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All Journal Linguistic, English Education and Art (LEEA) Journal ELS Journal On Interdisciplinary Studies in Humanities Voices of English Language Education Society English Language Teaching Prima Journal (ELT) PROJECT (Professional Journal of English Education) International Journal of English Education and Linguistics (IJoEEL) Attractive : Innovative Education Journal Journal of English Language Teaching and Cultural Studies Journal of English Language and Education International Journal of Research on English Teaching and Applied Linguistics Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Research and Educational Review (IJRER) Tamaddun Bahtsuna: Jurnal Penelitian Pendidikan Islam TEFLICS International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Madani : Journal of Social Sciences and Social Science Education Interling : International Journal of English Language Teaching, Literature and Linguistics J-Shelves of Indragiri (JSI) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics International Journal of Research in Education (IJRE) Journey: Journal of English Language and Pedagogy JEELL (Journal of English Education, Linguistics and Literature)
Feri Ferdiyanto
Universitas Islam Zainul Hasan Genggong Probolinggo, Indonesia
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Implementation of Dola Artificial Intelligence as a Learning Tool to Improve Students’ English Speaking Skills Isabella, Putri; Ferdiyanto, Feri; Zainuddin, Zainuddin
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2264

Abstract

In the era of globalization, English speaking skills are essential for young learners to communicate effectively and access broader knowledge resources. However, in non-formal English courses, speaking practice opportunities are often scarce, resulting in low confidence, mispronunciation, and minimal vocabulary mastery, and few studies have examined the use of AI-based tools in such settings for elementary students. This study aims to investigate the implementation of DOLA AI in improving students' speaking skills at Tekume English Course Semampir Kraksaan. A qualitative descriptive case study was employed, involving fifteen students and one tutor, with data collected through observation, interviews, documentation, and questionnaires. The findings indicate that DOLA AI created an interactive and supportive learning environment, increased students' motivation and participation, and improved pronunciation, fluency, vocabulary, and confidence. It can be concluded that DOLA AI is an effective tool for enhancing elementary students' speaking competence in a non-formal context.
Exploring the Influence of Mall on Academic Stress Affecting Students' English Speaking Skills Salamah, Nafis Daris; Ferdiyanto, Feri; Zainuddin, Zainuddin
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2278

Abstract

English speaking skill is important in the digital era, but many junior high school students still feel academic stress and anxiety when they have to speak English. Although Mobile-Assisted Language Learning (MALL) has often been studied to improve language achievement, most research focuses on test results and numbers. Only a few studies discuss students’ real experiences and how MALL affects their academic stress. This study aims to explore the influence of MALL on academic stress and English speaking skills of ninth-grade students at SMP Plus Tahdzibun Nasyiin. This research used a qualitative case study. Data were collected from 15 students through interviews, classroom observations, and speaking task documentation. The results show that MALL helps students practice more freely and confidently, improve pronunciation and vocabulary, and reduce anxiety, although technical problems and distractions can still cause stres.
Exploring the Impact of Collaborative Reading Strategies in Improving Academic Reading Comprehension in Learners of English as a Foreign Language Aminuddin, Rosidah Putri; Ferdiyanto, Feri; Zainuddin, Zainuddin
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2284

Abstract

Academic reading comprehension is a crucial skill for EFL learners, as it enables them to understand complex texts and succeed in academic settings. Various studies have explored the use of collaborative reading strategies to improve students’ reading skills. However, most previous research has primarily focused on general reading comprehension, with limited attention given to academic reading in authentic EFL classroom contexts. This indicates a gap in understanding how collaborative reading strategies specifically support academic reading comprehension among EFL learners. Therefore, this study seeks to inestigate the impact of collaborative reading strategies in improving academic reading comprehension through a qualitative case study. The result of this are anticipated to contributed to provide practical findings for teachers in implementing collaborative learning approaches and contribute to the development of more effective academic reading instruction in EFL classrooms.
Exploring The Use of The Make a Match Technique in Teaching Reading Comprehension in Senior High Schools Jamila, Qorinatul; Ferdiyanto, Feri; Zainuddin
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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

