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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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THE IMPACT OF SAAC METHOD ON READING COMPREHENSION AND INTEREST OF EIGHTH GRADE STUDENTS AT SMPN 4 RAMBUTAN Aloy, Yohana; Firdaus, Masagus; Mulyadi, Mulyadi
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.v9i2.397

Abstract

The study aimed to explore how the SAAC (State, Assign, Action, Complete) method enhances reading comprehension and interest among eighth-grade students at SMPN 4 Rambutan. Conducted using Classroom Action Research (CAR) based on Kemmis and Taggart’s model, the study involved class 8.1, consisting of 32 students (14 males and 18 females), and was carried out in two cycles. In cycle 1, 20 students (62.5%) met the minimum passing criteria (≥73), but observations indicated that student participation was still at a fair level, and the teacher had not fully encouraged engagement. In cycle 2, 28 students (87.5%) met the criteria, showing improved participation and interest, while the teacher also enhanced her ability to engage students more effectively. To boot, results from the reading interest questionnaire revealed an increase from an initial score of 2.86 to 3.50, indicating a higher enthusiasm for reading.  These findings confirm that the SAAC method effectively improves students’ reading comprehension and interest at SMPN 4 Rambutan. This study was conducted with a single class over a short period of time. Therefore, future studies should include larger, more diverse samples to better evaluate the sustained impact of the SAAC method on reading comprehension and interest.
ANALYSIS OF ENGLISH LANGUAGE STUDENTS’ DIFFICULTIES IN LEARNING GRAMMAR AT MUHAMMADIYAH UNIVERSITY OF MATARAM Mufida, Mufida; Ilham, Ilham; Edi, Edi; Irwandi, Irwandi
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.v9i2.404

Abstract

This study investigates the factors affecting grammar mastery among English language students at Universitas Muhammadiyah Mataram using a descriptive qualitative approach. It involves 25 first-semester students who participated in grammar tests, with data analysed through the Miles and Huberman model: data reduction, data display, and conclusion drawing. The findings highlight several significant challenges. First, the dominance of theoretical teaching methods without adequate practical application makes grammar learning difficult for students. Students often memorize rules but struggle to apply them in real contexts. Second, the lack of opportunities to practice speaking English limits students’ ability to internalize grammatical structures, reducing their confidence and fluency. Although English exposure through media is frequent, it is generally passive such as listening to songs or watching movies without interactive engagement. Third, students face challenges in understanding English vocabulary, particularly idiomatic expressions and cultural references, which are often absent from local linguistic environments. These unfamiliar elements create confusion and hinder comprehension. The study suggests that grammar instruction should be more communicative, include cultural integration, and provide active learning opportunities to enhance grammar mastery. These findings offer valuable insights for improving English grammar teaching strategies in similar EFL contexts.
THE ROLE OF TECHNOLOGICAL SYSTEMS IN MANAGING AND EVALUATING THE LANGUAGE TEACHING PROGRAM Vistari, Lalita; Hartono, Rudi; Lumbantoruan, Melfa Lamria Berliana
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.v9i2.406

Abstract

Innovative systems are changing modern language education from teaching and assessment to pedagogical strategies. This study explored the extent to which Learning Management Systems (LMS), Computer Assisted Language Learning (CALL) environments, and digital assessment tools impacted the organization and assessment of language programs. A qualitative research approach was utilized, and data was collected from forty participants (educators, learners, and administrators) through semi-structured interviews, anonymized surveys, and document analysis. Feedback from participants indicates that while organizational features of LMS platforms are one of the most utilized components, they are also highly effective (85%) for organizing course materials and communication. CALL tools provide interactive and personalized learning experiences (rated at 78%) but require better teacher training and technical know-how. Digital assessment tools are efficient (65%) for assessing language skills, but face challenges with evaluating nuanced language skills, such as fluency and creativity. The text emphasizes the importance of hybrid assessment methods that blend automated feedback with human input. Despite challenges like software issues, hardware access, and limited training, technology has enhanced learning and teaching. The study calls for thoughtful integration, continuous instructional design, and stronger teacher training, alongside improvements in infrastructure to support a more flexible, student-centred education system.
STUDENTS’ PERCEPTION OF DIGITAL STORYTELLING TO IMPROVE ENGLISH SPEAKING ABILITY Rosalina, Septi; Syafryadin, Syafryadin; Rianyansa, Ari Andre
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.v9i2.409

