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EDUVELOP (Journal of English Education and Development)
Published by Universitas Sulawesi Barat
ISSN : 2597713X     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 193 Documents
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Optimizing English for Tourism Instruction: How Language Focus Mediates the Relationship between Content Quality and Student Learning Perception Muhammad Arfin Muhammad Salim; Hasrul; Mohd Hilmi Hamzah
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (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.v9i2.5865

Abstract

Developing English teaching materials that align with industry demands remains a major challenge in English for Specific Purposes (ESP), particularly in tourism and hospitality education, where language competence directly influences professional readiness. While previous studies have emphasized instructional content, limited attention has been given to understanding the mechanisms through which content quality shapes students’ learning experiences. This study investigates the mediating role of Language Focus in the relationship between Content Focus and Student Perception using a Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. Data were collected from 149 undergraduate students enrolled in tourism and hospitality programs at Makassar Tourism Polytechnic through structured questionnaires. The findings demonstrate that Content Focus significantly influences Language Focus, which subsequently enhances Student Perception. Moreover, Language Focus partially mediates the relationship between Content Focus and Student Perception, indicating that high-quality instructional content contributes to positive learning experiences primarily by strengthening learners' language development. These findings extend the theoretical understanding of ESP material design by positioning Language Focus as a key pedagogical mechanism that links instructional content to educational outcomes. Practically, the study provides evidence-based guidance for curriculum developers and educators to prioritize industry-relevant, linguistically structured, and pedagogically meaningful learning materials. The findings also support the development of competency-based English curricula that better prepare graduates for communication demands in the global tourism and hospitality workforce.
Bridging the Proficiency Gap: Translanguaging as an Inclusive Pedagogy in Teaching Narrative Texts Syawal Syawal; Hasman Hasman; Nurul Isnaini; Yuziana Yasin
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (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.v9i2.6348

Abstract

This study investigated the effectiveness of translanguaging strategies in improving students' reading comprehension at MTs DDI Amparita. Low literacy levels and monolingual bias in English instruction have contributed to students' difficulties in comprehending narrative texts. This research aimed to determine whether translanguaging could serve as a better pedagogical alternative to code-switching. Employing a quasi-experimental design, the study involved 38 eighth-grade students, divided into an experimental group taught through translanguaging and a control group taught through code-switching. Data were collected using a reading comprehension test administered before and after the treatment. The results revealed that the experimental group achieved a significantly higher mean score (86.78) compared to the control group (61.68). The t-test analysis confirmed a significant difference (t = 7.349), exceeding the t-table value of 2.101. Furthermore, the analysis showed a smaller standard deviation in the experimental group, indicating a more even distribution of learning outcomes. It is concluded that translanguaging not only improves comprehension but also promotes inclusivity by reducing the proficiency gap among students. Teachers are suggested to integrate translanguaging systematically to foster a more engaging and equitable learning environment.
EFL Speaking Anxiety in Higher Education: Factors, Impacts, and Interventions Dian Fera Pratiwi; Sultan Baa; Muftihaturahmah Burhamzah; Chuzaimah; Nur Ima
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (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.v9i2.6595

Abstract

Speaking anxiety remains a persistent affective barrier to oral language development in English as a Foreign Language (EFL) higher education, particularly in Indonesian universities where authentic communication opportunities are limited. Grounded in the Foreign Language Classroom Anxiety (FLCA) framework, this systematic literature review synthesizes the contributing factors, learning impacts, and instructional interventions related to speaking anxiety among EFL university students. Following the PRISMA framework, the review searched Google Scholar, Scopus, Web of Science, ERIC, and manual reference tracking. From 110 initial records, a four-stage screening process yielded 50 peer-reviewed studies published between 2015 and 2026. Data were analyzed through thematic analysis using open, axial, and selective coding. Findings show that speaking anxiety emerges from interacting linguistic (e.g., vocabulary limitations, grammatical difficulties, pronunciation issues, and L1 interference), psychological (e.g., low self-confidence, shyness, and fear of negative evaluation), and situational factors (e.g., evaluative classrooms, time pressure, and unsupportive social dynamics). These factors reinforce avoidance behaviors that hinder communication, participation, cognitive processing, and long-term language proficiency. Four intervention categories were identified: cognitive-affective strategies, social-collaborative approaches, pedagogical redesign, and technology-assisted learning, including AI-based tools. However, implementation remains constrained by limited learner autonomy, time pressures, and unequal digital access. This review demonstrates that mitigating speaking anxiety in EFL higher education requires pedagogical designs that systematically combine scaffolded speaking tasks, psychologically supportive feedback practices, peer-collaborative interaction, and equitable integration of technology-assisted rehearsal tools. By synthesizing fragmented evidence across linguistic, psychological, and contextual dimensions, the study contributes a comprehensive framework for understanding speaking anxiety as both an individual affective challenge and a structurally mediated educational issue. These findings provide a practical evidence base for EFL educators and curriculum designers to develop context-responsive interventions that enhance learners’ oral participation, confidence, and long-term communicative competence.
Enhancing Vocabulary Acquisition through Local Wisdom-Based Diorama Media: A Quasi Experimental Study in Indonesian Primary EFL Education Matius Tandikombong; Judith Ratu Tandi Arrang; Nehru P. Pongsapan
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (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.v9i2.6623

