cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Natalia Anggrarini
Contact Email
natalia.anggrarini@unwir.ac.id
Phone
+6287727777931
Journal Mail Official
wiralodraenglishjournal@unwir.ac.id
Editorial Address
Jl. Ir. H. Djuanda KM 03 Singaraja Indramayu 45213
Location
Kab. indramayu,
Jawa barat
INDONESIA
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
 23   24   25   26   27 
UNDERSTANDING EFL STUDENTS’ ANXIETY IN PUBLIC SPEAKING COURSES: A QUALITATIVE STUDY OF CHALLENGES AND COPING STRATEGIES Desi Lestari; Rafila Kasamira Dewi Abrori; Dewi Puspitasari
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.v10i2.680

Abstract

Public speaking is a crucial skill in academic and professional contexts; however, many students experience anxiety that can hinder their performance. This study aims to understand students’ anxiety in a public speaking course by exploring the challenges they encounter and the coping strategies they employ. Using a phenomenological qualitative approach, Semi-structured interviews were conducted with three students to collect the data, which were then analyzed through thematic analysis. The findings reveal that fear of negative evaluation, lack of confidence, and pressure from graded presentations were the primary sources of anxiety. These challenges were reflected in physical, cognitive, and behavioral responses during speaking performances. To cope with these challenges, students employed intensive practice, deep breathing techniques, and relied on positive feedback from teachers. The findings suggest that supportive classroom environments may play an important role in helping students manage anxiety and sustain participation in speaking activities. The study concludes that public speaking anxiety should be understood not only as a barrier but also as a dynamic experience in which anxiety and engagement can coexist. Future studies could include a broader and more diverse group of participants to examine how anxiety and coping strategies vary across educational contexts.
DIMENSION OF MEANING ANALYSIS IN JAKARTA POST: A CONTENT ANALYSIS STUDY Syafryadin Syafryadin; Hengki Kris Sanjaya; Annisa Astrid
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.v10i2.687

Abstract

This study aims to analyze the dimension of meaning in The Jakarta Post article based on the semantic theory of Kreidler (1998), which includes denotation, connotation, meaning relations, lexical meaning, grammatical meaning, morpheme, homonym, and polysemie. This qualitative research uses descriptive content analysis method. The data consists of 10 articles of The Jakarta Post that were purposively selected based on the diversity of themes and linguistic relevance. The data were collected through documentation, then analyzed systematically through data reduction, categorization, interpretation, and conclusion drawn. The results show that denotative meaning dominates the delivery of factual information, while connotative meaning is used to provide evaluative and persuasive nuances. The relationship of meaning plays an important role in building text cohesion. Additionally, lexical meanings and grammatical meanings work simultaneously in forming a complete contextual understanding. Analysis of morphemes shows that the processes of derivation and inflection successfully enrich the formation of word meanings. In addition, the use of polysemimes has been shown to be much more common than homonyms because it is able to provide a high flexibility of meaning in a journalistic context. Overall, this study successfully integrates various semantic components to uncover how meaning is systematically constructed by mass media.
BRIDGING THE GAP IN STUDENTS’ SPEAKING COMPETENCE THROUGH A COLLABORATIVE LEARNING APPROACH Sahrul; Lalu Thohir; Sartika Hijriati
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.v10i2.711

Abstract

ABSTRACT This research investigated the effectiveness of collaborative learning combined with the Test–Teach–Test (TTT) approach in enhancing students' speaking competence. The study involved 30 eleventh-grade students from SMA 1 Gerung. The sample was purposively selected during the 2024/2025 academic year. The design used was a pre-experimental one-group pretest–posttest. Students took an initial speaking test, attended four sessions of collaborative instruction that included group discussions, role plays, debates, and joint tasks, and afterward took a post-test. Speaking performance was evaluated based on fluency, accuracy, pronunciation, and vocabulary, while classroom observations recorded participation, interaction, and confidence. The average score rose from 61.7 on the pretest to 78.3 on the post-test, yielding a mean gain of 16.6 points. A paired-samples t-test revealed a statistically significant improvement, t = 9.24, p < .001, with a large effect size (Cohen’s d = 1.68). Fluency demonstrated the largest proportional gain. Observations further showed that collaborative interaction motivated students to express and defend ideas, respond to peers, and speak more confidently. These results indicate that collaborative learning within the TTT framework can offer productive opportunities for enhancing speaking competence.
THE INVESTIGATION OF NOVICE TEACHER IN REFLECTIVE TEACHING PRACTICE Alvi Raihan Utami; Khairani Putri Salsya; Intan Hamzah; Selvi Septiani
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.v10i2.712