Abstract

This study set out to find out what the students’ perception using digital storytelling as a teaching medium to improve the English speaking ability of EFL students. In order to learn what students’ perception is about using digital media as a teaching medium to boost students' EFL English speaking ability, A quantitative descriptive design is used in this study. The study's participants are 30 EFL students—10 male and 20 female—who received English instruction at Universitas Islam Negeri Fatmawati Sukarno Bengkulu (UINFAS). They were selected using stratified random sampling. Furthermore, two male and five female English instructors from the Al-Ain district were specifically chosen to take part in the group interview. Both quantitative and qualitative analyses were performed on the data. Thematic analysis was used to analyze the qualitative data, while percentage, frequency, and mean scores were used to analyze the quantitative data. Ten Literature questions were identified from the interview results. According to the results, the majority of instructors supported the use of digital storytelling in the classroom since it improved the process of teaching and learning English. The findings indicate that the use of digital storytelling in EFL classrooms was well-received by the students.
INVESTIGATING THE USE OF MULTIMODALITY IN EFL CLASSROOM AT INDONESIAN UNIVERSITY NON-ENGLISH DEPARTMENT Halim, Halim; Syahria, Nukmatus; Nurjati, Nunung
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.v9i2.412

Abstract

This study aims to investigate private university students' views on multimodality approach in EFL class. There is still a lot of traditional EFL teaching approach that are not as good at matching different learning styles and capturing students' attention. A multimodality approach provides creative solutions. The participants in this study were 21 non-English department students consisting of eight male students and thirteen female students. The research design examines students' experiences and perceptions of multimodality in the classroom using a qualitative approach and a narrative inquiry method. Reflection and in-depth interviews were used to gather data. Key themes in the participants' experiences were found by applying thematic analysis approaches to the data. The findings show that the multimodality approach helps students' understanding of English language material and helps optimize student engagement. From the students' perspective, there are four main themes, namely an interactive and motivating learning environment, a fun and enjoyable learning environment, diverse learning styles, and self-confidence growth. Further research can explore the effectiveness of multimodal approaches quantitatively to measure the improvement of students’ learning outcomes more objectively. In addition, further studies can involve more participants from various university backgrounds and study programs to expand the generalizability of the findings.
STRUCTURING TWEE AI FOR EFL LESSON PLANNING: A GUIDE FOR RECEPTIVE AND PRODUCTIVE SKILLS Williyan, Aldha; Pujiastuti, Eka; Rohmah, Naelul; Saifudin, Saifudin
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.v9i2.425

Abstract

This study responds to the growing need for structured pedagogical support in integrating artificial intelligence into English as a Foreign Language (EFL) instruction. As AI tools become more prominent in educational settings, their potential to enhance language learning hinges on how effectively they are integrated into existing teaching practices. Twee AI, a tool designed to generate EFL-relevant learning content, offers numerous features for receptive and productive skills instruction. However, without pedagogical scaffolding, its use in classrooms can be inconsistent and fragmented. Using a design and development research (DDR) approach, this study proposes two instructional frameworks that align Twee AI’s features with established models for teaching receptive and productive skills. For receptive skills, the framework maps Twee tools onto the stages of schema activation, comprehension scaffolding, and post-task reflection. For productive skills, it guides the integration of Twee features into preparation, practice, and reflection stages. These frameworks are theoretically grounded and have not yet been empirically tested. By translating AI tool functionalities into coherent instructional sequences, the study offers practical guidance to EFL teachers and supports principled AI integration that sustains teacher agency and instructional coherence in increasingly AI-mediated classrooms.
AN ANALYSIS OF PERSUASIVE LANGUAGE FOUND IN SKINCARE INSTAGRAM CAPTIONS Wahyuni, Anisa Nasywa; Sukarni, Semi; Ngafif, Abdul
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.v9i2.426

Abstract

This paper presents the results of a study analyzing the persuasive language found in Instagram captions of four skincare advertisements: Pond’s (@pondsindonesia), Skintific (@skintificid), Somethinc (@somethincofficial), and The Originote (@theoriginote). The types of persuasive language were identified based on Lamb’s theory (2014). Using a descriptive qualitative method, the researcher collected forty data samples from the four skincare brands, with each brand contributing ten Instagram posts. From the forty captions analyzed, the distribution of persuasive language features was as follows: alliteration (1 caption), allusion (4 captions), analogy (2 captions), appeals (3 captions), cliché (1 caption), colloquial language (1 caption), connotation (1 caption), emotive language (3 captions) , evidence (4 captions), hyperbole (2 captions), imagery (1 caption), inclusive language (3 captions), jargon (2 captions), metaphor (3 captions), pun (3 captions), and rhetorical question (6 captions). Among all the persuasive language features identified, rhetorical questions were the most frequently used in skincare advertisements. This highlights the strategic role of rhetorical questions in engaging consumers through Instagram captions. Building on these findings, future research could expand the dataset, compare platforms or product categories, and examine audience responses to evaluate the effectiveness of such strategies.
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.

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