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Learning Strategies and Challenges of EFL Learners in Enriching English Vocabularies Fuadi, Adillah Suroyyah; Ningrat, Chelsea Chahya; Williyan, Aldha
Foreign Language Instruction Probe Vol. 2 No. 1 (2023): Beyond Method in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i1.213

Challenges always exist in learning any English skills, including vocabulary building. This leads to the fact that EFL learners still do not know what strategies can be used to enrich English vocabularies. This qualitative study therefore aims to investigate what strategies are used by EFL learners and the challenges experienced by them in enriching and memorizing vocabularies. To achieve those objectives, this research categorizes the respondents into three groups, namely the first, second and third grades of senior high school. They are all interviewed in a semi structured way to find out in-depth data. The analyses reveal that the respondents employ various strategies to enrich the English vocabularies. The majority of the first grade respondents use the strategy of watching movies, reading English books and saying English words repeatedly. Then, the second grade respondents prefers to use the strategy of saying the English words repeatedly, watching movies and reading articles. Lastly, the third grade of the respondents use the strategy of watching movies and listening to music. This indicates that enriching vocabulary not only requires formal strategies in the classroom but also informal strategies outside the classroom.

Examining the roles of Duolingo Application as a learning tool in promoting efl learners' autonomy Fauziah, Afni Afifah; Williyan, Aldha; Rosalina, Utami
Tomorrow's Education Journal Vol. 1 No. 1 (2024): November 2024
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i1.123

This study aims to explore the role of the Duolingo app in increasing students' English language learning independence. Data was collected through interviews with five participating students over two weeks in May 2024. The results showed that the majority of students enjoy using the mobile app to learn English because it is effective, fun, and allows learning anytime and anywhere. Some students highlighted that the app provides engaging content such as text, audio and video which enhances their learning experience. Most students know Duolingo from teachers, social media such as Instagram, and personal use. Their first impressions of Duolingo are very positive, mainly due to its attractive design and fun learning experience. After using Duolingo, students feel that the app is effective in helping them expand their vocabulary and understand basic grammar. Duolingo's interactive and engaging design also increases their motivation to learn. Students feel motivated by the daily targets and reward system in Duolingo. Gamification features such as points, levels and daily streaks make them more eager to learn every day. Most students use Duolingo to prepare for study abroad in the hope of strengthening their English skills so as not to face communication difficulties. The features most appreciated by students are the immediate feedback and the variety of language courses. Duolingo helps students learn independently by providing a variety of topics, flexible access, and a structured curriculum. Some students report significant improvements in listening, speaking, and vocabulary skills after using Duolingo. Features such as points, levels, streaks, feedback, daily challenges, and listening and vocabulary exercises are what motivate students to continue learning the most. This research shows that Duolingo can increase students' learning independence by creating a fun and challenging learning environment and providing flexibility in the learning process

The Implementation of Brainstorming Method by EFL Teachers in Improving Students’ Engagement in Speaking Class A Case Study at SMAN 1 Pangalengan Neng Nisa Anisa Padilah; Aldha Williyan; Utami Rosalina
Tomorrow's Education Journal Vol. 1 No. 1 (2024): November 2024
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

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

This study aims to explore how EFL teachers implement brainstorming methods to increase student engagement in speaking classes and how it impacts student engagement. The method used in this research is qualitative method and case study. Utilizing a qualitative case study approach, this research involves observations, interviews, and document analysis to gather data on how brainstorming activities affect student participation and speaking skills. The results of this study show that EFL teachers at SMAN 1 Pangalengan use brainstorming method to increase student engagement in speaking class. The steps include making lesson plans, choosing the type of brainstorming, preparing teaching materials, conditioning the class, dividing groups, brainstorming sessions, and classifying ideas. The types of brainstorming used were round robin, mind mapping, role storming, and brainwriting. The impact was increased participation, confidence, motivation, critical thinking skills, focus, concentration, and English language skills. This method makes learning more varied and dynamic.

