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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 268 Documents
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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.
STUDENTS' PSYCHOLOGICAL PERCEPTION OF EXAM BROWSER CLIENT AS A DIGITAL ASSESSMENT TOOL Alvita Octavia; Susilawati Susilawati; Eline Rozaliya Winarto
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.515

Abstract

This study investigates junior high school students' psychological perceptions of using the Exam Browser Client (EBC) as a digital tool for English summative assessment. Although digital assessment tools are increasingly adopted for efficiency and exam integrity, their psychological impact on younger EFL learners remains underexplored. This study examines five internal factors: student interest, anxiety, perceived usefulness, perceived ease of use, and attitude toward technology. Using a descriptive qualitative case study design, data were collected from 33 students through questionnaires and from 12 students and one English teacher through semi-structured interviews at a junior high school in Cirebon, Indonesia. Questionnaire responses were analyzed descriptively, while interview data were analyzed qualitatively by category. The findings show that most students held positive perceptions of EBC, viewing it as enjoyable, efficient, and supportive of exam fairness. Some students initially felt anxious due to technical issues, but this anxiety decreased with familiarity and teacher support. Students also expressed positive attitudes toward technology, believing EBC improved their digital literacy. The study concludes that psychological factors should be considered alongside technical factors when implementing digital assessment tools for junior high school students.
UTILIZING STORY-BASED MNEMONICS TO ENHANCE TWELFTH GRADE STUDENTS' MASTERY OF THE ACADEMIC WORD LIST Anggun Trisnani; Siti Ayu Surayya; M. Junaidi Marzuki; Yulia Agustina
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.531

Abstract

Despite growing interest in mnemonic strategies for vocabulary instruction, empirical evidence on the use of story-based mnemonics to develop Academic Word List (AWL) mastery in Indonesian secondary education remains limited. This study aims to examine the effect of the story-based mnemonic technique on twelfth-grade students’ mastery of the Academic Word List (AWL) at MA Al-Ijtihad Danger. This study employed a quantitative pre-experimental design using one group pre-test and post-test. The sample consisted of 30 students selected through random sampling. The instrument was 30-item AWL vocabulary test validated by experts and proven reliable (Cronbach’s Alpha = 0.87). The treatment was conducted in four instructional meetings. Data were analyzed using descriptive statistics and paired samples t-test. The results showed that the mean score increased from 10.83 (SD = 2.97) in the pre-test to 18.70 (SD = 4.15) in the post-test. The paired-samples t-test revealed a significant difference (t = -16.68, p < 0.05), indicating that the story-based mnemonic technique significantly improved students’ mastery of the Academic Word List. These findings suggest that integrating academic vocabulary into meaningful narratives can serve as an effective and engaging instructional strategy for enhancing academic vocabulary development in senior high school EFL classrooms.
THE EFFECT OF USING THE HANGMAN GAME AS A TEACHING MEDIA TO IMPROVE ENGLISH SPEAKING SKILLS Juentri Enfira; Iis Sujarwati
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.557

Abstract

This study investigated the effect of using the Hangman Game as a teaching medium to improve students’ English-speaking skills. It specifically examined whether the use of the Hangman Game contributed to improvements in students’ fluency, pronunciation, vocabulary, and speaking confidence. This study employed a quantitative pre-experimental research design using a one-group pre-test–post-test design. The participants were 15 eighth-grade students of SMPIT An-Nida’ Lubuklinggau in the 2024/2025 academic year, selected through total sampling. Data were collected through speaking tests administered before and after the treatment and were analyzed using descriptive statistics and a paired-samples t-test. The results showed that the students’ mean speaking score increased from 66.33 in the pre-test to 76.33 in the post-test, while the standard deviation decreased from 7.67 to 5.81. The paired-samples t-test also showed a significant difference between students’ speaking performance before and after the implementation of the Hangman Game. The improvement was particularly observed in vocabulary, pronunciation, and fluency. These findings indicate that the Hangman Game can be an effective and practical teaching medium for developing English-speaking skills among junior high school EFL learners.
AI-POWERED FEEDBACK SYSTEM FOR WRITING: A REVIEW OF AUTOMATED WRITING EVALUATION (AWE) TOOLS Etna Gres; Dwi Riyanti; Yohanes Gatot Sutapa Yuliana
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.572

