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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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EFL Learners’ Perceptions of Using ELSA Speak for Speaking and Pronunciation Improvement Najmah Syakiratun Niam; 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.v11i3.2480

Abstract

English speaking and pronunciation remain challenging for EFL learners, especially in non-English departments. Although mobile-assisted language learning has been widely studied, limited research explores students’ perceptions of AI-based pronunciation applications such as ELSA Speak. Therefore, this study investigates students’ perceptions of using ELSA Speak to improve speaking and pronunciation skills. This qualitative descriptive study involved 20 students from the English Club at Hafsawaty University, with five students selected for interviews. Data were collected through interviews, observation, and documentation. The findings show that ELSA Speak provides real-time feedback, increases students’ confidence, and supports independent learning. However, students also faced challenges, including internet dependency and limited free features. Overall, ELSA Speak is considered an effective tool for improving speaking and pronunciation skills among EFL learners.
Exploring EFL Junior High School Students’ Experiences in Learning English Pronunciation through Maher Zain’S Songs Diva Kartika; Zainuddin; Feri Ferdiyanto
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0pjp4f76

Abstract

Pronunciation is an important aspect of English learning because it helps students communicate clearly. However, many EFL students still face difficulties in pronunciation due to limited exposure to authentic English input. This study aimed to explore junior high school students’ experiences in learning English pronunciation through Maher Zain’s songs. This study employed a qualitative descriptive design involving eighth-grade students of SMP Plus Tahdzibun Nasyiin. The participants were selected using purposive sampling. Data were collected through observation, interviews, and documentation and analyzed using Miles and Huberman’s interactive model. The findings revealed that students had positive learning experiences when learning pronunciation through Maher Zain’s songs. The songs helped students improve pronunciation accuracy, stress, intonation, and confidence. However, students also faced challenges such as fast song tempo and unfamiliar vocabulary. This study concludes that Maher Zain’s songs can be used as an effective medium for teaching pronunciation. Keywords: English songs, Maher Zain songs, Pronunciation, Students’ Experiences
Utilizing Mobile App: (Hello English) Has Significant Impact on Students’ Vocabulary Mastery Iva Mutmainah; Abd Aziz Wahab; Feri Ferdiyanto
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 1 (2023): March
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i1.26157

Abstract

The purpose of this research is to find out the relationship and significance impact of utilizing Mobile Assistance Language Learning (MALL) through Hello English Application as learning media on student’s vocabulary mastery. The quantitative method was used by researcher because the data will be processed in numerical form and statistical analysis. In this research is conducted without a control group, so the data analysis used pre experimental research design one group pretest- posttest. The sample of the research was consisted of 25 students at seventh grade of MTS Salafiyah Pajarakan in academic Year 2022/2023. The data was collected by using test which consisted of pre-test and post-test. The Wilcoxon signed-rank test resulted z-score of -4.298 with a p-value (Asymp.Sig. (2-tailed). The significance value is 0.000 less than 0.05, so the hypothesis decision is to accept Ha and reject Ho. It means that there is a significant difference between the pre-test and the post-test. It can be concluded that using Hello English application as an English learning media has a significant impact on students' skill vocabulary acquisition. It is proved by a significant difference between the mean pretest and posttest score.The result of this research indicates that there is a significant impact in the use of Hello English App as a learning media for students' vocabulary mastery skill.
Exploring EFL Junior High School Students’ Experiences in Learning English Pronunciation through Maher Zain’S Songs Diva Kartika; Zainuddin; Feri Ferdiyanto
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0pjp4f76

Abstract

Pronunciation is an important aspect of English learning because it helps students communicate clearly. However, many EFL students still face difficulties in pronunciation due to limited exposure to authentic English input. This study aimed to explore junior high school students’ experiences in learning English pronunciation through Maher Zain’s songs. This study employed a qualitative descriptive design involving eighth-grade students of SMP Plus Tahdzibun Nasyiin. The participants were selected using purposive sampling. Data were collected through observation, interviews, and documentation and analyzed using Miles and Huberman’s interactive model. The findings revealed that students had positive learning experiences when learning pronunciation through Maher Zain’s songs. The songs helped students improve pronunciation accuracy, stress, intonation, and confidence. However, students also faced challenges such as fast song tempo and unfamiliar vocabulary. This study concludes that Maher Zain’s songs can be used as an effective medium for teaching pronunciation. Keywords: English songs, Maher Zain songs, Pronunciation, Students’ Experiences
The Implementation of Total Physical Response (TPR) Method in English Learning For Fourth Grade Students at SDN Pesawahan 1 Hanifah; Zainuddin; Feri Ferdiyanto
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3862

Abstract

This study aims to investigate the implementation of the Total Physical Response (TPR) method in English learning at SDN Pesawahan 1, explore students' responses to the method, and identify challenges encountered during its implementation. This study used qualitative methods with a descriptive design. Participants consisted of one English teacher and 20 fourth-grade students at SDN Pesawahan 1, located in Pesawahan Village, Tiris District, Probolinggo Regency. Data were collected through classroom observations, interviews, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing. The findings indicate that the implementation of the TPR method was carried out through several stages, including providing verbal instructions, demonstrations of movements, students' physical responses, and repetition activities. The use of TPR created a more active and interactive classroom atmosphere. Most students responded positively to the method. They felt more enthusiastic, motivated, and interested in learning English through physical movements and games. This method also helped students understand and memorize English vocabulary more easily. However, several challenges were encountered during implementation, such as classroom management difficulties, differences in student comprehension, limited vocabulary mastery, and limited learning time. In conclusion, the Total Physical Response (TPR) method is effective in increasing student participation, motivation, and vocabulary comprehension in English learning at the elementary school level. Therefore, this method can be considered an alternative teaching strategy to create a more enjoyable and interactive English learning environment for early childhood students.
Total Physical Response as an Instructional Strategy for Enhancing Vocabulary Learning Among Young EFL Learners Andrieco Septya Firmansyah; Feri Ferdiyanto; Moh. Hifdil Islam
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 2 (2026): May: International Journal of Education, Language, Literature, Arts, Culture, a
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i2.1948