Abstract

Vocabulary mastery remains a major challenge in English as a Foreign Language (EFL) instruction at the primary school level, particularly when learning materials lack meaningful cultural relevance. This study investigates the effectiveness of local wisdom-based diorama media in enhancing vocabulary acquisition while promoting culturally contextualized learning experiences among young Indonesian learners. A quasi-experimental design was employed involving 36 fifth-grade students from SDN 7 Sesean, North Toraja, who were assigned to experimental and control groups. The experimental group received eight instructional sessions using diorama media representing local cultural heritage, whereas the control group received conventional vocabulary instruction. Data were collected through pre- and post-tests and analyzed using descriptive statistics, tests of normality and homogeneity, and an independent-samples t-test. The findings reveal a statistically significant improvement in vocabulary achievement among students exposed to local wisdom-based diorama media (p < .001), with a mean difference of 20.278 points compared with the control group. These findings indicate that integrating culturally relevant visual media enhances vocabulary acquisition by providing meaningful contextual learning, increasing learner engagement, and strengthening connections between language learning and students' sociocultural experiences. Beyond improving vocabulary outcomes, this study contributes to the growing discourse on culturally responsive pedagogy by demonstrating how local cultural resources can function as pedagogical assets in EFL classrooms. The findings offer practical implications for curriculum developers, English teachers, and policymakers seeking to design culturally sustainable English language instruction in multilingual and multicultural educational settings.
Neuro-Linguistic Programming Implementation Challenges in EFL Speaking Instruction: An Ethnographic Inquiry Nurlaila Wattiheluw; Murni Mahmud; Amirullah Abduh
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (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.v9i2.6652

Abstract

Neuro-Linguistic Programming (NLP) is a structured pedagogical approach that integrates cognitive, affective, linguistic, and experiential dimensions in EFL speaking instruction. Although NLP has been considered theoretically promising, the practical challenges of its implementation in Indonesian higher education remain underexplored. Addressing this gap, the present study investigates the challenges encountered by an EFL lecturer during NLP implementation in speaking instruction. Employing a qualitative ethnographic design, data were collected over one full academic semester at UIN Saizu Purwokerto, Central Java, Indonesia, through in-depth interviews, participatory classroom observation, weekly student self-reflection, and documentary evidence. One experienced NLP-practising lecturer and twenty-five purposively selected students participated in the study. Data were analysed through ethnographic procedures involving inductive coding, contextual interpretation, and multi-source triangulation. Findings reveal five interconnected challenge dimensions: instructional design complexity, conceptual comprehension barriers, time constraints, linguistic challenges during speaking practice, and reflective evaluation difficulties. These findings collectively reconceptualise NLP as instructionally demanding and contextually grounded framework rather than a universally applicable method, contributing a rare ethnographic perspective to NLP research in Indonesian EFL higher education. Future research should examine institutional support strategies, including structured lecturer training, curriculum flexibility, and assessment reform, as well as conduct comparative studies across lecturers at varying NLP competency levels to determine whether the identified challenges are inherent to NLP as a pedagogical system or contingent on practitioner expertise.
Ecological-Themed POEW in English for Biology Academic Writing: A Mixed-Methods Pilot Study with Repeated Measures Sianna Sianna; Nurzakiyah R; Khadijah Maming; Ilham Sahabuddin; Wahyuddin; Nurmadinah
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (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.v9i2.6693

Abstract

Academic writing poses persistent challenges for biology education students, who must navigate English accuracy, paragraph organization, and scientific reasoning simultaneously. This pilot mixed-methods study with repeated measures examined the implementation of an ecological-themed Predict-Observe-Explain-Write (POEW) model in an English for Biology course and explored students' perceptions of the learning process. Eight second-semester Biology Education students at Universitas Muhammadiyah Parepare, Indonesia, participated in a one-group repeated-measures design. The intervention comprised four 100-minute sessions, each addressing a distinct ecological theme (ecosystems, food chains/food webs, biodiversity, and environmental issues). Students completed academic paragraph-writing tasks at four time points (pretest, midtest, posttest, and two-week follow-up) and were scored using the ESL Composition Profile, while semi-structured interviews provided qualitative data analyzed thematically. The Friedman test revealed a significant difference across the four measurements, χ²(3) = 18.75, *p* < .001, Kendall's W = .78. Wilcoxon signed-rank tests indicated significant gains from pretest to posttest (Z = -2.521, *p* = .012) and from pretest to follow-up (Z = -2.394, *p* = .017), though the posttest-to-follow-up decline was not significant (Z = -1.751, *p* = .080). Interview data yielded three themes: vocabulary and pronunciation support, improved paragraph organization and idea mapping, and difficulties during the prediction stage due to limited ecological vocabulary. Theoretically, this study contributes to the integration of inquiry-based learning principles with ESP pedagogy by demonstrating how a staged cognitive sequence (POEW) can reduce the cognitive load of L2 academic writing. Practically, it offers a replicable instructional framework for EFL lecturers teaching scientific writing in biology education, with a specific emphasis on vocabulary scaffolding prior to prediction activities.
Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Eka Prabawati Rum; Farisha Andi Baso; Markus Deli Girik Allo; Aziza Musoyeva
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 Farisha Andi Baso; Eka Prabawati Rum; Ratu Yulianti Natsir; Markus Deli Girik Allo
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 Firda Putri Ramadhani; 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.

Page 17 of 20 | Total Record : 193

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