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Globish: An English-Indonesian Journal for English, Education, and Culture
Published by Universitas Muhammadiyah Tangerang
ISSN : 23019913     EISSN : 25979132     DOI : -
Core Subject : Education,
Education
Globish journal published twice a year by English Education Study Program, Faculty of Teachers Training and Education Muhammadiyah University of Tangerang present articles on English Language, Education, Teaching Skill, Linguistic, Literature, Teaching Issues and related research report.
Arjuna Subject : -
Articles 234 Documents
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Developing Outcome-Based Education Module to Improve Students English Listening for Academic Purposes Haiyudi Haiyudi; Eko Pratama
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14119

Abstract

Outcome Based Education (OBE) telah diimplementasikan oleh Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Bangka Belitung sejak selesainya penelitian ini. Sistem ini membutuhkan lebih banyak bantuan karena merupakan sistem yang baru. Oleh karena itu, tujuan dari penelitian ini adalah untuk membuat modul pengajaran bahasa Inggris yang diintegrasikan ke dalam situs web yang menekankan pada latihan mendengarkan. Hal ini termasuk dalam pendekatan ADDIE untuk penelitian dan pengembangan. Sembilan belas mahasiswa jurusan Pendidikan Bahasa Inggris menjadi sampel penelitian. Wawancara, observasi, dan kuesioner digunakan sebagai metode pengumpulan data. Hasilnya kemudian dibandingkan dengan kriteria yang telah ditentukan untuk dianalisis. Berdasarkan hasil angket kevalidan yang dilakukan oleh dua orang validator ahli, diperoleh persentase rata-rata sebesar 91,00% dan dikategorikan sangat valid. Hasil kepraktisan dari sisi siswa menunjukkan persentase 88,88% dan 96,67% dari guru yang menunjukkan kategori sangat praktis. Kemudahan penggunaan dan proses evaluasi merupakan dua aspek yang paling dominan dan berkategori tinggi dalam kepraktisan modul, hal ini mengindikasikan bahwa modul yang dikembangkan telah layak dan siap untuk digunakan. Peneliti menyarankan agar pengembangan modul jenis ini dapat dilakukan secara bersama-sama, terutama dalam memperkaya isi materi yang memungkinkan siswa dapat menggunakannya secara mandiri dan dimanapun
Speaking Anxiety and and English-Speaking Achievement: A Study Among Senior High School Students Berlianti Mei Depi
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14145

Abstract

This study aims to determine the correlation between speaking anxiety and speaking achievement in English among eleventh-grade students at two high schools in Palembang. This study uses a quantitative correlational design. The sample consists of sixty-two students selected using convenience sampling. Data were collected through a speaking anxiety questionnaire and a speaking test assessed through an oral proficiency rubric. The results indicate that most students experience medium levels of anxiety, while their speaking achievement is in the enough to good category. The results of Pearson's correlation analysis show that there is no significant relationship between speaking anxiety and speaking achievement (r = 0.243; p = 0.057). These findings indicate that speaking anxiety is not the only factor that influences students' speaking achievement.
Maximizing Youtube as Language Mediated Learning for Undergraduate Students Imam Fauzi; Wahyuddin Wahyuddin
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14329

Abstract

The challenge within the education world to fulfill the digital natives is large enough. This is caused by their different life experiences, especially experiences in using technology. The internet itself opens up many possibilities for integrating technology into classroom learning. YouTube is a learning media that can be integrated into learning subjects that students consider difficult. This research aims to see to what extent YouTube can be used as a learning medium in English courses and figures out the effectiveness of maximizing YouTube as a medium in language teaching and learning. The sample of this research is 25 undergraduate students in the second semester of the Management study program. Furthermore, the research data was gathered through a pre-test and post-test to analyze quantitatively the effectiveness of utilizing YouTube as a language learning medium, and a questionnaire to find out students’ perspectives on the utilization of YouTube in language learning situations. The results revealed an increase in the average post-test (66.52 to 84.48). This research proves that video learning materials on YouTube can be used as a learning medium and significantly encourage students' learning outcomes in the language learning process
An Analysis of Ice-Breaking Questions Technique on Students’ Participation in Speaking Activities Mei Rohamah; Nafisah Endahati
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14466