Abstract

Reading comprehension is a fundamental component of English as a Foreign Language (EFL) instruction at the senior high school level. However, reading lessons in many classrooms remain predominantly teacher-centered, providing limited opportunities for collaborative meaning construction. This study aims to explore the implementation of the Make a Match technique in teaching reading comprehension and to examine students’ responses during the learning process. The study employed a qualitative case study design conducted in an eleventh-grade class at MA Darul Lughah Wal Karomah. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data analysis followed the interactive model proposed by Matthew B. Miles and A. Michael Huberman, including data condensation, data display, and conclusion drawing/verification. The findings show that the implementation of the Make a Match technique occurred through several stages: lesson introduction, preparation of card-matching activities, cooperative interaction during the matching process, and confirmation or reflection. Students’ responses were observed in three forms of engagement: behavioral engagement, cognitive engagement, and affective involvement. The findings indicate that the technique organizes classroom interaction through structured cooperative activities that encourage students to engage with reading texts collaboratively. This study contributes a process-oriented understanding of how cooperative learning structures shape interaction and student engagement in EFL reading classrooms.
Developing EFL Student's Narrative Writing through Storybird Application Madinatul Munawaroh; Feri Ferdiyanto; Zainuddin Zainuddin
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2387

Abstract

Writing is one of the most challenging skills in English as a Foreign Language (EFL) learning because it requires students to combine language knowledge, idea development, and organization at the same time. Many students still experience difficulties in starting their writing, developing ideas, and organizing their stories into a clear structure. This study aims to investigate the implementation of the Storybird application in teaching narrative writing and to describe how students’ narrative writing skills develop through its use. This research employed a qualitative design conducted at MTs Raudhatul Hasaniyah involving 14 students. Data were collected through classroom observation, interviews, and document analysis of students’ narrative texts. The findings showed that Storybird helped students generate ideas more easily, organize their narratives better, and become more engaged in writing activities. The visual prompts provided by the application supported students in developing coherent stories and increased their confidence in writing. The learning process also became more interactive and enjoyable. These results indicate that Storybird is an effective tool to support the development of students’ narrative writing skills in EFL classrooms.
Exploring Self-Directed Informal Digital Learning for English Proficiency Hikmatus Soimah; Zainuddin Zainuddin; Feri Ferdiyanto
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2466

Abstract

The explosive growth of digital technology has had a substantial impact on English language learning by expanding access to learning resources beyond the classroom. Despite frequent exposure to English content via digital media, many learners continue to engage passively. The purpose of this study was to investigate the nature and activities of self-directed informal digital English learning (IDLE) and their impact on English proficiency. A qualitative descriptive method was used, with ten university students selected by purposive sampling. Data were gathered through interviews, observations, and documentation, then analysed using an interactive model. The data show that students participate in IDLE by watching YouTube videos, utilising apps like Duolingo, listening to podcasts, and communicating on social media platforms like TikTok and Instagram. Students presented both spontaneous and deliberate learning processes, with IDLE positively impacting vocabulary acquisition, listening comprehension, and speaking confidence. IDLE's efficacy is dependent on motivation, consistency, and self-regulated learning mechanisms. 
Students’ Perceptions of Enjoyable Listening Activities in a Low Exposure EFLClassroom at MTS. Zainul Irsyad Nuriyatul Maftuhah; Feri Ferdiyanto; Nina Agus Hariati
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2432

Abstract

Listening is a significant skill in English as a Foreign Language (EFL) instruction, especially in low-exposure settings where students have limited contact with English outside the classroom. However, many students struggle and demonstrate low motivation as a result of monotonous teaching approaches and a lack of engaging activities. Previous research has mostly focused on learning outcomes rather than students' perceptions of enjoyable listening activities. Furthermore, little research has explored students' perceptions in low-exposure settings. As a result, the purpose of this study is to investigate students' perceptions and determine the types of listening activities they enjoy the most. This study used a qualitative case study approach with students from MTs. Zainul Irsyad. Data were obtained through classroom observations, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings show that while students initially have negative perceptions, they respond positively to participatory activities such as songs, videos, and group discussions. Finally, enjoyable and interactive activities increase students' interest and motivation in learning through listening.
A Qualitative Inquiry into the Socio-Economic Determinants of English Learning Motivation among University Students Wijaya, Ahmad Krisnawan; Feri Ferdiyanto; Zainuddin, Zainuddin
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.3108

Abstract

The present research seeks to explore how certain social and economic factors affect the motivational process of learning English among university students at Islamic Zainul Hasan Genggong University. A qualitative case study was chosen as the research methodology, and data were collected through written interviews with 10 students from the Department of English Education across various semesters. Thematic analysis was used to analyze the data. From the results, it can be noted that students’ motivation is shaped by interactions among factors such as family influence, peer environment, exposure to technology, and economic conditions. Family expectations and cultural norms contribute to instilling a sense of responsibility and commitment to studies in students. Peer involvement and digital communication provide further avenues for exposure to the target language. Financial pressures, on the one hand, make learning difficult owing to the lack of necessary study materials and increased stress, while on the other hand, they motivate the students to learn English so as to secure better job opportunities in the future.
The Impact of Youtube on Mind Mapping Method on Students English Speaking Skills Nuril Fahmi Ulumiddin; Feri Ferdiyanto; Raudhatul Islam
Attractive : Innovative Education Journal Vol. 7 No. 2 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i2.1915

