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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).
Arjuna Subject : -
Articles 158 Documents
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From Confusion to Confidence: A Narrative Inquiry into ESP Students’ Learning through Google Sites E-Portfolios Ammade, Salasiah; Nurhasanah; Herman, Shakira
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.v9i1.5424

Abstract

E-Portfolio has been widely used for academic preference for higher education. Yet, limited study on ESP students using E-portfolio still occur as well as study on English learning confidence for ESP. This study aims to explore the narrative confidence story of four students majoring in Nutrition Science at Universitas Muhammadiyah Parepare in using e-portfolios with the assistance of Google Sites in learning English. Using a narrative approach, the study focused on how this learning process affected their confidence in learning English. Data was collected through questionnaire responses from the four participants, who revealed their experiences from the initial confusion when learning English in the English for Specific Purpose (ESP) class to finally feeling proud and satisfied because of their improved English skills and successfully completing an English E-Book project as a final project. Thus, it continued to interview the participants to get in depth data. In analyzing data, the narrative analysis of Riessman (2008) and Barkhuizen (2013) was applied. The results showed that although they initially faced language challenges such as lack of vocabulary, low self-esteem in presenting English, lack of ability to write simple sentences as well as technical difficulties and lack of familiarity with the google sites platform for creating E-portfolio assignments, they gradually developed skills and confidence. E-portfolios helped them organize their assignments, improve their English language skills (especially speaking and writing), and enrich their knowledge in nutrition and culture. These findings highlight the potential of e-portfolios as a pedagogical tool that not only supports the learning of material, but also empowers students to feel more competent and confident in their learning process.
Artificial Intelligence-Supported English Language Instruction: Impacts on Student Achievement Dja'far, Veri Hardinansyah; Agustina, Lia; Hamidah, Fitria Nur
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.v9i1.5432

Abstract

In the continuously evolving digital era, mastering English in a professional context has become a primary necessity, especially for accounting students who are required to understand technical terminology and effectively communicate financial information. This research aims to explore the effectiveness of artificial intelligence tools in enhancing the teaching of English for Accounting, specifically within the framework of English for Specific Purposes education. Utilizing a quasi-experimental design, the study incorporates a pretest and posttest control group, comprising two distinct groups of accounting students. One group receives conventional instruction, while the other benefits from AI-enhanced teaching methods. The findings suggest that the group that participated in the experiment showed notable enhancements in their knowledge of technical terms, ability to comprehend financial documents, and proficiency in both writing and communication related to accounting when compared to the group that did not participate. Additionally, the use of AI proved to help reduce cognitive load and enhance learning motivation among students. These findings imply the need for systematic integration of artificial intelligence technology into the ESP curriculum, as well as training for instructors to optimize its use. Thus, AI technology plays not only a supportive role but also serves as an adaptive learning strategy relevant to current industry needs.
The Impact of Lecturer Talk on EFL Context: Student’s Attitudes in Focus Ibrahim, Asma; Sakka, Wahyuni; Ruswanti, Reny
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.v9i1.5464

Abstract

One of the most important pedagogical tools in English language training is lecture discourse, which has a significant impact on how students approach learning. Having a positive outlook is essential for improving motivation, involvement, and language skills. But nothing is known about how Lecturer Talk could encourage these kinds of views. In addition to identifying efficient communication techniques to improve motivation and engagement, this study explores the effects of Lecturer Talk on students' attitudes towards studying English. 40 students and one lecturer in the management program at STIE Yapman Majene were given questionnaires as part of a mixed-methods approach, which also included video recordings of classroom interactions. The Miles and Huberman framework was used to analyses the qualitative data, and SPSS software was used to evaluate the quantitative data. An analysis of two classroom sessions showed that lecturers' primary topics of conversation during the first session were teaching (30.64%) and giving directions (24.65%), whereas in the second session, the percentage of lecturers giving directions rose to 45.94%. An ANOVA significance value (p < 0.05) corroborated the statistical analysis's finding that lecturer talking and students' attitudes had a substantial positive connection (R = 0.317). Good lecturers encourage positive attitudes and increase students' interest in studying English, especially when they provide clear instructions and use structured teaching methods. This study supports the journal's emphasis on cutting-edge teaching methods by highlighting the crucial role that lecturer discourse plays in influencing students' attitudes and offering practical advice for teachers looking to improve communication techniques in language instruction.
Digital Literacy and Writing Proficiency: Integrating Networking Email in Higher Education for EFL Classroom Saiful; Nur Qalby; Lusy Angraeni; Burhanuddin
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.v9i1.5467

