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All Journal Scripta-English Department Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Linguistics and Elt Journal ENGLISH JOURNAL Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Surya Abdimas Jurnal Studi Guru dan Pembelajaran Edunesia : jurnal Ilmiah Pendidikan FOSTER: Journal of English Language Teaching English Journal JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Frasa: English Education and Literature Journal ETERNAL: English Teaching Journal Varied Knowledge Journal
Zulia Chasanah
Universitas Muhammadiyah Purworejo, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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The Effect of Gamified and Interactive Features of the British Council Learn English Website on Students’ Vocabulary Acquisition Resti Andina Putri; Zulia Chasanah; Juita Triana
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.v14i1.11330

Abstract

The acquisition of vocabulary tends to be a difficult process in Indonesian EFL classrooms, specifically in vocational high schools where conventional instruction often fails to sustain learner engagement. The British Council LearnEnglish website was selected as the instructional medium due to its unique integration of multiple gamified and interactive features — including vocabulary games, image-based matching, and audio pronunciation exercises — within a single freely accessible platform, distinguishing it from single-feature tools. This research examined the effect of the gamified and interactive features of the British Council LearnEnglish website toward the English vocabulary acquisition among tenth-grade students at Vocational High School, Indonesia. The research employed a quasi-experimental pre-test and post-test control group design, consisting of 60 participants equally separated into a experimental group (n = 30) and a control group (n = 30). Vocabulary training was delivered to the experimental group through the British Council LearnEnglish website across four treatment sessions, while conventional training addressing the identical vocabulary topics was provided to the control group. To collect the data, the researcher employed a 40-item multiple-choice vocabulary test. The data were then analyzed using paired-samples t-test, independent-samples t-test, and N-Gain score analysis. Findings showed a statistically meaningful enhancement in the experimental group, t(29) = -12.412, p < .001, Cohen's d = 2.27, and a significant between-group difference, t(58) = -4.810, p < .001, Cohen's d = 1.24. The experimental group succeeded in a moderate N-Gain (.5958), while the control group achieved a low N-Gain (.2313). These findings confirm that the platform's gamified and interactive features substantially and meaningfully enhance students' vocabulary acquisition, contributing empirical evidence on feature-based digital vocabulary learning in the underrepresented Indonesian vocational high school context.
LEXICAL AND CONTEXTUAL MEANINGS OF ALIENATION IN RADIOHEAD’S OK COMPUTER SONGS Sulistio Tri Widodo; Ismawati Ike Nugraeni; Zulia Chasanah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.6041

Abstract

This study investigates how lexical and contextual meanings construct the theme of alienation in three songs from Radiohead's album OK Computer, namely ok, No Surprises, and Karma Police. The primary objective is to examine the interaction between lexical and contextual meanings in constructing alienation, an area that remains underexplored in semantic studies of song lyrics. A descriptive qualitative approach is employed, analyzing nine representative linguistic units, three from each song, selected from the lyrics. The analysis is guided by Kroeger's framework of lexical meaning and Feist's framework of contextual significance. The findings reveal that alienation is encoded through semantic domains such as emptiness, injury, waste, authority, technology, and identity. At the lexical level, expressions like 'emptiest,' 'landfill,' and 'karma' carry stable denotative meanings. However, within the album's thematic context, these meanings transform into symbolic representations of psychological detachment, emotional exhaustion, alienated labor, social surveillance, technological dehumanization, and identity fragmentation. The study concludes that alienation emerges implicitly through the interaction between lexical choice and discourse context, demonstrating that meaning in song lyrics is dynamic and context-dependent. These findings highlight the importance of integrating lexical and contextual perspectives in semantic analysis of contemporary musical texts.
Enhancing Vocational Students' Speaking Performance Through Instagram Reels: Evidence of Significant Fluency Improvement Pasya Oktaverina; Zulia Chasanah; Sri Widodo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1750

