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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 188 Documents
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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.
Students’ Perception on the Use of ELSA Speak Application in Pronunciation Mochamad Fazri; Puji Siswanto; Obay Jambari
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.26805

Abstract

This study aims to investigate Indonesian EFL learners’ perceptions of using the ELSA Speak application for pronunciation learning. This study employed a qualitative case study approach to investigate students’ perceptions of using the ELSA Speak application in pronunciation learning. The data of the study were collected through semi-structured interviews with second-semester English Education students at a university in Indonesia. The collected data were analyzed using thematic analysis. The findings of the study reveal that students perceive ELSA Speak as a highly beneficial tool for improving pronunciation skills. Students perceived ELSA Speak positively because it provides immediate corrective feedback, is easy to use, and supports pronunciation practice. However, ELSA Speak also presents several challenges, including internet connectivity issues and initial difficulty in navigating and understanding the application interface. These results align with the Technology Acceptance Model (TAM), emphasizing the app's perceived usefulness and ease of use. The research contributes to the discourse on technology-enhanced language learning by validating ELSA Speak's efficacy while identifying areas for improvement, such as accessibility and interactivity. In brief, Indonesian EFL learners perceived ELSA Speak as an alternative tool for teaching and learning pronunciation.
Teaching English using Delegator Teaching Style for Aviation Cadets: An Autoethnography Raga Pratama; Siusana Kweldju
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27151

Abstract

This autoethnography explores my five-year journey of employing a delegator teaching style to instruct English for Specific Purposes (ESP) to aviation cadets in an Indonesian aviation academy. It delves into the practical application of this student-centered approach within a highly specialized and often hierarchical training environment. Through personal narratives, reflections, and an analysis of classroom dynamics, this study examines the successes, challenges, and evolution of my pedagogical practice. Furthermore, it critically investigates the connection between the delegator teaching style and the facilitation of deeper learning, characterized by critical thinking, problem-solving, collaboration, and self-directed learning, essential for the future careers of aviation professionals. The Indonesian socio-cultural context, the unique demands of aviation English, and the inherent characteristics of the cadets are interwoven throughout the narrative to provide a rich, contextualized understanding of this pedagogical experience. This work aims to offer insights for educators in similar specialized vocational settings, particularly within the Indonesian or Southeast Asian context.
Exploring EFL Students’ Perceptions of QuillBot as an AI-Powered Paraphrasing Tool in Thesis Writing Friska Indria; Amalia Hasanah; Winny Agustia Riznanda
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27240

Abstract

Paraphrasing skills hold significant value in academic writing, specifically in undergraduate thesis and proposal writing, to avoid plagiarism. QuillBot, an AI-powered paraphrasing tool, aided students in producing better writing. This research explored how students perceived the use of QuillBot in supporting their academic writing, mainly in writing a proposal and thesis. The study used a qualitative approach with a case study design. Seven students from the eighth semester of the English Education Study Program at UIN Raden Fatah Palembang were selected as participants. The selection of participants in this study was conducted by purposive homogeneous sampling. Data were gathered through semi-structured interviews and thematic analysis was employed to analyze the findings. The results of the study showed that students considered QuillBot to have advantages in discovering synonyms quickly, enhancing clarity and meaning in writing, enhancing vocabulary acquisition, saving time, being easy to utilize, and connecting with various platforms. However, students also recognized the weaknesses of using QuillBot, such as the need to double-check the results and the risk of over-reliance on technology. In conclusion, QuillBot was perceived as an effective tool if used in balance with independent writing practice to enhance writing skills. This study implies that AI-based paraphrasing tools are a supportive resource for academic writing, provided that students are taught to use them critically and avoid overreliance on such tools.
Exploring Students’ Engagement Perspectives and Overcoming Writing Challenges in Academic Writing Classrooms Muhammad Deni Irkhamil Maulana; Annisa Jihan Salsabil
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27302

