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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 234 Documents
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LOOK AND SAY METHOD FOR IMPROVING READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS Riyanti, Dwi; Rohali, Uli; Sukarni, Semi
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.380

Abstract

Based on the initial observation, many Senior High School students are lack of motivation in reading English texts. One of the reasons is because the students do not understand the vocabulary use in the text, parcularly when the text a bit long. This study aims to improve students' reading comprehension skills through the Look and Say method. This study uses the Classroom Action Research (CAR) approach consisting of four stages: planning, implementing, observation, and reflection. Participants in this study were grade XII students of SMA N 5 Purworejo. The subjects of this study were twelfth-grade students which consisted of 35 students, 10 of them are male and 15 students are female. Data were collected through observation and tests, then analyzed using descriptive analysis techniques. The results showed a significant increase in students' reading skills after the application of the Look and Say method. The increase was seen from the pre-cycle stage to cycle 1, and from cycle 1 to cycle 2. The average score increased from 63.52 in the pre-cycle, to 68.28 in cycle 1, and 71.42 in cycle 2. This indicates that the Look and Say method is effective in improving students' reading skills.
REFLECTIVE JOURNALS VIA PADLET: ENHANCING EFL STUDENTS’ RECOUNT TEXTS COMPOSITION Khoir, Khanifa Ziazdatul; Susanti, Arik
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.382

Abstract

This study aimed to evaluate the effectiveness of employing reflective journaling via Padlet to compose recount texts. A quasi-experimental design was used with an experimental and a control group. The study included 62 junior high school students as the sample of this study, with 32 students in the experimental group and 30 in the control group. Data were gathered by administering a writing test, which included both a pretest and a posttest that consisted of recount texts essay instructions. The acquired data were evaluated using statistical methods, notably the independent sample t-test. The results showed significant differences between the experimental and control groups. The significance result (2-tailed) of .000, which was smaller than the alpha value of 0.05, clearly indicated this. To sum up, using reflective journals via Padlet demonstrated to be an effective strategy for enhancing students’ recount text writing skills, particularly in structuring ideas coherently and improving grammatical accuracy. Furthermore, it is recommended that teachers incorporate reflective journals into their classes to encourage self-reflection and continuous improvement.
THE USE OF CHATGPT AS A SELF-LEARNING TOOL FOR ENGLISH LANGUAGE LEARNING AMONG UNIVERSITY STUDENTS Sa'adah, Milatus; Zainuddin , Zainuddin; Hamdani, Beny
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.398

Abstract

The application of language model based on artificial intelligence, like a ChatGPT, as a self-learning tool is one of the most recent innovations garnering attention in the rapidly evolving field of technology-assisted English language learning. The objective of the study on the application of ChatGPT as a self-directed learning resource for university students studying the English language encompasses: evaluating the effectiveness of ChatGPT in improving English language skill, assessing its impact in accelerating material comprehension, identifying challenges faced by students, and analyzing their motivations and experiences. Conducted as a qualitative research using thematic analysis. Data collection involved steps of data coding, theme categorization, and interpretation of result that describe students experience and views. In conclusion, university students can benefit greatly from using ChatGPT as a self-learning tool for English language acquisition.  
THE REPRESENTATION OF SEXISM IN POOR THINGS MOVIE (2023) Syarifudin, Ritanty; Panjaitan, Esterria Romauli; Lutfiyanti, Winda
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.400

Abstract

The study examines how sexism is depicted through the experiences of the main character, Bella Baxter, as shaped by other characters. It adopts a qualitative descriptive method by examining dialogues, characters, and narrative aspects that reflect sexism through textual analysis. Cudd and Jones's (2003) levels of sexism theory and Glick and Fiske's (2018) ambivalent sexism theory are applied to examine the movie's portrayal of sexism. These theories complement each other, with Cudd and Jones (2003) focusing on the societal and institutional components of sexism, while Glick and Fiske (2018) emphasize how sexism appears in both benevolent and hostile ways within interpersonal interactions. The findings show that Bella confronts both hostile and benevolent sexism, such as paternalistic control, objectification, and intimidation. Furthermore, the movie depicts various levels of sexism, as Bella faces interpersonal, institutional, and unconscious sexism. These sexist interactions initially restrict her autonomy, reinforcing gender-based power imbalances. However, Bella escapes these limitations, restoring her agency. The movie critically investigates the widespread impact of sexism and how it influences women's social positioning and self-perception. Future researchers are expected to explore this topic on a wider scope
ASSESSING THE EFFECTIVENESS OF GAME-BASED LEARNING FOR ENGLISH VOCABULARY DEVELOPMENT USING LUDO PEDAGOGY Al Azizi, Muhammad Najih; Sofiana, Nina
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.401

