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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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The Role of Parental Involvement in Supporting Early English Learning Among Preschool Children Rismareni Pransiska; Sri Cahaya Sihombing
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.v9i2.6538

Abstract

This research is designed to investigate the characteristics and contribution of parental involvement toward English vocabulary readiness among preschool children in West Sumatra, Indonesia. Methods: A cross-sectional survey of 150 parents of children aged four–six years was conducted. Four domains were used to measure parental involvement: home-based learning activities, providing learning resources for children aged 0–6 years (e.g., books, games), exposure routines, and parents' self-efficacy. Descriptive statistics, Pearson correlation, and hierarchical multiple regression were conducted to analyze the data. The results showed moderate to high parental involvement, with self-efficacy being the most strongly associated with children’s English readiness. (r = .524, p < .001). Results from regression analysis indicated that parental involvement was a significant predictor of English readiness (R² = .398, p < .001), with self-efficacy (β = .312, p < .001) and home-based learning (β = .285, p < .001) as the strongest predictors. Urban families had better access to learning resources and English exposure; however, parental engagement and self-efficacy were similar across urban and rural groups. These results demonstrate that psychological factors, and uniquely parental confidence, shape early English development at least as much as material resources. The main contribution of this study is demonstrating that parental self-efficacy and home-based learning involvement are the strongest predictors of children's English readiness, suggesting that interventions targeting parental confidence and home learning practices offer an effective approach to support early English language development in EFL contexts.
Examining CLIL’s Influence on EFL Learners’ Oral Proficiency Development Fachria Yamin Marasabessy; Awaludin Rizal; Abdulhalim Daud; Siti Hadianti
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.v9i2.6599

Abstract

This study investigates the influence of Content and Language Integrated Learning (CLIL) on the development of oral proficiency among English as a Foreign Language (EFL) learners. Addressing a notable gap in the literature regarding effective strategies for enhancing communicative competence, particularly speaking skills, this research explores how integrating subject content with English instruction impacts learners’ oral abilities. Employing a qualitative methodology within a university students' CLIL program, data were collected through semi-structured interviews, classroom observations, and student reflective journals. Findings reveal that CLIL fosters increased willingness to speak, as learners are motivated by both content engagement and the expectation to articulate their understanding in English. Students report that conceptual mastery is a prerequisite for confident and meaningful oral expression, though challenges such as limited vocabulary and the complexity of material can hinder fluency. Interactive classroom practices—including discussions, debates, group projects, and presentations—are perceived as critical to acquiring communicative competence, providing authentic contexts for language use and peer collaboration. Lecturers and students alike observe notable gains in fluency, confidence, and the use of academic vocabulary over time, though emotional barriers such as fear of mistakes and anxiety about performance persist. The study emphasizes the necessity of supportive, student-centered environments and targeted scaffolding to address both linguistic and affective challenges. By illuminating the mechanisms and outcomes of CLIL in EFL contexts, the research provides valuable insights to educators and policymakers striving to enhance oral proficiency through integrated content and language instruction.
Students’ Perceptions of Using Google Translate Platform As a Translation Medium in English Learning Amrin Hi. Saban; Nurlaily Sofyan; Lili Nur Indah Sari Halek
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.v9i2.6791

Abstract

While Google Translate has become a ubiquitous tool in language classrooms, its pedagogical impact and how students critically engage with its limitations remain underexplored. This study aims to investigate students’ perceptions of the use of the Google Translate platform as a translation medium in English learning. In this study, the researchers applied a mixed-methods approach presented descriptively. The research instruments were questionnaires and an interview guide, designed to collect data. It employed a structured interview and then analyzed students’ perceptions through a questionnaire by applying a Likert scale. The sample comprised 15 third-semester students of the English Department at Muhammadiyah University of North Maluku, Indonesia, consisting of five males and ten females. The results showed that there is a positive and negative effect on students’ perception. The positive impacts are the students consider the use of it is important and very helpful in translating English texts. The result of translation is good, and it is very effective, faster, easy, and more practical; besides, it also facilitates pronunciation practice. Despite these limitations, such as network factors and potential grammatical errors, it can be said that Google Translate is generally perceived as effective for use as a translation medium in English learning. This study contributes to the field by expanding the empirical data on technological integration in outer-island Indonesian pedagogical contexts, mapping a definitive threshold where operational utility intersects with academic dependency.

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