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Natalia Anggrarini
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Wiralodra English Journal (WEJ)
Published by Universitas Wiralodra
ISSN : 25977504     EISSN : 26224100     DOI : https://doi.org/10.31943/wej
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Wiralodra English Journal is published twice a year, in March and September. This journal welcomes articles in the form of research reports or library research on English Education, Linguistics, Literature, and Translation that have never been submitted for consideration nor published elsewhere.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 17 Documents
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Search results for , issue "Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)" : 17 Documents clear
TEACHERS’ CHALLENGES IN IMPLEMENTING DIFFERENTIATED LEARNING FOR STUDENTS OF JUNIOR HIGH SCHOOL LEVEL IN PALEMBANG Chairuman, Muhamad Chalik; Astrid, Annisa; Desvitasari, Deta
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.446

Abstract

This study explores the challenges an English teacher faces in implementing differentiated learning within the framework of the Emancipated Curriculum in a junior high school in Palembang. Using a qualitative case study approach, data were gathered through interview and observation. The findings identified five main problems: difficulties in assessing students; limited planning time; large class sizes; technical disruptions during lessons; and the need for ongoing professional development. Although the teacher demonstrated a strong understanding of differentiation, enhanced through the Teacher Mover program, implementation remained difficult without sufficient support. This study highlights the importance of institutional support, reliable infrastructure, and effective assessment tools to ensure meaningful and sustainable application of differentiated learning. The findings suggest that while teacher commitment and training are crucial, systemic support plays an equally vital role. Further research involving more participants or schools is recommended to deepen understanding and broaden perspectives on differentiated learning practices in Indonesian EFL contexts.
TECHNOLOGY’S ROLE IN LESSON PLAN DESIGN FOR ENGLISH AS A FOREIGN LANGUAGE (EFL) IN BLENDED LEARNING Azahra, Windi; Muliana, Maurizka Putri
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.452

Abstract

This study investigates the role of technology in lesson plan design for English as a Foreign Language (EFL) instruction within blended learning environments. Using a qualitative literature review approach, data were gathered from peer-reviewed journal articles indexed in Scopus and ERIC from 2021 to 2025. The objective was to identify the impact of digital tools on the lesson planning process and EFL learning outcomes. The findings show that platforms such as Google Classroom, Moodle, Zoom, Canva, and Web 2.0 tools are frequently utilized due to their capacity to support collaboration, personalized learning, and the impact of content delivery. The integration of technology allows teachers to design more interactive, flexible, and student-centered lesson plans that align with 21st-century educational demands. However, the study also highlights challenges such as digital literacy gaps and unequal access to technology. The results underscore the necessity for ongoing teacher training and institutional support to ensure the impact of technology integration. In conclusion, while digital tools significantly enhance EFL instruction in blended settings, their success depends on thoughtful pedagogical implementation. Future research should explore emerging technologies and address implementation barriers in diverse educational contexts.
CHATGPT IN ACADEMIC WRITING: EFL PRE-SERVICE TEACHERS’ POINTS OF VIEW Azizah, Narisha Nur; Sadifah, Saffanah Navya; Wati, Dea Priana; Misdi, Misdi; Dwiniasih, Dwiniasih
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.456

Abstract

Based on recent developments, artificial intelligence (AI) has transformed the way second language writing is taught. ChatGPT, as a current AI tool, is seen as a potential writing assistant for students. This study explores how university students evaluate ChatGPT when writing academic papers. Employing a qualitative case study, data were collected from six female undergraduate English language education students enrolled in an academic writing course at a private university in West Java, Indonesia, through interviews, reflective diaries, and classroom observations. The findings show a shift in students’ perceptions, from initial doubts to recognizing practical benefits. Many students initially struggled to begin writing due to difficulties generating ideas or forming sentences. After being introduced to ChatGPT, they used it to draft opening paragraphs, check grammar, and explore concepts. Students reported improved ability in structuring thoughts and overcoming writer’s block, leading to more coherent writing. However, some expressed concern about overreliance, fearing it might hinder critical thinking and creativity. The study concludes that while ChatGPT offers substantial support, it should be used as a complementary tool. Educators are encouraged to guide students in leveraging AI to enhance rather than replace their writing skills.
LINGUISTIC RACISM IN INDONESIAN CLASROOM CONTEXT: HOW STANDARD ENGLISH MARGINALIZES DIVERSE VOICES Stevani, Margaret; Sinabutar, Gus Leonardo; Pratama, Rendy Bagus; Widoyo, Heru; Saragi, Alexander Adrian
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.460

