cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Kurnia Saputri
Contact Email
englisheducationj@gmail.com
Phone
-
Journal Mail Official
englisheducationj@gmail.com
Editorial Address
-
Location
Kota palembang,
Sumatera selatan
INDONESIA
English Community Journal
Published by Universitas Muhammadiyah Palembang
ISSN : 2549009     EISSN : 25797378     DOI : -
Core Subject : Education,
Education
English Community Journal is a journal of English Education Journal of Faculty of Teacher Training and Education at Universitas Muhammadiyah Palembang. English Community Journal includes articles of English Education and published in twice a year, march and September. English Community Journal focusses on teachers, lecturers, students, reseacrhers who consentrate in English Education. Writing articles focusses on English Community Journal template.
Arjuna Subject : -
Articles 168 Documents
 13   14   15   16   17 
GLOSSOPHOBIA IN ACADEMIC SPEAKING CONTEXTS: PERCEIVED COGNITIVE, EMOTIONAL, AND BEHAVIOURAL EFFECTS AMONG EFL PRE-SERVICE TEACHERS Naurah, Faiza; Putra, M. Hadi Dwi; Tusya'Diah, Syakila; Irsyah, Lyra Vierdha; Mulia, Intan Tri; Jaya, Hariswan Putera
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10784

Abstract

The college students frequently struggle with glossophobia, also known as public speaking anxiety, particularly those who are in charge of making academic presentations. This study explores the influence of glossophobia on fifth-semester students in the English Education Study Program at Sriwijaya University. A 12-item Likert scale questionnaire evaluating four dimensions, physical symptoms, perceived cognitive and emotional effects, perceived performance effects, and behavioural responses that was used to gather data from 50 students using a quantitative approach. According to the findings, students' anxiety levels ranged from moderate to severe, with cognitive and emotional discomfort showing the most effects. Anxiety nevertheless affected presentation delivery, clarity, and fluency even if the effect on performance was only minor. These findings suggest that glossophobia significantly is perceived to influence students’ perceived academic performance and underscore the need for supportive pedagogical strategies to reduce anxiety and enhance students’ confidence in public speaking.
EXAMINING THE INTERPLAY OF LANGUAGE LEARNING STRATEGIES, GRAMMATICAL COMPETENCE, AND WRITING PERFORMANCE IN EFL HIGHER EDUCATION Septarini, Dian; Agustiani, Indah Windra Dwie
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10999

Abstract

This study investigated the relationships among language learning strategies, grammar mastery, and writing achievement among undergraduate students in an English Education program. Employing a correlational design, the study involved 149 students selected through purposive sampling. Data were collected using a questionnaire and a writing test, and analysed through Pearson product-moment correlation and regression analysis. The findings revealed that language learning strategies had no significant relationship with students’ writing achievement. In contrast, grammar mastery showed a significant positive relationship and contributed meaningfully to writing performance. Furthermore, when examined simultaneously, language learning strategies and grammar mastery jointly influenced writing achievement; however, only grammar mastery emerged as a significant predictor. These findings suggest that while language learning strategies alone may not directly impact writing outcomes, grammatical competence plays a more substantial role in supporting students’ writing achievement in an EFL context.
STUDENTS’ PERCEPTIONS OF ICE-BREAKING ACTIVITIES IN ENGLISH LANGUAGE LEARNING AT THE JUNIOR HIGH SCHOOL LEVEL Marliasari, Sherly; Rositasari, Tri; Saputri, Kurnia; Jannah, Nurul
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10851

Abstract

This study investigates eighth-grade students’ perceptions of ice-breaking activities in English language learning at SMPN 11 Palembang. Grounded in the need to enhance student motivation and classroom engagement in EFL contexts, the study employed a quantitative research design through survey approach. Data were collected through a closed-ended Likert-scale questionnaire administered to 34 eighth-grade students. The findings indicate that most students hold positive perceptions of ice-breaking activities, perceiving them as helpful in increasing learning focus, reducing classroom boredom, and creating a more supportive learning atmosphere. Students generally agreed that the use of ice-breaking activities contributes to more engaging English lessons and improves classroom dynamics. However, the findings are limited to students’ perceptions and do not claim direct effects on learning outcomes. The study underscores the pedagogical value of ice-breaking activities as a motivational strategy in English language classrooms and suggests their thoughtful integration into EFL instruction.
HEYZINE FLIPBOOK IN ENGLISH LANGUAGE LEARNING: STUDENTS’ PERCEPTIONS Siena, M. Haikal Ibnu; Manurung, Jenny Elvinna; Ria, Nita
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10988

Abstract

This study investigated students’ perceptions and the benefits of using the Heyzine Flipbook as a digital learning medium among eleventh-grade students at SMA Negeri 11 Palembang in the 2025/2026 academic year. Employing a quantitative survey design, the study involved 165 students selected through cluster random sampling from a population of 392 students. Data were collected using a close-ended questionnaire based on a four-point Likert scale, covering two main aspects: students’ perceptions and perceived benefits. The instrument demonstrated high reliability with Cronbach’s alpha of 0.890. The findings revealed that 98.12% of students expressed positive perceptions toward the Heyzine Flipbook. The application enhanced students’ motivation, improved comprehension, and supported English language development, indicating its effectiveness as an engaging and accessible digital learning tool. It also promoted independent learning and increased students’ engagement through interactive and visually appealing features, contributing to a more effective classroom learning environment overall in diverse instructional contexts and settings.
EXPLORING RURAL INDONESIAN STUDENTS’ AWARENESS AND UNDERSTANDING OF CLIMATE CHANGE THROUGH ENGLISH EDUCATION Intadani, Masagus Aditya Putra; Inderawati, Rita
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10750