AI-powered pedagogy for argumentative essays in tertiary ELT: Insights from focus groups Williyan, Aldha; Ilyas, Muhammad; Shahat, Salah; Guntur, Mochamad; Rosalina, Utami
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.423

This study explores AI-powered pedagogy for teaching argumentative essays in tertiary English Language Teaching (ELT) through focus group discussions with six experienced ELT lecturers. The research addresses two key questions: how to develop AI-powered lesson plans for argumentative essay writing systematically, and what EFL students' perceptions of AI-powered tools' impact on specific dimensions of argumentative writing are. Using Framework Analysis of qualitative data, the study identifies four areas where AI enhances instruction: scaffolding argument development, providing real-time feedback, improving peer review, and fostering reflective revision. These insights informed the development of a structured 110-minute lesson plan integrating AI tools throughout the writing process. Student questionnaires revealed overwhelmingly positive attitudes (82-90%) toward AI-powered tools, with benefits perceived in generating better arguments, improving writing skills, structuring essays, and identifying flaws in reasoning. The findings suggest that AI, when thoughtfully integrated, can address persistent challenges in argumentative writing instruction by providing personalised support while maintaining a balance between technological assistance and learner autonomy. This research contributes to the growing discourse on AI integration in language education.

STRUCTURING TWEE AI FOR EFL LESSON PLANNING: A GUIDE FOR RECEPTIVE AND PRODUCTIVE SKILLS Williyan, Aldha; Pujiastuti, Eka; Rohmah, Naelul; Saifudin, Saifudin
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.425

This study responds to the growing need for structured pedagogical support in integrating artificial intelligence into English as a Foreign Language (EFL) instruction. As AI tools become more prominent in educational settings, their potential to enhance language learning hinges on how effectively they are integrated into existing teaching practices. Twee AI, a tool designed to generate EFL-relevant learning content, offers numerous features for receptive and productive skills instruction. However, without pedagogical scaffolding, its use in classrooms can be inconsistent and fragmented. Using a design and development research (DDR) approach, this study proposes two instructional frameworks that align Twee AI’s features with established models for teaching receptive and productive skills. For receptive skills, the framework maps Twee tools onto the stages of schema activation, comprehension scaffolding, and post-task reflection. For productive skills, it guides the integration of Twee features into preparation, practice, and reflection stages. These frameworks are theoretically grounded and have not yet been empirically tested. By translating AI tool functionalities into coherent instructional sequences, the study offers practical guidance to EFL teachers and supports principled AI integration that sustains teacher agency and instructional coherence in increasingly AI-mediated classrooms.

A Portrait of Teaching Writing in Online Classroom Nurlina, Siti Lina; Denistiani, Salsa Ayu; Williyan, Aldha
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 1 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i1.5

Nowadays, online classrooms are growing in popularity. Especially given the Covid-19 outbreak in Indonesia, which has forced online learning. This study aims to investigate online learning in EFL learners’ writing classrooms. This study uses a qualitative method and a descriptive qualitative research design to examine in detail how teachers teach EFL learners in online writing. Researchers collected data through the technique of nonparticipant observation, and the researcher "observes from the sidelines" the action being observed. The results of this study reveal that the observed teacher's teaching method is not consistent with the four reference strategies employed by the researchers. The four strategies include; building knowledge of field, modeling of text, joint construction of text, and independent construction of text. Because, after being observed, the teacher employs only one strategy to teach writing, specifically building knowledge of field.

Analyzing Translation Errors in Indonesian-English Business Letters Williyan, Aldha; Umar, Umar -; Vanesa, Vica Via; Aini, Ai Nurul
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 8 No 02 (2023): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v8i02.180

This paper discussed the translation error from a business letter made based on American Translation Association (ATA's) made by EFL Learners'. In this research, the researchers used a descriptive qualitative method. The data source in this research is two EFL Learners' who are in translation class with better English skills than other data. Data collection in this study was carried out by taking two data from a total of 36 business letter translating task data given by translation class lecturers. The data is classified based on the type of error according to ATA's Framework for Standard Error Making Classification. The results of the analysis show that there are 18 translation errors in 11 types of 26 types of translation errors with style error as the most frequently found error. Style error is the error that has the highest nominal by appearing five times out of 18 the number of errors with a percentage 27,8%. Finding errors from the two data proves that EFL Learners' who are studying translation studies still have deficiencies. Educators and students must work together so that translation errors produced by EFL Learners' can be reduced.

