Articles
<![CDATA[The Effectiveness of Metacognitive Strategies in Enhancing Students' Reading Skills in Islamic Economics: A Cross-Sectional Study ]]>
<![CDATA[Parangu, Kaukabilla Alya]]>;
<![CDATA[Wibowo, Amiruddin Hadi]]>;
<![CDATA[Agustina, Eliasanti]]>;
<![CDATA[Rizkiyah, Faiqotur]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v11i2.18000
<![CDATA[This study aimed to determine the effectiveness of metacognitive strategies in enhancing students' reading skills. The sample consisted of 50 Islamic Economics majors selected through random cluster sampling from 100 undergraduate EFL majors studying at different universities in East Java. The participants were randomly assigned to either the experimental group (N=50) or the control group. Five main instruments were used in the study: the Survey of Reading Strategies (SORS), Motivated Strategies for Learning Questionnaire (MSLQ), semi-structured interviews, a background questionnaire, and a reading comprehension test. The experimental group did much better on the posttest for reading comprehension (M=31.96, SD=10.56) than the students in the control groups. The results of this study are important for students, teachers, and people who make tools for teaching English as a second language.]]>
<![CDATA[Deconstructive Reading on Traditional Narratives in English Course Book ]]>
<![CDATA[Setiawan, Rahmat]]>;
<![CDATA[Agustina, Eliasanti]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v5i1.7620
<![CDATA[This research aims to explore deconstructive reading on traditional narratives in coursebook and how the EFL pre-service teachers’ insights on it. This research imposes its theoretical framework in the concepts of Deconstruction, EFL Pre-service Teachers, Literature, Traditional Narrative Text, and Coursebook. The type of this research is qualitative, the approach is case study. The data in this research are text fragmentations from the narrative texts and the statements of the EFL students. The first source of the data is the narrative texts in the coursebook. The second source of the data is interview with some EFL pre-service teachers from various university in Surabaya. The techniques of data collection in this research are documentation and non-structured interview. The technique of data analysis in this research is thematic analysis. The result of the analysis is narrative texts provided by Kemendikbud in English coursebook seem to be conventional and it requires EFL teachers with good sense of literature to help out students to make the meaning relevant with the life they live today. Some interviewed EFL pre-service teachers put some insights that meaning in the traditional narrative texts in the English coursebook. For them, traditional narrative is important, but the interpretative meaning should be deconstructed in more various meaning, not in one-sided claim which one is true and false.]]>
<![CDATA[ARTIFICIAL INTELLIGENCE USAGE IN HIGHER EDUCATION: EFL STUDENTS’ VIEW ]]>
<![CDATA[Yuliani, Sesilia]]>;
<![CDATA[Mukhibbah, Tefanya Laili]]>;
<![CDATA[Agustina, Eliasanti]]>
<![CDATA[ ELTR Journal Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v8i2.198
<![CDATA[This research aims to determine students' perceptions and challenges faced using AI due to the gaps faced by EFL students. This research uses a qualitative method which uses two data collection techniques, namely observation as supporting data and interviews with 6 students from different classes as main data. To analyze the data, researchers used thematic analysis and then used content validity to support the research. The results of this research show that the majority of students agree that the use of AI in EFL classes is very helpful in the independent learning process and improves speaking, reading, writing, and giving ideas. So the researchers concluded that based on students' perceptions, these perceptions had a positive impact on the use of AI in EFL classes. Researchers hope that students and lecturers can use AI according to the role of AI. Researchers also hope that this research can become a reference for readers.]]>
<![CDATA[Peranan Game untuk Pengajaran Kosakata Bahasa Inggris: Sebuah Penguatan Literasi bagi Guru Sekolah Dasar ]]>
<![CDATA[Agustina, Eliasanti]]>;
<![CDATA[Andanty, Ferra Dian]]>;
<![CDATA[Setiawan, Rahmat]]>;
<![CDATA[Susanto, Fajar]]>;
<![CDATA[Soelistijowati, Joesasono Oediarti]]>;
<![CDATA[Putri, Nabila Tavania]]>
<![CDATA[ Jurnal Peradaban Masyarakat Vol. 4 No. 1 (2024): Jurnal Peradaban Masyarakat (JPM) ]]>
Publisher : <![CDATA[LPPM STIE Hidayatullah Depok ]]>
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DOI: 10.55182/jpm.v4i1.382
<![CDATA[Popularitas game/gim sebagai media pembelajaran sudah bukan hal yang asing didengar, namun dalam konteks sekolah dasar dan mata pelajaran bahasa Inggris, posisi gim menjadi cukup krusial. Oleh karena itu, kegiatan ini bertujuan untuk melihat perspektif guru mata pelajaran bahasa Inggris sekolah dasar tentang pentingnya gim sebagai media pembelajaran kosakata bahasa Inggris. Kegiatan ini berjenis kualitatif dengan pendekatan deskriptif. Data berupa hasil angket kuisioner dan sumber datanya adalah 20 guru mata pelajaran Bahasa Inggris untuk Sekolah Dasar Kota Surabaya. Teknik pengumpulan data adalah dengan kuisioner tertutup dengan tujuan agar peneliti mendapat data mutlak. Teknik analisis yang digunakan adalah analisis konten. Hasil dalam kegiatan ini menunjukkan bahwa 100% guru melihat gim sebagai sesuatu yang bagus, sebanyak 85% guru menyetujui bahwa kosakata adalah hal krusial untuk pembelajaran bahasa Inggris, sebanyak 90% guru sepakat bahwa siswa lebih gemar belajar dengan gim, dan sebanyak 100% guru melihat peranan gim sangat penting karena di Sekolah Dasar. Selain itu, sebanyak 60% guru lebih menyukai gim tradisional dan 40% guru lainnya menyukai gim berbasis digital.]]>
