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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Inspiration : Instructional Practices in Language Education International Journal of Teaching and Learning (INJOTEL)
Anggun Siska Pratiwi
Universitas Islam Negeri Sumatera Utara
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPROVING EFL STUDENTS' UNDERSTANDING OF ENGLISH DIALECTS BY WATCHING ENGLISH MOVIES OF DIFFERENT DIALECTS WITHOUT SUBTITLES Cindy Salsabila Ginting; Sahmiral Amri Rajagukguk; Anggun Siska Pratiwi; Sakinah Azzahra
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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Abstract

This study demonstrates that exposing EFL students to English movies of different dialects without subtitles significantly improves their understanding of English dialects. A quasi-experimental design with 10 Indonesian university students was used to evaluate the effectiveness of the method. The treatment group's significant improvement in speaking and listening skills over the control group underscores the value of immersive and naturalistic language learning experiences. These findings suggest that incorporating non-subtitled English movies into EFL curricula can provide students with practical, real-world language exposure that enhances their linguistic and intercultural competence. Therefore, it is recommended that educators incorporate non-subtitled English movies into their teaching strategies to create engaging and authentic learning experiences, improve language comprehension, foster collaborative learning, and increase student motivation.Future research could explore the long-term effects and broader applicability of this method.
TEACHER FEEDBACK AND STUDENT RESPONSES IN A GRADE 9 INDONESIAN EFL CLASSROOM: AN IRF-BASED DISCOURSE ANALYSIS Anggun Siska Pratiwi
INSPIRATION: Instructional Practices in Language Education Vol 5, No 1 (2026): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v5i1.27905

Abstract

Classroom interaction and teacher feedback play a crucial role in shaping students’ participation in English as a Foreign Language (EFL) learning. Classroom discourse is commonly organized through the Initiation–Response–Feedback (IRF) pattern, in which the teacher’s feedback move may either terminate or extend interactional opportunities. This study aimed to investigate IRF patterns and examine how teacher feedback was constructed and utilized to manage student participation in a Grade 9 Indonesian EFL classroom. A descriptive qualitative design was employed using a Classroom Discourse Analysis approach. Data were collected through classroom observation, audio recording of an 80-minute lesson, and transcription of teacher–student interaction. The data were analyzed using Sinclair and Coulthard’s IRF model combined with an interactive qualitative analysis framework. The findings indicate that classroom interaction was predominantly teacher-initiated, with evaluative feedback occurring most frequently. However, probing and reformulative feedback were found to encourage longer student responses and sustain participation. The study concludes that the pedagogical function of feedback within IRF sequences is crucial in shaping interactional dynamics and promoting student engagement in EFL classrooms. These findings highlight the importance of using feedback strategically not only as an evaluative tool but also as an interactional resource that supports extended classroom discourse and learner participation.
Flashcards for Vocabulary Development in Students with Intellectual Disabilities: EFL Teachers’ Perceptions Anggun Siska Pratiwi; Rahmah Fithriani
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/qsrm9858

Abstract

Vocabulary building is a central challenge in English as a Foreign Language classrooms, especially for students with intellectual disabilities who often experience cognitive and emotional barriers in learning new words. Visual instructional media such as flashcards are frequently used to support vocabulary learning, yet their effectiveness depends on how teachers perceive and apply them in inclusive classrooms. This study aims to explore an EFL teacher’s perception of the usefulness of flashcards in supporting vocabulary building for students with intellectual disabilities. The study employed a qualitative descriptive case study design involving one EFL teacher in an inclusive junior high school in Indonesia. Data were collected through classroom observations, semi structured interviews, and lesson plan analysis, and analyzed using thematic analysis. The findings reveal that flashcards are perceived as useful for reducing cognitive load, fostering psychological safety, and enabling adaptive instructional tempo without lowering learning expectations. In conclusion, the study suggests that the usefulness of flashcards lies in teachers’ pedagogical reasoning and adaptive use rather than in the media itself, highlighting the importance of teacher cognition in inclusive EFL instruction.
Co-Authors Cindy Salsabila Ginting Fauziah Nasution Rahmah Fithriani Sahmiral Amri Raja Guk Guk Sahmiral Amri Rajagukguk Sakinah Azzahra Tazkiya Aulia Ibriza