Abstract

Speaking proficiency remains a major challenge for vocational EFL learners, particularly in fluency, pronunciation, and confidence. This study examined the effectiveness of Instagram Reels in improving students’ speaking performance. Methods: A quasi-experimental non-equivalent control group design was applied to two intact eleventh-grade classes at SMK Negeri 8 Purworejo. The experimental group learned speaking through Instagram Reels, while the control group received conventional instruction. Data were collected through pre-test and post-test speaking assessments using an analytic rubric covering pronunciation, grammar, vocabulary, fluency, and comprehensibility, then analyzed with descriptive statistics, paired-sample t-tests, independent-sample t-tests, and N-gain. Results: The experimental group achieved greater improvement than the control group, with a higher post-test mean score (85.30 and 72.10), a significant difference (p < 0.05), and a high N-gain score of 0.70. Conclusion: Instagram Reels is an effective digital medium for improving vocational students’ speaking performance, especially fluency, and supports its integration into English instruction in meaningful short-video practice contexts.
Comparative Analysis of Learning Outcomes Between Conventional and Google Classroom-Assisted Learning at Vocational High School Rievaldy Handhianto; Zulia Chasanah; Abdul Ngafif
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 1 (2026): Januari - April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.1.2026.8277

Abstract

The urgency in this study lies in how student learning outcomes are influenced by the use of the digital application Google Classroom during the learning process. This study aimed to compare students’ learning outcomes between conventional learning and Google Classroom–assisted learning in a Vocational High School context. A quantitative approach employing a quasi-experimental non-equivalent control group design was used. The participants consisted of 45 tenth-grade students at SMK YPT Purworejo, Central Java, Indonesia, selected through purposive sampling. One class served as the experimental group receiving instruction through Google Classroom, while the other class was taught using conventional learning methods. Students’ learning outcomes were measured using a post-test achievement test. The data were analyzed using descriptive statistics, assumption testing, the Mann–Whitney U test, and effect size analysis. The results indicated that students in the Google Classroom–assisted learning group achieved higher mean scores than those in the conventional learning group. The Mann–Whitney U test revealed a marginally significant difference between the two groups (p = .050). Furthermore, the effect size analysis indicated a moderate effect (r = 0.29), suggesting meaningful practical value. Overall, the findings indicate that Google Classroom–assisted learning tends to support better learning outcomes than conventional learning in Vocational High Schools, although its effectiveness depends largely on pedagogical integration rather than technology use alone.
Enhancing EFL Students’ Listening Comprehension through Preparation for the TOEFL Application: Evidence from a Pre-Test–Post-Test Design Andrian Nuriza Johan; Zulia Chasanah
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (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.v7i1.329

Abstract

Digital learning has increasingly been integrated into English language education due to the widespread accessibility of mobile technology. Nevertheless, the use of internet-based digital media for teaching listening skills in EFL contexts remains limited. This study aimed to examine the effectiveness of the Preparation for the TOEFL Test application in improving students’ listening comprehension and to explore students’ perceptions of its use as a mobile-assisted learning tool. This research employed a pre-experimental one-group pretest–posttest design involving 22 EFL undergraduate students. Listening comprehension was measured using a TOEFL-format listening test administered before and after a four-week intervention period. Quantitative analysis revealed a significant improvement in students’ listening performance. The mean score increased from 60.23 in the pretest to 73.73 in the posttest. A paired-samples t-test confirmed that this improvement was statistically significant (t = −17.173, p < 0.001), indicating that the application effectively enhanced students’ listening comprehension. Students’ perceptions were collected through a structured questionnaire. The results showed that most students responded positively to the application. More than 70% of participants agreed or strongly agreed that the application was easy to use, accessible anytime and anywhere, and helpful in supporting independent learning. The application’s structured materials and listening-focused features also increased students’ motivation and engagement in listening practice. The Preparation for the TOEFL Test application proved to be an effective mobile-assisted learning tool for improving EFL students’ listening comprehension while fostering positive learner perceptions.
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.
Co-Authors Abdul Ngafif Abdul Ngafif Abdul Ngafif Alifah Setiyawati Andrian Nuriza Johan Andrian Nuriza Johan Andrian Nuriza Johan, Andrian Nuriza Anua Jah, Nurain Jantan Basuki Basuki Dwi Putri Amaliya Putri Galuh Kirana Wijayanti Ismawati Ike Nugraeni Juita Triana Juita Triyana Junaedi Setiyono Laksono, Puji Lyra Sandra Mulia Maskuri, Edi Sunjayanto Mufid Lahiria Permata Hati Ngafif, Abdul Pasya Oktaverina Rahma Novia Anggraeni Ratna Kumalasari Ratna Putri Krisnisa Resti Andina Putri Rievaldy Handhianto Salsabillah Putri Kinanti Semi Sukarni semi sukarni Shafira, Setya Esti Siti Fauziyah, Siti Fauziyah Sri Widodo Sri Widodo Sudar Sudar Sulistio Tri Widodo Titi Rokhayati Uswatun Hasanah Waskito, Syifa Aulia Putri Wenny purlita dewi