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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 250 Documents
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ENGLISH READING ANXIETY AMONG STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM AT UNIVERSITAS NEGERI GORONTALO INDONESIA Aulianti Tuloli; Indri Wirahmi Bay; Helena Badu
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.v10i1.554

Abstract

This study examined the level and categories of English reading anxiety among students of the English Language Education Study Program at Universitas Negeri Gorontalo, class of 2023. Using a quantitative descriptive approach, the English Foreign Language Reading Anxiety Inventory (EFLRAI) by Zoghi (2012) was administered to 108 students through Google Forms. The instrument measured three categories of anxiety: top-down, bottom-up, and classroom reading anxiety. Data were analyzed using percentage formulas to classify responses into low, moderate, and high levels. Findings indicated that most students experienced moderate anxiety (56.48%), followed by high (37.04%), and only a small number reported low anxiety (6.48%). Bottom-up anxiety was the most dominant (96.30%), mainly due to vocabulary, while grammar had less impact. Top-down anxiety was linked to general reading ability (93.52%) rather than background & cultural knowledge (3.70%). Classroom reading anxiety was least significant (1.83%). These results highlight vocabulary mastery and general reading ability as major factors, suggesting the need for improved vocabulary teaching and reading strategies.
REVEALING TEACHER’S AND STUDENTS’ STRATEGY TOWARDS STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT MA DDI ALLIRITENGAE MAROS Andi Mar'ah Muthmainnah; Novalia Tanasy; Nurul Fachrunnisa
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.v10i1.560

Abstract

This study aimed to explore the strategies applied by teachers and students in reducing anxiety in speaking English at MA DDI Alliritengae Maros, as many students experience fear and lack of confidence when speaking English in the classroom, which limits their participation and speaking performance. This study employed a qualitative research method using semi-structured interviews and classroom observations as data collection techniques. The collected data were analyzed with data reduction, data display, and conclusion drawing. Participants consist of one English teacher and nine 10th-grade senior high school students. The results indicated that teachers employ encouraging regular speaking practice, providing appreciation and motivation, enriching vocabulary through memorization methods, using interactive methods like role-playing and group work, and offering flexibility in language use during lessons. Meanwhile, students developed personal strategies such as cultivating positive thoughts, memorizing vocabulary, performing relaxation techniques, shifting their gaze, choosing to remain silent, and using simple physical techniques to calm themselves.
IMPROVING READING COMPREHENSION FOR STUDENTS’ VOCATIONAL HIGH SCHOOL THROUGH THE INTEGRATION OF DIGITAL STORYBOOK AND GRAPHIC ORGANIZERS Putri Vania Sari; Arik Susanti
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.v10i1.568

Abstract

This study examined the effectiveness of digital storybooks and graphic organizers integrated with the ESP framework in enhancing narrative reading comprehension among vocational high school students in Digital Business field. Employing a quasi-experimental design, the study included 61 eleventh-grade students divided into experimental and control groups. Data were obtained from pre-test and post-test scores and analyzed through paired-sample and independent-sample t-tests. The experimental group, which received treatment, presented a significant mean score increase from 46.13 to 70.77, while the control group slightly improved from 41.50 to 50.63. These results indicate that the integration of digital storybooks and graphic organizers could effectively enhance students’ reading comprehension. Grounded in Multimedia Learning Theory and visual scaffolding, combining interactive digital tools with structured visual aids is an effective strategy for teaching narrative texts which support learners’ comprehension through multimodal input and structured visual representation. This research contributes to ESP pedagogy by demonstrating the integration of digital storybooks and graphic organizers within vocational Digital Business contexts supports narrative reading comprehension tailored to students’ occupational needs. Future studies could further explore the long-term impact of such tools, their application across different text genres, and their potential for enhancing other language skills.
PERCEIVED CHALLENGES AND BENEFITS OF BUSINESS ENGLISH LEARNING: A CASE STUDY AT UNIVERSITAS CATUR INSAN CENDEKIA Viar Dwi Kartika; Yuni Awalaturrohmah Solihah; Virga Putra Darma
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.v10i1.570