Abstract

This study investigated linguistic racism in Indonesian EFL classrooms, where Standard English dominated and marginalized regional linguistic identities. Employing Critical Race Theory, raciolinguistics, and postcolonial applied linguistics, it analyzed observations, interviews, and discourse from three junior high schools in Medan. Findings revealed that regional accents and non-standard grammar were policed, corrected, and ridiculed, fostering internalized hierarchies that equated fluency with whiteness and global prestige. English-only policies and Anglo-American curricular content further silenced diverse voices, perpetuating colonial language gatekeeping. Emotional harm, identity suppression, and peer surveillance exacerbated students’ withdrawal and conformity pressures. Nevertheless, students resisted through translanguaging, code-switching, parody, and peer support, asserting hybrid identities and challenging hegemonic norms. The study called for pedagogical reforms embracing culturally responsive and inclusive approaches that validated multilingualism, dismantled linguistic hierarchies, and promoted equitable English learning. This shift was vital to transform classrooms from sites of exclusion to spaces where diverse linguistic identities were empowered.
WRITING RECOUNT TEXT IN THE EFL CLASSROOM: AN ANALYSIS OF STUDENTS’ COMMON DIFFICULTIES Siska, Ayu; Ilma, Ridha; Desvitasari, Deta
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.461

Abstract

Writing serves as a fundamental medium for expressing ideas, emotions, and opinions through language. This study investigated the difficulties encountered by eighth-grade students at one of the Islamic junior high schools in Palembang in writing recount text. Employing a qualitative research approach, six students were selected through homogeneous sampling. Data were collected through interviews and analyzed using thematic analysis. The findings revealed five major areas of difficulty such as lack of ideas for content, poor abilities in organizing the structure of recount text, lack of vocabulary, lack of grammar mastery, and lack of mechanical skills. These results are intended to inform English teachers about the specific challenges students face in writing recount text, enabling them to implement more targeted instructional strategies. Additionally, the study suggests instructional strategies to address these challenges. The insights gained from this research are expected to contribute to the improvement of writing instruction in English language classrooms, especially for students at the junior high school level.
A QUALITATIVE EXPLORATION OF STUDENTS USE OF HUMATA.AI TO UNDERSTAND THESIS LITERATURE: A COGNITIVE LOAD PERSPECTIVE Putri, Firdhana Rafindya; Iswati, Henny Dwi
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.471

Abstract

This qualitative study explores how Humata.ai, an AI summarization tool, helps final-year English Education students understand thesis literature from a Cognitive Load Theory (CLT) perspective. The study involved 10 final-year students from a university in Surabaya who used Humata.ai in their literature review process. Data were collected through semi-structured interviews and analyzed thematically using a theory-based approach. Findings indicate that Humata.ai helps alleviate extraneous cognitive load by simplifying complex academic texts, filtering out irrelevant information, and improving time efficiency. It also supports extraneous cognitive load by fostering critical thinking and encouraging strategic reading. However, students reported challenges such as technical issues, over-reliance, and occasional inaccuracies in summaries. These results suggest that while Humata.ai can serve as an aid in understanding thesis literature, its use must be supported by ethical and strategic use to maintain students' analytical skills. This study contributes to the growing discussion on AI-assisted learning and cognitive load management in higher education and recommends further research across disciplines and tools to explore the broader implications of AI pedagogy.
INVESTIGATING GENDER GAP IN METACOGNITIVE READING STRATEGY: UNEARTHING PRACTICAL CHALLENGES IN ONLINE EFL READING Nurisma, Radina Anggun; Basthomi, Yazid
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.476

Abstract

Despite the growing use of online reading in higher education, particularly among EFL learners, limited study has examined how students differ in their use of reading strategies and the specific challenges they face in online context. Most studies address online reading in general terms, but few examine gender-based perceptions and strategic behaviors in online environments. This study aims to fill the gap by examining the application of metacognitive strategies in online reading focusing on gender differences and the challenges students encounter. A mixed method was employed, involving 100 undergraduate students from non-English departments. Data were gathered using the Online Reading Strategies Inventory (ORSI) and open-ended questionnaires. Findings revealed that both male and female students reported moderate use of metacognitive strategies, with no significant difference in overall strategy selection. However, a gender-related gap was observed in the utilization of support strategies. Additionally, students identified several challenges, including limited engagement with digital features, low literacy skills, and a lack of effective strategy use. The results offer substantial pedagogical implications for English language teaching, emphasizing the need to address students’ difficulties in online reading and to train them in diverse metacognitive strategies to strengthen their reading comprehension, particularly in online contexts.

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