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All Journal Scripta-English Department Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Language and Literature International Conference (ELLiC) Proceedings Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Surya Abdimas FOSTER: Journal of English Language Teaching English Education and Literature Journal (E-jou) Journal of Education Research Psycho Idea Frasa: English Education and Literature Journal Ranah Research : Journal of Multidisciplinary Research and Development ETERNAL: English Teaching Journal
Juita Triana
Universitas Muhammadiyah Purworejo, Indonesia
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Transportation Other

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Discourse-Level Writing Competence in EFL: Unity and Coherence in Recount Texts Helisa Fadilah; Titi Rokhayati; Juita Triana
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.v7i3.442

Abstract

Writing proficiency remains a major challenge for English as a Foreign Language (EFL) learners, particularly in managing macro-level organizational aspects such as unity and coherence. Although previous studies have generally treated these constructs as complementary components of writing quality, limited research has examined them as distinct yet interconnected competencies. This study aims to investigate how Grade X vocational students at SMK TKM Teknik Purworejo realize unity and coherence in recount writing and to identify their proficiency profiles. This study employed a descriptive qualitative design involving 34 student recount texts analyzed using a validated analytical checklist focusing on thematic consistency, logical sequencing, tense consistency, and cohesive device use. The findings reveal an imbalance between unity and coherence. Most students were able to maintain thematic focus and sustain a central idea throughout their texts. However, many experienced difficulties in constructing coherent discourse, particularly in connecting ideas logically, maintaining smooth progression, and using cohesive devices effectively. Common problems included overreliance on simple temporal conjunctions, limited lexical cohesion, and fragmented narrative flow. The findings suggest that coherence requires more complex linguistic and cognitive skills than unity. This study contributes to EFL writing research by providing insight into discourse-level writing competence in a vocational context and highlighting the importance of teaching coherence explicitly in writing instruction.
Technology Acceptance of ChatGPT Voice Mode in English Speaking Practice: Evidence from International Students in Indonesia Mufid Lahiria Permata Hati; Juita Triana; Zulia Chasanah
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.v7i3.452

Abstract

Non-native English-speaking students in international academic environments often face difficulties in developing speaking skills due to limited opportunities for practice, low confidence, and communication anxiety. Although artificial intelligence (AI)-based tools have been increasingly used to support language learning, limited research has examined international students’ perceptions of ChatGPT voice mode in non-English-speaking educational contexts through the Technology Acceptance Model (TAM). This study explores students’ perceptions of ChatGPT voice mode for English speaking practice, focusing on perceived usefulness, perceived ease of use, behavioral intention, and challenges encountered during its use. A quantitative survey was conducted with ten non-native English-speaking undergraduate students in Indonesia using a 20-item Likert-scale questionnaire, and the data were analyzed descriptively. The results indicate that students generally perceive the feature positively in terms of usefulness and ease of use (M = 3.0–3.4) and demonstrate a willingness to continue using it (M = 3.4). Reported challenges are relatively limited (M = 2.1–2.8), mainly related to speech recognition, accent differences, and limitations in replicating human interaction. Overall, ChatGPT voice mode functions as a supportive tool for independent speaking practice. The findings contribute to research on AI-assisted language learning and provide practical insights for integrating AI-supported speaking tools into language learning environments.
Error Analysis of Grammatical Errors in Junior High School Students’ Recount Text Writing Nelu Sahidah; Andrian Nuriza Johan; Juita Triana
Ranah Research : Journal of Multidisciplinary Research and Development Vol. 8 No. 5 (2026): Ranah Research : Journal Of Multidisciplinary Research and Development
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/rrj.v8i5.2245