Abstract

This study focuses on how fourth-semester students in the Faculty of Economics and Business at UCIC perceive the English for Business course and its relevance to their academic and professional development. Employing a qualitative descriptive method supported by both closed-ended and open-ended survey responses, the research aims to explore students’ levels of understanding, the challenges they encounter, the benefits they experience, and their expectations for course improvement. Findings indicate that the qualitative analysis of 95 fourth-semester students revealed key challenges and benefits. Major difficulties included limited business vocabulary, insufficient practice, moderate confidence, speaking anxiety, and challenges in presentations, business writing, and role-plays. Despite these obstacles, students reported significant gains, such as improved speaking skills, preparedness for business contexts, enhanced communication, increased confidence, and application of skills in real-life situations. Students suggested curriculum improvements, emphasizing real-world practice, better vocabulary instruction, innovative learning media, career-focused topics, and interactive teaching methods. Students faced challenges including limited vocabulary, speaking anxiety, and insufficient practice. Despite this, they gained improved speaking skills, confidence, and professional readiness. This study highlights the importance of adaptive, needs-based pedagogy, task authenticity, and learner agency, offering actionable insights for ESP curriculum development  
ENHANCING STUDENT ENGAGEMENT AND CRITICAL THINKING THROUGH DIRECT COMMUNICATIVE LANGUAGE TEACHING: AN EMPIRICAL STUDY IN TERTIARY EFL CONTEXT Masrurotul Ajiza; Feny Arafah
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.v10i1.588

Abstract

This study explores the impact of Direct Communicative Language Teaching (CLT) on student engagement and critical thinking in an English for Specific Purposes (ESP) classroom. It aims to answer three questions: (1) How is Direct CLT implemented? (2) In what ways does CLT influence students’ behavioural, emotional, and cognitive engagement during English lessons? and (3) How do CLT-based activities develop students’ critical thinking in classroom interactions? Conducted with 1 English lecturer and 15 undergraduate Geodetic Engineering students of Institut Teknologi Nasional (ITN) Malang, this qualitative study collected data through classroom observations and student questionnaires combining Likert-scale and open-ended items. The findings reveal that Direct CLT shifted the classroom dynamic from a teacher-centered to a student-centered environment, where learners actively participated, collaborated, and communicated meaningfully. Students demonstrated behavioural engagement through teamwork, emotional engagement through enjoyment and positive interaction, and cognitive engagement. The use of authentic, discipline-related tasks enabled students to link English learning with real-world communication and professional relevance. Overall, the findings indicate that Direct CLT effectively enhances communicative competence, critical thinking, and collaboration among engineering students, suggesting that ESP instruction should integrate communicative and contextualized pedagogies to better prepare learners for authentic professional communication.
ELT TEXTBOOKS IN INDONESIA: A COMPARATIVE STUDY OF NATIONAL AND INTERNATIONAL CURRICULA Nora Nopikasari; Ira Maisarah
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.v10i1.591

Abstract

This research compares the coverage of language skills, types of learning tasks, and curriculum conformity between two English textbooks (Oxford International Primary English, an international textbook, and My Next Words, a nationally developed textbook for third-grade students in Indonesian classrooms). Using a qualitative content analysis methodology, the investigation examines how each textbook systematically construes language skills, task design, and curricular coherence. The results show that the content in the national textbook has focused heavily on basic literacy skills, repetition, and the incorporation of local cultural themes. However, it offers few opportunities for communicative language use, problem-solving, and higher cognitive functions. Meanwhile, the international textbook reflects a more balanced integration of the four language skills, inquiry types, project-based learning tasks, and global issues to enhance learners’ understanding. The findings of the study indicate that a national English language teaching material can be improved by adding local content, authentic texts, an intercultural perspective, and communicative project work. The research also highlights significant implications for curriculum designers, textbook writers, and teacher education institutions that aim to enhance the overall quality of English language teaching in the Indonesian context.
PROMOTING STUDENTS’ AGENTIC ENGAGEMENT THROUGH PROJECT-BASED LEARNING: CHALLENGES AND SOLUTIONS IN EFL CLASSROOM Muh. Fakhrul Armas; Maemuna Muhayyang
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.v10i1.611