Abstract

This study analyzed the use of ice-breaking questions as a technique to improve students' participation in English speaking activities. Many students in EFL classrooms remained passive during speaking sessions due to anxiety, low confidence, and lack of motivation. The research aimed to describe how the teacher implemented the technique and to explore students’ perceptions of its influence on their participation in speaking activities. A qualitative case study approach was used, involving 5 students from grade X Dance 4 at SMK Negeri 1 Kasihan. Data were collected through classroom observations, field notes, interviews, and documentation, then analyzed using thematic analysis. The findings showed that the teacher regularly used various types of ice-breaking questions, including WH-questions and funny questions, before starting the lesson. Students stated that the technique made them feel more relaxed, confident, and motivated to speak. The use of ice-breaking questions successfully created a positive classroom atmosphere that supported student interaction and active speaking participation.
Barriers to Listening Comprehension in EFL Contexts: Evidence from Islamic University in Palembang Muhammad Arif AlDaffa; Amalia Hasanah; Deta Desvitasari
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14720

Abstract

This research aims to identify problems faced by third-semester EFL students in the English Education study program at UIN Raden Fatah Palembang in learning listening comprehension during the 2023/2024 academic year. Using a qualitative case study approach, 8 students were selected through purposeful sampling technique, specifically homogenous sampling. Data were collected through semi-structured interviews to explore students’ experiences and perceptions in depth. The findings revealed several factors contributing to students’ problems in listening comprehension, including (1) different accent of speakers; (2) unclear pronunciation; (3) the length and speed of the listening; (4) the poor recording quality; and (5) background noise or distractions. This research highlights the importance of providing diverse and clear listening materials, using high quality audio devices, and ensuring a conducive classroom environment. As it focuses solely on students’ perspectives, further studies are recommended to investigate solutions and instructional strategies to address these listening comprehension problems effectively.
Enhancing EFL Students’ Speaking Skills Through Digital Storytelling Hepnyi Samosir
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14738

Abstract

This classroom action research aims to investigate the effectiveness of digital storytelling in improving English speaking skills. The study was carried out at Universitas Prabumuih, involving 21 students from the Diploma 3 Accounting Computerization Study Program, Faculty of Computer Science.   The study was conducted in two cycles, following the stages of planning, action, observation, and reflection. Data were gathered through speaking tests, observations, student reflections, and researcher journals. The results demonstrated a consistent improvement in students’ performance. The mean score increased from 64.48 in the pre-test to 69.88 in cycle I, and further 76.55 in Cycle II.  Moreover, the percentage of students who met the minimum criterion score of 75 as outlined at the outset of the study, increased from 0% in the pre-test to 80.95% by the end of Cycle II. Qualitative data revealed some challenges students encountered during the learning process in Cycle I, including technical barriers, low self-confidence, linguistic limitation, and incomplete tasks due to time management.  To address these challenges, the learning process in Cycle II was modified by providing enhanced literary support, script templates, and modules, as well as timely and respectful feedback. In conclusion, the integration of digital storytelling in teaching speaking has proven to be an effective strategy for enhancing students’ speaking abilities.
Error Pattern Analysis in EnglishScore Application Practice Tests: Common Mistakes Reveal About EFL Learners Rizky Eka Prasetya; Tri Pujiati
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14742

