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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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The Analysis of Writing Assessment Types in Textbook English for Nusantara Grade 7 Yenny Teriana; Ira Maisarah
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.v11i1.27942

Abstract

Writing assessment is essential for improving student' writing skill, but thorough studies of how it is implemented in widely used national textbooks are limited. This study aims to identify the types of writing assessment tasks presented in the English for Nusantara Grade 7 textbook and to examine how these tasks align with established writing assessment frameworks. Utilizing qualitative content analysis, all writing activities throughout five chapters were assessed and classified according to Brown's (2004) taxonomy of imitative, intensive, responsive, and extensive, as well as performance-based assessment standards. The findings show a planned evolution of writing assessments. The first chapters are primarily made up of imitative and demanding exercises (for example, matching, filling tables, and listing terminology). These serve as a scaffold for responsive writing tasks (such as concise description or organizational paragraphs) that demand connected discourse. Extensive writing tasks (whole, cohesive paragraphs) are less common, but they do occur in the following sections and enrichment activities.  Pre-writing exercises provide valuable support but do not directly test writing abilities. Overall, the textbook aligns moderately with known paradigms, while possibilities for comprehensive writing are inadequate. These results provide insights for enhancing writing assignments in EFL textbooks and point to the need for more study comparing writing assessments throughout materials and investigating the experiences of learners using each assessment type.
The Implementation of WhatsApp Voice Note to Improve Students’ Speaking Skills at SMK Labschool Tangerang Raya: A Classroom Action Research Anggie Anggraeny Pradani; Imam Sudarmaji; Khilda Shopia; Purnawati
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.v11i1.28061

Abstract

This study aimed to improve the speaking skills of twelfth-grade students at SMK Labschool Tangerang Raya through the implementation of WhatsApp voice note. To achieve this objective, the researchers employed technology-based media to support the teaching and learning process. The WhatsApp voice note feature was utilized as a Mobile-Assisted Language Learning (MALL) medium in instructional activities. This study employed a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings involving seventeen students. Data were collected through classroom observations, speaking performance tests, and questionnaires. The speaking assessment was conducted through storytelling performances using a scoring rubric based on pronunciation, fluency, intonation, and accuracy. The results indicated a consistent and gradual improvement in students’ speaking abilities, particularly in terms of fluency and pronunciation accuracy. In addition, the students demonstrated increased engagement during classroom activities. There was an increase in students’ average speaking scores from 36.76 in Cycle 1 to 43.38 in Cycle 2, with a mean gain score of 6.62 points. Questionnaire findings also indicated increased student engagement during speaking activities using WhatsApp voice notes. The reflection from these findings suggest that WhatsApp voice notes can support the improvement of students' speaking skills in EFL classrooms.
Improving Students’ Reading Comprehension of Procedural Texts through the SQ3R Strategy Yudha Prayoga; Imam Sudarmaji; Lastry Forsia
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.v11i1.28115

Abstract

Low reading comprehension remains a challenge for many vocational high school students, particularly in understanding English procedural texts. Although the SQ3R (Survey, Question, Read, Recite, Review) strategy has been widely used in reading instruction, its implementation in vocational high school settings still receives limited attention. Therefore, this study aims to investigate whether the SQ3R strategy can improve students’ reading comprehension of English procedural texts. This research employed a Classroom Action Research design conducted in two cycles. The subjects of this study were twenty-five tenth-grade students majoring in TITL ( Electrical Power Installation Engineering)  SMK Excellent 1 Kota Tangerang. Data were collected through observation sheets and reading comprehension tests and were analyzed qualitatively and quantitatively. The results showed an improvement in students’ reading comprehension in each cycle. The average score in Cycle I was 52.6 and increased to 78.8 in Cycle II. In addition, students showed better participation and focus during the learning process. The findings suggest that the SQ3R strategy effectively supports the improvement of  procedural-text comprehension among vocational high school students.
ChatGPT-Assisted Interactive Speaking Practice: EFLStudents’ Perceptions Ichda Aulia Rohmah; Irmayani; Anita Dwi Hapsari; Buyun Khulel; Syifa’ Khuriyatuz Zahro
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.v11i1.28226

Abstract

The use of generative Artificial Intelligence has increasingly influenced English Language Teaching, particularly in supporting speaking practice. One widely used AI tool is ChatGPT, which offers flexible opportunities for language learning. However, studies on students’ perceptions of its use in speaking activities at the senior high school level remain limited. This study aims to explore EFL students’ perceptions of using ChatGPT for speaking practice. This study employed a descriptive qualitative design. Data were collected through a questionnaire and supported by semi-structured interviews with selected students, and were analyzed using thematic analysis. The findings show that students perceive ChatGPT as a useful tool that provides additional opportunities for practice, increases confidence, and supports independent learning. However, several challenges were also identified, including over-reliance on the tool, uncertainty about the accuracy of responses, and the lack of real human interaction. Students also emphasized the importance of teacher guidance in using ChatGPT effectively and responsibly. These findings suggest that students’ perceptions should be considered in integrating AI tools into language learning, and that guided use of ChatGPT can support more meaningful speaking instruction.
Empirical Evidence on the Use of ChatGPT in Developing EFL Students’ Reading Comprehension: A Systematic Review Erwin Kainta; Rahmatul Firdausa Umarella
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.v11i1.28305