Abstract

This research investigates the use of the Networking Email Strategy (NES) as a pedagogical tool to enhance writing skills among first‑semester Department of Public Administration students at Universitas Muhammadiyah Makassar (Unismuh Makassar) in the 2024/2025 academic year in an English as a Foreign Language (EFL) context. The objective is to examine the strategy's impact on five core writing components: content, organization, vocabulary, language use, and mechanics. A pre‑experimental, one‑group pretest–posttest design (N = 32) was applied involving pre-tests and post-tests over three instructional treatments using email writing tasks. Students engaged in real-time communication, received feedback, and revised their drafts through structured email exchanges. Results demonstrated a significant improvement in students' writing performance, with notable gains in vocabulary and organization. The post-test scores revealed that email-based writing fostered greater engagement, critical thinking, and grammatical accuracy. Students transitioned from informal, disorganized writing to more coherent, structured compositions. Findings align with literature suggesting that authentic writing contexts promote metacognitive development and linguistic competence. Additionally, the intervention supported digital literacy, empowering students to utilize technology responsibly for academic communication. This study provides empirical evidence supporting the integration of digital tools in language instruction, particularly in resource-limited educational settings. It suggests that email communication is a cost-effective, scalable strategy for improving both writing proficiency and digital skills. The implications are vital for educators seeking innovative methods to enhance student engagement and performance in EFL writing.
Confucian Local Wisdom in English Teaching: Higher Education Lecturers' Views on Engaging Z Generation Lenny Marzulina; Meirizal; Farida; Hartono; Sardianto Markos Siahaan
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.v9i1.5922

Abstract

The purpose of this study is to find out how university instructors feel about incorporating Confucian local knowledge into English Language Teaching (ELT) for Generation Z students in higher education. Semi-structured interviews were used to gather data from six English lecturers at universities in Palembang, South Sumatra, using a qualitative case study design. Six interrelated themes emerged from the thematic analysis of Sumatra: the perceived applicability of Confucian values, pedagogical modifications for Generation Z, integration practices in ELT, implementation difficulties, lecturer beliefs and professional identity, and student. The results showed that when reframed to fit the traits and expectations of digital-native students, Confucian values like discipline, humility, respect for teachers, and lifelong learning remain pedagogically relevant. Various strategies, such as cross-cultural comparisons, the use of digital media, and storytelling, were employed by lecturers to render traditional wisdom accessible and meaningful. In addition to student resistance, curriculum inflexibility, and institutional constraints, the consistent application of value-based pedagogy was complicated by several challenges. The study emphasizes the dual function of lecturers as cultural mediators and language instructors who mediate conflicts between traditional values and modern learning environments. It is concluded that the integration of Confucian local wisdom in ELT not only improves linguistic proficiency but also cultivates ethical and intercultural awareness. This information contributes to the ongoing conversation regarding the localization of ELT practices in higher education, lecturer agency, and culturally responsive pedagogy.
Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Rum, Eka Prabawati; Baso, Farisha Andi; Girik Allo, Markus Deli; Musoyeva, Aziza
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): 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.v9i1.5291

Abstract

In English as a Foreign Language (EFL) teaching, the advent of visual media has profoundly impacted education by offering fresh opportunities to motivate learners and explain intricate linguistic ideas. The current research investigated the perceptions of EFL learners at the university level regarding the advantages and disadvantages posed by visual media. A qualitative case study design was employed to gather data through open-ended questionnaires distributed to five purposefully selected students, aiming to capture the full range of a multimedia-informed continuum of proficiency and prior exposure. Thematic analysis revealed three primary themes: (a) visual media significantly enhances engagement and understanding, contributing to more interactive lessons and appreciation of abstract language components; (b) significant challenges like insufficient broadband access, overly complex content far exceeding students’ capabilities, lessons dominated by the need to pre-analyze visuals at the expense of text, and lack of access to certain media presented barriers; and (c) students recommended practical strategies for optimizing visual media use, such as aligning content with cultural and linguistic contexts, incorporating interactive teaching methods, providing offline resources, and enhancing teacher training in multimedia integration. This insight extends the literature, evidencing the simultaneous promise and challenge interactions posed for language learning through visual media. This study enhances the understanding of the impact of media on the efficient utilization of EFL instruction within the frameworks of discourse and paradigms, including balance, context-appropriate use, pathways into the study of sustained and new technological impacts, and multilayered inquiry for technology’s influence over time.
Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Andi Baso, Farisha; Rum, Eka Prabawati; Natsir, Ratu Yulianti; Girik Allo, Markus Deli
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): 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.v9i1.5663