Abstract

Error analysis is a key tool for understanding second language development and designing targeted instruction in English as a Foreign Language (EFL) contexts. Despite the growing use of mobile-based assessment platforms, little is known about large-scale error patterns and their variation across proficiency levels and task types. This study analyzed 31,482 errors from 15,000 EnglishScore practice test sessions completed by 1,500 EFL learners, categorized into grammatical, lexical, syntactic, and functional domains using a modified Surface Strategy Taxonomy. A convergent parallel mixed-methods design combined descriptive statistics, ANOVA, and Pearson correlation with qualitative coding to examine error frequency, distribution, and interrelationships across Common European Framework of Reference (CEFR) proficiency levels and task types. Results showed that grammatical errors were most frequent overall, especially among beginners, while lexical and functional errors increased at higher proficiency levels. Task type significantly influenced error distribution, with gap-fill tasks eliciting the highest grammatical and lexical errors, and sentence reordering and discourse-based tasks revealing greater syntactic and functional weaknesses. Strong correlations among error types indicated that linguistic competencies are interconnected, underscoring the need for integrated, proficiency-sensitive, and task-informed instruction. The findings contribute to interlanguage development theory and offer practical guidance for educators and assessment designers integrating mobile-based tools into EFL learning
Disillusionment and Decay: The American Dream in F. Scott Fitzgerald’s The Beautiful and the Damned Meria Zakiyah Alfisuma; Tri Pujiati
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.15166

Abstract

This qualitative descriptive study analyzes the portrayal of the American Dream through Anthony Patch in F. Scott Fitzgerald’s The Beautiful and the Damned. Set in the Jazz Age, a time of excess and cultural change, the novel exposes how materialism, social pressure, and moral decay corrupt the ideal of success. Using textual analysis and a sociocultural literary approach, the study examines Anthony’s pursuit of wealth and status without ethical foundation, leading to his downfall. The findings reveal how society and Gloria Gilbert influence Anthony’s values, showing his gradual disillusionment with the American Dream. This research contributes to cultural criticism of early 20th-century American literature and underscores the continued relevance of Fitzgerald’s critique in today’s consumer-oriented world
Local Wisdom Digital Storytelling to Foster Cultural Literacy and Communicative Competence in EFL Contexts Aisyah Ashar; Aqzhariady Khartha; Syarif Hidayat Nasir
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.15235

Abstract

In the changing digital age, learning English faced important challenges in linking teaching materials with students' cultural backgrounds. Traditional methods often focused on grammar accuracy rather than meaningful communication and cultural understanding. This approach led to lower student engagement and weaker communication skills. This study examined how local wisdom-based digital storytelling served as a fresh teaching method in English classrooms at SMA Negeri 1 Kolaka in Southeast Sulawesi, Indonesia. The research used a qualitative case study method to explore how two experienced English teachers incorporated local cultural values into digital storytelling activities. It also looked at how this affected twenty eleventh-grade students' cultural knowledge and communication skills. The data were gathered over three months through detailed interviews with teachers and selected students, classroom observations, and thorough analysis of lesson plans and student-created digital stories. The findings showed that culturally relevant digital storytelling greatly increased students' engagement, cultural identity, and language skills by linking English learning to their social realities. Teachers effectively included local stories from Tolaki and Bugis traditions in digital media projects. This method deepened cultural understanding while improving students' communication abilities. However, the findings also revealed challenges such as limited technology, students' initial reluctance to embrace local cultural content, and the need for teachers to receive special training in digital tools. This research contributed to the field by providing a solid framework for blending local wisdom with digital technology in language teaching. It offered practical ideas for creating culturally responsive teaching that improved both cultural knowledge and communication skills in secondary English classrooms.
CIRC and Reading Comprehension Achievement: The Effect and Their Interaction with Self Efficacy Gysela Debby Utari; Anissa Astrid; Deta Desvitasari
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.15268

Abstract

This study aimed to examine the effect of Cooperative Integrated Reading and Composition (CIRC) on students’ reading comprehension achievement, viewed from their level of self-efficacy. The research was conducted at SMAN 2 Unggulan Talang Ubi and applied a quantitative approach with a factorial experimental design. The participants were eleventh-grade students. The findings of this study are as follows: 1) There was a significant difference in students’ reading comprehension achievement between those taught using the CIRC method and those taught using a conventional method; 2) There was no significant difference in reading comprehension achievement between students with high and low self-efficacy; and 3) There was no significant interaction between the teaching method and students’ self-efficacy level in influencing reading comprehension achievement.These results indicate that CIRC is an effective teaching strategy to enhance students’ reading comprehension. However, students’ self-efficacy alone may not directly influence achievement without additional support or intervention. The study underscores the importance of applying interactive and student-centered instructional methods to improve learning outcomes.

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