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All Journal GLOBAL: Journal of Language and Humanity Education English Review: Journal of English Education
Sartika
STKIP Paracendekia NW Sumbawa
Humanities Languange, Linguistic, Communication & Media

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STUDENTS’ DIFFICULTIES IN ANSWERING THE LISTENING SECTION OF TOEFL ITP Nora Nuraida; Sartika
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/90r52058

Abstract

The aim of this study was to identify the difficulties experienced by students in answering the listening section of the TOEFL ITP. This qualitative study involved students from the English and Mathematics Education Study Programs who had taken the TOEFL test at least twice but had not met the listening section standard score. Data collection techniques included documentation, questionnaires, and interviews. The results revealed external factors such as the speaker’s accent, speed, intonation, pauses, diction, complex sentence structures, and audio clarity. Internal factors included limited practice, memory and hearing limitations, low motivation, poor concentration, limited vocabulary, boredom, distractions, and difficulties in identifying key words. This study emphasizes the importance of addressing both internal and external challenges to improve student performance in the TOEFL listening section.
DEVELOPING CULTURALLY RESPONSIVE ENGLISH E-BOOKS USING SPEECH ACT THEORY FOR YOUNG EFL LEARNERS Irfan Hamonangan Tarihoran; Sartika; Iwan Jazadi
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.27

Abstract

This study explores the application of speech act theory in the development of culturally responsive English-language e-books for young EFL learners. Employing a modified Research and Development (R&D) methodology, ten short stories rooted in Sumbawanese cultural themes were created by novice authors and iteratively refined through expert validation and learner feedback. Dialogues were constructed using Searle’s five illocutionary types, with representative and directive acts emerging as the most dominant. Initial field trials revealed that indirect speech acts hindered reader comprehension, prompting revisions toward more direct and pragmatically transparent expressions. The revised e-books demonstrated marked improvements, with over 85% of participants accurately interpreting dialogue functions and moral messages. Embedding localized content enhanced learner engagement, supported cultural identity formation, and aligned with principles of culturally responsive pedagogy. These findings affirm that speech act-informed, culturally grounded materials can significantly improve pragmatic literacy and narrative comprehension in early-stage English language learning. The study offers practical insights for ELT practitioners and material developers aiming to integrate local culture and pragmatic awareness into language instruction.
Co-Authors Iwan Jazadi Nora Nuraida Tarihoran, Irfan Hamonangan