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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 173 Documents
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The Students’ Perception on the Use of TikTok Application at Jakarta International University Mutiara, Ruth; Dewi Rosari, Maria
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.22781

Abstract

Nowadays, social media like TikTok is utilized for various purposes. It is used for entertainment and educational purposes. That is why, many English learners used TikTok to learn English, specifically English pronunciation. This study aims to find the students’ perception of learning English pronunciation through the TikTok application. In order to find the students’ perception, the researchers used qualitative method by involving 16 first-year students majoring in English literature.Then a questionnaire consisting of 13 open-ended questions was used to collect the data. The findings indicated that most participants showed positive perceptions as they enjoyed learning English pronunciation through TikTok since it was fun, stress-relieving, and convenient. Moreover, they experienced an improvement in their pronunciation skill and thus, most of them agree that TikTok can be an effective learning method to learn English pronunciation.
Teachers' Strategies to Encourage Students' Participation in English Classroom Putri, Syalwa Annisa; Salam, Urai; Rezeki, Yanti Sri
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.22796

Abstract

Teachers have an important role in creating a supportive environment in English lessons and should encourage students to participate actively. Appropriate teaching strategies can be employed to encourage student participation in the English classroom. This study was conducted to investigate strategies used by the teachers to encourage students’ participation in the English classroom at SMPN 01 Sungai Raya. The researcher employed a case study methodology, utilizing observation, interview, and document analysis as data collection methods to identify the strategy used by English teachers to encourage student participation. Based on the findings from observation, interview, and document analysis, it can be concluded that English teachers employed various strategies to encourage student participation in the classroom, such as questioning strategy, collaborative learning, motivational learning, and differentiation learning.
An Analysis of English Textbook for Fourth Grade Students of Bangladesh Joy, Nafew Sajed
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.23036

Abstract

This study critically examines the fourth-grade English textbook, English for Today, used in mainstream classrooms in Bangladesh. Despite 12 years of English instruction, many students in Bangladesh struggle with language proficiency, suggesting a gap between curriculum objectives and practical outcomes. The research investigates this gap by evaluating the textbook across four analytical stages. Initially, the study assesses the textbook’s aims, exercises, assessments, and learning process, identifying its intent to build language skills through engaging activities. The second step analyzes the textbook using various educational theories, such as social constructivism, Bloom’s taxonomy, the VARK model, and principles of pedagogy and educational psychology. These frameworks highlight the textbook’s attempt to foster active learning, critical thinking, and inclusivity. The third phase involves a critical evaluation of the textbook’s physical aspects, content quality, use of illustrations, and language structure. The research concludes with a content analysis, noting both strengths and weaknesses. The findings reveal that English for Today incorporates effective learning methods, such as hands-on activities and command-based instructions, aimed at enhancing student engagement. It demonstrates a strong alignment with educational theories, achieving a high readability score of 98.27. However, significant shortcomings are identified in the physical production of the textbook. Issues such as an unattractive cover, poor printing, and low-quality paper detract from the overall educational experience. Reflectively, the study underscores the importance of not just theoretical and content-based alignment in textbooks but also the material and visual aspects that affect students' motivation and engagement. While the textbook's pedagogical framework is sound, the findings suggest that improving its physical presentation could make it a more effective tool for language learning.
Translanguaging in Efl Classroom: Reasons and Impacts Efendi, Marzon; Syafryadin
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.23185

Abstract

Translanguaging is an educational method that involves using two languages or more interchangeably for both receiving and producing information within a single activity. In Kurikulum Merdeka, English becomes one of the compulsory subjects for elementary school students. The lack of vocabularies and other factors support the elementary school English teacher to employ translanguaging in the education setting. This research aims to explore the reasons and impacts of translanguaging usage in the classroom. The kind of this research is descriptive qualitative research. The researcher involved three English teachers from one of Sekolah Penggerak Batch 1. The researcher employed two data collection techniques (open-ended questionnaires and semi-structured interviews). The results are there are eight reasons of translanguaging in EFL classroom, namely the lack of vocabularies mastery, to make the instruction clearer for the students, to engage the students and make them active, to create a comfort and joyful learning environment, to avoid misconception of learning materials, the students’ request, the limitation of time in EFL classroom, and to reduce students’ anxiety. There are five impacts of translanguaging, namely making the students become more active, the learning objective can be reached optimally, the students’ English skills and comprehension get better, the students can understand the instruction well, and the students can enjoy the learning process. The researcher suggests the next researcher to conduct the research about the practice of translanguaging in elementary school.
Teachers’ Voice toward the Use of Storyboard in Teaching Writing Narrative Text Shilvi Alfu Rohmatin; Zainul Aminin
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.23239