Abstract

Vocabulary acquisition is crucial for young learners as it forms the foundation for communication skills. However, traditional vocabulary instruction often lacks engagement, leading to low retention and motivation. This study investigates the effectiveness of game-based learning, particularly Ludo pedagogy, in enhancing English vocabulary among fourth-grade students at an elementary school in Jepara. Using a pre-experimental one-group pretest-posttest design, 24 students participated in four treatment sessions. Data collection included pretests and posttests to assess vocabulary improvement. The findings revealed a statistically significant increase, with an average gain of 9.94 points. A dependent t-test confirmed that game-based learning positively impacted vocabulary retention and engagement. The integration of structured board games with instructional flashcards created an interactive learning environment that enhanced student participation. This study contributes to game-based education by demonstrating its potential to improve vocabulary acquisition. The results suggest that incorporating game-based strategies can effectively support vocabulary learning, making it more enjoyable and meaningful for young learners. Future research should explore its long-term effects and broader applications in various educational settings to further evaluate its instructional potential.
EXAMINING INDONESIAN EFL STUDENTS’ ACCEPTANCE OF CHATGPT AS A SUPPLEMENTARY ENGLISH GRAMMAR LEARNING RESOURCE Azwar, Taufik Akbar; Jayanti, Fernandita Gusweni
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.402

Abstract

As Artificial Intelligence (AI) becomes increasingly prominent in multiple domains, including education, the scrutiny of the acceptance of this technology is critical for future educational agendas. ChatGPT is an example of AI that garners attention in the English Language Teaching (ELT) domain. This present study sought to evaluate English as a Foreign Language (EFL) students’ acceptance of the pedagogical implementation of ChatGPT as an English grammar learning resource in classrooms. To this end, a descriptive quantitative design was employed. A questionnaire rooted in the Technology Acceptance Model (TAM) was adapted to investigate 98 middle school students’ technological acceptance of ChatGPT upon completing a 6-week language teaching. Several items under the concern construct were added to the questionnaire to explore students’ concerns about using ChatGPT. The results suggest that the students generally had a constructive view of the usefulness, ease of use, attitude, and continuance intention to leverage ChatGPT to learn English grammar. However, some students raised concerns, such as becoming excessively reliant on ChatGPT, receiving inaccurate responses, deteriorating advanced cognitive skills, and possible academic misconduct. For pedagogical implications, this study underscores the significance of systematic instructional preparation, curricular alignment, and guidelines from educational institutions to incorporate ChatGPT into ELT classrooms
EXPLORING STUDENTS' PERCEPTIONS OF GOOGLE TRANSLATE AS AI-ASSISTED TRANSLATION IN INDONESIAN VOCATIONAL HIGH SCHOOL Sutrisno, Andy; Cahyanto, Iman; Meiliasari, Ela
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.405