Abstract

This study examines students’ awareness and understanding of climate change through English language learning in a rural senior high school. Using a descriptive quantitative design, 200 students from grades X–XII at SMA Negeri 1 Jejawi completed a 15-item Likert-scale online questionnaire. Data were analyzed using mean scores and standard deviations. Results show that students have a relatively high level of awareness, especially regarding climate change as a global issue, its human causes, and environmental impacts presented in English materials. However, their understanding varies, particularly in higher-order skills such as distinguishing climate from weather, summarizing solution-based texts, and expressing opinions in English. Overall, while English learning supports awareness, greater instructional support is needed to enhance deeper conceptual understanding in rural EFL contexts.
POLITENESS STRATEGIES IN THE CHARACTERS’ APOLOGIES IN THE WHALE MOVIE Sari, Dewi Purnama; Asia, Zona; Kurniawan, Ferry; Syaputri, Komala Dwi
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10435

Abstract

This study aims to analysed politeness strategies in apology expressions in The Whale (2022). This research applied a qualitative method through case study design to explore how characters use language to convey apologies in different social and emotional contexts. The data were collected from documents with selected dialogues in the film containing apology expressions, which were then carefully examined and categorized. The researcher analysed the data based on Leech's politeness maxims, focusing on how each maxim is reflected in the characters’ speech. The results show that the tact maxim is the most dominant strategy, followed by sympathy, approbation, and modesty maxims. These findings suggest that characters tend to minimize harm and show concern for others when apologizing. Furthermore, the study indicates that apology strategies play an important role in maintaining interpersonal relationships, expressing emotional conditions, and revealing deeper psychological states among characters in the film.
SOUND CHANGE MECHANISMS IN ENGLISH AND INDONESIAN: A CONTRASTIVE PHONOLOGICAL APPROACH TO EFL INSTRUCTION Sulaiman, Masagus; Syahri, Indawan; saputri, kurnia; Tania, Mira
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10926

Abstract

This study investigates sound change mechanisms in English and Indonesian through a contrastive phonological approach, with the aim of identifying similarities and differences between the two languages, exploring learning difficulties experienced by students, and proposing pedagogical implications for teaching English as a foreign language (TEFL). A qualitative research design was adopted, and the data were collected through documentation techniques and analyzed descriptively. The results reveal two major similarities and three major differences in sound change between English and Indonesian. The similarities involve regressive and progressive sound changes at the single-word level and in prefixation. In contrast, the differences are observed in regressive, progressive, and reciprocal sound changes at the two-word level, in suffixation and circumfixation, which are identified as unfamiliar features that may cause learning difficulties. The pedagogical implications of this study provide practical instructional guidelines for developing more systematic and effective pronunciation practices related to sound change mechanisms.
TEACHERS’ EFFORTS IN APPLYING FORMATIVE ASSESSMENT IN ENGLISH INSTRUCTION FOR EFL ELEMENTARY STUDENTS Apriani, Eka; Sanjaya, Hengki Kris; Dubey, Shibani Basu; Muthmainnah, Muthmainnah
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10929

Abstract

This study investigates teachers' strategies for implementing formative assessment in English as a foreign language (EFL) instruction at the primary school level and identifies the challenges encountered. An exploratory qualitative approach was employed, with data collected through classroom observations and structured interviews involving teachers from three primary schools. A classroom observation checklist documented teacher strategies, while structured interviews identified challenges. The findings indicate that teachers employ strategies such as communicating learning objectives, gathering evidence of learning through interactive and digital activities, and providing targeted feedback. Teachers also adapt their instruction based on formative assessment outcomes to meet students’ needs. The primary challenges identified are time constraints, variations in students’ abilities, and students’ limited confidence in self-reflection. The study recommends technological support, increased time allocation, and professional development to enhance formative assessment implementation. These findings offer practical insights for improving EFL instruction at the primary school level.

Page 17 of 17 | Total Record : 168

 13   14   15   16   17 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10, No 1 (2026): English Community Journal Vol 9, No 2 (2025): English Community Journal Vol 9, No 1 (2025): English Community Journal Vol 8, No 2 (2024): English Community Journal Vol 8, No 1 (2024): English Community Journal Vol 7, No 2 (2023): English Community Journal Vol 7, No 1 (2023): English Community Journal Vol 6, No 2 (2022): English Community Journal Vol 6, No 1 (2022): English Community Journal Vol 5, No 2 (2021): English Community Journal Vol 5, No 1 (2021): English Community Journal Vol 4, No 2 (2020): English Community Journal Vol 4, No 1 (2020): English Community Journal Vol 3, No 2 (2019): English Community Journal Vol 3, No 1 (2019): English Community Journal Vol 2, No 2 (2018): English Community Journal Vol 2, No 1 (2018): English Community Journal Vol 2, No 1 (2018): English Community Journal Vol 1, No 2 (2017): English Community Journal Vol 1, No 2 (2017): English Community Journal Vol 1, No 1 (2017): English Community Journal Vol 1, No 1 (2017): English Community Journal More Issue