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All Journal JEIT (Journal of Educational Innovations and Technologies)
Anindya, Diva Zahra
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Education

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Argumentative discourse construction through the AREL framework in EFL university classrooms: A qualitative study Asty Widyastuti; Darsih, Endang; Anindya, Diva Zahra
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.145

Abstract

This study addresses the challenges faced by EFL university students in constructing coherent and logical spoken arguments in academic contexts. Despite the increasing emphasis on argumentative speaking in higher education, many learners struggle to organize ideas and provide sufficient justification during real-time communication. This study aims to explore how Indonesian EFL university students construct argumentative discourse using the AREL (Assertion, Reason, Evidence, Linkback) framework, identify the challenges they encounter, and examine their perceptions of its usefulness. A qualitative research design was employed involving five university students who participated in an argumentative speaking task followed by semi-structured interviews. The data were analyzed using thematic analysis. The findings indicate that students were able to use the AREL framework to structure their arguments more coherently; however, they experienced difficulties in generating relevant evidence, maintaining fluency, and managing cognitive load during spontaneous speaking. Despite these challenges, students perceived AREL as an effective framework that improved clarity and logical organization of their spoken arguments. These findings suggest that AREL can serve as a valuable pedagogical tool to support argumentative speaking development in EFL higher education contexts.
EFL students’ experiences with audio-based authentic materials in extensive listening Anindya, Diva Zahra; Darsih, Endang; Widyastuti, Asty
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.151

Abstract

This study explores English Education students’ perceptions and experiences in using audio-based authentic materials, particularly real-life announcements, in an Extensive Listening context at Universitas Kuningan. Using a qualitative approach, data were collected through semi-structured interviews with five participants and analyzed using thematic analysis. The findings indicate that authentic materials create a dynamic learning experience shaped by the interplay between motivation, cognitive engagement, and linguistic challenges. Students perceive authentic input as engaging and relevant to real-world communication, enhancing their motivation and sense of readiness. However, features such as rapid speech, background noise, and unfamiliar vocabulary increase cognitive load and may hinder comprehension. Despite these challenges, students employ adaptive strategies including visualization and top-down processing to construct meaning. These findings suggest that authenticity should not be viewed as inherently beneficial, but as a pedagogical resource whose effectiveness depends on balancing challenge and learner readiness. The study highlights the importance of scaffolding strategies to optimize the use of authentic materials in EFL listening instruction.
Co-Authors Asty Widyastuti Endang Darsih Widyastuti, Asty