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EDUVELOP (Journal of English Education and Development)
Published by Universitas Sulawesi Barat
ISSN : 2597713     EISSN : 25977148     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
EDUVELOP (Journal of English Education and Development) Universitas Sulawesi Barat invites the researchers, academics, to publish the results of research related to English education. This journal will be publishing the articles September 2018 with ISSN 2597-713X (print), ISSN 2597-7148 (online).
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Articles 15 Documents
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Search results for , issue "Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development" : 15 Documents clear
SQ3R Method as an Alternative Pedagogical Strategy to Enhance Students’ Reading Comprehension Sofyan, Nurlaily; Farsha Basyarewan
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5158

Abstract

SQ3R Method is systematic method that can enhance students’ reading comprehension. This method has five steps that should completely implement it. Firstly, survey step which we are surveying the table of contents and the tittle of the book or text will be read. Secondly, question step which we are questioning the unclear sentences in the previous step. The last step is 3R (Read, Recite and Review). Read is the main step of this method which we are reading the whole text. Recite step is the step which we must jot down the answers of unclear sentences we met before. And the last step is Review which we try to conclude what we read and write. The design of this research is descriptive research. The samples are from the first semester of English Department students at UMMU amounted to18 students. The students are following the research as long as 7 meetings and they are reading 6 texts and answering 30 questions of pre-test and post-test given by the researchers. Three students are interviewed by the researchers and they are asked 10 of interview questions. The result of the research showed that the students’ reading comprehension through SQ3R method at English Department of UMMU is in the good category. Dealing with the score that the students achieve, it can be seen from the result of the test that is 66.45%. According to the result, it can be seen that the implementation of SQ3R method has been enhancing students’ reading comprehension because the students could understand the steps of the method itself although this is still a new method for them.
Bridging Pedagogy and Technology: Stress Triggers and Strategies Among English Language Teachers Indahyanti, Rizka; Rahman, Ali Wira; Andy Hamzah Fansury
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5160

Abstract

This study explores the stress experienced by English language teachers in educational settings, with a focus on identifying the key stressors and the coping strategies they employ. A qualitative approach was used, involving semi-structured interviews and classroom observations with 32 participants selected through purposive sampling. The data revealed that English language teachers face a range of stress-inducing factors, including inadequate student competence and discipline, insufficient learning support facilities, regulatory pressures, low salaries, increased workloads, and limited teacher competence. These stressors negatively impact their performance, motivation, and overall well-being. In response to these challenges, teachers adopt various coping strategies to manage stress effectively. These include efforts to improve their pedagogical knowledge and professional skills, integrating technology into the teaching and learning process, applying better time management practices, and fostering a more positive and supportive classroom environment. Additionally, teachers demonstrated resilience by attempting to exert control over stress-inducing factors within their professional context. The study underscores the complex and multifaceted nature of teacher stress, emphasizing the importance of institutional support in addressing these issues. It advocates for the development and implementation of targeted support programs aimed at improving the mental health and well-being of EFL teachers. By understanding the sources of stress and how teachers cope with them, stakeholders in the education sector can better design interventions to create a more supportive and sustainable teaching environment.
Unlocking Speaking Potential: The Power of the Problem Posing Approach Rina Asrini Bakri; Saiful; M. Tahir; Amra Ariyani; Andi Haeriati Alimuddin; Sumirna
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5212

Abstract

The research explores about Problem Posing Approach in enhancing speaking skill at the second grade students at SMP Negeri 3 Mare in 2024/2025 academic year. Utilizing a pre experimental design featuring a single group with both pretest and posttest phases, the study focused on a population of 120 students distributed across four classes: 2A, 2B, 2C, and 2D. Through purposive sampling, class 2B was selected as the sample group, as most of its students were identified as having lower speaking proficiency. Initially, participants underwent an oral assessment to gauge their baseline speaking skills. This was followed by six instructional sessions applying the Problem Posing Approach, after which a post-test was administered. Speaking performance was assessed using several key indicators such as fluency, word choice, articulation, and overall clarity. The results indicated a notable enhancement in average performance scores, which increased from a mean score of 6.87 (SD = 0.71) before the intervention to 10.77 (SD = 0.62) afterward. A paired-sample t-test confirmed the statistical significance of this increase at the 0.05 level (t = 21.06; df = 29; critical t = 2.045). These results suggest that incorporating learner-formulated questions into classroom practice significantly enhances classroom dialogue, improves language production, and strengthens student confidence in speaking. The study concludes that the Problem Posing Approach is an effective pedagogical strategy for elevating speaking proficiency in EFL contexts where student participation is traditionally limited. Educators are encouraged to integrate structured problem formulation and peer dialogue into speaking curricula to cultivate both communicative competence and critical thinking.
Trilingual-Based Instruction in English for Tourism: Empowering Students with Cultural Knowledge and Communication Competence Taula'bi, Nilma; Yakub Tangdibiri; Markus Deli Girik Allo; Dimas Rio
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5227