Examining the roles of Duolingo Application as a learning tool in promoting efl learners' autonomy Fauziah, Afni Afifah; Williyan, Aldha; Rosalina, Utami
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i1.123

This study aims to explore the role of the Duolingo app in increasing students' English language learning independence. Data was collected through interviews with five participating students over two weeks in May 2024. The results showed that the majority of students enjoy using the mobile app to learn English because it is effective, fun, and allows learning anytime and anywhere. Some students highlighted that the app provides engaging content such as text, audio and video which enhances their learning experience. Most students know Duolingo from teachers, social media such as Instagram, and personal use. Their first impressions of Duolingo are very positive, mainly due to its attractive design and fun learning experience. After using Duolingo, students feel that the app is effective in helping them expand their vocabulary and understand basic grammar. Duolingo's interactive and engaging design also increases their motivation to learn. Students feel motivated by the daily targets and reward system in Duolingo. Gamification features such as points, levels and daily streaks make them more eager to learn every day. Most students use Duolingo to prepare for study abroad in the hope of strengthening their English skills so as not to face communication difficulties. The features most appreciated by students are the immediate feedback and the variety of language courses. Duolingo helps students learn independently by providing a variety of topics, flexible access, and a structured curriculum. Some students report significant improvements in listening, speaking, and vocabulary skills after using Duolingo. Features such as points, levels, streaks, feedback, daily challenges, and listening and vocabulary exercises are what motivate students to continue learning the most. This research shows that Duolingo can increase students' learning independence by creating a fun and challenging learning environment and providing flexibility in the learning process

The Implementation of Brainstorming Method by EFL Teachers in Improving Students’ Engagement in Speaking Class A Case Study at SMAN 1 Pangalengan Neng Nisa Anisa Padilah; Aldha Williyan; Utami Rosalina
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

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

This study aims to explore how EFL teachers implement brainstorming methods to increase student engagement in speaking classes and how it impacts student engagement. The method used in this research is qualitative method and case study. Utilizing a qualitative case study approach, this research involves observations, interviews, and document analysis to gather data on how brainstorming activities affect student participation and speaking skills. The results of this study show that EFL teachers at SMAN 1 Pangalengan use brainstorming method to increase student engagement in speaking class. The steps include making lesson plans, choosing the type of brainstorming, preparing teaching materials, conditioning the class, dividing groups, brainstorming sessions, and classifying ideas. The types of brainstorming used were round robin, mind mapping, role storming, and brainwriting. The impact was increased participation, confidence, motivation, critical thinking skills, focus, concentration, and English language skills. This method makes learning more varied and dynamic.

The The Use of Storyline Online Website by EFL Learners as The Independent Learning Media to Learn Listening Comprehension Putri Wulandari; Aldha Williyan; Virga Putra Darma
Tomorrow's Education Journal Vol. 2 No. 1 (2024): May 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/y3z6ar88

This study aims to explore the use of the Storyline online website for learning listening comprehension and also find out the benefits and challenges EFL learners perceive when using the Storyline Online website as a self-learning tool to learn listening comprehension skills. The methodology for this study is qualitative, using a descriptive research design. The participants of this study were 3 students from class XI RPL 2 who were selected by criterion-based sampling. For this study, the researcher employed interviews, focus group discussions and documentation methods to gather the necessary information. The researcher used Miles and Huberman's method to analyze the data. The results of this study show that the online storyline website is used to learn to listen for gist, listen for specific information, listen for details and inferential listening. Storyline online has several benefits and challenges. The benefits of storyline include practicing listening comprehension, vocabulary acquisition, pronunciation, inspiring stories and easy to use. While the challenges in learning to use storyline include unfamiliar vocabulary, fast pronunciation and accents.

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