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All Journal PREMISE: Journal of English Education and Applied Linguistics Edulitics (Education, Literature, and Linguistics) Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Education and Human Development Journal IJECA (International Journal of Education and Curriculum Application) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Cakrawala Linguista Lingua Media Didaktika Journal An-Nafs: Kajian Penelitian Psikologi Shof Journal of Social Impact Educational Journal GLENS: Global English Insights Journal
Buyun Khulel
Universitas Islam Darul 'Ulum Lamongan
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ChatGPT-Assisted Interactive Speaking Practice: EFLStudents’ Perceptions Ichda Aulia Rohmah; Irmayani; Anita Dwi Hapsari; Buyun Khulel; Syifa’ Khuriyatuz Zahro
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.28226

Abstract

The use of generative Artificial Intelligence has increasingly influenced English Language Teaching, particularly in supporting speaking practice. One widely used AI tool is ChatGPT, which offers flexible opportunities for language learning. However, studies on students’ perceptions of its use in speaking activities at the senior high school level remain limited. This study aims to explore EFL students’ perceptions of using ChatGPT for speaking practice. This study employed a descriptive qualitative design. Data were collected through a questionnaire and supported by semi-structured interviews with selected students, and were analyzed using thematic analysis. The findings show that students perceive ChatGPT as a useful tool that provides additional opportunities for practice, increases confidence, and supports independent learning. However, several challenges were also identified, including over-reliance on the tool, uncertainty about the accuracy of responses, and the lack of real human interaction. Students also emphasized the importance of teacher guidance in using ChatGPT effectively and responsibly. These findings suggest that students’ perceptions should be considered in integrating AI tools into language learning, and that guided use of ChatGPT can support more meaningful speaking instruction.
Uncovering Language Learning Strategies and Their Link to Academic Success (a Case Study of KIP-Assisted Students in a Vocational School in Babat, Lamongan) Angela Sulistiyowati Putri; Buyun Khulel
MEDIA DIDAKTIKA Vol. 12 No. 1 (2026): Desember 2025 - Mei 2026
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

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

Abstract

This study explores the learning strategies used in English learning by the vocational high school students who were supported with KIP money in Babat, Lamongan. While the financial support from KIP has improved access to education, the learning outcomes are leaving students with incomplete literacy skills and far away from declared welfare statuses, especially with respect to foreign language learning and language acquisition. The study employed a qualitative descriptive case study design, and involved 45 KIP students in Babat, Lamongan, and SILL questionnaire, interviews, and academic performance data were collected. The study found the most common strategies were metacognitive strategies (which included planning, self-regulating, and effective monitoring), and highest achievers and lower achievers were more likely to use social strategies. Different constraints of contexts played a role among students' variables for participating in learning, such as having materials and supportive parents, and those using internal regulation, were able to demonstrate great academic resilience to learn English. This study concludes that learning strategies for English learning, particularly metacognitive strategy, are only a few causes of English achievement based on learned behaviour, access, and material and monetary assistance.
The Interaction of Lexical Ambiguity and Irony in Barbie (2023): A Semantic–Pragmatic Study of Meaning Construction in Film Dialogue Belgis Raya Bian Paradieshta; Buyun Khulel
CAKRAWALA LINGUISTA Vol 9, No 1 (2026): VOLUME 9, NUMBER 1 July 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/cling.v9i1.9493

Abstract

This study investigates how lexical ambiguity and irony contribute to meaning construction in the dialogue of Barbie (2023). It aims to identify selected forms of lexical ambiguity, describe the types of irony used in the film, and explain how both linguistic devices construct social criticism related to gender, identity, and power. The study employed a qualitative descriptive design supported by directed qualitative content analysis. The data consisted of selected English dialogue exchanges from the film, verified through the screenplay and subtitles. The data were analyzed using a semantic–pragmatic approach through identification, classification, contextual interpretation, and coding in a data matrix. The findings show that lexical ambiguity is primarily represented through polysemy and literal–figurative extension, particularly in expressions such as perfect, real, dying, and played with. Meanwhile, verbal, situational, and dramatic irony are used to reveal contradictions in beauty ideals, gender roles, corporate empowerment, and masculine entitlement. The analysis also indicates that expressions such as ordinary, Dreamhouse, and box function mainly as evaluative or symbolic re-framing within ironic contexts rather than as direct cases of lexical ambiguity. Overall, the findings demonstrate that the dialogue in Barbie functions not only to create humor and support narrative development, but also to question fixed assumptions about femininity, identity, social power, and institutional control.
MANAGING COHERENCE AND FLUENCY THROUGH DISCOURSE MARKERS IN UNIVERSITY EFL STUDENTS’ ACADEMIC ORAL PRESENTATIONS: A PRAGMATIC DISCOURSE ANALYSIS Arni Alfina Damayanti; Khoirul Huda; Buyun Khulel
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.15482