Abstract

Technology-based writing pedagogy in higher education plays an important role in fostering a more interactive and collaborative learning environment. However, the extent to which digital platforms promote meaningful student engagement and support students in overcoming academic writing challenges remains underexplored, particularly in English as a Foreign Language (EFL) contexts. Therefore, this study aims to explore students’ engagement in academic writing through the use of Google Docs and to examine how this platform helps address challenges encountered during the writing process. This study employed a qualitative method with a case study approach conducted in a third-semester academic writing class at a university in East Java. Data were collected through questionnaires and semi-structured interviews involving 39 participants. The findings revealed that students perceived Google Docs positively in supporting engagement, motivation, and collaborative productivity during academic writing activities. The platform facilitated active participation, feedback exchange, and collaborative interaction throughout the writing process. However, several challenges were also identified, including maintaining student engagement, supporting more structured and coherent writing, adapting learning practices to digital environments, and managing writing format consistency. These findings suggest that Google Docs can function as a supportive pedagogical tool when integrated with appropriate instructional strategies. This study contributes to a better understanding of how collaborative technology can support student engagement and address writing challenges in EFL higher education contexts.
Practices of Translanguaging in English Classroom in Indonesian EFL context: A CaseStudy Azzahra Qur'ani Putri; Siti Asmiyah; Irwan Puji Prasetyo
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27479

Abstract

Translanguaging has been widely studied in the multilingual context of English language learning, but in-depth research on specific cases has not been conducted yet. This study aims to identify translanguaging practices in Indonesian classroom. Through a case study, this qualitative research collected data from classroom observations and analysis of teacher-studentinteractions recordings. Based on the classroom observation data, this study highlights various translanguaging practices carried out by teachers and students using Indonesian, English, and Javanese in English classes of 36 students. Translanguaging practices were implemented during learning sessions, including openings, main activities, and closings. The data reflect interlanguage interactions in EFL contexts in a multicultural and multilingual countrylike Indonesia. The findings indicate that translanguaging is an effective and natural practice in Indonesian EFL classrooms and has the potential to support a more inclusive and communicative language learning process. The data from the classroom observations highlight various translanguaging practices by both teachers and students using Indonesian, English, and Javanese in combination. The data reflect interlanguage interactions in EFL contexts in a multicultural and multilingual countrylike Indonesia. 
English Teachers' Directive Speech Acts in The Classroom at Elementary Schools Aisya Rayya; Inayatu Dzil 'Izzati Al-latif; Intan Sapna Febria; Teguh Sarosa
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27621

Abstract

This study aims at examining directive speech acts (DSAs) used by English teachers in elementary school classrooms. Teachers apply DSAs, such as questions, requests, and recommendations, to help students. Using observation, recording, and interviews, the study was carried out in a Grade V classroom. According to the findings, teachers primarily used requests (33.33%) and questions (53.33%) to monitor student engagement, manage activities, and assess understanding. Advice (6.67%) and prohibitions (6.67%) were less frequent yet crucial for support and discipline. Questions became the most prominent type of directive speech act in this study because they play a central role in guiding classroom interaction. Through questions, teachers can check students understanding, keep their attention, and encourage participation. Compared to other directive speech acts, questions are more flexible and easier to adapt to the students’ limited English proficiency. This makes question the dominant and most effective strategy observed in the classroom. These results demonstrate how crucial directive speech acts are when instructing young students in English. The study offers useful suggestions for teacher preparation and contributes to pragmatic research.
Delving into Critical Incident Experiences of EFL Teachers: A Lesson Study Reflection Yuli Ari Sandy; Paulus Kuswandono
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27704

Abstract

This qualitative research explored Critical Incident (CI) experiences of English as a Foreign Language (EFL) teachers through the frame of Lesson Study (LS). Five EFL local teachers at SMPN 1 Nguter participated in this research. The purpose of this study was to explore the impacts of Critical Incident (CI) experiences on the professional development of English as a Foreign Language (EFL) teachers and to examine how these experiences influenced their teaching practices at SMPN 1 Nguter through the framework of Lesson Study. The study also aimed to understand how reflective practices within lesson study activities could contribute to the development of adaptive, student-centred, and culturally responsive teaching strategies. Data were collected using interviews, observation, guided reflection, and document analysis. A narrative inquiry research design was applied. The data were analyzed through triangulation and coding (open-, axial-, and selective coding). The result indicated that the impact of CI experiences on TPD includes emotional resilience, pedagogical improvement, professional learning community, and lifelong learning. These experiences improved teaching practice by supporting adaptive teaching strategies, particularly in rural contexts. Reflective CI analysis can promote more student-centered and culturally responsive teaching. These findings emphasizes the importance of structured reflection within collaborative frameworks, such as lesson study (LS), to promote continuous professional development among EFL teachers in similar educational setting worldwide.  Further research is needed to explore the long-term impact of reflective practice on teaching effectiveness and student outcomes.

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