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All Journal Indonesian Journal of English Language Studies (IJELS) ENGLISH JOURNAL English Journal
Ayuaneka, Debi
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Voice of America in the Classroom: Assessing Its Educational Value for Listening Comprehension in High School English Classes Ayuaneka, Debi; Sujarwati, Iis
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11540

Abstract

This study examines the relationship between the use of Voice of America (VOA) videos and students' listening comprehension in English language courses through a mixed-methods explanatory sequential design, addressing the ongoing debate on the effectiveness of authentic media in language learning. Given the increasing reliance on digital content for language acquisition, this study explores whether VOA videos offer measurable advantages over traditional listening materials in debating issues: why is it significant? The research includes quantitative data collection involving listening comprehension tests and surveys with Likert-scale questionnaires, followed by qualitative data gathered through structured interviews. Quantitative analysis using SPSS and Pearson correlation indicates a weak positive relationship between VOA video use and listening performance (r = 0.108, p = 0.651), which is statistically insignificant. Qualitative insights suggest that VOA videos provide exposure to authentic pronunciation, intonation, and accents, and may contribute to increased motivation for learning. Thematic analysis identifies challenges, such as the speed of speech and the presence of technical terminology. In general, the students' listening comprehension scores showed improvement, with a median score of 80/100. The findings suggest that integrating authentic video materials like VOA into language instruction may have pedagogical value while also highlighting limitations for broader applicability.
ENGLISH TEACHERS’ PERCEPTIONS OF DIAGNOSTIC ASSESSMENT IMPLEMENTATION UNDER THE MERDEKA CURRICULUM Ayuaneka, Debi
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.22475

Abstract

The implementation of the Merdeka Curriculum in Indonesia emphasises flexible, student-centred, and differentiated learning, where diagnostic assessment plays a key role in identifying students’ readiness and learning needs. In English Language Teaching (ELT), this is particularly important due to variations in students’ language proficiency and backgrounds. This study aims to examine English teachers’ perceptions of the purpose, role, and challenges of implementing diagnostic assessment at SMK Negeri 3 Lahat. A mixed-methods approach with a convergent design was employed, involving five English teachers selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings reveal that teachers generally hold positive perceptions of diagnostic assessment and recognise its importance in supporting differentiated learning and identifying students’ starting points. However, several challenges were identified, including limited time, insufficient training, lack of clear guidelines, and inconsistent implementation. These findings suggest that while diagnostic assessment is well-aligned with the principles of the Merdeka Curriculum, its effective implementation requires stronger institutional support, clearer guidelines, and continuous professional development for teachers.
ENGLISH TEACHERS’ PERCEPTIONS OF DIAGNOSTIC ASSESSMENT IMPLEMENTATION UNDER THE MERDEKA CURRICULUM Ayuaneka, Debi
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.22475

Abstract

The implementation of the Merdeka Curriculum in Indonesia emphasises flexible, student-centred, and differentiated learning, where diagnostic assessment plays a key role in identifying students’ readiness and learning needs. In English Language Teaching (ELT), this is particularly important due to variations in students’ language proficiency and backgrounds. This study aims to examine English teachers’ perceptions of the purpose, role, and challenges of implementing diagnostic assessment at SMK Negeri 3 Lahat. A mixed-methods approach with a convergent design was employed, involving five English teachers selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings reveal that teachers generally hold positive perceptions of diagnostic assessment and recognise its importance in supporting differentiated learning and identifying students’ starting points. However, several challenges were identified, including limited time, insufficient training, lack of clear guidelines, and inconsistent implementation. These findings suggest that while diagnostic assessment is well-aligned with the principles of the Merdeka Curriculum, its effective implementation requires stronger institutional support, clearer guidelines, and continuous professional development for teachers.
Co-Authors Iis Sujarwati