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All Journal Scripta-English Department Journal Lingua Cultura English Review: Journal of English Education Jurnal Penelitian Humaniora IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Edulitics (Education, Literature, and Linguistics) Journal IRJE (Indonesian Research Journal in Education) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Surya Abdimas Jurnal Pendidikan Surya Edukasi (JPSE) Journal of English Education and Teaching (JEET) Community Empowerment JOLLT Journal of Languages and Language Teaching TRANS-KATA: Journal of Language, Literature, Culture, and Education ALLURE JOURNAL Journal of Educational Sciences Pemberdayaan Masyarakat: Jurnal Aksi Sosial Journal of Community Services on Multidisciplinary Sciences ETERNAL: English Teaching Journal Journal of Linguistics and Language Teaching
Tusino Tusino
Universitas Muhammadiyah Purworejo, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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EFL Students’ Pronunciation in Indonesia and Thailand: Exploring Differences and Errors Tusino, Tusino
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25395

Abstract

Studies comparing language proficiency and pronunciation errors are under-researched in EFL environments. The present study aims to explain the differences and pronunciation errors found among students from Indonesia and Thailand. This quantitative study employed a comparative design. The participants were sixty-two public secondary schools in Indonesia and Thailand. The research instruments used were pronunciation tests and closed-ended questionnaires. Data were analyzed using descriptive and inferential methods.  The results showed a significant difference in English pronunciation between the two groups of students: Indonesian and Thai. The Indonesian students made errors in the pronunciation of specific vowels and consonants. In contrast, the Thai learners could not correctly pronounce specific vowels and consonants. Language exposure, the learners’ native language, language anxiety, and phonological knowledge were identified as major factors influencing pronunciation errors. The findings indicate that Indonesian and Thai students exhibit different patterns of English pronunciation errors, influenced by linguistic and non-linguistic factors.
Exploring the Role of ChatGPT in Developing Writing Skills and Critical Thinking among Vocational High School Students Rohmatul Janah; Tusino Tusino; Puspa Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8580

Abstract

The rapid growth of generative artificial intelligence (AI), particularly ChatGPT, has introduced new possibilities for language learning through interactive feedback and writing assistance. Despite its increasing use in education, empirical evidence remains limited regarding its pedagogical role in vocational secondary schools, particularly in distinguishing its support for surface-level writing skills from deeper reasoning processes. This study investigated how ChatGPT integration could enhance students’ writing skills, foster reasoning, and influence student perceptions in a vocational high school context. This research employed a qualitative Classroom Action Research (CAR) design conducted in two cycles with 32 eleventh-grade students at SMK YPE Sawunggalih Kutoarjo, Indonesia. Data were collected through classroom observations, writing tasks, semi-structured interviews, and student reflective journals. The data were analyzed thematically, while students’ writing performance was evaluated using a rubric focusing on organization, grammar, vocabulary, and argumentation. The findings indicated consistent improvements in students’ vocabulary, grammar, and organization across the two cycles, with vocabulary showing the most notable development. Students reported that ChatGPT was useful and motivating during the writing process. However, its contribution to argumentation and critical thinking remained relatively limited. Benefits included faster idea generation and greater engagement in revision activities, while challenges involved students’ overreliance on AI-generated responses and limited skills in designing effective prompts. ChatGPT can function as an effective linguistic scaffold for supporting surface-level writing development. However, its impact on deeper reasoning and argumentation depends on structured teacher mediation and reflective instructional design. This study provides empirical evidence from a vocational secondary education context and highlights the conditions under which generative AI supports different dimensions of writing development.
The Students’ Writing Anxiety at The Fourth Semester Students in Academic Writing Class Prajna Fawwaza Alya Paramarti; Tusino Tusino; Sri Widodo; Edi Sunjayanto Masykuri
Edulitics (Education, Literature, and Linguistics) Journal Vol. 8 No. 1 (2023): June, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i1.4099

