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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 251 Documents
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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.
THE CORRELATION BETWEEN READING INTEREST AND READING COMPREHENSION OF JUNIOR HIGH SCHOOL STUDENTS IN PEDAMARAN Febiola, Nabila; Astrid, Annisa; Desvitasari, Deta
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.453

Abstract

The aim of this study was to examine the relationship between reading interest and reading comprehension of ninth-grade pupils. Students from two junior high schools participated in the study, which employed a correlational approach. A reading test and a questionnaire on reading interest were used to gather data. The Pearson Product-Moment Correlation was used to analyze the relationship between the two variables. The findings revealed a substantial correlation between reading interest and reading comprehension, with a p-value of 0.001 (<0.05). A somewhat positive correlation was indicated by the Pearson correlation coefficient of 0.519. Additionally, a regression test with a p-value of less than 0.001 verified a significant positive relationship. The results showed that students' enthusiasm in reading had a beneficial impact on their comprehension of texts, as it explained 26.9% of the variance in reading comprehension. Fostering reading interest may enhance comprehension abilities, according to this study, which offers insightful information about the relationship between reading interest and understanding. Other approaches to collect more accurate data and expand on these findings should be investigated in future studies.  
TBLT STRATEGIES ON 7th GRADERS’ SPEAKING ACHIEVEMENT: STUDENTS’ VIEW Aqila, Aprillia Putri; Rahayu, Vivin Triwulan; Agustina, Eliasanti
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.457

Abstract

This study aimed to explore students' perceptions of the implementation of Task-Based Language Teaching (TBLT) in improving English speaking skills among 7th-grade students. Conducted at SMPN 34 Surabaya during the 2024/2025 academic year, this qualitative research employed a case study to understand students' lived experiences. 3 participants from VII-H were selected purposively. The data were analyzed using six steps of thematic analysis. Additionally, the instrument was validated through experts, and the data were validated using member checking. The findings revealed that students perceived TBLT as an engaging and effective method that enhanced their fluency, vocabulary acquisition, and confidence in speaking English. They appreciated real-world tasks such as role plays and peer interviews, which provided meaningful practice and reduced anxiety. Collaborative learning and teacher support played a vital role in building a supportive environment. However, challenges such as limited vocabulary recall and speaking anxiety were still present. Students suggested incorporating more varied tasks, multimedia resources, and preparation time before speaking activities to improve the learning experience. This study established that TBLT had significant potential to engage students and enhance their confidence in speaking English when it was implemented conscientiously.
ENHANCING ENGLISH LANGUAGE PROFICIENCY THROUGH MULTIMODAL LEARNING APPROACH: A SYSTEMATIC LITERATURE REVIEW Claudio, Grand Stef Yan; Mare, Nadia Simare; Fikri, Muhammad Subhan; Saman, Tampung N.
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.469

Abstract

This study explores the application of multimodal approaches in English language learning and their effectiveness in improving English language skills. This systematic review analyzes 10 research articles published between 2021 and 2025 using the SALSA (Search, Appraisal, Synthesis, Analysis) method. A comprehensive search was conducted through electronic databases, including Google Scholar and ResearchGate, using specific keywords and predefined inclusion and exclusion criteria. The findings show that a multimodal approach positively contributes to language learning. These findings are categorized into 7 aspects of improvement, such as vocabulary, speaking, listening, reading comprehension and literacy, increasing student motivation and participation, supporting the integration of digital tools, and creating comprehensive multimodal strategies in the learning process. Overall, this systematic literature review concludes that multimodal learning approaches make a positive contribution that provides an effective, adaptive, and learner-centered strategy that enhances English language proficiency. However, most existing studies focus on short-term outcomes. Therefore, future research should examine long-term impacts, sustainability, diverse educational contexts, and the comparative effectiveness of specific multimodal strategies to provide deeper insight. 
DIGITAL AUDIO PLATFORMS, LEARNER AUTONOMY, AND ENGLISH ACHIEVEMENT: A CORRELATION STUDY IN INDONESIAN VOCATIONAL EDUCATION Munawaroh, Lina Adiniatul; Widyaningsih, Titik Lina
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.494

Abstract

This research examines the correlation between the utilization of digital audio platforms, learner autonomy, and English learning outcomes among tenth-grade students in an Indonesian vocational high school. The study employed a quantitative correlational design, with 33 students chosen by purposive sampling. Data were collected through questionnaires on digital audio platform use and learner autonomy, as well as English report card grades representing learning outcomes.  The findings revealed significant positive correlations between digital audio platform use and English learning outcomes (r = 0.701, p < 0.05), and between learner autonomy and English learning outcomes (r = 0.710, p < 0.05). A multiple correlation analysis also showed a strong combined relationship between both variables and English learning outcomes (R = 0.783, p < 0.05). This study contributes to the current literature by examining the synergistic effect of digital audio platforms and learner autonomy in a vocational EFL context. We used report card grades to measure how well students learned English. Report cards show how well students did in school over time, as judged by their teachers. The results suggest that integrating digital audio platforms with learner autonomy strategies can enhance the English proficiency of vocational students.
DEVELOPMENT OF VIDEO ANIMATION “A DAY WITH NIKA & BIMA” TO IMPROVE SPEAKING SKILLS OF GRADE 1 ELEMENTARY STUDENTS IN GREETINGS De Sousa, Ar Risydah Futari No Ai; Robandi, Babang; Mulyasari, Effy
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.514

Abstract

First grade students often quickly feel bored when learning English, especially in speaking, because of how unsuitable the learning material that’s used. English needs to be conquer in early ages because based from “Critical Period”, in early ages, children can conquer new languages more significantly than adults. Based on this, this research aims to improve the speaking skills of first grade students in Greetings by using video animation. The difference between the video animation for this research than the previous video animation’s that the video animation that’s developed for this research “A Day with Nika & Bima” use the POV as if the characters are doing vlog. This research uses the D&D and ADDIE as its development model. The instruments that were used were interviews, observations, questionnaires, and tests. Likert scale was used for validation questionnaire research by experts and student response questionnaires. The validation by experts showed that the media was very feasible to use, while the results of the pre-test and post-test showed increases in the average student results by 33.17%, with the results of N-gain = 0.90 (high category), with 78.16% (satisfied) from students’ questionnaires, shows that using video animation, students can improve their English-speaking skills.
ENHANCING STUDENTS` SKILL IN WRITING RECOUNT TEXT OF JUNIOR HIGH SCHOOL THROUGH PHOTOGRAPHY TECHNIQUE Amin, Muhammad Saiful; Shofiyuddin, Muh
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.538

Abstract

Writing is challenging for junior high school students. Many students struggle to express their thoughts in recount texts due to a lack of ideas, limited vocabulary, and poor understanding of organizational features of a text; this research seeks to evaluate the efficacy of photography techniques in improving students` ability to write recount texts. This quantitative research used a quasi-experimental design, involving 40 eighth-grade learners in a lower secondary school in Batealit separated into two cohorts, with the trial group received photography techniques, while the control class did not. Data collection was conducted through a written test, and SPSS 30.0 was used for analysis, which included normality, homogeneity using an independent-sample t-assessment; the results revealed a notable gap separating both groups, where the intervention class achieving a higher post-test mean score (M = 79.60, SD = 9.703) than the control class (M = 46.80, SD = 17.173), with p < 0.001. These findings confirm indicating that the baseline assumption was disproven while the competing assumption was validated. The study concludes that photography can be an effective technique to stimulate creativity, generate ideas, and enhance the structure of recount text, providing better engagement and outcomes compared to traditional methods.

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