Abstract

This study holds significant urgency in the context of language learning development and the enhancement of students’ communication skills, aiming to prepare high-quality and competitive human resources for the workforce—particularly in the tourism sector. Additionally, the study serves as a preventive effort to ensure that younger generations are still informed about, take pride in, and can preserve and promote the rich cultural heritage of Toraja. In this regard, the implementation of the trilingual method in the English for Tourism course is expected to help both lecturers and students in the English Language Education Study Program at Universitas Kristen Indonesia (UKI) Toraja. The primary aim of this study is to investigate the implementation of the trilingual method in the English for Tourism course. This research employs a qualitative approach using a descriptive qualitative design. The findings show that the trilingual method is implemented through five main activities: the integration of Toraja local culture into the learning materials, simulation-based learning, fieldwork projects, translation of cultural texts, and the production of trilingual tourism promotional video.
Integrating Local Culture-Based Learning Media in Multilingual Classrooms: An Analytical Study of Implementation and Educational Impact Sudarsi, Elim Trika; Dan Mangoki’; Sri Wahyuni; Markus Deli Girik Allo; Tenri Ugi Irianto
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5228

Abstract

This study investigates the implementation of local culture-based learning media, specifically grounded in Toraja culture, within multilingual English classrooms at Universitas Kristen Indonesia Toraja. Using a qualitative case study approach, data were collected through classroom observations, document analysis, and in-depth interviews with English lecturers who actively integrate Torajan cultural elements—such as traditional narratives, rituals, and symbolism—into English language instruction. The findings reveal that such integration fosters culturally responsive instructional strategies, enhances student engagement, supports linguistic and intercultural competence, and affirms learners’ cultural identities. Lesson materials and teaching practices proved a successful bridging of content knowledge and cultural relevance, making English learning more accessible and meaningful. While the approach yielded clear pedagogical benefits, it also highlighted challenges including limited access to culturally adapted materials and the need for institutional support. The study concludes that with proper structural backing, the integration of local cultural media has transformative potential for inclusive, identity-affirming language education in multilingual contexts.
Echoes of the “Keraton”: Translating Javanese Court Culture for local and Global Viewers Asmarani, Rahmanti; Bayu Ade Prabowo; Sri Oemiati
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5242

Abstract

This study analyzes translation strategies employed in subtitling the "Marak" short film from Javanese to Indonesian and English, focusing on challenges of translating Javanese court culture for dual audiences with different cultural proximities to the source culture. Using qualitative descriptive approach with content analysis, the research examines 47 cultural terms across three subtitle versions, categorizing them according to Newmark's cultural classification framework and analyzing translation strategies through integrated theoretical frameworks of Gottlieb's subtitling strategies, Pedersen's cultural reference translation strategies, and Venuti's foreignization-domestication paradigm. The findings reveal significant differences in translation approaches between target languages: Indonesian translations predominantly employ transfer/retention strategies (59.57%), indicating cultural preservation orientation, while English translations favor direct translation (31.91%) and specification (25.53%) strategies, demonstrating accessibility orientation for international audiences. Social culture terms dominate the cultural vocabulary at 38.30%, reflecting the central importance of hierarchical relationships and honorific language in Javanese court interactions. The research contributes empirical evidence that effective dual-audience cultural translation requires strategic differentiation based on audience cultural proximity rather than uniform translation solutions, with implications for audiovisual translation practice and cultural preservation in contemporary media contexts.
Interactive Media in English Vocabulary Instruction: Types and Pedagogical Challenges Syamsinar; Mulyani, Mulyani; Kamariah, A.; Afdaliah, Nihla
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5250