Abstract

This study examines the utilization of Google Translate as an AI-assisted translation tool by Indonesian vocational high school students in English as a Foreign Language classes. The primary objective was to assess students' perceptions of Google Translate’s efficacy in enhancing their English skills and whether it should supplement or replace traditional teaching methods. Data were collected from a sample of vocational students using a survey approach to assess the tool’s perceived benefits and its frequency and purpose of use. The findings indicate that students often utilize Google Translate to enhance their vocabulary, comprehend challenging material, and verify their grammar, which many assert contributes to increased confidence in speaking English. There were mixed insights into its impact on self-directed learning and enhanced language engagement, with some students utilizing the technology excessively. These results indicate that Google Translate is a valuable tool; nevertheless, educators may need to limit its usage to balance language practice and critical thinking. Future research may investigate the impact of AI translation on specific language skills and its influence on the retention of language proficiency over time. This study enhances the growing research on AI-assisted language learning technologies and their impact on EFL instruction.  
THE EFFECTIVENESS OF QUIZIZZ IN ENHANCING JUNIOR HIGH SCHOOL STUDENTS' READING COMPREHENSION OF NARRATIVE TEXTS Lutvita, Farahdiba Rahma; Zuhri, Fauris
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.v9i2.317

Abstract

The current study aimed to determine the extent to which eighth-grade junior high school students enhance reading comprehension by using Quizizz. This research intends to examine Quizizz's role in improving reading skills for narrative texts among junior high schools. The study used a quantitative research design with a quasi-experiment. It consisted of a control class and an experiment class. The research instruments were a pre-test and a post-test. The findings showed improved scores before and after treatment. Sig demonstrated a higher t-test result. The analysis used an independent t-test, involving fifty-five students. Data analysis showed statistically significant results, as the p-value was .000. The experimental group achieved an average score of 89.8. The control group achieved a score of 65.1. The effect size of the Quizizz score in reading comprehension was 0.6, indicating a large effect. It is possible to conclude that Quizizz is efficient in junior high school reading comprehension. Moreover, new areas and applications of Quizizz are available for future researchers allowing them to develop and implement studies that utilize various skills and variables.  
GAME-BASED LEARNING AS AN INTERACTIVE LEARNING MEDIA IN ENGLISH CLASSROOM Yulistiyani, Siti Shinta; Kurniawan, Esa Aditya; Zahiroh, Vivi; Pujiani, Tri
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.v9i2.360

Abstract

The rapid growth of computer technology has transformed education, offering new ways to enrich conventional learning processes. This article presents the application of Game-Based Learning (GBL) to improve the teaching of English. GBL integrates fun and learning, appealing to students through game-like approaches that promote communication, problem-solving, and teamwork. This narrative literature review examines how GBL improves student motivation and achievement, particularly in developing speaking competencies. It also delves deeper into the questions of teacher preparedness and technological availability encountered in the application of GBL. The study read studies on theoretical foundations of GBL based on experiential learning and constructivism, as well as its classroom applications in English. The results were that GBL positively influences student motivation and teamwork, reducing anxiety, rendering learning more enjoyable and efficient. However, the success of GBL depends on the coordination of curriculum goals and the overcoming of resource and training barriers. Overall, GBL has the potential to contribute significantly toward English language learning through facilitating an interactive learning setting. Teachers should use GBL to assure learning outcomes through carefully crafted games. Next study should focus on creating effective GBL language skill evaluation materials. 
REVOLUTIONIZING EDUCATION THROUGH FLIPPED LEARNING: TRANSFORMING LEARNING PATTERNS IN THE 21ST CENTURY Arti, Dhea; Danuar, Aldy; Tri Pujiani
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.v9i2.362

Abstract

This study investigates flipped learning as an emerging instructional approach that addresses the shifting learning needs of learning in the 21st century. Compared to traditional classroom pedagogy with respect to teacher-centered approach, flipped learning transforms traditional direct instruction outside the classroom online and focuses classroom time for group activities, discussions, and experiential learning. The article integrates new empirical and theoretical studies to analyze how the flipped approach results in greater autonomy, critical thinking, and motivation among students. Grounded on constructivist theory, Bloom's Taxonomy, and self-determination theory, this paper examines how flipped classrooms enhance active learning and learner-centered learning. The research concludes that flipped learning results in better academic performance if educators prepare themselves appropriately and digital technologies are made available. However, unequal digital access and learner readiness are issues that still need to be main concerns. EFL case studies also demonstrate that, in addition to promoting language acquisition, flipped learning can promote 21st-century skill acquisition such as problem-solving and collaboration. Ultimately, flipped learning presents a convincing way of redesigning education today into an even more engaging, equalitarian, and forward-looking environment.  

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