<![CDATA[Deconstructive Reading on Traditional Narratives in English Course Book ]]>
<![CDATA[Setiawan, Rahmat]]>;
<![CDATA[Agustina, Eliasanti]]>
<![CDATA[ ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/eltall.v5i1.7620
<![CDATA[This research aims to explore deconstructive reading on traditional narratives in coursebook and how the EFL pre-service teachers’ insights on it. This research imposes its theoretical framework in the concepts of Deconstruction, EFL Pre-service Teachers, Literature, Traditional Narrative Text, and Coursebook. The type of this research is qualitative, the approach is case study. The data in this research are text fragmentations from the narrative texts and the statements of the EFL students. The first source of the data is the narrative texts in the coursebook. The second source of the data is interview with some EFL pre-service teachers from various university in Surabaya. The techniques of data collection in this research are documentation and non-structured interview. The technique of data analysis in this research is thematic analysis. The result of the analysis is narrative texts provided by Kemendikbud in English coursebook seem to be conventional and it requires EFL teachers with good sense of literature to help out students to make the meaning relevant with the life they live today. Some interviewed EFL pre-service teachers put some insights that meaning in the traditional narrative texts in the English coursebook. For them, traditional narrative is important, but the interpretative meaning should be deconstructed in more various meaning, not in one-sided claim which one is true and false.]]>
<![CDATA[SPOTIFY APPLICATION ON THE STUDENTS’ VOCABULARY ACHIEVEMENT: AN EXPERIMENTAL STUDY ]]>
<![CDATA[Permani, Debina Putri]]>;
<![CDATA[Rahayu, Endang Mastuti]]>;
<![CDATA[Agustina, Eliasanti]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, English Department, UNISKA, Kediri ]]>
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DOI: 10.32503/proficiency.v7i2.6948
<![CDATA[The study investigated the influence of the Spotify application on the vocabulary achievement of eleventh-grade students. The research identified the need for engaging methods to enhance vocabulary learning, as non-technology media approaches often failed to captivate students. Spotify’s audio media features, such as songs and lyrics, offered contextual and interactive learning opportunities. Previous studies and the theoretical framework suggested that digital platforms like Spotify could significantly influence students’ vocabulary acquisition by presenting language in dynamic and authentic contexts. This study took a quantitative approach, using a pretest and posttest experimental research design that involved 80 students divided into experimental and control groups. The experimental group used Spotify for vocabulary exercises, including listening to curated songs, analyzing lyrics, and completing interactive tasks, while the control group received conventional lessons. Data analysis through IBM SPSS 19 assessed vocabulary improvements between the two groups, highlighting Spotify’s pedagogical advantages in creating engaging and effective language-learning environments. The results confirmed the alternative hypothesis (Hₐ), indicating that Spotify enhanced vocabulary achievement. The null hypothesis (H₀), which assumed no significant difference, was rejected. The results confirmed that Spotify enhanced vocabulary achievement. This suggested that integrating Spotify into language instruction not only influenced vocabulary retention but also fostered motivation and engagement among students, marking it as an effective educational tool.]]>
<![CDATA[THE ANALYSIS OF SECOND LANGUAGE ACQUISITION IN CHILDREN VS ADULTS ]]>
<![CDATA[Wibowo, Amiruddin Hadi]]>;
<![CDATA[Agustina, Eliasanti]]>;
<![CDATA[Wardhani, Norita Prasetya]]>
<![CDATA[ Journal of Education and Research Vol. 3 No. 2 (2024): DESEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Widya Darma ]]>
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DOI: 10.56707/jedarr.v3i2.206
<![CDATA[This article aims to provide a comprehensive analysis of the interaction between children and adults when learning a second or foreign language, to offer a more coherent and academic response to the question of whether children outperform adults in second language acquisition. The process of learning a second language can occur naturally, in formal instructional settings, or through social interactions. Several internal factors, such as the role of the first language, student motivation, and attitudes, play a crucial role in determining the proficiency level of second language learners. The findings of this study lend support to the notion that the aging process is correlated with a decline in the ability of pupils to recall language information. However, it is important to emphasize that successful second language acquisition is not solely determined by age, but rather hinges on the individual's intrinsic motivation to engage in meaningful communication and interaction with others through the medium of a second or foreign language. ]]>