Abstract

Nowadays, the use of learning media has essential role in teaching. The lecturer should use interesting media to attract the students’ attention. The media should be innovative and interactive especially in teaching English vocabulary. The objective of the study was to find out the types and challenges of various interactive media in teaching English vocabulary. The subject of the research was the first semester students of English Education at STAIN Majene. The instruments were classroom observation and interview. This research used qualitative research. The data were collected by using lecturer’s interview, observation sheet for students and lecturer. The data were analyzed in four stages namely data collection, data display, data condensation and conclusion drawing. The result of the research showed that the lecturer used 4 types of Interactive media in form of interactive quiz, video, books, and flash card The implementation of various media was interesting and attracts the students’ attention. The students were active to take a part in learning because the medias were interactive. The students were more active than the use of textbook. Besides, there were some challenges in implementing the media. They are limitations of technological devices, time constraints in preparation, resistance of users, distraction of students’ focus, and irrelevant of Instructional materials and media.
Exploring the impact of the Genre-Based Approach on Academic Writing Proficiency Abdul Rahman R; Chairil Anwar Korompot; Chaerul Fadlan Saud; Yusran; Badriah
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5259

Abstract

This research presents a comprehensive exploration of the implementation and potential impact of the Genre-Based Approach (GBA) on academic writing proficiency among English Language Education (EFL) students at Universitas Tomakaka, Indonesia. Utilizing a case study methodology, the report examines the theoretical foundations of GBA, its pedagogical stages, and its alignment with the specific needs of the Indonesian English as a Foreign Language (EFL) context. Findings suggest that GBA, rooted in Systemic Functional Linguistics (SFL), can significantly address common challenges in academic writing, such as limited vocabulary and rhetorical structures. However, its successful implementation is highly dependent on enhancing instructor expertise and careful curriculum integration. The report concludes with practical recommendations for the integration of GBA at Universitas Tomakaka and identifies further research directions to enrich the understanding of the effectiveness of GBA in the specific context of a BBA university. The report implicitly highlights the complex interrelationships between pedagogical theories, unique institutional contexts, and chosen research methodologies. By clearly identifying the “what” (GBA), “where” (Tomakaka University), and “how” (case study methodology), the report immediately establishes its scope and practical relevance. This concise synthesis shows how theoretical pedagogical approaches can be tested for real-world application in a specific educational setting, underscoring the applied nature of the proposed research.
Language, Meaning, and Pedagogy: An Analysis of Derivational and Compounding Morphology in Khalil Gibran’s Poetry Listyowati, Rini; Daril Hanna, Ina; Hamdani, Beny; Haida Umiera Hashim
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5323

Abstract

In the current research, complex relationship between meaning, language, and pedagogy was seen by examining derivational bound morphemes and compound words used in the poems of Khalil Gibran. Khalil Gibran's poetry uses linguistic frameworks with profound meaning and makes use of spirituality, love and values-oriented themes. The research will establish how the derivational bound morphemes and the compound words selected by Khalil Gibran can enhance the depth meanings of his poems and enhance his expression. Structural descriptive linguistics is the research approach employed in this work since it analyzes specific poems by Gibran, particularly the morphological processes of his poetical language. With the use of literary analysis and linguistic structure in data analysis, this research indicated that usage of compound words and derivational bound morphemes contributes to aesthetic effect and serves as a pedagogical tool for grasping intricate emotional and philosophical concepts. Morphological analysis may uncover additional inside meaning and assist in preserving more appreciation of Gibran's work as an artist. This research adds to advance knowledge of the connection between literature and language, for example, morphology constructs meaning in poetry. This research supports interdisciplinary practice that provides scope for linguistic analysis as augmented by literary interpretation thus enhancing the learning of poetry and language arts
Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School Mahmud, Adi F.; Mahmud, Murni; Weda, Sukardi; Munir
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5341

Abstract

This ethnographic study investigates the integration of digital literacy in EFL classrooms in an Indonesian senior high school. Although digital literacy is essential in contemporary Education, research in rural or under-resourced environments is scarce, especially on its cultural and pedagogical aspects. The study employed a qualitative ethnographic methodology, conducted over six months at SMA Negeri 10 Kota Ternate, which incorporated participant observation, semi-structured interviews, document analysis, and field notes. The findings indicated that Education based on digital literacy was executed in three fundamental phases: planning, implementation, and evaluation. Educators incorporated available digital resources, such as YouTube, Canva, Google Forms, and Kahoot, to create engaging and interactive learning environments. Nonetheless, infrastructure limitations and varied levels of digital proficiency posed ongoing obstacles. Three emerging cultural themes—pedagogical adaptation, negotiated involvement, and reflective assessment—highlighted how educators tailored digital practices to their sociocultural setting. The study suggests that digital literacy in EFL education is both a technical process and a contextual social practice, influenced by factors such as context, agency, and resource availability. It advocates for improved teacher professional development and infrastructure to facilitate equitable and contextually relevant digital instruction in marginalised educational environments.

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