Abstract

Writing in English is a crucial ability in the modern, globalized society. English, one of the most popular languages in the world, is essential for communication, commerce, education, and technology. Writing well in English enables people to communicate with people from another country, share information, and clearly convey ideas. For EFL (English Foreign Language) learners, mastering English grammar is still a major issue, especially in settings where English is not used for daily communication. This study looks at grammatical error and most common grammatical errors in the recount texts written by SMP VIP Asy-Syafi’iyyah Purworejo students. This study differs from previous studies by focusing on a pesantren-based school context. The research employed a descriptive qualitative method in analyzing the errors based on Burt, Dulay, and Krashen on Surface Strategy Taxonomy. The data sources of this research are the recount texts created by 18 seventh-grade students of SMP VIP Asy-Syafi’iyyah Purworejo. The results of this research found 242 grammatical errors: omission (19%), addition (9%), misformation (69%), and misordering (3%) Misformation was the most dominant error. The finding suggests that English teachers in pesantren-based schools should focus more on verb tense instruction to mitigate misunderstanding in written English communication.
Contrastive Study of Deep Learning in Senior and Vocational High School English Instruction Kusuma Adilla; Semi Sukarni; Juita Triana
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3668

Abstract

This study aims to analyze differences in the implementation of deep learning in English language instruction at Senior High Schools (SMA) and Vocational High Schools (SMK). This study employs a qualitative descriptive method, utilizing data collection techniques such as observation and interviews with two English teachers at SMA and two English teachers at SMK. The data were analyzed using an interactive analysis model that includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of deep learning in both educational levels equally apply the principles of meaningful, joyful, and mindful learning. In high schools, learning focuses more on developing critical thinking and communication skills through activities such as speaking classes and group discussions linked to students’ daily lives. Meanwhile, in vocational high schools, learning is more oriented toward workplace needs, such as job interview simulations, writing job applications, and skill-based projects aligned with students’ fields of expertise. The main difference lies in the orientation of learning, where high schools emphasize academic and communication aspects, while vocational high schools place greater emphasis on work readiness and vocational contexts. Nevertheless, both levels share the same goal: to create active, meaningful, and relevant learning experiences for students.
The Effectiveness of Using British Broadcasting Corporation (BBC) Podcasts as a Media in Teaching English Listening Comprehension of 8th-Grade Students in Junior High School Sugesti Dwi Susanti; Andrian Nuriza Johan; Juita Triana
Ranah Research : Journal of Multidisciplinary Research and Development Vol. 8 No. 5 (2026): Ranah Research : Journal Of Multidisciplinary Research and Development
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/rrj.v8i5.2266

Abstract

Listening comprehension remains challenging for junior high school learners of English because classroom exposure to authentic spoken language is often limited. Recent studies support podcast-based listening, but empirical evidence focusing specifically on British Broadcasting Corporation podcasts in small junior high school classes and using a single-group design remains limited. This study examined students’ listening performance before and after podcast-based instruction and assessed the magnitude of improvement. A quantitative pre-experimental one-group pretest-posttest design involved 19 eighth-grade students at MTs Miftahurridho Sembir, Wonosobo. A 20-item multiple-choice listening test was administered before and after instruction using selected British Broadcasting Corporation Learning English podcast materials. Data were analyzed through descriptive statistics, the Shapiro-Wilk test, a paired-samples t test, and normalized gain. The mean score increased from 56.11 to 81.89, with a statistically significant paired difference, t(18) = 28.545, p < .001. The mean normalized gain was 0.6144, or 61.44%, indicating moderate improvement. The study’s novelty lies in examining contemporary authentic broadcast content in an underrepresented eighth-grade context. Given the absence of a control group, the findings demonstrate within-group improvement rather than causal superiority over other listening media.
Co-Authors Abdul Ngafif Amelya Baiti Nur'aini Andrian Nuriza Johan Basuki Basuki Billy Fernanda Kurniawan Billy Helisa Fadilah Ivan Ananta Luckita Junaedi Setiyono Kisi Pangestuti Krismono, Gunawan Panji Kusuma Adilla Luana Fogli Lyra Sandra Mulia Maryuli Setyoko Mufid Lahiria Permata Hati Nelu Sahidah Puspa Dewi Resti Andina Putri Safira Nur Indriyani Salsabillah Putri Kinanti Sasti Febianti Satrio Prayogo Semi Sukarni Sri Widodo Sudar Sudar Sugesti Dwi Susanti Titi Rokhayati Widodo Arif Singgih Zulia Chasanah