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INDONESIA
ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Published by Universitas Nusantara PGRI Kediri
ISSN : 25803441     EISSN : 25034405     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Education: Journal of English Teaching and Research is a journal that accomodates the teachers, researchers, lecturers, and students who are interested in English Education, Linguistics, and Literature.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 10 No 2 (2025): English Education" : 8 Documents clear
Foreign Language Anxiety in the Era of Educational Reform: A Mixed-Method Study of English Learning in Indonesian Secondary Schools Permatasari, Amaliya Indah
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26355

Abstract

This study investigates the levels and contributing factors of Foreign Language Anxiety (FLA) among eighth-grade junior high school students within the Kurikulum Merdeka. Employing a mixed-methods explanatory design, it combines quantitative data from the Foreign Language Classroom Anxiety Scale (FLCAS) administered to 30 students and qualitative insights from semi-structured interviews with six participants representing different anxiety levels. The findings reveal that most students experience moderate anxiety shaped by communication apprehension, fear of negative evaluation, test-related concerns, and classroom dynamics, which are further influenced by social pressure, teacher and peer evaluation, and low self-confidence. Coping strategies vary across students, ranging from independent preparation and consistent practice to relaxation, informal exposure, and positive self-talk. While the Kurikulum Merdeka promotes flexibility and participatory learning, students still encounter pressure to perform linguistically in front of peers when using English. This study advances the understanding of FLA in secondary education by highlighting its manifestations in the context of a national curriculum reform and offering practical guidance for educators and policymakers to design adaptive, inclusive, and empowering English language learning environments.
The Correlation Between Self-Regulated Learning Strategies in Writing and Senior High School Students’ Writing Performance Nugraeni, Rosary; Akhiriyah, Suvi
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26392

Abstract

The objectives of the research were to identify the components of self-regulated learning (SRL) strategies used by high school students in writing performance and to investigate the correlation between self-regulated learning strategies in writing and students’ writing performance among senior high school students. The study employed a quantitative correlational design, with data collected from 126 tenth-grade students who were selected using convenience sampling. To examine students’ writing strategies, the researchers utilized the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ). The instrument demonstrated a high level of internal consistency, as indicated by Cronbach’s alpha coefficient of 0.895. Descriptive statistical analysis revealed that students primarily employed metacognitive and cognitive strategies at a high level, while social-behavioral and motivational strategies were used to a moderate extent. A very strong positive correlation was found (Spearman’s ρ = .849, p < .01) with motivational strategies showing the strongest correlation among the other components. In conclusion, the findings confirm a very strong and significant correlation between SRL strategies and students’ writing performance, with motivational strategies showing the strongest correlation.  These findings highlight the importance of integrating SRL focused instruction into EFL writing pedagogy to improve student engagement, autonomy, and writing proficiency. This result contributes to future academic inquiry by offering a basis for further exploration of SRL strategies in diverse EFL writing contexts.
Exploring the Implementation and Outcomes of a Digital Storytelling Project in an EFL Secondary School Speaking Class Imama, Puja; Pusparini, Ririn
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26414

Abstract

This study addresses the limited understanding of how digital storytelling projects are implemented in secondary EFL speaking classes, despite their recognized potential for fostering communicative and creative learning. It explores the implementation process and outcomes of a Digital Storytelling Project (DSTP) conducted in an Indonesian EFL secondary school. Using a qualitative interpretive case study design, data were gathered through classroom observations and rubric-based assessments involving one English teacher and twenty-one eighth-grade students divided into four groups. The analysis revealed that DSTP was carried out through three main stages, including planning, implementing, and reporting, with varying degrees of teacher facilitation. The project stimulated students’ engagement, collaboration, and creativity. However, insufficient scaffolding and unclear guiding questions during the planning phase affected project coherence and duration. Students’ speaking performance improved particularly in fluency and pronunciation, while issues remained in content clarity and narrative structure. Overall, DSTP provided meaningful opportunities for authentic language use and collaborative learning. The study concludes that digital storytelling, when implemented with adequate instructional scaffolding, can serve as a pedagogically rich medium for teaching speaking and aligns with the principles of Indonesia’s Independent Curriculum emphasizing creativity, collaboration, and student agency.
The Use of Code-Crossing in EFL Classroom Interaction Wael, Ahmad; A.,, Yuliana; Hartanti, Rezkiah; Fadila, Ana
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26444

Abstract

The purposes of this research were to find out the forms and factors that cause code-crossing in EFL classroom interaction. This research was conducted using a descriptive qualitative approach. The researchers selected thirty participants from the English Education Department at Universitas Muhammadiyah Sorong (Muhammadiyah University of Sorong). The researchers took participants from the fourth semester. The researchers observed the activity in the class during the teaching process. The data of this study were collected by using classroom observation and interview. The researchers used five stages in analyzing the data, which are data cleaning, data coding, descriptive analysis, comparative analysis, and interpretation of results. The research revealed that the way lecturers and students engage in code-crossing, using both high and low codes, is shaped by social status, social distance, and mutual familiarity. Findings indicated that classroom interactions involved two main types of codes: high and low codes. Students predominantly employed high code, whereas lecturers were more inclined to use low code. Key determinants for code selection included the lecturer’s social status and age differences. Additionally, factors such as social distance, familiarity, and cultural background also played  role in influencing the use of high code by both lecturers and students during classroom exchanges. These findings suggest that language within educational contexts serves purposes beyond mere communication. It reflects cultural norms, social expectations, and interpersonal relationships. Understanding how lecturers and students engage in code-crossing offers valuable insights into enhancing classroom interaction, inclusivity, and mutual respect. The key contribution of this research lies in its empirical evidence showing that code-crossing, often perceived as informal or peripheral, actually plays a crucial role in shaping effective classroom communication and fostering social cohesion.
English Education Students’ Challenges Integrating Literature in Theses Nisa Arrizki; Hidayat, Aang Fitro; Nurbani, Armelia Nungki
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26557