Abstract

The purpose of this study was to find out how much writing anxiety exists among students, what causes it, and how to deal with it in academic writing courses. This research uses qualitative. This study was done at Universitas Muhammadiyah Purworejo using fourth-semester students who took an academic writing course as subjects. The findings revealed that the students' writing anxiety was in the high range (67.23). "High frequency of assignment" is a major cause of student writing anxiety in academic writing. The percentage obtained (31%), which was the highest among the components, showed this. Students overcame their writing anxieties by seeking assistance from friends, interacting with instructors, and reviewing journal references. It is possible to deduce that the students who took the academic writing course expressed worry.
EFL Students’ Pronunciation in Indonesia and Thailand: Exploring Differences and Errors Tusino, Tusino
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25395

Abstract

Studies comparing language proficiency and pronunciation errors are under-researched in EFL environments. The present study aims to explain the differences and pronunciation errors found among students from Indonesia and Thailand. This quantitative study employed a comparative design. The participants were sixty-two public secondary schools in Indonesia and Thailand. The research instruments used were pronunciation tests and closed-ended questionnaires. Data were analyzed using descriptive and inferential methods. The results showed a significant difference in English pronunciation between the two groups of students: Indonesian and Thai. The Indonesian students made errors in the pronunciation of specific vowels and consonants. In contrast, the Thai learners could not correctly pronounce specific vowels and consonants. Language exposure, the learners’ native language, language anxiety, and phonological knowledge were identified as major factors influencing pronunciation errors. The findings indicate that Indonesian and Thai students exhibit different patterns of English pronunciation errors, influenced by linguistic and non-linguistic factors.
Teacher's Pedagogical Competence in Teaching English In Secondary School Muhammad Nur Khamid; Tusino; Sri Widodo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10357

Abstract

This research aimed to analyze the pedagogical competence of English teachers, focusing on lesson planning and classroom implementation. Although pedagogical competence is widely recognized as a key factor in effective English language teaching, limited studies have examined its implementation in Islamic junior high schools, particularly by integrating both teacher and student perspectives. This research employed a qualitative design involving two English teachers and 52 eighth-grade students at MTs Al-Iman Bulus. The data were collected through observation, semi-structured interviews, questionnaires, and documentation. They changed their teaching materials. Used different ways to engage students, like games, videos, and group tasks. Students liked these approaches: the friendly classroom environment, fair grading, and clear explanations. The students gave ratings with the classroom atmosphere (3.63), fair assessment (3.58), and clear explanations (3.56). However, teachers still faced challenges, like students having varying skill levels, not enough time, and some students lacking motivation. To overcome these, teachers used teaching methods that helped all students and activities that encouraged participation. Teachers adapted their teaching to meet the needs of all students and used activities. The results show that good teaching skills are really important for making classroom learning work and keeping students interested. Teachers need to keep trying to give feedback and use teaching tools in the right way. This research is helpful for English teachers at MTs Al-Iman Bulus and other similar Islamic junior high schools. It gives them ideas on how to make their teaching help students who are different and get students to take part in class. The results of this research can also help schools and educators come up with plans to make English language teaching and learning better.
A Phenomenological Study of Undergraduate Students Experiences Using Artificial Intelligence Tools to Enhance Academic Writing Skills Diana Septi Enggar Fananti; Tusino Tusino; Edi Sunjayanto Masykuri
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.579-593