Abstract

This This study aims to investigate the effect of integrating YouTube with the mind mapping method on students' English-speaking skills. A qualitative descriptive approach was employed, with data collected through observation, questionnaires, and interviews. The participants were seven students from the English Education Study Program at Zainul Hasan Genggong Islamic University who implemented the ABC (Aksi Belajar Cerdas)-based mind mapping method supported by the YouTube platform to enhance their speaking abilities. The findings indicate that the use of YouTube as a supplementary medium in the ABC-based mind mapping method has a positive impact on students’ confidence, fluency, and vocabulary acquisition in spoken English. Additionally, the method fosters greater student engagement and creativity in expressing ideas in a structured manner during classroom discussions. Nevertheless, the study also highlights the potential for distraction when students use YouTube, emphasizing the need for self-awareness and discipline to ensure its effective use for academic purposes. This study contributes to the growing body of research on digital-assisted language learning by demonstrating the effectiveness of combining YouTube with mind mapping techniques to enhance English-speaking skills. It also offers practical recommendations for managing media use in educational settings to maximize learning outcomes.
Phonics-Guided Reading for Students’ Pronunciation Accuracy Wiwik Andriyani Rahmat; Muhammad Hifdil Islam; Feri Ferdiyanto
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2481

Abstract

Pronunciation remains a major challenge for young EFL learners, particularly in rural classrooms where students have limited exposure to English and often rely on first-language pronunciation patterns. This research explored the implementation of phonics-guided reading in supporting students’ pronunciation accuracy at MI Nur Hayatul Islam, Probolinggo, Indonesia. Conducted over four weeks, the study involved one English teacher and fifteen fifth-grade students. A qualitative descriptive approach was employed, with data collected through classroom observations, semi-structured interviews, and documentation. The findings revealed that phonics-guided reading helped students recognize sound–letter relationships more systematically and reduced their tendency to pronounce English words using Indonesian spelling patterns. Students also became more active and confident during reading activities. However, several challenges were identified, including limited instructional media, difficulties in distinguishing unfamiliar English sounds, and the teacher’s limited experience in applying phonics instruction consistently. These findings suggest that phonics-guided reading can serve as a supportive approach for improving pronunciation awareness and classroom engagement among elementary EFL learners in rural contexts.
Co-Authors Abd. Aziz Abdul Qodir Jailani Achmad Kholili Achmad Kholili Ainaiyah Shabrina Suciati Ainaiyah Shabrina Suciati Aldina, Aldina Kamila Aminuddin, Rosidah Putri Andrieco Septya Firmansyah Beny Hamdani Beny Hamdani Diva Kartika Dwi Saputra, Ade El-Hamziyah, Millatul Fitriyah Fauzi Ahmad Muda Han, Hanapi Hanifah Harzanah, Novi Dwi Hikmatus Soimah Irawati, Luluk Isabella, Putri Islam , Raudhatul Islam, Raudhatul Iva Mutmainah Jamila, Qorinatul Kholili, Achmad Kholili, Achmad Madinatul Munawaroh Maghfiroh, Rizkiana Intan Devi Mariska, Refi Moh. Hifdil Islam Muhammad Hifdil Islam Muhammad Hifdil Islam Muhammad Nawawi Ivan Muhammad Nawawi Ivan Najmah Syakiratun Niam Nina Agus Hariati Novi Dwi Harzanah Nuril Fahmi Ulumiddin Nuriyatul Maftuhah Parawangsa, Khofifah Indar Qudratillah, Navilatur Rahmi Raden Mohamad Herdian Bhakti Raudhatul Islam Raudhatul Islam Risa Safila Ryan, Tenku Safila, Risa Salamah, Nafis Daris Siti Zulaiha Suciati, Ainaiyah Shabrina Wahab, Abdul Aziz Wahyuni, Nadia Nur Wijaya, Ahmad Krisnawan Wiwik Andriyani Rahmat Wulandari, Jenny Aprillia Wusqo, Urwatul Zainuddin Zainuddin Zainuddin Zainuddin Zainuddin, Zainuddin Zanubah Arifah Khofsoh