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p-Index From 2021 - 2026
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All Journal Metathesis: Journal of English Language, Literature, and Teaching SEAQIL Journal of Language Education ETERNAL: English Teaching Journal
Dzulfikri
Universitas Islam Malang
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Vocabulary Language Prediction (VLP) to Enhance Students' Reading Achievement in Narrative Text Linda C Dengah; Dzulfikri; A Wiqoyil Islama
Metathesis: Journal of English Language, Literature, and Teaching Vol. 6 No. 1 (2022): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v6i1.49

Abstract

Reading comprehension plays a vital role in entertaining and gaining some information. The teacher-researcher needs to do a pre-reading activity to scaffold students' reading comprehension in narrative text. VLP (Vocabulary, Language, Prediction) is an appropriate strategy to improve students' reading achievement by mastering vocabulary before the main reading activity. The students in grade X of SMK with low English reading achievement were taught English, especially reading comprehension in narrative text. Before the strategy was implemented, the average score was 41.1. Then, the Classroom Action Research was conducted, and the VLP strategy was applied. After implementing two cycles of CAR, the average score reached 77.8. It proves that by applying the VLP strategy, students can improve their reading comprehension. Students' motivation in learning English also increased as well as their self-confidence to express their thoughts in class discussions.
The The Promises and Challenges of Online Extensive Reading in Second or Foreign Language Learning: A Systematic Review ATIK UMAMAH; DZULFIKRI; DUROTUN NASIHAH
SEAQIL Journal of Language Education Vol. 4 No. 2 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

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Abstract

This study is devoted to investigating the benefits and challenges of online extensive reading (OER) in foreign or second language learning. We applied the four steps of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), such as identification, screening, eligibility, and inclusion. We reviewed relevant studies published between 2009 and 2025 that we identified through major academic international databases (e.g., WoS, Copernicus, and Google Scholar) and Indonesian database, Sinta (Rank 1-2). After screening, we found 25 eligible articles to be reviewed. This study unveils that, to a large extent, online extensive reading can enhance both readers’ affective and cognitive development as well as the possible challenges of OER. In the affective domain, online extensive reading can foster participants’ reading attitude, self-efficacy, and motivation, all of which are central to language learning. Meanwhile, in the cognitive area, online extensive reading significantly contributes to reading comprehension development and vocabulary mastery. However, some studies report that online extensive reading is unable to improve participants’ affective aspects, including reading attitude, self-efficacy, and motivation, as well as cognitive aspects such as reading comprehension and vocabulary mastery, which is partly because of their inability to make use of online features, online reading fatigue, and poor internet connection. This further calls for improvement in those aspects to achieve better online extensive reading promises in language learning.
Exploring EFL Learners’ Emotional Engagement with Authentic English Captions in Digital Reading Indi Azimah; Dzulfikri
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i1.2799

Abstract

In the digital era, social media has become a prominent source of authentic English input for English as a Foreign Language (EFL) learners. While previous studies have emphasized benefits such as vocabulary enhancement, motivation, and digital literacy, little attention has been given to how learners emotionally engage with emotionally charged captions frequently encountered on platforms like Instagram, TikTok, and X. Despite their linguistic simplicity, these captions frequently elicit emotional responses and personal reflection, indicating a potential role in language learning that extends beyond traditional comprehension. The present study investigates EFL learners’ emotional and cognitive engagement with such captions and examines how these factors relate to language learning behaviours. Employing a qualitative methodology, semi-structured interviews were conducted with purposively selected participants who regularly interact with English-language content on social media. Thematic analysis identified five principal themes: emotional resonance, cognitive reflection, language learning behaviour, platform influence, and frequency of exposure. Participants described translating captions, reflecting on personal experiences, and observing vocabulary growth as outcomes of engaging with emotionally charged texts. Participant reported that emotional connection appeared to support their comprehension and vocabulary acquisition, particularly when content aligned with their personal experiences. This study highlights the significance of affective factors in digital reading contexts and offers preliminary evidence that social media texts can function as meaningful resources in English language learning.
Co-Authors A Wiqoyil Islama Atik Umamah Durotun Nasihah Indi Azimah Linda C Dengah