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All Journal Wiralodra English Journal (WEJ) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education Journal of English Education Program (JEEP)
Zainuddin Zainuddin
Universitas Islam Zainul Hasan Genggong
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Speech-Recognition Technology on English Pronunciation Skills: A Qualitative Study in Eleventh Grade of SMAI Miftahul Ulum Moh. Hidayatulllah; Zainuddin Zainuddin; Beny Hamdani
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15230

Abstract

This study explores the use of speech-recognition technology to improve English pronunciation among eleventh-grade students at Miftahul Ulum Islamic Senior High School. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed five key findings: (1) improved segmental pronunciation accuracy, (2) increased student motivation and engagement, (3) challenges with accent recognition, (4) limited support for fluency and natural speech, and (5) a need for more personalized feedback. While the technology effectively corrected individual pronunciation errors and boosted learners’ confidence, its limitations in recognizing regional accents and supporting sentence-level fluency suggest the need for a more integrated instructional approach. The study recommends using speech-recognition tools as supplementary aids, combined with communicative activities such as group discussions or role-play. These findings offer important insights into technology-enhanced language learning in the Indonesian EFL context and highlight the need for more adaptive, linguistically inclusive speech-recognition systems.
Exploring Speech-Recognition Technology on English Pronunciation Skills: A Qualitative Study in Eleventh Grade of SMAI Miftahul Ulum Moh. Hidayatulllah; Zainuddin Zainuddin; Beny Hamdani
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15230

Abstract

This study explores the use of speech-recognition technology to improve English pronunciation among eleventh-grade students at Miftahul Ulum Islamic Senior High School. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed five key findings: (1) improved segmental pronunciation accuracy, (2) increased student motivation and engagement, (3) challenges with accent recognition, (4) limited support for fluency and natural speech, and (5) a need for more personalized feedback. While the technology effectively corrected individual pronunciation errors and boosted learners’ confidence, its limitations in recognizing regional accents and supporting sentence-level fluency suggest the need for a more integrated instructional approach. The study recommends using speech-recognition tools as supplementary aids, combined with communicative activities such as group discussions or role-play. These findings offer important insights into technology-enhanced language learning in the Indonesian EFL context and highlight the need for more adaptive, linguistically inclusive speech-recognition systems.
THE USE OF CHATGPT AS A SELF-LEARNING TOOL FOR ENGLISH LANGUAGE LEARNING AMONG UNIVERSITY STUDENTS Milatus Sa'adah; Zainuddin Zainuddin; Beny Hamdani
Wiralodra English Journal Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.398

Abstract

The application of language model based on artificial intelligence, like a ChatGPT, as a self-learning tool is one of the most recent innovations garnering attention in the rapidly evolving field of technology-assisted English language learning. The objective of the study on the application of ChatGPT as a self-directed learning resource for university students studying the English language encompasses: evaluating the effectiveness of ChatGPT in improving English language skill, assessing its impact in accelerating material comprehension, identifying challenges faced by students, and analyzing their motivations and experiences. Conducted as a qualitative research using thematic analysis. Data collection involved steps of data coding, theme categorization, and interpretation of result that describe students experience and views. In conclusion, university students can benefit greatly from using ChatGPT as a self-learning tool for English language acquisition.  
Developing EFL Student's Narrative Writing through Storybird Application Madinatul Munawaroh; Feri Ferdiyanto; Zainuddin Zainuddin
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.v11i3.2387

Abstract

Writing is one of the most challenging skills in English as a Foreign Language (EFL) learning because it requires students to combine language knowledge, idea development, and organization at the same time. Many students still experience difficulties in starting their writing, developing ideas, and organizing their stories into a clear structure. This study aims to investigate the implementation of the Storybird application in teaching narrative writing and to describe how students’ narrative writing skills develop through its use. This research employed a qualitative design conducted at MTs Raudhatul Hasaniyah involving 14 students. Data were collected through classroom observation, interviews, and document analysis of students’ narrative texts. The findings showed that Storybird helped students generate ideas more easily, organize their narratives better, and become more engaged in writing activities. The visual prompts provided by the application supported students in developing coherent stories and increased their confidence in writing. The learning process also became more interactive and enjoyable. These results indicate that Storybird is an effective tool to support the development of students’ narrative writing skills in EFL classrooms.
Exploring Self-Directed Informal Digital Learning for English Proficiency Hikmatus Soimah; Zainuddin Zainuddin; 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.v11i3.2466

