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SOCIAL CONFLICT IN CUSTOMS AND VALUES: A CONTENT ANALYSIS OF INDONESIAN JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS Alamsyah, Ajar; Sri Ardiasih, Lidwina; Puspitasari, Maya
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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The background of this research is the assumption that a gap exists, causing cultural conflict represented by Customs and Values (Culture) in English textbooks used in Junior High Schools, especially in grade 7. Therefore, the purpose of this research is to determine whether the gap is indeed true. Moreover, it will also be clear why the gap occurs and what the solution to the problem is. The research method employed is a qualitative approach using a content analysis research instrument to analyse the visualisations contained in English textbooks for grade 7 students in Junior High School. The visualisations are obtained from two selected English textbooks, namely English for Nusantara and English in Mind. The results of the study revealed social conflict in English textbooks used by 7th-grade junior high school students in the Customs and Values entity, which is part of the Culture sector. Based on a comprehensive data analysis, this study provides several conclusions. Referring to Berelson's content analysis steps, there was social conflict in terms of customs and values in both English textbooks, namely English for Nusantara and English in Mind. After comparison, social conflict related to customs occurred more frequently than others, with a percentage of around 70% to 30%. Therefore, social conflict arose in both customs and values. This study contributes to the discourse on culturally sensitive English language teaching, offering practical guidance for curriculum designers, educators, and policymakers to enhance intercultural competence and contextual relevance in language learning.

VOCABULARY LEARNING THROUGH STUDENT-GENERATED GLOSSARIES IN EFL CLASSROOM Niwayan Sukraini; Pratika, Dellis; Cendikia Flory Aristia
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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This study investigated vocabulary acquisition in an EFL classroom through student-generated glossaries, asking: which parts of speech students prefer, which semantic domains dominate, and how accurately and complexly students use target words in example sentences. Using purposive sampling, a descriptive content analysis was conducted on glossaries from three first-semester undergraduates. Entries and example sentences were coded in NVivo for part of speech, semantic domain, grammatical accuracy (error type), and sentence complexity; pilot coding and reliability checks informed the final codebook. Results showed nouns predominated (231 references), and high-frequency domains included idioms, people/relationships, technology, travel, and healthcare (390 references overall). Of 364 example sentences, simple sentences were most common (245), with complex (72), compound (38), and compound-complex (9) less frequent. Across sentences, 83 grammatical errors were identified, most often comma splices (10), missing verbs (9), and unclear meaning (9). These findings indicate learners' preference towards simple forms and struggle with clause boundary punctuation, verb form, and meaning clarity, underscoring the need for instruction that integrates form–meaning–use and sentence-level practice. Future research should enlarge the sample, examine proficiency and L1 effects, and test interventions that pair glossary building with guided example-sentence construction and feedback.

INTEGRATING EREADINGWORKSHEETS.COM FOR STRATEGIC READING IN EFL: TEACHERS’ PERCEPTIONS, CHALLENGES, AND MEDIATION Buana, Randi; Sri Ardiasih, Lidwina; Bachtiar
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Digital reading platforms have transformed the landscape of language instruction, particularly within the English as a Foreign Language (EFL) context, where traditional methods often fall short in meeting diverse learner needs. Grounded in sociocognitive and constructivist perspectives on digital literacy, this study explores how EreadingWorksheets.com enhances strategic reading comprehension and scaffolds metacognitive engagement in an Indonesian EFL program. Specifically, the research aims to investigate teachers’ perceptions of the platform’s effectiveness and the challenges and benefits experienced during its integration in the English Garden Course. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis involving twelve adolescent learners and their instructors. Thematic analysis revealed that teachers perceived the platform as effective for differentiated instruction and student motivation, while also observing improvements in learners’ strategy use. However, challenges related to cultural mismatches in content, limited digital access, and curriculum misalignment were also reported. These findings suggest that while EreadingWorksheets.com offers significant pedagogical affordances, its effectiveness depends on teacher mediation and contextual adaptation. The study underscores the critical role of educators in optimizing digital tools and provides practical insights for the design of technology-enhanced reading instruction that promotes cognitive depth and literacy equity in EFL classrooms.

ENHANCING EFL STUDENTS’ SPEAKING FLUENCY THROUGH TASK-BASED LANGUAGE TEACHING WITH FOREIGN TOURISTS IN YOGYAKARTA Surahman, Dede; Ma’sum, Iin Inayah
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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This study explores the implementation of Task-Based Language Teaching (TBLT) in authentic field interactions between Indonesian university students and a foreign tourist in Yogyakarta. The research aimed to explore (1) students’ perceptions of TBLT activities, (2) the effectiveness of task-based interaction in enhancing speaking fluency, and (3) tourist’s responses to Yogyakarta’s cultural diversity. Participants consisted of two undergraduate students from the English Language Education Department and one foreign tourist visiting Yogyakarta. The present study used a qualitative case study where the data were collected through field interviews, direct lecturer observation, video documentation, and student reflection journals, and analyzed using methodological and source triangulation. Findings show that students perceived TBLT as challenging but beneficial, enabling them to apply classroom theory into real communicative practice while building confidence. The activities proved effective in developing fluency, as students were able to sustain natural interaction, employ communication strategies, and reflect positively on their progress. The tourist responded warmly, emphasizing Yogyakarta’s cultural richness, culinary heritage, and hospitality, which fostered intercultural dialogue. The study concludes that TBLT not only promotes linguistic gains but also enhances intercultural competence, with students acting as cultural ambassadors in authentic encounters. Future research is recommended to involve a larger participant base and diverse tourist sites to broaden the scope of findings.

PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: DOES IT PROMOTE STUDENTS’ HIGHER-ORDER THINKING SKILLS? Nurmayasari, Eva; Suciyati Ummu Habibah; Maulidia Rachmawati Nur; Enni Erawati Saragih
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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ABSTRACT This study explores teachers’ perceptions of Project-Based Learning in English language teaching to promote Higher-Order Thinking Skills. Using a qualitative case study design, the research involved three junior high school teachers in Bogor Regency, selected through purposive sampling. Data was collected via open-ended questionnaires and semi-structured interviews. Findings showed that teachers viewed project-based learning as a student-centered approach emphasizing real-world relevance, collaboration, product creation, and contextual learning. Implementation included planning, scaffolding, group work, facilitation, and feedback. Teachers reported that project-based learning fostered higher-order thinking skills by encouraging critical analysis, creativity, and reflection, although challenges such as time constraints and diverse student abilities remained. The study underscores the need for teacher readiness, resources, and contextualized instruction to optimize project-based learning in promoting higher-order thinking skills. Keywords: Project-Based Learning, Higher-Order Thinking Skills, Teacher Perception, Case Study

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

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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.

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Journal Mail Official
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Kota bogor,

Jawa barat

INDONESIA