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ENGLISH TEACHERS’ PERCEPTIONS OF DIAGNOSTIC ASSESSMENT IMPLEMENTATION UNDER THE MERDEKA CURRICULUM Ayuaneka, Debi
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.22475

The implementation of the Merdeka Curriculum in Indonesia emphasises flexible, student-centred, and differentiated learning, where diagnostic assessment plays a key role in identifying students’ readiness and learning needs. In English Language Teaching (ELT), this is particularly important due to variations in students’ language proficiency and backgrounds. This study aims to examine English teachers’ perceptions of the purpose, role, and challenges of implementing diagnostic assessment at SMK Negeri 3 Lahat. A mixed-methods approach with a convergent design was employed, involving five English teachers selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings reveal that teachers generally hold positive perceptions of diagnostic assessment and recognise its importance in supporting differentiated learning and identifying students’ starting points. However, several challenges were identified, including limited time, insufficient training, lack of clear guidelines, and inconsistent implementation. These findings suggest that while diagnostic assessment is well-aligned with the principles of the Merdeka Curriculum, its effective implementation requires stronger institutional support, clearer guidelines, and continuous professional development for teachers.

A SOIOLINGUISTICS ANALYSIS OF WOMEN’S LANGUAGE FEATURES AND FUNCTIONS IN THE FILM ELEMETAL Arya, I Gusti Ayu Dyanka Namira Putri; Dewa Ayu Kadek, Claria; Swari, Radha Andhra
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.22850

This study examines the features and functions of women's language used by female characters in the film Elemental. The research is based on Lakoff’s (2004) framework on women's language features and Pearson’s (1985) theory on language functions. Using documentation and note-taking methods, the research analyzes the frequency of women’s language features in the characters’ speech. The analysis identified eight features of women’s language: lexical hedges or fillers, empty adjectives, intensifiers, hypercorrect grammar, super-polite forms, avoidance of strong swear words, rising intonation, and emphatic stress, with lexical hedges or fillers appearing most frequently. Four language functions were also found. The lexical hedges helped initiate discussions and express feelings, while intensifiers, emphatic stress, and empty adjectives conveyed emotions. Hypercorrect grammar, super polite forms, and avoiding strong swear words functioned to soften speech. These findings indicate that women’s language in Elemental is predominantly used for emotional expression and interaction politeness, suggesting that the film constructs its female characters through linguistic patterns traditionally associated with feminity. This representation reflects how media discourse can reproduce conventional gendered communication norms, positioning women as emotionally expressive and socially attentive speakers, and thus contributes to broader discussion about how popular media shapes and reinforces gender representation through language.

MULTIMODAL STORYTELLING OF CENTRAL JAVANESE FOLKTALES FOR ENGLISH LEARNING IN PRIMARY SCHOOLS Purnomo, Budi
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.22890

Integrating local culture into language learning creates meaningful and enjoyable experiences for young learners. This study investigates how Central Javanese folktales—such as Timun Mas, Roro Jonggrang, Bawang Merah & Bawang Putih, and Keong Emas—can support English reading and listening skills in primary schools while embedding moral values such as honesty, perseverance, and kindness. The research employed a classroom-based mixed-method design involving 60 fourth-grade students from two primary schools in Surakarta. The instructional intervention was implemented over eight weeks using multimodal storytelling materials that combined illustrated storybooks, audio narration, and interactive classroom activities. Data were collected through classroom observations, student performance assessments, and teacher interviews. Descriptive statistics were used to analyse students’ reading and listening performance, while thematic analysis was applied to interpret observational and interview data. Findings indicate that multimodal folktale-based instruction improves vocabulary acquisition, reading comprehension, and listening accuracy, while also encouraging active speaking through retelling, dramatization, and story discussion. Students additionally demonstrated higher motivation and enjoyment, connecting English learning with culturally familiar narratives and moral reflection. These results highlight the potential of culturally grounded multimodal storytelling as an engaging pedagogical approach for primary English education that integrates linguistic development, moral education, and student-centred learning.