Abstract

This study presents a systematic review of recent empirical research on the use of ChatGPT in developing EFL students’ reading comprehension. The increasing integration of AI tools in language education has raised the need to synthesize evidence regarding their pedagogical effects, particularly in reading instruction. Despite growing scholarly interest in AI-assisted language learning, synthesized evidence specifically addressing ChatGPT’s role in EFL reading development remains limited. Accordingly, this review aims to (1) identify the empirical evidence on ChatGPT use for EFL reading comprehension and (2) explore the reported effects of ChatGPT on EFL students’ reading comprehension. Using a PRISMA-guided selection process, 12 empirical studies published between 2024 and 2025 were included based on established inclusion criteria. The findings indicate that the available evidence is dominated by experimental and quasi-experimental designs, supported by surveys, interviews, and benchmarking studies. Across the reviewed articles, ChatGPT use is consistently associated with improvements in reading comprehension, as well as gains in reading proficiency and competency, main-idea comprehension, inferencing, critical reading and contextual understanding. The review also highlights the role of ChatGPT in facilitating reading comprehension through instructional support such as text simplification and summarization. Despite these findings, the review is limited by the small number of included studies, the limited methodological diversity, and variations in contextual settings and outcome measures. Future research is recommended to apply standardized reading assessments, longer interventions, and broader participant populations to strengthen generalizable evidence for EFL reading pedagogy.
The Effect of Padlet-Based KWL Reading Strategy on Senior Highschool Students’ Reading Comprehension In Report Text Tantri Frista Hapsari; Yuri Lolita
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.v11i1.28360

Abstract

The objective of this research was to determine the significant difference in students’ reading comprehension achievement between students taught using the Padlet-based Know-Want to Know-Learned (KWL) chart strategy and those taught using a conventional reading strategy.A quantitative method with a quasi-experimental design was employed with the participants involving the students in English reading lesson.  The samples taken using purposive sampling numbered 36 for the experimental class and 36 for the control class. After the pretest and posttest were conducted, the data obtained showed an increase in the average English proficiency of the experimental class students from 69.22 to 91.11. This indicates that the students' reading skills increased significantly after the treatment was conducted. Although the statistical analysis did not reveal a significant difference between the experimental and control groups, the experimental group taught using the Padlet-based KWL chart strategy demonstrated a higher mean gain score and a larger effect size. Nevertheless, the experimental group taught using the Padlet-based KWL chart strategy demonstrated a higher mean gain score and a larger effect size, indicating that the strategy still had a meaningful practical impact on students’ reading comprehension despite the absence of statistical significance.
Students’ Perceptions of Cooperative Learning Experiences in EFL Reading Classes Nadiya Andriana; Pasca Kalisa
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.v11i1.28376

Abstract

This study explores students' perceptions of cooperative learning in EFL reading classes at the secondary school level in Indonesia. It aims to examine students’ engagement and social dynamics during cooperative learning activities. A case study design was employed, involving 35 students who completed a 14-item Likert-scale questionnaire assessing motivation, self-confidence, anxiety reduction, and peer support. In addition, semi-structured interviews were conducted with eight students to gain deeper insights into their experiences. The results indicate that most students perceive cooperative learning positively. The quantitative data show that cooperative learning helps reduce students’ anxiety and enhances peer support. The qualitative findings reveal that cooperative interaction facilitates students’ understanding of complex reading texts; however, challenges such as unequal participation among group members were also identified. The effectiveness of cooperative learning appears to depend not only on group formation but also on strategies that ensure equitable participation, highlighting the importance of the teacher’s active role in managing student interactions and the structuring of participation as a key component in cooperative learning models.
Fostering Critical Thinking through Digital Game-Based Learning: A Case Study Katrin Pepita; Sri Setyarini
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.v11i1.28449

Abstract

Critical thinking is increasingly recognized as a vital skill for young learners in the twenty-first century. This qualitative case study investigated how online educational games fostered critical thinking in an eight-year-old English learner. Data were collected through participatory observation, semi-structured interviews, and screen recordings, and were analyzed thematically using Facione’s framework. The results indicate that game-based tasks activated several dimensions of critical thinking, particularly interpretation, analysis, inference, and evaluation, through interactive and meaningful engagement. The study also highlights the important role of adult scaffolding in supporting learners’ questioning, clarification, and reflective decision-making during gameplay. These scaffolds enabled the learner to connect prior schemas with new information and refine decisions. The study offers preliminary insights into how critical thinking in young learners may be understood from both cognitive and sociocultural perspectives within digital learning environments. In practice, the findings suggest that online educational games can support the development of critical thinking when accompanied by appropriate facilitation by teachers or parents. However, the study is limited by its single-case design; therefore, future research is recommended to investigate digital game-based learning and critical thinking across broader groups of participants and educational contexts.

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