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INDONESIA
ENGLISH JOURNAL
Published by Universitas Ibn Khaldun Bogor
ISSN : 18583490     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 3 Documents
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Search results for , issue "vol 20 no 2 (2026)" : 3 Documents clear
USING THE ENGLISH FAIRY TALES YOUTUBE CHANNEL TO SUPPORT EIGHTH-GRADE STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS Oren Florentin; Eni Rosnija; Eka Fajar Rahmani
ENGLISH Vol 20 No 2 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i2.24251

Abstract

Reading comprehension is an important skill for junior high school students, particularly in understanding narrative texts, yet students may experience difficulties in identifying and interpreting information in such texts. Although audiovisual media have been increasingly used to support English language learning, empirical evidence regarding the use of specific YouTube-based narrative materials in reading instruction remains limited, particularly in the context of Indonesian junior high schools. This study investigated the use of the English Fairy Tales YouTube channel in teaching reading comprehension of narrative texts to eighth-grade students at SMP Negeri 26 Pontianak in the 2024/2025 academic year. A pre-experimental one-group pretest-posttest design was employed involving 30 students selected through cluster random sampling. Students’ reading comprehension was measured using a 20-item multiple-choice test covering five aspects: main idea, details, inference, reference, and vocabulary. The students completed the pretest before and the posttest after two treatment sessions using videos from the English Fairy Tales YouTube channel. The results showed an increase in the students’ mean score from 69.83 (SD = 5.94) in the pretest to 90.00 (SD = 6.82) in the posttest. A paired-samples t-test indicated a statistically significant difference between the pretest and posttest scores, t(29) = 24.82, p < .001, with a 95% confidence interval for the mean difference of [18.51, 21.83]. The effect size was large (EF = 4.53). These findings indicate substantial improvement in students’ reading comprehension scores following the intervention. However, because the study did not include a control group, the findings should be interpreted as evidence of improvement after the intervention rather than definitive evidence that the English Fairy Tales YouTube channel alone caused the improvement.
EXPLORING STUDENTS’ PERCEPTIONS OF COMICA USE THROUGH PROJECT-BASED LEARNING IN ENGAGEMENT AND ENGLISH WRITING PERFORMANCE Rulli Ritonga; Maya Puspitasari; Aminudin Zuhairi
ENGLISH Vol 20 No 2 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires language proficiency, critical thinking, and effective communication. This study aimed to explore students’ perceptions of using Comica through Project-Based Learning (PjBL), examine their engagement and writing development, and identify challenges in creating digital comics. A qualitative case study involved 36 eleventh-grade students at SMA Negeri 1 Rantau Utara. Data were collected through classroom observations, semi-structured interviews, and product assessment, and analyzed using the Miles and Huberman interactive model with NVivo 15. Writing development was examined through students’ comic products based on idea development, organization, vocabulary, grammar, and mechanics. The findings indicated that students perceived Comica and PjBL as supporting behavioral, emotional, and cognitive engagement. Students’ experiences and comic products also suggested development in generating and organizing ideas, vocabulary use, grammar awareness, collaboration, and written communication. However, students encountered challenges related to English proficiency, technical problems, and transforming longer texts into concise comic dialogues. Overall, integrating Comica with PjBL provided a supportive and engaging learning experience for EFL writing, although successful implementation requires attention to students’ language abilities, technical readiness, and the adaptation of written ideas into comic dialogue.
PRESENT CONTINUOUS TENSE PRODUCTION ERROR IN THE ACADEMIC WRITING OF SPORTS SCIENCE STUDENTS Ashrafiany; Agus Salim Lamusu
ENGLISH Vol 20 No 2 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i2.25032

Abstract

This study investigated the errors made in the production of Present Continuous Tense (PCT) in the academic writing of first-semester Sports Science students at Universitas Muhammadiyah Gorontalo. Unlike previous studies that mostly focused on English major students, school learners, or general grammatical errors, this research examined PCT production among students from a non-English academic program. A qualitative descriptive error-analysis design was applied to analyze the students’ written performance through three tasks: Sentence Completion Task, Picture Description Task, and Free Writing Task. The participants consisted of 20 first-semester Sports Science students. The collected data were analyzed using Dulay et al.’s (1982) Surface Strategy Taxonomy and interpreted based on Selinker’s (1972) Interlanguage Theory. The results showed that misformation was the most frequent type of error, accounting for 56.16% (41 errors), followed by omission with 31.51% (23 errors), and addition with 12.33% (9 errors). The analysis indicated that students’ main difficulties were related to the inconsistent use of the auxiliary verb BE rather than the formation of the -ing participle. Students frequently omitted BE in progressive sentences, selected incorrect auxiliaries due to interference from Simple Present structures, or added unnecessary forms in habitual expressions. Furthermore, error frequency differed across writing tasks. Controlled tasks produced more grammatical errors because students had to focus on specific structures, while free writing encouraged avoidance strategies due to higher cognitive demands. These findings suggest that task complexity and interlanguage interference significantly influence students’ mastery of PCT. This study provides evidence for the importance of targeted grammar instruction, particularly for students in non-English academic programs, to improve their accuracy in using Present Continuous Tense in academic writing.

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