Abstract

Recent studies show that agentic engagement in Project-Based Learning (PjBL) is still not widely understood, particularly in collectivist settings like Indonesia. Much of the existing research has focused on measuring agency or linking it to other factors, but less attention has been given to how agency actually develops and unfolds in everyday classroom interactions. This study seeks to address that gap by examining how students engage in an English as a Foreign Language (EFL) class at Madrasah Aliyah Negeri (MAN) 1 Soppeng, South Sulawesi. Through interviews with 15 students and one teacher, several challenges emerged: language barriers, fear of making mistakes, and limited classroom time often hinder students’ ability to take initiative. The findings also highlight the importance of teacher responses, which can either encourage or discourage students from actively participating. To strengthen agentic engagement, the study suggests adopting creative teaching strategies, building supportive teacher-student relationships, and connecting lessons to students’ real-life goals. These insights not only deepen our understanding of agency in collectivist cultures but also emphasize the need for more research in secondary schools. Ultimately, the study calls for continued exploration to better support student autonomy and empower learners in their educational journey.
PIXELS, PODCASTS, AND PEDAGOGY: DEVELOPING MULTIMODAL LISTENING AND SPEAKING MATERIALS FOR EFL PRE-SERVICE TEACHERS I Dewa Gede Rat Dwiyana Putra; I Gusti Ngurah Agung Wijaya Mahardika; I Putu Andre Suhardiana
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.v10i1.625

Abstract

This study concentrated on examining the attributes, subjects, and activity choices for multimodal listening and speaking materials for EFL pre-service teachers. This research and development study used a four-step process: design, develop, review, and revise, based on the Dick and Carey System Approach Model. This study found that when designing multimodal listening and speaking materials, it is needed to think about how they fit with the goals of the study, how to encourage active learning and participation, how to make them flexible and adaptable, how to use technology, how to be culturally competent and inclusive, how to make the language clear, how to arrange and design the materials, and how to get feedback and make improvements. The procedure of developing the material includes gathering the parts, creating the content, getting expert opinions, and editing the content. The focus was on grammar problems, photo selection, formatting, and storing the material. The research shows that multimodal materials function as ecosystems that integrate theory, practice, and cultural responsiveness to facilitate the growth of pre-service teachers. Longitudinal studies should be conducted in future research to see how the materials affect how well students learn and how engaged they are in different classroom settings.
GRAMMATICAL ACCURACY IN BUSINESS ENGLISH PRESENTATIONS: AN ERROR ANALYSIS OF UNDERGRADUATE MANAGEMENT STUDENTS Ade Kristianus Kaloeti; Sri Ani Puji Setiawati
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.v10i1.630

Abstract

Grammatical accuracy plays a crucial role in the effectiveness of Business English presentations, particularly for management students who are expected to communicate professionally in academic and workplace contexts. This study aims to identify and analyze grammatical errors produced by undergraduate management students during Business English presentations. Employing a quantitative research design, the study involved 20 seventh-semester management students: 10 from Immanuel Christian University and 10 from Muhammadiyah University of Yogyakarta. The data were collected through recorded Business English presentations and analyzed using Corder’s Error Analysis model, which consists of error identification, classification, explanation, and evaluation. The findings reveal that students frequently committed errors in verb tense, subject–verb agreement, articles, prepositions, and sentence structure. Verb tense errors emerged as the most dominant category, followed by subject–verb agreement and article misuse. The results indicate that despite having advanced academic standing, students still encounter significant grammatical challenges in oral academic communication. This study highlights the need for more focused grammar instruction integrated with speaking practice in Business English courses. The findings are expected to contribute to pedagogical improvements in English for Specific Purposes (ESP), particularly Business English instruction at the undergraduate level.
A NEEDS ANALYSIS OF UNIVERSITY LECTURERS IN AN IELTS® PREPARATION PROGRAM Wawan Setiawan; Fikri Asih Wigati
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.v10i1.648

Abstract

The internationalization of higher education has increased the demand for English proficiency among university lecturers, particularly in English as a Foreign Language context. As an internationally recognized assessment, the International English Language Testing System (IELTS®) is widely required for academic mobility and professional advancement. This study investigated the target needs, learning needs, and preferred learning conditions of university lecturers enrolled in an IELTS® preparation program at the language center of a state university in West Java. A descriptive survey design employing a needs analysis framework was used. Data were collected through a structured questionnaire consisting of Likert-scale items and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic categorization. The findings indicate that lecturers perceive all four IELTS® skills as essential but experience challenges related to accent comprehension, structured academic writing, spontaneous speaking, and time-managed reading. Participants expressed strong preferences for authentic materials, strategy-based instruction, individualized feedback, IELTS® simulation practice, and flexible learning arrangements. The study highlights the importance of needs-based IELTS® preparation tailored to the professional demands and learning characteristics of university lecturers.

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