Abstract

This systematic literature review aims to explore how AI-powered feedback tools contribute in learners’ writing. The researcher analyzed the results from 50 empirical studies that published from 2019 to 2024. The studies were selected via database searches, defined inclusion criteria and thematic analysis. The findings indicate that Automated Writing Evaluation (AWE) tools such as Grammarly, Quillbot and DeepL Write significantly improve the writing precision, fluency and grammatical proficiency through immediate and customized feedback. Additionally, the review examines that AWE tools can enhance the organization of writing, overall writing quality, while also encouraging self-directed learning. However, the review pointed out that learners relying too much on AWE and the fact that it could lower their critical thinking and creativity. More challenges like sometimes AWE might provide limited feedback depth and concerns about accuracy in evaluating complex writing aspects remain significant. This article highlights the pedagogical implications of Integrating AI-powered feedback and suggests directions for future research, particularly in balancing human and automated feedback to optimize writing skill.
531 FM (SPEAK ENGLISH IN FIVE MINUTES) PROGRAM AT ONE JUNIOR HIGH SCHOOL IN PALEMBANG: STUDENTS’ PERCEPTIONS M. Raditya Ramadhani Dirgantara; Annisa Astrid; Rizqy Dwi Amrina
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.587

Abstract

This study aims to explore students’ perceptions of the 531 FM Program, a non-formal English-speaking activity implemented at SMP LTI IGM Palembang. The program was designed to enhance students’ speaking skills through consistent and structured practice outside the formal curriculum. A qualitative case study approach was employed, with data collected through classroom observations and semi-structured interviews involving twelve ninth-grade students. Thematic analysis was used to identify key patterns within students’ experiences and responses. The findings indicate that students generally perceived the 531 FM Program positively. They reported improvements in various components of speaking competence, including grammar, vocabulary, pronunciation, comprehension, and fluency. The program also strengthened functional speaking skills, such as using English for greetings, casual exchanges, and task-based communication. Students noted that regular exposure and supportive feedback contributed to increased confidence in speaking English. However, the limited duration of each session (5 minutes) was considered insufficient for optimal development. The results highlight the significance of structured non-formal English activities in supporting language development in school contexts. The study concludes that such programs can be highly beneficial when implemented consistently and supported by teachers, and further research could examine extended program durations or integration with formal classroom instruction.
EXPLORING ENGLISH TEACHERS’ CREATIVITY IN USING NEWS IN LEVELS FOR EFL INSTRUCTION IN EAST JAVA, INDONESIA Galita Febrian Pratidina; Masyhud Masyhud
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.656

Abstract

This study aims to explore English language teachers’ creativity in using News in Levels for English as a Foreign Language (EFL) instruction. The study examines teachers' use of News in Levels and the teachers’ creativity, namely teacher fluency, teacher flexibility, teacher originality, and teacher elaboration. The study employed a qualitative case study method. Data were gathered using an open-ended questionnaire and semi-structured interviews involving three English language teachers from different locations in East Java. The results show that the teachers are creative in adapting the news to the ability of the students by using multimedia and utilizing the platform with other learning devices and learning activities. The teacher also plans interactive activities like discussion, word study activities, and speaking tasks to enhance students’ language. Teachers’ creativity was determined by factors such as ease of use, the features offered, motivation, and classroom facilities. The study results indicate that teachers integrate News in Levels in their EFL teaching in a creative way. Future studies are suggested in which News in Levels can be implemented on a wider educational level, including classroom observation, student reflections, and a larger sample of subjects.
INVESTIGATING EFL STUDENTS’ ENGAGEMENT IN GENAI-BASED COLLABORATIVE INQUIRY FOR DEVELOPING CRITICAL THINKING IN ARGUMENTATIVE WRITING Angella Novitaningrum; Pipit Ertika Daristin
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.668