ENGLISH EDUCATION STUDENTS’ PERCEPTIONS OF TRANSLATOR PROFESSION IN THE ERA OF AI-ASSISTED TRANSLATION Alam Muliawan, Sunanda; Fauzi, Iwan; Pratika, Dellis; Nasution, Hikmal Maulana; Jami, Sonia Vriska Yulinda
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

The rapid development of artificial intelligence and translation technologies has transformed the translation landscape and raised questions about the future relevance and sustainability of the translator profession. As AI-assisted translation tools become increasingly embedded in language practices, understanding how future language professionals perceive this profession becomes important. This study explores English Education students’ perceptions of the translator profession in the era of AI-assisted translation, focusing on familiarity, interest, perceived work prospects, and technological integration. Using a convergent parallel mixed-methods design, data were collected through questionnaires distributed to 30 English Education students selected through cluster sampling from a translation-related course at one of universities in Palangka Raya. Quantitative data from closed-ended items were summarized using descriptive statistics, while qualitative responses were analyzed thematically to identify recurring patterns in students’ perceptions. The findings indicate that most students are familiar with the translator profession mainly through academic exposure and translated media rather than direct professional experience. Students generally express positive but cautious interest, acknowledging the linguistic demands and professional responsibilities involved. Artificial intelligence is largely viewed as a supportive tool that improves efficiency but does not replace human judgment, cultural sensitivity, or contextual understanding. These findings contribute to translator education and AI-related translation studies by highlighting the importance of integrating technological awareness and professional orientation in preparing students for AI-assisted translation practices.

OFFLINE GAMIFIED ANKI FOR EFL VOCABULARY LEARNING: IMPLEMENTATION, BENEFITS, AND CHALLENGES Moh. Rifki; Nina Khayatul Virdyna
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23021

This study investigates offline gamified Anki for EFL vocabulary learning at Banyuanyar English Center (BEC), a pesantren-based context with restricted internet access and limited device availability. To the authors’ knowledge, no published empirical research has specifically examined offline gamified Anki in comparable limited-access EFL settings. Using a qualitative descriptive approach with thematic analysis, the study examines how offline gamified Anki was implemented, what benefits it offered, and what challenges influenced learning quality. The study contributes context-sensitive insights to technology-supported vocabulary learning and offers practical implications for teachers, students, and institutions in limited-access EFL settings to implement offline gamified Anki routines while maintaining learning quality. Findings show that the program operated as a structured routine through scheduled sessions, shared-device turn-taking, and consistent procedures. Benefits included stronger learning sustainability through routine-building, increased engagement supported by visible progress, and improved vocabulary learning through repeated review, active recall, pronunciation cues, and contextual examples. Challenges included limited devices that encouraged rushing, difficulties maintaining accurate self-rating during review, competitive pressure associated with leaderboard visibility, and environmental noise that reduced the usefulness of audio support. Overall, offline gamified Anki appears feasible in limited-access contexts, but effectiveness depends on careful routine management, fair access to practice, and classroom guidance that prioritises learning quality over speed or scores.

UNIVERSITY STUDENTS' PERCEPTIONS OF INSTAGRAM-BASED ENGLISH EDUCATIONAL ACCOUNTS FOR VOCABULARY LEARNING Emiliana, Veril; Fitriati, Sri Wuli; Yuliati
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23097

This study aims to explore university students' perceptions of Instagram-based English educational accounts for vocabulary learning and their role in the depth of students’ vocabulary knowledge. The topic is crucial because vocabulary mastery is still a major problem for EFL students in Indonesia. Social media can be utilized as an innovative learning platform, especially Instagram, which offers English educational accounts. Despite its potential, studies on perceptions of educational Instagram accounts and their impact on students’ vocabulary depth require further research. This study employed a qualitative descriptive design. Data were collected from 30 English major students through closed-ended questionnaires and from five selected students through semi-structured interviews. The data was analyzed using thematic analysis to identify patterns and themes in the students’ perceptions. The findings of the study indicate that most students found the English educational Instagram accounts easy to use, engaging, accessible, and useful for vocabulary learning. It also supported learning pronunciation and spelling. However, the findings revealed varied perceptions of the role of these accounts in understanding word formation. In conclusion, English educational Instagram accounts can effectively support students’ vocabulary learning, including vocabulary depth. Content related to word formation should be provided more frequently. This study contributes to the existing literature by integrating the Technology Acceptance Model with the concept of vocabulary depth. It extends the theoretical understanding of social media use in language learning. Practically, these findings can guide educators and educational content creators in designing more effective Instagram-based materials to support students’ vocabulary development.