Abstract

The explosive growth of digital technology has had a substantial impact on English language learning by expanding access to learning resources beyond the classroom. Despite frequent exposure to English content via digital media, many learners continue to engage passively. The purpose of this study was to investigate the nature and activities of self-directed informal digital English learning (IDLE) and their impact on English proficiency. A qualitative descriptive method was used, with ten university students selected by purposive sampling. Data were gathered through interviews, observations, and documentation, then analysed using an interactive model. The data show that students participate in IDLE by watching YouTube videos, utilising apps like Duolingo, listening to podcasts, and communicating on social media platforms like TikTok and Instagram. Students presented both spontaneous and deliberate learning processes, with IDLE positively impacting vocabulary acquisition, listening comprehension, and speaking confidence. IDLE's efficacy is dependent on motivation, consistency, and self-regulated learning mechanisms. 
Students’ Speaking Practices through Beelinguapp in an Islamic Senior High School Sofiyah Sofiyah; Zainuddin Zainuddin; Nina Agus Hariati
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.v11i3.2416

Abstract

Although speaking is a crucial skill for English as a Foreign Language (EFL) learners, students often have limited opportunities to practice it in classroom settings. While previous studies have highlighted the potential of Mobile-Assisted Language Learning (MALL), few have examined how specific applications such as Beelinguapp support speaking practices in real classroom contexts, particularly in low exposure environments. This study aims to explore students’ speaking practices using the Beelinguapp application in an Islamic Senior High School. A qualitative case study was conducted involving 20 eleventh-grade students, with three students and one English teacher selected through purposive sampling for in-depth interviews. Data were collected through one classroom observation and semi-structured interviews. The findings show that students practiced speaking through listening, repetition, and story retelling. The application supported pronunciation, vocabulary development, and engagement, although challenges such as limited vocabulary and exposure remained.
Youtube Based Authentic English Content In Teaching Speaking A Qualitative Study At Zainul Hasan Genggong Islamic University Dhini Sukma Aprilia; Muhammad Hifdil Islam; Zainuddin Zainuddin
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.v11i3.2411

Abstract

This study emphasizes how crucial speaking abilities are to EFL instruction, especially when it comes to helping students become more proficient communicators in everyday situations. But there is still a disconnect between theoretical methods like Communicative Language Teaching and their actual use, particularly when it comes to using real digital media. The purpose of this project is to investigate how authentic English content from YouTube can be used to teach speaking and to analyze students' reactions. Through observations, interviews, and documentation, a qualitative approach was used. Although there are some drawbacks such a lack of engagement and technical difficulties, the results show that YouTube improves students' motivation, vocabulary, pronunciation, and confidence. The conclusion is that YouTube works well when paired with interactive exercises and suitable teaching techniques.
Pedagogical English Proficiency Requirements for Elementary EFL Teachers Ainun Zakiyah; Muhammad Hifdil Islam; Zainuddin Zainuddin
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.24566

Abstract

English proficiency plays a crucial role in supporting effective English as a Foreign Language (EFL) instruction at the elementary school level. However, in many elementary schools, English is taught by teachers whose educational backgrounds are not specifically related to English education and whose levels of English proficiency vary considerably. This study aimed to explore the English proficiency requirements needed by elementary school teachers in conducting EFL teaching and to examine how these competencies are manifested in instructional and interactional classroom practices at SDN Sindetanyar. The study was conducted to provide a deeper understanding of the competencies required for effective EFL instruction in elementary school contexts and the challenges associated with their implementation. Employing a qualitative case study design, data were collected through semi-structured interviews with three teachers who were purposively selected because they were responsible for teaching English in grades four, five, and six, complemented by classroom observations and document analysis. The data were analyzed using Saldaña’s first-cycle and second-cycle coding procedures. The findings revealed five key English proficiency requirements: instructional language, interactional competence, pronunciation, vocabulary explanation and simplification skills, and bilingual communication competence. The study also identified a discrepancy between teachers’ perceived understanding of these competencies and their actual classroom enactment. The findings suggest that teacher proficiency should be understood as the interaction of professional knowledge, pedagogical enactment, and contextual support within elementary EFL settings.
Co-Authors Ainun Zakiyah Beny Hamdani Dhini Sukma Aprilia Feri Ferdiyanto Hikmatus Soimah Madinatul Munawaroh Milatus Sa'adah Moh. Hidayatulllah Muhammad Hifdil Islam Nina Agus Hariati Sofiyah Sofiyah