Abstract

This study aims to investigate EFL students’ engagement in GenAI-based collaborative inquiry for developing critical thinking in argumentative writing. It employed a descriptive qualitative research design that involved 14 third-semester undergraduate students from the English Education Study Program at STIT Miftahul Midad Lumajang who participated in collaborative argumentative writing tasks supported by GenAI tools. Data were collected through semi-structured interviews, classroom observations, and document analysis to examine students’ engagement processes and the role of GenAI in their collaborative writing activities. The findings reveal that students’ engagement is reflected through three interconnected themes, namely cognitive engagement through idea development and critical thinking, social engagement through collaborative interaction, and reflective engagement through AI-mediated feedback. These findings further indicate that GenAI serves as a mediational tool that facilitates not only idea development but also collaborative dialogue and metacognitive awareness. Variations in students’ reliance on AI and their participation patterns highlight the need for pedagogical guidance to ensure meaningful engagement.  Overall, the study suggests that integrating GenAI into collaborative inquiry can provide opportunities for students to promote active participation, critical evaluation, and reflective thinking in EFL writing contexts.
LEXICAL AND STRUCTURAL AMBIGUITY IN EFL STUDENTS’ ESSAY WRITING: A SEMANTIC ANALYSIS Rulik Setiani; Sigit Suharjono; Dewi Sri Kuning; Dewi Sartipa
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.671

Abstract

Ambiguity is a linguistic phenomenon in which a word, phrase, or sentence conveys more than one possible meaning, potentially causing misunderstanding in written communication. In English as a Foreign Language (EFL) writing, students often experience difficulty producing clear and precise sentences. This study investigates lexical and structural ambiguity in EFL students’ cause-and-effect essays from a semantic perspective. Using a qualitative descriptive design, data were collected from 20 essays written by fourth-semester students of the English Education Department at Universitas Muhammadiyah Kotabumi. The data were analyzed by identifying ambiguous expressions, classifying them into lexical and structural ambiguity, and interpreting their possible meanings. The findings revealed 48 instances of ambiguity, consisting of 18 cases of lexical ambiguity (37.5%) and 30 cases of structural ambiguity (62.5%). Structural ambiguity occurred more frequently, indicating that students experienced greater difficulty constructing clear and grammatically appropriate sentence structures. The ambiguities were mainly associated with limited grammatical competence, insufficient vocabulary knowledge, and inadequate awareness of sentence clarity. These findings highlight the importance of strengthening grammar instruction and vocabulary development to improve clarity in EFL writing. Furthermore, it provides pedagogical insights into common ambiguity patterns that can inform writing instruction and feedback strategies to enhance students’ academic writing skills.
CLIMATE CHANGE DISCOURSES IN INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS: A CRITICAL DISCOURSE ANALYSIS Rama Dwika Herdiawan; Sasigaran Moneyam; Mukhlisyin Mukhlisyin; Aditia Gumilang
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.676

Abstract

This study examines how climate change is represented in two Indonesian senior high school English textbooks and how the representations position learners in relation to environmental responsibility. A qualitative document analysis was conducted using Fairclough’s three-dimensional Critical Discourse Analysis framework. The corpus comprised climate-related reading passages, activity prompts, dialogues, and visual-verbal materials in the 2017 revised Bahasa Inggris for Grade XI and the 2022 English for Change for Grade XI. The analysis identified four interrelated patterns. First, climate change was factualized through declarative and causal language but was frequently simplified into non-conflictual explanations. Second, responsibility was directed mainly toward students, families, communities, and youth activists, while governmental, corporate, and industrial actors were backgrounded. Third, the activities promoted awareness and participation, yet only limited opportunities were provided for examining competing interests, unequal vulnerability, or climate justice. Fourth, optimistic portraits and clean environmental imagery softened the crisis while reinforcing hopeful action. The findings imply that EFL textbooks should retain accessible language while expanding structural accountability, local climate realities, dialogic tasks, and critical visual literacy so that language learning supports both communicative competence and critical environmental literacy.

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