Abstract

This study aimed to determine the effectiveness of the Total Physical Response (TPR) method in improving the English vocabulary mastery of young EFL learners at SD Zainul Hasan Genggong, Probolinggo. Employing a quantitative approach with a one-group pre-test and post-test design, the research involved 28 sixth-grade students selected through purposive sampling. Data were collected using a 20-item vocabulary test administered before and after the TPR intervention, and analyzed using descriptive statistics. The findings revealed a significant improvement in students' vocabulary mastery. Prior to the treatment, the pre-test mean score was only 12.50, with most students categorized as poor. Following the implementation of the TPR method, the post-test mean score surged to 88.57, shifting the majority of students into the excellent category. This substantial increase of 76.07 points indicates that integrating physical movements with verbal instructions effectively enhances vocabulary retention and comprehension. In conclusion, the TPR method is highly effective in improving young learners' English vocabulary mastery by transforming passive memorization into an interactive, engaging, and meaningful learning experience.
THE ROLE OF METACOGNITIVE SKILLS IN IMPROVING READING COMPREHENSION AMONG HIGH SCHOOL STUDENTS Feri Ferdiyanto
J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v6i2.2854

Abstract

Metacognitive skills are widely recognized as crucial for developing reading comprehension, yet there remains a gap in understanding the most effective instructional approaches for high school students facing increasingly complex texts. This study aims to address this gap by investigating the impact of explicit metacognitive strategy instruction on reading comprehension among high school students. Using a quasi-experimental design, 100 students were assigned to either an experimental group, which received 12 weeks of structured metacognitive strategy instruction, or a control group, which continued with standard reading instruction. Data were collected through pre-test and post-tests, and analyzed using SPSS to evaluate the effects of metacognitive instruction. Results demonstrated a significant improvement in reading comprehension scores in the experimental group compared to the control group, with an effect size of 0.89, indicating a substantial benefit of metacognitive strategies. Qualitative feedback from the experimental group further revealed increased self-awareness, engagement, and confidence in reading comprehension tasks. These findings underscore the effectiveness of integrating explicit metacognitive strategy instruction into high school curricula to support students’ development of critical reading skills. This study contributes to existing literature by providing empirical evidence on the positive impact of metacognitive skills training in secondary education, suggesting that structured metacognitive approaches can enhance students’ reading comprehension and foster more independent, reflective learning practices.
A PRELIMINARY STUDY OF ENGLISH LANGUAGE LEARNING INITIATION AT RA’IYATUL HUSNAN  ISLAMIC BOARDING SCHOOL Muhammad Nawawi Ivan; Feri Ferdiyanto
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3585

Abstract

This preliminary study aims to initiate English language learning at Ra’iyatul Husnan Islamic Boarding School, where no internal English learning activities had previously been implemented. Although students received English instruction in formal schools, their practical language ability remained limited due to the lack of continuous practice and learning support within the pesantren environment. This study employed a qualitative approach using the Asset-Based Community Development (ABCD) framework. Data were collected through observation, interviews, and documentation involving approximately 60 first- and second-grade Islamic junior high school students. Initial findings revealed that 65% of students were unfamiliar with the English alphabet and 80% were unable to construct simple English sentences. The learning program focused on basic materials such as alphabets, daily vocabulary, introductions, numbers, and simple sentence structures. After fifteen days of implementation, more than 70% of students were able to introduce themselves, mention numbers, tell time, and use basic personal pronouns in English. The findings also indicate increased student motivation and participation in collaborative learning activities. The study concludes that the ABCD approach effectively supports the initiation of English language learning in pesantren by utilizing existing institutional and social assets to create sustainable learning practices.
STUDENTS' EXPERIENCES IN USING DIGITAL ANNOTATION TOOLS TO ENHANCE READING COMPREHENSION Feri Ferdiyanto; Muhammad Nawawi Ivan; Zanubah Arifah Khofsoh
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3586

Abstract

The rapid proliferation of digital technologies in educational settings has fundamentally transformed how students engage with academic texts. Among the many tools that have emerged, digital annotation tools - software applications that enable readers to highlight, comment, tag, and organize information within digital documents - have attracted considerable scholarly interest. Despite growing enthusiasm in both practitioner communities and research circles, relatively little attention has been paid to how students themselves experience the use of these tools, particularly in relation to reading comprehension development. This qualitative study explores the lived experiences of 24 undergraduate EFL (English as a Foreign Language) students enrolled at a state university in Indonesia who used digital annotation tools - specifically Hypothesis, Kami, and Adobe Acrobat Reader - over one full academic semester. Drawing on semi-structured interviews, reflective journals, and classroom observations, the study examines students' perceptions of tool usability, their emerging annotation strategies, and the ways in which tool use influenced their reading comprehension processes and outcomes. Findings reveal that digital annotation tools fostered deeper textual engagement by encouraging active reading behaviors, facilitating meaning negotiation, and promoting metacognitive awareness. Students reported marked improvements in their ability to identify main ideas, make inferences, and critically evaluate source texts. However, challenges related to digital literacy, screen fatigue, and technological access also surfaced as notable barriers. The study contributes nuanced, student-centered insights into the pedagogical affordances and limitations of digital annotation tools and offers practical recommendations for educators seeking to integrate these tools meaningfully into reading instruction.
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