<![CDATA[News In Levels website to sharpen students’ critical thinking: Student’s Perspective ]]>
<![CDATA[Hanifah Azhari]]>;
<![CDATA[Adawiyah , Robiatul]]>;
<![CDATA[Agustina, Eliasanti]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i2.7650
<![CDATA[This study explores the explorer of News in Levels as a learning medium in enhancing reading skills and critical thinking among fifth-semester students of the English Education Program at Universitas of Indonesia. News in Levels is an online news platform that presents current events in three levels of English proficiency, allowing students to engage with content suited to their language ability. The platform not only supports literal comprehension but also encourages students to analyze information, construct arguments, and compare news across levels—core components of critical thinking. The research employed a qualitative descriptive approach, with data collected through interviews involving three students who actively use News in Levels in their learning process. The interviews focused on students’ perceptions of how the platform helps them understand texts more deeply, identify main ideas, draw conclusions, and respond to current issues reflectively and critically. Findings indicate that News in Levels assists students not only in understanding English texts but also in developing analytical thinking about news content. All three participants reported that reading news across different levels enabled them to build layered comprehension, which eventually led to deeper analysis. The platform’s audio features and simple yet informative structure made it easier for students to identify the writer’s perspective and form their own opinions based on the information read. Thus, News in Levels proves to be an effective learning medium for improving not only reading skills but also critical thinking abilities, particularly in the context of English as a foreign language learning.]]>
<![CDATA[Rethinking competency gap of prospective English teachers in Indonesia ]]>
<![CDATA[Kurniadiansyah, Meytha Dwi]]>;
<![CDATA[Agustina, Eliasanti]]>;
<![CDATA[Setiawan, Rahmat]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v14i2.25975
<![CDATA[The teacher education system in Indonesia faces significant challenges in producing professional and competent educators. Despite a structured curriculum and professional development programs, a gap persists between graduates’ competencies and job market expectations. This study aims to assess English Education students’ readiness to meet teaching standards and examines disparities between institutional goals and graduates’ actual capabilities. Using a mixed-method sequential explanatory design, data were collected via a Likert-scale survey of 66 final-year students and in-depth interviews with principals, senior teachers, and students. The findings reveal that only 39.4% of students feel confident in speaking English, and 50% consider themselves capable of managing classrooms, although 81.9% demonstrated strong competencies in using technology. These competency gaps highlight the need for improved practical experiences, such as higher-quality and longer internship programs. Furthermore, the curriculum should prioritize speaking skills, cross-cultural understanding, and innovative pedagogical strategies to prepare teachers who are creative, adaptable, and ready to face the challenges of modern education. This study underscores the importance of strengthening collaboration between universities and educational institutions to shape professional educators capable of advancing national education quality.]]>
<![CDATA[The Influence of Kahoot Application on Students’ Grammar Achievement in Senior High School ]]>
<![CDATA[Khawas, Ursya Tiara]]>;
<![CDATA[Rahayu, Endang Mastuti]]>;
<![CDATA[Agustina, Eliasanti]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v12i1.14867
<![CDATA[The present study examined whether the Kahoot application influenced the grammar proficiency of eleventh-grade students at SMA Wachid Hasyim 2 Taman. Contextual grammar is crucial in the writing learning process; however, students frequently struggle with writing tasks, largely due to insufficient grammar knowledge. This paper employed a quantitative methodology with a true experimental design. Pre-test and post-test were utilized to evaluate the data. The sample comprised 280 eleventh-grade students from SMA Wachid Hasyim 2 Taman. Cluster random sampling was employed to generate the experimental and control groups. The researcher designated XI-F1 as the experimental group, the Kahoot application was used to provide instruction, while XI-F2 served as the control group, taught using traditional paper-based methods. The data analysis was conducted using an independent sample t-test in SPSS 19. A subjective test was also conducted to measure the students’ grammar skills in the form of creating an analytical exposition text. The findings indicated that the significance (2-tailed) of 0.000 is less than 0.05 (0.000 < 0.05), leading to the acceptance of the alternative hypothesis (Ha). Therefore, it can be concluded that the Kahoot application has a positive and significant influence on eleventh-grade students’ grammar proficiency at SMA Wachid Hasyim 2 Taman. The integration of Kahoot as an interactive and gamified learning tool has the potential to serve as an effective strategy to improve students’ grammar mastery.]]>