Abstract

Writing is an essential skill for students to master. It is essential for communication, academic success, and future careers. However, many students struggle with writing due to variety of challenges. To address this, teachers can use engaging media like storyboards. Storyboards combine visual and textual elements, helping students plan and organize their narratives more effectively. The objective of this research is to explore the use of storyboards in teaching writing narrative text and the benefits and challenges of storyboarding in writing. The research design of this research was basic interpretative qualitative research. This research was conducted on seven English teachers in Surabaya and Gresik who met the predetermined criteria. To gather data, the researchers employed open-ended questionnaires and semi-structured interviews. The findings indicate that teachers use this medium to create fun learning. Teachers used different types of storyboards, including paper and digital ones. The results showed that storyboards significantly enhanced students' engagement and understanding of narrative text. However, this media also has challenges teachers and students may face. Overall, this research provides valuable insights into how teachers perceive and utilize storyboards for teaching narrative writing. The results of the research are expected to be a reference and provide data relevant to the views and experiences of teachers.
Using Whatsapp for Learning to Enhance Students’ Vocabulary Achievement Chusnatayaini, Arina; Nafi’yah, Siti
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.23295

Abstract

The aims of research were to know the effectiveness of using WhatsApp to enhance students’ vocabulary achievement, and the challenges faced in implementing this technology. The design of this research followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure a structured and transparent review process.The inclusion and exclusion criteria were determined in this study.Nineteen of the one hundred chosen articles met the inclusion requirements after further evaluation.The data were synthesized to provide a comprehensive overview of WhatsApp's influence on vocabulary learning. The synthesis highlighted the benefits, challenges, and implications of using WhatsApp in the context of language learning, managing distractions, ensuring material relevance, safeguarding privacy, and employing strategic teaching methods.As WhatsApp offers a platform for individual study outside of the classroom and peer-to-peer immediate feedback, it also encourages students' motivation and involvement in the learning process. The analysis of these results demonstrates that incorporating WhatsApp into the curriculum can create an engaging and dynamic learning environment. However, in order to fully utilize this technology for learning, this study also identified a number of obstacles that must be addressed, including problems with technological access, distractions, and managing study groups.It is clear that WhatsApp has great potential as an effective educational tool in improving EFL students' vocabulary learning. Educational institutions should consider formally integrating WhatsApp into their language learning curriculum and learning activities.
Fungsi Ujaran Pada Percakapan Siswa di Kelas Bahasa Inggris: Studi Semantik Ayu Isa Putri, Leila; Saibani Wiyanto, Muhammad
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.23474

Abstract

The article aims to investigate speech function on student conversation in English classroom related with Halliday (1994) approach. This articleis a qualitative research design. Content or document analysis is used in this study. The data source is students’ conversations in class XI in English classroom at MAN 5 Jombang. The data in this article are sentences and clauses which represent the type and meaning of speech function on students conversation in English classroom. The instrument was smartphonewith an integrated camera to record video and audio. The recorded data were converted through transcription. The results showed that the students used three types of speech functions: statement, command, and question, but the offer type was not used by students. The statement type was often used by students in class. Meanwhile, there were three meanings of speech functions used by students, namely, giving information (statement), demanding goods-&-services (command), and demanding information (question). It could be seen that students applied elements of speech function. It is implied that the development of interactive activities and continuous evaluation are important to improve students' practical communication skills.Lecturers are encouraged to conduct more dynamic interactions in class with activities that stimulate the use of commands and questions.
AI Writing Tools on the Content and Organization of Students’ Writing: EFL Students’ Perspective Mursidha, Nur Aini; Fatoni, Mohammad; Putri, Nanin Verina Widya; Tauchid, Ahmad
English Education:Journal of English Teaching and Research Vol 10 No 1 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i1.23626