Abstract

The study addresses the pervasive difficulties students encounter in locating appropriate, current, and topic-specific literature, synthesizing existing research with their own arguments, maintaining narrative cohesion, and navigating the complexities of the literature review chapter. A significant concern is the increasing reliance on AI tools and the associated ethical considerations. This research aims to identify and examine the specific challenges of English language Education students face in integrating literature sources, such as improper paraphrasing, overreliance on direct quotations, ineffective synthesis, and limited understanding of citation conventions. It also seeks to explore underlying causes like insufficient academic writing training, low language proficiency confidence, and lack of familiarity with scholarly literature. A qualitative narrative inquiry approach was employed, involving semi-structured interviews with four eighth-semester undergraduate students from the English Language Education Department. Data were analyzed using narrative analysis to understand participants' experiences, perceptions, and strategies in navigating literature integration challenges. Trustworthiness was the validation variable used in this investigation. Findings reveal that students struggle with finding relevant sources, adjusting quotes to fit personal arguments, and maintaining narrative cohesion, with the literature review consistently identified as the most challenging section. While AI tools like ChatGPT are perceived as effective for efficiency and ideal generation, ethical considerations regarding plagiarism are crucial. Students effectively use conceptual maps and matrices for organization. The study concludes with a strong demand for practical support, including workshops and resources, to enhance literature integration skills, emphasizing the urgent need for targeted pedagogical interventions to improve thesis quality.
Marking Meaning: EFL students’ Annotation as a Tool for Academic Literacy Andovita, Leora Grahadila; Vonti, Lungguh Halira; Aslamiyah, Susi; Herawati, Atti
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26567

Abstract

In the context of Indonesia higher education, English academic reading poses notable challenges for EFL students, particularly due to complex language and limited instructional support. To address this issue, annotation emerges as a critical strategy to facilitate comprehension and engagement with scholarly texts. This study aims to explore the annotation practices employed by eight-semester EFL students when reading academic materials. Using a descriptive qualitative method, data were collected through documentation of annotated texts and semi-structured interviews involving six students from an English Language Education Study Program at Pakuan University. The analysis followed Marshall's framework, categorizing annotations into three types: anchor only, content only, and compound. Findings revealed that students predominantly used anchor only annotations-highlighting and underlining- to mark essential information. Some employed compound annotations by integrating text markers with reflective notes, while content only annotations were less frequent but demonstrated deeper processing through independent summaries. These practices indicate that annotation supports not only reading comprehension but also academic writing and critical engagement. The study recommends integrating explicit instruction on annotation techniques into EFL reading curricula to empower students as active readers and knowledge constructors. 
Enhancing Pre-School Students’ Vocabulary Skills through Digital Storytelling: A Classroom Action Research Theodesia Lady Pratiwi; Yowina Trisannia; Leil Badrah Zaki
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26595

Abstract

This classroom action research aimed to enhance preschool students’ vocabulary skills through the use of digital storytelling and to observe their engagement during the learning process. The study was conducted in two cycles, each consisted of two sessions with fourteen students aged five up to six years from a preschool class in Batam. Data was collected through pre and post-tests and classroom observations. Analysis involved comparing the mean test scores to assess vocabulary growth and using qualitative data from observations to evaluate the effectiveness of the digital storytelling actions within each cycle. The results demonstrated a significant improvement in students’ vocabulary mastery, evidenced by the average performance in the pre-test shifting to a very good category in the post-test. Furthermore, classroom observations confirmed higher levels of attention, enthusiasm, and interaction during the learning sessions. The findings confirm that digital storytelling is an effective and engaging method for vocabulary instruction in early childhood education. It supports vocabulary retention and student motivation even when applied with simple technology. This study recommends the integration of digital storytelling in early language learning and encourages future research to explore its long-term impact and application across various language skills.
Optimization of English Ability for Grade 10 Students at At-Tajdid Blora High School Through Speak It, Love It, Ace It Method Helmi Gunawan; Hertnacahyani, Eva; Wahyusari, Retno; Suryanto, Hendri
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26734

Abstract

The problems addressed in this study are the students’ low confidence and performance in English speaking and comprehension due to uniform teaching strategies that do not accommodate diverse learning needs. Speak It, Love It, Ace It" method is used to solve the problems. This study aims to enhance the English-speaking proficiency and confidence of 10th-grade students at SMA At-Tajdid by assessing their current abilities, implementing the Speak It, Love It, Ace It method within a differentiated learning framework tailored to diverse proficiency levels and learning styles, and evaluating the effectiveness of this integrated intervention through both qualitative and quantitative measures. The study, involving 25 purposively selected 10th-grade students, employed a two-cycle design of planning, action, observation, and reflection, using observation, tests, interviews, and documentation to analyze changes in students’ performance and participation across cycles. The findings indicated a clear positive trend, with notable gains in speaking fluency, vocabulary use, and classroom engagement. Students demonstrated greater motivation and more positive attitudes toward learning English, and overall performance improved significantly across cycles, surpassing the established success criteria. These results highlight the potential of integrating affective engagement strategies with differentiated instruction to enhance oral proficiency in EFL secondary contexts.

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