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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Journal of English Education and Teaching (JEET)
Sitti Syakira
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Education Languange, Linguistic, Communication & Media Other

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Reflection in Pixels: Scrutinizing Students' Perspectives on Digital Reflective Journals Dea Silvani; Santiana, Santiana; Sitti Syakira
Journal of English Education and Teaching Vol. 8 No. 1 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.1.141-155

Abstract

Reflection plays an important role in language learning. Through reflection, students are encouraged to learn how to learn to acquire deeper learning. This study investigates students’ perceptions of digital reflective journals as a means of reflective practice in their ESP classroom. This study involved 45 students who enrolled in a Business English class where they were required to write reflective journals digitally at the end of the teaching and learning process. This study used questionnaires and semi-structured interviews as the instruments to collect the data. The quantitative data from the questionnaire were analysed with the assistance of SPSS to examine the frequency of students’ responses to each statement listed on the questionnaire. Meanwhile, the qualitative data from semi-structured interviews were analysed through the steps of data condensation, data display, and conclusion. The findings of this study revealed that students admitted to the beneficial roles of digital reflective journals. It helped them raise their self-awareness, and develop their critical and problem-solving skills. Besides, they also assumed that writing reflective journals digitally was more convenient because it offered ease of access and flexibility. Therefore, digital reflective journals can serve as valuable tools to improve the quality of language learning that can be considered to be utilized in language classrooms.
L1 Interference and Pronunciation Difficulties among Pre-service EFL Teachers in Indonesia Andriani, Agis; Saeful Anwar; Sitti Syakira
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.32317

Abstract

Pronunciation plays a critical role in English as a Foreign Language (EFL) learning, as it directly influences learners’ communication fluency and comprehensibility. However, in the Indonesian EFL context, many pre-service English teacher students continue to experience pronunciation difficulties, which are commonly influenced by their first language (L1), limited early exposure to English, and the complexity of English phonology. This study aimed to investigate the types of pronunciation difficulties faced by pre-service English teacher students, the influence of L1 interference on their English pronunciation, and the strategies they employ to overcome these challenges. This research combined qualitative thematic analysis and acoustic phonetic analysis, involved four pre-service English teacher students from diverse regional language backgrounds, Sundanese, Javanese, Buginese, and Ambonese Malay. Data were collected through semi-structured interviews conducted online via Zoom, and vowel formant analysis was conducted using PRAAT software to compare the participants’ vowel production with native speaker benchmarks. The data analyzed using thematic analysis framework revealed five central themes: (1) perceived pronunciation difficulties and language awareness, (2) challenges with English phonemes absent in L1, (3) the influence of L1 stress, rhythm, and intonation, (4) pronunciation learning strategies including classroom practices, and (5) motivation linked to professional identity. Additionally, motivation emerged as a significant factor in improving pronunciation. The PRAAT analysis confirmed that the participants’ L1 backgrounds strongly influenced variations in vowel production. It concludes that L1 interference significantly shapes pronunciation difficulties, while self-awareness, motivation, and active learning strategies play essential roles in mitigating these challenges.
Co-Authors Andriani, Agis Dea Silvani Saeful Anwar Santiana Santiana