Abstract

Reflective teaching is an essential component of professional development, particularly for novice English teachers who are developing their teaching practices and professional competence. This study aims to explore a novice English teacher’s understanding of reflective teaching, the process of implementing reflective teaching practices, and the benefits gained from reflection. Employing a descriptive qualitative research design, this study involved one novice English teacher from an elementary school in Tangerang, Indonesia, as the sole participant. Data were collected through a semi-structured interview and analyzed descriptively to identify the key themes. The findings revealed three main themes: the concept of reflective teaching, the process of reflective teaching, and the benefits of reflective teaching. The participant three main themes: the process of observing, evaluating, and improving teaching practices. Reflection was implemented through observing students’ characteristics and learning needs, evaluating classroom activities, preparing and adapting teaching media, joining professional development activities, and discussing teaching practices with colleagues. Reflective teaching helped improve lesson planning, problem-solving, classroom management, creativity, and professional development. However, the study did not directly measure student learning outcomes. The study suggests that reflective teaching can serve as a practical approach to critically examine their classroom experiences and continuously improve their teaching practices.
FROM CLASSROOM SIMULATION TO REAL WORKPLACE INTERACTION: THE AIM, SEQUENCE, ROLE, AND INTERACTION (ASRI) METHOD TO ENHANCE SPEAKING PERFORMANCE IN ENGLISH FOR HOSPITALITY COURSES Muhammad Bambang Purwanto; Evi Agustina Sari; Yusri Yusri; Ariya Agustin
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.v10i2.724

Abstract

This study investigates the effectiveness of the Aim, Sequence, Role, and Interaction (ASRI) method in improving the English-speaking performance of hospitality students in vocational higher education. Extending previous applications conducted primarily in tourism-dominant settings such as Bali, this study examines ASRI in a non-tourist city context, thereby contributing to the ESP instructional literature. A quasi-experimental design with pre-test and post-test measurements was employed with 30 fourth-semester students from two classes at Politeknik Prasetiya Mandiri PSDKU Palembang, South Sumatra, Indonesia. The experimental group received ASRI-based instruction through six structured sessions, whereas the control group received conventional role-play instruction. Speaking performance was assessed in terms of fluency, accuracy, pronunciation, vocabulary, and confidence. The findings revealed a statistically significant improvement in the experimental group, accompanied by a very large effect size. Among the assessed components, confidence and vocabulary demonstrated the most substantial gains, suggesting that ASRI effectively facilitates professionally contextualized and goal-directed communication. These findings indicate that ASRI offers a replicable framework for developing workplace-oriented English communication skills among vocational hospitality students. Nevertheless, the study is limited by its small sample and single-institution setting, highlighting the need for broader multi-institutional research.
CHUNK-BASED COMMUNICATIVE LANGUAGE TEACHING AND ITS IMPACT ON INDONESIAN EFL STUDENTS’ SPEAKING FLUENCY: A NARRATIVE REVIEW Muhammad Pandu Khoiron; Tri Pujiani; Muhammad Soali
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.v10i2.744

Abstract

The current narrative literature review aimed to investigate the use of Chunk-Based CLT as a pedagogical technique to enhance the fluency of EFL students from Indonesia. Even though the students have been receiving formal English education in all stages from primary to tertiary levels, many still experience difficulties in their fluency due to the high cognitive load and their tendency to translate from word to word. In order to explore this problem, the literature synthesis was performed using academic works related to formulaic language and communicative pedagogy. It turned out that lexical chunks (prefabricated formulaic sequences) help learners acquire important cognitive shortcuts and minimize unnatural pausing, increase speech rate and reduce the anxiety about making grammatical mistakes during language learning in a foreign language. Besides, engaging the learners with these linguistic units in communicative activities is beneficial for producing natural speech. Thus, the pedagogical relevance of this method of instruction in EFL context is highly significant. Based on the findings made, this paper shows that the chunk-based instruction is useful in bridging the fluency gap. To continue this research, further empirical studies need to be performed experimentally.
THE IMPLEMENTATION OF PERFORMANCE-BASED ASSESSMENT ON HIGH SCHOOL STUDENTS’ SPEAKING ABILITY IN AN EXTRACURRICULAR PROGRAM Bimo Aldinsyah; Ratna Andhika Mahaputri; Mahmud Mahmud
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.v10i2.751

