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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.

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

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

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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

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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Kota bogor,

Jawa barat

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