INTEGRATING LEXICAL AND GRAMMATICAL KNOWLEDGE THROUGH CARD GAMES Hairil Yakin; Ridha Fadillah
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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The integration of lexical and grammatical knowledge remains a persistent challenge for learners of English as a Foreign Language (EFL). While previous studies have explored the use of card games to enhance discrete language skills, limited qualitative attention has been given to students’ internal strategies and perceived challenges when integrating vocabulary and grammar simultaneously, particularly in Islamic secondary school contexts. This qualitative case study investigates students’ strategies and challenges in integrating lexical and grammatical knowledge through card game media at MTs Noor Aini Banjarmasin. Data were collected through semi-structured interviews with four ninth-grade students and classroom observations conducted across three instructional sessions. Thematic analysis revealed two dominant strategies: Lexical-Led Construction, in which learners prioritize word meaning before grammatical arrangement, and Structural Patterning, in which learners employ sentence frameworks prior to lexical insertion. Major challenges included grammatical complexity, unfamiliar vocabulary, and time pressure. Peer collaboration emerged as the primary coping mechanism, facilitating scaffolding and reducing language anxiety. The findings suggest that card games function not merely as motivational tools but as pedagogical mediators that foster lexicogrammatical integration through collaborative learning. This study contributes qualitative evidence to game-based language learning and offers pedagogical implications for EFL classrooms.

THINKING ABOUT THINKING: SHIFTING THE CONVERSATION ABOUT GENERATIVE AI Leslie, Christopher
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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This article proposes a conceptual shift about generative AI (genAI) in language teaching and research. There are very real concerns about potential harms from genAI, including invasion of privacy, erosion of creativity, theft of intellectual property, cheating on assignments, and degradation of the environment. However, genAI is here to stay, and educators should shift their attention to helping students and colleagues use genAI tools productively in a way that affirms our common humanity. The history of technology has already long demonstrated that devices do not invariably cause an inevitable and uniform transformation of the social world; indeed, human values and aspirations have often shaped the use of technology. GenAI is no different. Reviving the concept of metacognition, which has already been shown to help improve computer-based instruction, this paper demonstrates practical ways that English language educators can promote uses of genAI that foster critical thinking and innovation.

INTEGRATING ISLAMIC VALUES INTO ENGLISH LEARNING: PERSPECTIVES AND PRACTICES AT MA DARUL ILMI BANJARBARU Maulydia R, Shania; Maulidiyah, Noor
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23131

The importance of considering English language teaching (ELT) strategies in Islamic schools (Madrasah) is crucial for integrating Islamic values and religious identity amidst the dynamics of global education. However, there is often a gap between the ideal theory of value integration and the practice of daily implementation in the classroom, where value integration is often considered an additional burden, rather than an integral part of the language acquisition process. This study aims to describe the practice of integrating Islamic values into English teaching in a Madrasah through a qualitative approach with a case study design, involving the principal, vice-principal, two English teachers, and three students. Data were collected through observation, documentation, and interviews to ensure validity. The results show that Islamic values are systematically integrated in the planning, implementation, and evaluation stages of learning, including through the selection of materials, text contexts, and classroom activities containing moral and religious values. However, this study also found several challenges, such as limited integrated teaching materials and teacher preparation time. In conclusion, the integration of Islamic values in ELT not only strengthens English language learning but also strengthens students' Islamic identity, providing a foundation for the development of contextual and character-oriented English language learning strategies in Madrasah.

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Journal Mail Official
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Location
Kota bogor,

Jawa barat

INDONESIA