Abstract

This study explores undergraduate students’ experiences of using artificial intelligence (AI) writing tools to improve their academic writing skills. It was conducted in response to the growing adoption of AI in higher education and the persistent challenges students face in idea development, organization, grammar, vocabulary, and coherence. Using a qualitative phenomenological approach, the study involved eleven undergraduate students from an English Education Study Program who had experience with ChatGPT, Grammarly, and QuillBot. Data were collected through semi-structured interviews and field notes and analyzed using thematic analysis. The findings indicate that students used AI tools throughout the writing process, including brainstorming, outlining, drafting, revising, editing, and final refinement. Participants perceived AI as beneficial for generating ideas, improving language accuracy, organizing content, increasing writing efficiency, enhancing confidence, and reducing writing anxiety. However, several challenges emerged, including overdependence on AI, inaccurate or contextually inappropriate responses, unnatural language, prompt formulation difficulties, and platform limitations. Overall, the study concludes that AI writing tools can effectively support academic writing development when used critically, ethically, and responsibly. The findings highlight the need for pedagogical strategies and institutional guidelines that encourage the responsible integration of AI while strengthening students’ critical thinking, academic integrity, digital literacy, and independent writing skills.
EFL Students’ Perspectives of Anxiety in Online Speaking Class Firda Alvina Maharani; Tusino; Juita Trina
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 6 No. 2 (2026): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v6i2.237

Abstract

Speaking anxiety is one of the most common challenges faced by English as a Foreign Language (EFL) students, particularly in online learning environments where interaction is mediated by technology. Although many studies have examined foreign language anxiety, limited research has explored students’ perspectives on speaking anxiety specifically in online speaking classes and the strategies they use to manage it. This study aims to investigate EFL students’ perspectives on speaking anxiety in online speaking classes and to identify the strategies they use to cope with this anxiety. This research employed a qualitative approach using semi-structured interviews with 10 EFL students who had experience participating in online speaking classes. The interview data were analyzed using thematic analysis to identify common patterns and themes related to students’ experiences. The findings reveal that speaking anxiety in online classes is influenced by several factors, including linguistic limitations, technical challenges such as unstable internet connections and audio problems, and psychological factors such as nervousness and fear of making mistakes. The study also found that students use various strategies to manage their anxiety, including digital support tools, preparation and practice strategies, and psychological coping strategies. These findings highlight the importance of creating supportive online speaking environments and providing opportunities for preparation and technological support to help students manage speaking anxiety and improve their confidence in English communication.
Mobile learning approach in teaching elementary school English literation: What are their voices? Puspa Dewi; Tusino Tusino; Titi Rokhayati; Ivan Ananta Luckita; Inna V Lisitsa
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.107171

Abstract

This study examines the impact of a mobile learning application on the reading and writing skills of fifth-grade students in Purworejo Regency, Central Java.  Eighty students were divided into an experimental group using the LearnEnglish Kids: Playtime app and a control group using traditional methods. The data were collected through writing tests and questionnaires and anallyzed using Guttman scale Results showed significant improvement in the experimental group, with mean scores rising from 61.07 to 88.08 and 85% of students achieving an “Excellent” rating. The control group showed only modest gains, with mean scores increasing from 57.15 to 63.63. Tests for normality, homogeneity, and an independent sample t-test confirmed a statistically significant difference between the two groups (Sig. 0.000). Additionally, a questionnaire revealed that 71% of students agreed the app helped improve their language skills, and 96% felt it met their learning needs. These findings suggest that integrating mobile learning tools like LearnEnglish Kids: Playtime into the curriculum can significantly boost student performance and motivation. Future research should investigate the long-term effects of mobile learning on language skills and explore its applicability across different educational settings.
Figurative Language in Selected Song Lyrics of NIKI’s Nicole Album Tusino; Puspa Dewi; Sri Maryani
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.v7i1.3118