Abstract

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.
Integrating Culturally Responsive Teaching in The Development of Digital Students’ Worksheet for EFL Writing Ramadhani , Firda Putri; Khoiriyah; Faizin
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): 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.v9i1.5702

Abstract

This study aims to develop interactive e-worksheets as a learning medium for narrative text material for grade XI students using the ADDIE model. Based on the analysis of teachers and students, it was found that students often have difficulty in understanding the structure and elements of narrative texts and lack interest in traditional learning. Therefore, e-worksheets were developed by utilizing digital technology through the Liveworksheets platform, which provides interactive activities to improve students' writing skills. This e-worksheet is designed with a Contextual Teaching and Learning (CTL) approach and an integration of culturally responsive teaching, which was adapted to the Indonesian cultural context, to make the material easier to comprehend for EFL students. At the implementation stage, the product was tested on students with an average score of 86.61 from student responses, 90.90 from material experts, and 90.38 from media experts, indicating that the product is feasible to use. Evaluation from teachers shows that the use of e-worksheets can improve students' writing skills and motivation in understanding narrative texts. Overall, this study confirms that the implementation of technology-based interactive e-worksheets can serve as an effective and innovative alternative to enhance the quality of narrative text learning in schools. Further, some pedagogical suggestions are also highlighted.
The Impact of Scrabble Game on EFL Context: Students Interpretation Ability in Vocabulary Waliyudin; Annisah; Nashruddin
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): 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.v9i1.5740

Abstract

This study investigates the effect of the Scrabble teaching method on students’ vocabulary interpretation ability in English instruction for English as a Foreign Language (EFL) students at SMAN 1 Kota Bima. Using a quantitative pre-experimental approach with a one-group pretest–posttest design, the study involved class XI IPA. Data were collected through vocabulary interpretation tests administered before and after the implementation of the Scrabble teaching method. The findings reveal that the application of the Scrabble teaching method significantly improves students’ ability to interpret the meaning of English vocabulary by promoting active participation, collaborative learning, and contextual engagement. The effectiveness of the method was supported by appropriate instructional procedures and teaching techniques. However, the findings also indicate that the success of the implementation is highly dependent on teachers’ pedagogical competence in managing classroom activities and integrating game-based instruction effectively. The study concludes that, with proper instructional planning and teacher expertise, the Scrabble teaching method has strong potential to enhance vocabulary interpretation ability and enrich students’ overall learning experience in EFL classrooms.
Balancing Structure and Autonomy: EFL Tutors’ Psychological Perceptions in Web-based Distance Learning TONO PALANGNGAN, SUKMAWATI; Sukardi Weda; Nurdin Noni; Rahayu; Wan Yusoff Wan Shaharuddin
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): 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.v9i1.5785

Abstract

The rapid expansion of web-based distance learning (WBDL) in higher education has significantly changed English as a Foreign Language (EFL) instruction, particularly in universities that implemented a distance learning system where flexibility and technological integration are vital. While most research focuses on technology or students, this study explores how English as a Foreign Language (EFL) tutors at an Indonesian university perceive web-based distance learning. Employing a descriptive qualitative design within an interpretive paradigm conceptually grounded in Qiong's (2017) six-dimension framework, the study analyzes interview data from two experienced tutors. The tutor was intentionally chosen to facilitate an in-depth, rich, and detailed comparative analysis of their subjective psychological perceptions, aligning with the study's interpretive paradigm, which seeks depth over generalizability. The interviews were recorded and transcribed, then thematically analyzed with multiple rounds of open coding, thematic grouping, and interpretive synthesis in order to establish how tutors' perceptions reflected their negotiation between institutional expectations and professional agency. The results illustrate a key tension reflecting the study's central dichotomy: one tutor prioritizes institutional structure and professionalism, while the other emphasizes pedagogical autonomy and learner-centeredness. The study concludes that successful web-based distance learning requires a dynamic psychological balance between the system and autonomy. Practically, these findings suggest that institutions must move beyond mere technical training and provide robust psychological and affective support, recognizing tutors as critical agents in negotiating this balance rather than just as system operators.

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