Abstract

Speaking proficiency remains a critical yet often neglected skill in high school EFL contexts in Indonesia, where conventional assessment practices continue to prioritize written tests over authentic oral performance. While Performance-Based Assessment (PBA) has been proven effective in tertiary education, its implementation in high school English Clubs remains underexplored. This study aimed to examine changes in high school students' speaking ability following PBA, describe students' perceptions of PBA, and explore students' experiences in a six-month program within a compulsory extracurricular English Club at a boarding school. An explanatory sequential mixed-methods design was employed with 40 high school students. Quantitative data were collected through speaking pretests and posttests using an analytic rubric from Brown (2004) and an eight-item questionnaire on a four-point Likert scale, analyzed descriptively. Five students were subsequently interviewed and data were analyzed using thematic analysis following Braun and Clarke (2006). Results indicate a descriptive increase in speaking scores across all five dimensions. Students reported generally positive perceptions, particularly regarding tutor feedback, demonstrating the viability of PBA as a structured assessment approach in extracurricular settings. However, gains in confidence and independent practice varied across proficiency levels, suggesting that PBA may require additional differentiated support in mixed-proficiency compulsory settings.
CTL AND OBE BASED DEEP LEARNING IN VOCATIONAL ENGLISH INSTRUCTION: FOSTERING ENTREPRENEURIAL MINDSET Ikariya Sugesti; Dila Charisma; Yanuar Dwi Prasetyo; Listianah Listianah
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.v10i2.769

Abstract

This study investigates how vocational high school (SMK) teachers implement deep learning within Contextual Teaching and Learning (CTL) and Outcome-Based Education (OBE) in English instruction and how this integration creates opportunities to foster students’ entrepreneurial mindset. Employing a qualitative multi-site case study, the study involved three certified English teachers from three vocational high schools in region 3 of Cirebon, West Java, Indonesia, during the 2025/2026 academic year. The data were analyzed thematically through coding, categorization, and cross-case comparison to identify recurring patterns and context-specific variations across the three cases. The findings reveal that OBE, CTL, and deep learning were implemented as complementary components: OBE established vocationally relevant learning outcomes, CTL connected English learning with authentic occupational contexts, and deep learning enhanced learning experiences through mindful, meaningful, and joyful engagement. Teachers employed authentic materials, workplace simulations, role-plays, collaborative activities, reflection, and performance-based assessment. These practices transformed English from a predominantly content-oriented subject into a functional vocational competence and created opportunities for developing entrepreneurial dispositions, particularly initiative, creativity, problem-solving, communication, collaboration, and adaptability. The study concludes that the integration of OBE, CTL, and deep learning offers a promising framework for contextualizing vocational English instruction and supporting students’ vocational and entrepreneurial development.

Page 27 of 27 | Total Record : 268

 23   24   25   26   27 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2026): Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) Vol. 8 No. 1 (2024): Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ) Vol. 7 No. 1 (2023): Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal Vol. 6 No. 1 (2022): Wiralodra English Journal Vol 6 No 1 (2022): Wiralodra English Journal Vol 5 No 2 (2021): Wiralodra English Journal Vol. 5 No. 2 (2021): Wiralodra English Journal Vol 5 No 1 (2021): Wiralodra English Journal Vol. 5 No. 1 (2021): Wiralodra English Journal Vol. 4 No. 2 (2020): Wiralodra English Journal Vol 4 No 2 (2020): Wiralodra English Journal Vol 4 No 1 (2020): Wiralodra English Journal Vol. 4 No. 1 (2020): Wiralodra English Journal Vol 3 No 2 (2019): Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal Vol 3 No 1 (2019): Wiralodra English Journal Vol. 3 No. 1 (2019): Wiralodra English Journal Vol 2 No 2 (2018): Wiralodra English Journal Vol. 2 No. 2 (2018): Wiralodra English Journal Vol. 2 No. 1 (2018): Wiralodra English Journal Vol 2 No 1 (2018): Wiralodra English Journal Vol 1 No 1 (2017): Wiralodra English Journal Vol. 1 No. 1 (2017): Wiralodra English Journal More Issue