Abstract

Despite the extensive studies on figurative language in song lyrics, limited research has specifically explored emotional functions of figurative language in contemporary pop albums by Asian artists, particularly in NIKI’s Nicole album. This study aims to examine figurative language used in the lyrics of a few of NIKI’s songs from the Nicole album. This study employed a descriptive qualitative method focusing on documents through content analysis. The primary data of this study were a few chosen tracks from NIKI's Nicole album with an emphasis on the lyrics of the songs investigated. To examine the data, the songs were listened to several times, and the lyrics were carefully read to comprehend meanings of the metaphorical language. The data were gathered based on the categories of metaphorical language and categorized for further examination. Findings revealed that eight songs used 75 different types of figurative language which included metaphor as the most frequently used type. The five varieties of figurative language included personification, simile, hyperbole, irony, and metaphor. The use of figurative language created intense emotional expressions which included regret and despair and melancholy. The study demonstrates that song lyrics achieve their highest poetic and beautiful and emotional effects through the use of figurative language which also helps to express the song's main message. 
Contextual Meaning Construction in Mens Rea A Setup PunchlineAnalysis of Pandji Pragiwaksono Stand-up Comedy ERNI SETYOWATI; Sudar; Tusino
Journal of Linguistics and Language Teaching Vol. 2 No. 2 (2026): Journal of Linguistics and Language Teaching, August 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/jollt.v2i2.462

Abstract

Mens Rea is a Latin legal term that translates to “guilty mind”. It refers to defendant’s criminal intent, knowledge, or mental state at the time they commited a crime. Stand-up comedy is a style of comedic performed in person where the comedian speaks directly to the audience with humor, irony, or satirical observations step. Many comedians use their performances to criticize, express opinions and challenge audiences with material thatmakes them question current events instead of just entertaining. This research analyzes how the contextual meaning is constructed from Mens Rea, a stand-up comedy performance by Pandji Pragiwaksono. More specifically, it examines how the interplay of setup and punchline generates comical effects and informs the audience's understanding of the performance as a whole. Stand-up comedy relies not only on lexical meanings but also on contextual meanings. The audiences construct and reconstruct meanings according to the communication situation, sharedbackground knowledge, and sociocultural experience. This study uses a qualitative approach within pragmatic-semantic framework. The data consist of utterances extracted from the Mens Rea performance transcription. Procedures concerning to the data collection and organizations are such as; researchers watch, listen, and documented the utterances by typewriting. Analyzed using data reduction. Categorizing the utterance. Interpretation the data and concluded the results. The findings show four major strategies in building contextual meaning: (1) contextual reframing that shifts audience’s expectations, (2) sociocultural references relying on shared public knowledge, (3) lexical reinterpretation via analogy, ambiguity, and wordplay, (4) pragmatic incongruity that purposefully breaks the assumption established in the setup. These strategies allow for the reconstruction of ordinary political, social, and everyday experiences into humorous discourse while at the same time communicating criticism and social commentary.
Co-Authors Abdul Ngafif Anisa Larasati Atika Ariyanti Basuki Basuki Beta Radish Charica Dewi Chen, Yinghuei Diana Septi Enggar Fananti Edi Sunjayanto Masykuri Endah Lestari Endah Lestari ERNI SETYOWATI Firda Alvina Maharani Haidarrafiyan Perdanakusuma Hati, Mufid Lahiria Permata Hatmanto, Endro Dwi Hijril Ismail, Hijril Iglesia, Maria Joy C. Inna V Lisitsa Intan Nasihah Ivan Ananta Luckita Ivan Mezentsev Janah, Rohmatul Juita Trina Junaedi Setiyono Kasdianti, Evi Mayliana Rosani Mezentsev, Ivan Muhammad Nur Khamid Neng Annisa Nurhidayah Novita Sari Novita Nur Inayati Amrina Rosyada Nurhidayati Nurhidayati Onate, Rafael V. Prajna Fawwaza Alya Paramarti Puspa Dewi Puspa Dewi Puspa Dewi Rafael V. Onate Ramdhani, M. Maarif Reyval Galih Trisnawan Rida Desty Ariyanti Rohmatul Janah RR. Ella Evrita Hestiandari Semi Sukarni Setyawati, Vita Rahayu Solihah, Yuni Awalaturrohmah Sovia Kusuma Dewi Sri Maryani Sri Widodo Sri Wuli Fitriati Sudar Sudar Sudar Sudar Syahbaniyah Purnama Teguh Wibowo Tengku Intan Suzila Tengku Sharif Titi Rokhayati Titi Rokhayati Wahju Tjahjo Saputro Yinghuei Chen