Abstract

Writing English is a problem for final semester EFL students to complete their thesis. So AI technology becomes a tool that can improve their writing. Researchers conducted this research on three students of English language education at Nahdlatul Ulama Sunan Giri University to find out what AI tools most often use and their perspectives about AI in the content and organization of writing. This research used a qualitative approach through semi-structured interviews. Researchers collected data for this research by conducting pre-observations regarding EFL students who got high writing scores in the previous semester. The first result of this research is the AI tool they used most often was Grammarly, followed by other AI QuillBot, Perplexity AI, DeepL Translator, and Chat GPT. The second result is the respondents gave the positive perspective: AI tools can support, improve and simplify their writing in preparing their theses, and the negative perspective: AI tools must use stable internet data access, usage restrictions and even some AI tools are only intended for premium users. This research can help teachers in the teaching process and development in writing with the help of AI tools. Recommendation for further researchers are to develop this research by using comparison classes and expanding the scope of research and future researchers can develop it by using more research instruments to further strengthen the results.
Sebuah Penggunaan YouTube Sebagai Alat dalam Pembelajaran Bahasa Inggris: Meta Analisis: Meta Analisis Salsabila, Dhea Arinda; Salam, Urai; Rezeki, Yanti Sri
English Education:Journal of English Teaching and Research Vol 10 No 1 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i1.23641

Abstract

The purpose of this study was to investigate the use of YouTube as a tool for English language learning in secondary and university settings within English as a Foreign Language (EFL) contexts. The study included 81 empirical research journal papers published between 2015 and February 2024. The researchers evaluated article journals that met the criteria for inclusion in the review to gain insights into the utilization of YouTube in English Language Learning (ELL) in both university and secondary school settings, with a particular focus on its use in the EFL context. This study employed a simple statistical and analytical framework to analyze the existing data. The findings revealed that the most enhanced skill using YouTube was speaking. The initial number of articles obtained at the beginning of the process was 1054 articles. Then, screening was conducted according to the inclusion criteria and based on PRISMA, resulting in a final total of 81 articles. Calculations were performed by computing the effect size of each article individually and then averaging all of them using Microsoft Excel. The mean effect size from 81 articles is 1.24, indicating a very high impact on the use of YouTube as a tool for English language learning. The results also showed that the utilization of YouTube was categorized into platforms for producing content, flipped classroom, discussion platform, and media platform. Pedagogical and theoretical implications were suggested.
A Narrative Study on Students’ Perception Towards Using TED Talks Videosfor Listening Comprehension Rosanti, Zarina
English Education:Journal of English Teaching and Research Vol 10 No 1 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i1.23696

Abstract

This narrative study aimed to explore undergraduate students’ perceptions of using TED Talks videos to enhance their comprehension skills and the challenges they faced in the process.The research employs a qualitative narrative inquiry approach to explore the experiences of second-semester English major students at Universitas Tanjungpura during the 2022/2023 academic year. Data were collected through written reflections using narrative frames and semi-structured interviews with three purposively selected participants who had experience with TED Talk videos in their listening comprehension courses. Thematic analysis was conducted to identify patterns and themes from the collected data.The respondents shared their experiences through written and oral narratives, highlighting the benefits, challenges, and strategies they employed when using TED Talks for listening comprehension. The findings revealed that students valued TED Talks for their role in expanding vocabulary, exposing learners to diverse topics, and providing motivational content. However, challenges such as fast speech, unfamiliar vocabulary, and audio quality issues were also identified. To overcome these obstacles, students employed strategies such as active listening, note-taking, and summarizing key concepts points.. In conclusion, this study provides valuable insights into students' experiences with TED Talk videos, emphasizing their potential benefits while acknowledging the challenges that need to be addressed in educational settings.

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