despite challenges posed by curriculum requirements and full-day school schedules, teachers adapt their strategies while maintaining their core beliefs. The study highlights that teachers’ beliefs are dynamic and enacted through classroom experiences, providing insights into the meaningful connection between beliefs and practices in EFL teaching for young learners.
Junior High School Students’ Perception of the Using Fun Easy Learn Application in Vocabulary Learning Riza Nur Muslimatun Nisa'Sirait; Ernita Daulay
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 1 (2024): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i1.22331

Abstract

Vocabulary is the most basic element that must be possessed in mastering and developing the four language skills. However, vocabulary acquisition is difficult for many EFL students in Indonesia. Faced with this situation, the role of English teachers is needed to find and implement new and different learning methods or strategies, so that vocabulary learning in the classroom becomes interesting learning for students. The purpose of this study is to explain the perceptions of EFL English students towards the use of a mobile application called Fun Easy Learn application and to find out the students' perceptions about the level of effectiveness of this application in learning English vocabulary in the classroom. The method used in this research is qualitative method. Data collection was done by using questionnaires through Google form then supported by interviews on the topic of students' perceptions of the usefulness and effectiveness of Fun Easy Learn application. Data analysis was done by frequency calculation and content analysis. This study was conducted in a private junior high school, SMP Al-Hidayah Medan, Indonesia. The participants in this study were 28 ninth grade students (17 boys and 11 girls). The results of data analysis were conducted through frequency calculation and content analysis which resulted in that most of the students' perceptions were happy and satisfied with the use of Fun Easy Learn app in vocabulary learning. Because by using Fun Easy Learn app they find: (1) Motivation; (2) Learning is not boring and stressful; (3) Helps understand and improve vocabulary; (4) Learning can extend the duration of learning time; and (5) Easy to navigate the Fun Easy Learn application. They also expressed the perception that Fun Easy Learn app is effective in learning English vocabulary, the emergence of this perception is because students find the benefits of this app namely (1) Improve memory; (2) Mastery of English vocabulary; and (3) Have an interest in learning English vocabulary. Students who participated generally expressed positive perceptions of the Fun Easy Learn application. Based on the results of this study, the researcher can recommend Fun Easy Learn application as a mobile application that can be used by English teachers as a learning media in English classes.
Strategic Teaching in Inclusive EFL Classrooms : A Case Study on Reading Instruction for Dyslexic Students Rosa Anjani; Ernita Daulay
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.466

Abstract

This study explores teachers’ strategic teaching in supporting dyslexic students’ basic reading skills in Indonesian inclusive EFL classrooms, where evidence from authentic classroom practice remains limited. Using a qualitative case study design, the study investigates how an elementary school English teacher implements instructional strategies, adapts classroom practices, and addresses challenges in supporting dyslexic learners. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings indicate that the teacher employed multisensory phonics instruction, differentiated learning materials, and individualized scaffolding to facilitate students’ reading development. However, limited professional training, inadequate instructional resources, and time constraints remained significant challenges. These challenges were addressed through teacher initiative, including the development of low-cost instructional media and collaboration with parents. The study highlights the importance of teacher agency and adaptive instructional practices in supporting inclusive EFL reading instruction and provides practical implications for teachers working in resource-constrained inclusive classrooms.
The Effectiveness of the EduReligious English Model in Improving English Teaching Competence among Raudhatul Athfal Teachers Pangulu Abdul Karim; Ernita Daulay; Eka Yusnaldi
International Journal of Education, Language, and Social Science Vol. 4 No. 2 (2026): International Journal of Education, Language and Social Science (IJELaSS) (in p
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i2.107

Abstract

This study aimed to examine the effectiveness of the EduReligious English Model in improving the English teaching competence of Raudhatul Athfal (RA) teachers. A quantitative approach was employed using a nonequivalent pretest–posttest control group quasi-experimental design. The study involved 30 RA teachers affiliated with the Islamic Kindergarten Teachers Association (IGRA) of Deli Serdang Regency, with 15 teachers assigned to the experimental group and 15 to the control group. The experimental group participated in an integrated training and coaching program combining developmentally appropriate pedagogy, functional English instruction, and Islamic values, while the control group participated in regular professional development activities. Data were collected through performance-based assessments and analyzed using descriptive statistics, independent- and paired-samples t-tests, normalized gain, and analysis of covariance (ANCOVA). The experimental group showed a greater improvement in teaching competence than the control group, with mean scores increasing from 62.20 to 79.33 compared with an increase from 62.67 to 69.40 in the control group. After controlling for pretest scores, the ANCOVA indicated a significant group effect, F(1, 27) = 48.17, p < .001, partial η² = .641, with an adjusted mean difference of 10.35 points. The posttest Hedges' g of 1.45 indicated a large effect. The experimental group also achieved a higher normalized gain than the control group (0.463 vs. 0.181). These findings provide evidence of the effectiveness of the EduReligious English Model in improving English teaching competence among RA teachers within the study sample. The model offers a potentially useful professional development approach for integrating English language instruction, developmentally appropriate pedagogy, and Islamic values in Islamic early childhood education.
The Utilization of the Falou English Application for Speaking Development among University Students Nisa Aldira Lubis; Ernita Daulay
Edumaspul: Jurnal Pendidikan Vol. 9 No. 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the effectiveness of the Falou English application in enhancing the speaking skills of seventh-semester English Department students. Using a qualitative approach through questionnaires and interviews, the research investigates how students’ experiences with the app influence their speaking fluency, confidence, and academic communication. The findings show that students perceive the app as a helpful and engaging tool, providing interactive features and real-time feedback that support consistent and confident speaking practice. Despite its benefits, students also encountered several challenges, including technical issues, limited content access, and cultural or linguistic mismatches. These obstacles, however, did not diminish their overall positive perception of the app’s impact on speaking development. The study concludes that the Falou English application holds strong potential as a complementary tool for speaking instruction in higher education, contributing meaningfully to learner engagement, motivation, and communicative competence.
Co-Authors Achmad Ramadhan Ahmad Amin Dalimunthe Andi Mahendra Anggi Handayani Harahap Aridzki, Asshifa Nazila Arimbi, Gita Dwi Asyifa, Putri Aghna Benni Ichsanda Rahman Hz Dalimunthe, Ahmad Amin Dandi Salmanda Dicky Rozaki Dimas Dwi Widayati Eka Yusnaldi Elsi Yunita Fadlan Rambe Farida Repelita Waty Kembaren Fatni Sulani Siregar Gama, Muhammad Putra Gama Gita Dwi Arimbi Harahap, Anggi Handayani Jesi Suryani Sitorus Kembaren, Farida Repelita Waty Lainatusshifa Saragih Lubis, M. Husnan Lubis, Nisa Aldira LUBIS, TASNIM Mu'adzah Rana, Nuha Mulyadi Mulyadi N, Nuriana Nasution, Haikal Affakih Nisa Aldira Lubis Novriansyah, M. Firza Nurul Fatwa Pangulu Abdul Karim Rahma Wati Rahmah Fithriani Rahmawati Rahmawati Rahmawati Rahmawati Rahmawati, Rahmawati Riza Nur Laila Rizky, Ishlahiyah Nur Rosa Anjani Rustam Rustam Salmiah, Maryati Salsabila Ayudi Rizka Saragih, Ibnu Ziat Septian Nasution, Sukma Siregar, Rizqia Fitri Sri Anjani Syahfitri, Dini Tien Rafida, Tien Utami Dewi Utami Dewi Windra Endriani Waruwu Yufita Afifka