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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) 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 ETERNAL: English Teaching Journal Edumaspul: Jurnal Pendidikan SCHOULID: Indonesian Journal of School Counseling
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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The Effectiveness of Using Wattpad Application to Increase Students’ Reading Skills Arimbi, Gita Dwi; Daulay, Ernita
Jurnal Simki Pedagogia Vol 7 No 2 (2024): Volume 7 Nomor 2 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i2.734

Abstract

As technological advances develop in increasing students' interest in reading, the Wattpad social media application emerged as an effective media for providing learning materials, channeling creative ideas in writing, based on the complexity of the problem and the students’ apparent lack of interest in reading, technology utilization is required as a solution, including using Wattpad as a learning media. The purpose of this research is to ascertain whether using the Wattpad application to increase students' reading skills. In this research, researchers used quantitative methods with pre-experimental research in the form of one group pretest-posttest. The sample used consisted of 25 students from class VIII with purposive sampling type. Multiple-choice test is the method utilized to acquire the data. Based on the statistical statistics, the average pretest score was 59.00, while the average posttest score was 73.20. And to the paired sample t-test analysis results, Sig (2-tailed) < 0.05 (0.001 < 0.05), rejecting H0 and accepting Ha. This indicates that the Wattpad application is an effective media to increase students' reading skills. The use of wattpad is useful for increasing students' interest in reading through available technology and as an additional learning media so that students do not feel bored.
The Effectiveness of Creating Assessment Questions Through Google Form as a Digital Learning Assessment Tool Ani, Anry; Dalimunthe , Muhammad; Daulay, Ernita
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8578

Abstract

This study explores English teachers’ perceptions of the process of creating assessment questions using Google Form and how this process is perceived to support effective digital learning assessment. Conducted in an Islamic senior high school in Indonesia, this qualitative research involved two English teachers selected for their experience in designing Google Form based assessments. Data were collected through semi-structured interviews and documentation, and analyzed using Miles and Huberman’s (2014) interactive model consisting of data condensation, data display, and conclusion drawing. The findings reveal that teachers followed a structured and reflective workflow consisting of four stages: planning, designing, implementing, and evaluating. In the planning stage, teachers aligned learning objectives, indicators, and assessment purposes before organizing questions in Google Form. During the designing stage, teachers utilized quiz mode, sectioning, automatic scoring, and feedback features to construct assessments that were practical, coherent, and supportive of students’ learning. In the implementation stage, Google Form enabled both classroom-based and online administration, allowing teachers to accommodate students with varying internet access while monitoring submissions in real time. In the evaluation stage, teachers benefited from Google Form’s analytics, including automatic scoring and visualized data summaries, which helped them identify common errors and plan follow-up instruction. Overall, teachers perceived Google Form as an effective digital assessment tool because it enhances efficiency, improves assessment organization, supports feedback provision, and facilitates data-driven instructional decisions. However, the study acknowledges limitations related to the small number of participants and the absence of classroom observations. These findings highlight the importance of integrating digital literacy training and further research to explore broader and more diverse assessment contexts.
EFL bachelor’s students’ experiences in writing recount texts through daily english journaling: a focus on advantages and obstacles Anggi Handayani Harahap; Ahmad Amin Dalimunthe; Ernita Daulay
SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 1 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/085936011

Abstract

This study investigates the experiences of sixth-semester EFL undergraduate students at UIN Sumatera Utara in implementing daily English journaling to develop their writing skills. Specifically, it aims to (1) explore students’ engagement with journaling as a tool for writing development, (2) identify the perceived benefits of this practice, and (3) examine the challenges they face during the process. Using a qualitative approach with a phenomenological case study design, the research involved five purposively selected participants over a six-week period of daily journaling. Data were collected through semi-structured interviews, journal samples (comprising 30 entries per participant), reflective logs, and field notes. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, involving data condensation, display, and conclusion drawing. Trustworthiness was ensured through prolonged engagement, triangulation, member checking, and persistent observation. The findings indicate that sustained journaling over time fostered writing fluency—evidenced by increased word count per entry, greater lexical variation, and reduced grammatical errors. Participants also reported enhanced confidence, improved sentence structure, and greater awareness of their writing habits. Nevertheless, challenges such as limited vocabulary, inconsistent motivation, lack of feedback, and time constraints were frequently noted. These results underscore the pedagogical value of journaling as a reflective, low-stakes writing practice in EFL contexts. The study offers practical insights for educators on integrating journaling into writing instruction and highlights the need for guided feedback mechanisms to optimize learning outcomes.
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.
Co-Authors Achmad Ramadhan Ahmad Amin Dalimunthe Andi Mahendra Anggi Handayani Harahap Ani, Anry Aridzki, Asshifa Nazila Arimbi, Gita Dwi Asyifa, Putri Aghna Benni Ichsanda Rahman Hz Dalimunthe , Muhammad Dalimunthe, Ahmad Amin Dandi Salmanda Dicky Rozaki Dimas Dwi Widayati Elsi Yunita Fadlan Rambe Farida Repelita Waty Kembaren Fatni Sulani Siregar Gama, Muhammad Putra Gama Gita Dwi Arimbi Harahap, Anggi Handayani HARAHAP, MELISA KHOYYIROH 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 Nisa'Sirait, Riza Nur Muslimatun Novriansyah, M. Firza Nurul Fatwa Rahma Wati Rahmah Fithriani Rahmawati Rahmawati Rahmawati Rahmawati Rahmawati, Rahmawati Rizky, Ishlahiyah Nur 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