Abstract

EFL university students frequently struggle to maintain coherence and fluency simultaneously during academic oral presentations, yet the pragmatic role of discourse markers in addressing this challenge remains underexplored in the Indonesian EFL context. This study investigated the types of discourse markers employed by EFL students, their pragmatic functions in supporting discourse coherence, and their contribution to fluency maintenance during academic oral presentations. A qualitative descriptive design was employed, applying Pragmatic Discourse Analysis as the analytical framework, drawing on the theoretical foundations of (Fraser, 1990) and (Schiffrin, 1987). The participants were 14 fifth-semester undergraduate students of the English Language Education Program at Universitas Islam Darul Ulum (UNISDA), Lamongan, Indonesia, at an intermediate level of English proficiency. Data were collected through audio recording and verbatim transcription of classroom presentations, using a researcher-developed Discourse Marker Identification Checklist and Coding Scheme. Data were analyzed through systematic identification, classification, and pragmatic interpretation across all transcripts. The findings revealed five functional categories: additive (31.19%), causal (21.56%), sequential (17.43%), elaborative (16.51%), and contrastive (13.30%), across 218 total instances. These markers functioned to organize discourse structure, signal logical relationships, and sustain speech fluency simultaneously. A key limitation is the small, institution-specific sample. The study concludes that discourse markers serve as integrative pragmatic devices managing coherence and fluency concurrently. EFL educators should integrate explicit instruction on all five discourse marker categories into academic speaking curricula. While future research should expand to larger, multi-institutional samples using mixed-method designs.
Strategic Interactive Instruction for Improving Deaf Students’ English Composition in Indonesian Special Schools Khoirul Huda; Rodli Rodli; Daniar Shofeny; Buyun Khulel; Syifa' Khuriyatuz Zahro; Anita Dwi Hapsari
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.928

Abstract

Classroom-based evidence on Strategic Interactive Writing Instruction (SIWI) in Indonesian special-school contexts remains limited, despite the urgent need for accessible English composition instruction for deaf students. This qualitative case study examines how SIWI supports English writing among seventh-grade deaf students in an Indonesian special school. Data were collected through semi-structured interviews with two English teachers, classroom observations, and document analysis of student writing samples and instructional materials. Reflexive thematic analysis identified three connected patterns. First, teachers implemented SIWI through visual scaffolding, gestures, board modeling, guided vocabulary work, and shared text construction. Second, students became more willing to participate in writing activities when English words were linked to visible meanings and immediate feedback. Third, student progress appeared strongest in vocabulary, formulaic expressions, and simple sentence frames, while paragraph organization, genre control, and independent revision remained limited. The study contributes classroom-level evidence on locally adapted SIWI practice in an Indonesian SLB context. It suggests that SIWI can make English writing more accessible for deaf learners when teachers combine language access, interaction, and explicit metalinguistic mediation. Further instruction should strengthen systematic writing portfolios, genre-based tasks, and rubric-guided assessment.
The Effectiveness of TikTok English Video Quiz Combined With Modified Card Response in Improving Elementary Students' Vocabulary Mastery Anita Dwi Putri Irianti; Irmayani Irmayani; Buyun Khulel
Educational Journal Vol. 2 No. 1 (2026): AGUSTUS-OKTOBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/5skga741

Abstract

Vocabulary mastery is one of the fundamental components of English as a Foreign Language (EFL) learning because it provides the foundation for learners to comprehend meaning, process input, and communicate effectively. Preliminary observation conducted at MI Ma'arif NU Sukolilo revealed that fifth-grade students still experienced considerable difficulty in recognizing, remembering, and understanding English vocabulary, a condition that potentially hinders their overall language development if left unaddressed. This study aimed to examine the effectiveness of TikTok English Video Quiz combined with Modified Card Response (MCR) in improving elementary students' vocabulary mastery. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design. The participants consisted of 24 fifth-grade students selected through purposive sampling. The research instrument was a 20-item vocabulary test administered before and after a three-session treatment in which students watched TikTok English Video Quiz videos and responded actively using colored Modified Card Response cards. Data were analyzed through descriptive statistics, the Shapiro–Wilk normality test, a paired-samples t-test, and Cohen's d effect size calculation using JAMOVI software. The results showed that the mean score increased from 58.3 in the pre-test to 87.5 in the post-test. The paired-samples t-test indicated a statistically significant difference between the two measurements, t(23) = -10.7, p < .001, and the effect size analysis yielded Cohen's d = 2.18, categorized as a very large effect. These findings indicate that the integration of audiovisual digital media with an active, kinesthetic response technique can substantially improve young learners' vocabulary mastery. The study offers empirical support and practical guidance for English teachers seeking to design more interactive, technology-assisted vocabulary instruction for elementary school students.
Co-Authors Al Hadad, Alawi Alfi Az Zuhriyah Ameliana Angela Sulistiyowati Putri Anita Dwi Hapsari Anita Dwi Hapsari Anita Dwi Putri Irianti arjul inayah Armin Fani Arni Alfina Damayanti Belgis Raya Bian Paradieshta Daniar Shofeny Fatus, Fatimatus Sadiyah Ichda Aulia Rohmah Irmayani Irmayani Irmayani Irmayani Irmayani Irmayani Khoirul Huda Khoirul Huda Khoirul Huda Khoirul Huda Nanda Fitrotun Mukaromah Nur Ziana Rodli Rodli Sinta Zakiyah Maghfiroh Syifa Khuriyatuz Zahro Syifa&#039; Khuriyatuz Zahro Syifa' Khuriyatuz Zahro Syifa’ Khuriyatuz Zahro