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English Focus: Journal of English Language Education
Published by Universitas Pancasakti Tegal
ISSN : -     EISSN : 26146355     DOI : 10.24905
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
English Focus was launched with the intention to make quality research output available for scholars in the field of language education. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as language testing as far as they have clear implications for language teaching/learning. Reviews of the literature are not acceptable for this Journal; however, status papers by experts in the field are called for as long as explicit implications are drawn in favor of language teaching and learning. English Focus (p-ISSN: 2614-638X and e-ISSN: 2614-6355) is an open access academic, scholarly peer-reviewed journal and follows a double-blind review policy. The Journal is scheduled for publication semiannually, in July and December, with the first issue to appear in December 2017.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol 9 No 1 (2025)" : 6 Documents clear
English as a Medium to Foster Scientific Diversification through International Community Service Program Fabianto, Eko; Nurusysyifa, Nisa’a; Sasha, Vira Adoria
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v9i1.189

Abstract

This study investigates how English functions as both a communicative and academic medium in fostering scientific diversification through the International Community Service Program at Institut Bakti Negara (IBN) Tegal, Central Java, Indonesia. In an era of globalized higher education, equipping students with global competencies—such as English proficiency, intercultural adaptability, and interdisciplinary collaboration—has become increasingly vital. Using a qualitative case study approach, the research explores the experiences of students involved in International Community Service Program in Malaysia and Thailand between 2023 and 2024. Data were obtained through interviews, observations, documentation, and focus group discussions. The findings show that English was used not only in everyday interactions but also in conducting academic activities such as workshops, presentations, and community-based research. Students developed stronger academic communication skills, broadened their cultural understanding, and engaged in interdisciplinary teamwork. These outcomes enriched institutional curriculum and produced student-led outputs, including teaching modules and reflective reports. However, challenges related to language anxiety and cultural adjustment were observed, indicating the need for targeted institutional preparation. Ultimately, the program highlights the value of English-mediated service learning in enhancing students' academic and global capacities. The results also underline the broader significance of international community engagement as a pathway for educational innovation and social contribution.
Exploring Pedagogical Reflection through Video-Based Peer Review in EFL Microteaching Ekawati, Yulia Nur; Prihatini, Fajar
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pedagogical reflection is widely recognized as an essential component of teacher professional development; however, reflective practices in EFL microteaching contexts often remain superficial and largely memory-based. Recent advances in video technology and peer review pedagogy offer promising opportunities to support deeper, evidence-informed reflection. This qualitative case study investigates how EFL pre-service teachers engage in pedagogical reflection through video-based peer review in a microteaching course and examines the challenges they encounter during the reflective process. The study was conducted in a blended microteaching course within an undergraduate English education program in Indonesia and involved 20 EFL pre-service teachers. Data were collected from teaching videos, reflective journals, peer feedback texts, and semi-structured interviews, and analyzed using thematic analysis. The findings reveal that video-based peer review supports pedagogical reflection as a gradual and developmental process. Through repeated engagement with teaching videos and peer feedback, pre-service teachers progressed from descriptive noticing of teaching practices to analytical reconsideration of pedagogical decisions and critical planning for instructional improvement. Teaching videos functioned as concrete reflective artifacts that grounded reflection in observable evidence, while peer feedback fostered reflective dialogue and exposure to alternative instructional perspectives. At the same time, several challenges were identified, including emotional discomfort when watching teaching videos, uncertainty in providing critical peer feedback, and practical constraints such as time demands and technical issues. Overall, the study suggests that video-based peer review can effectively enhance pedagogical reflection in EFL microteaching when supported by intentional instructional design, reflective scaffolding, and a supportive learning environment.
EFL Students’ Perceptions of AI-Supported Academic Writing: Benefits, Learning Risks, Ethical Issues, and Fairness Meiristiani, Noeris; Agustia Nindya, Meyga
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

The rapid development of artificial intelligence (AI) has begun to influence academic writing practices, particularly among English as a Foreign Language (EFL) students in higher education. This study investigated Indonesian EFL students’ perceptions of AI use in academic writing, focusing on perceived benefits, learning risks, ethical awareness, fairness concerns, and recommendations for lecturers. Data were collected through a structured questionnaire containing both close-ended and open-ended items, and responses were analyzed using descriptive statistics and thematic analysis. The results show that students generally view AI tools as helpful for improving clarity, vocabulary, and writing confidence, while also acknowledging risks related to overreliance, reduced critical thinking, and the potential for plagiarism. Students demonstrated considerable ethical awareness but expressed concerns about biased AI detectors, unclear institutional policies, and fairness in assessment. They also recommended that lecturers provide clear guidelines on acceptable AI use, balance AI-assisted tasks with manual writing, and apply consistent monitoring practices to maintain academic integrity. Overall, the findings highlight the need for balanced instructional strategies and explicit policy frameworks to ensure responsible and equitable use of AI in EFL academic writing contexts.
Promoting Real-World Interpreting Skills through Authentic Assessment in Tertiary Education Setiawan, Anjar; Eka Budiastuti, Riana
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v9i1.199

Abstract

This study investigates the effectiveness of authentic assessment in promoting real world interpreting skills among 42 undergraduate students enrolled in the Simple Interpreting course at the English Education Study Program of Universitas Muhammadiyah Semarang. Because interpreting requires spontaneous processing, contextual reasoning, accuracy, and clear delivery, this research examines how authentic performance tasks including simulated dialogues, role play interpreting, and real time scenario-based activities enhance students’ interpreting competence. Using a mixed methods design, the study combines quantitative pre and post assessments with qualitative reflections, interviews, and classroom observations. The quantitative results show substantial improvement in fluency, accuracy, comprehension, and delivery, with an overall mean gain of 13.76 points, indicating significant progress across all indicators. The qualitative findings reveal that authentic assessment fosters greater confidence, strategic adaptability, cognitive awareness, and professional readiness as students engage with the unpredictability and complexity of real interpreting contexts. Triangulated evidence from multiple data sources confirms that authentic assessment not only improves measurable performance outcomes but also strengthens learners’ ability to manage real time communicative demands. The study highlights the pedagogical value of integrating authentic assessment into interpreting instruction and provides implications for curriculum development aimed at preparing students for authentic professional interpreting practices. Thus, this study offers several beneficial insights for future research.
The Relationship between Google Translate Use, Students’ Writing Accuracy, and Descriptive Text Quality among EFL Learners Arifah, Tanalina; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

This study investigates the relationship between Google Translate (GT) use, students’ writing accuracy, and the overall quality of descriptive texts among EFL learners. Given that descriptive writing requires precise vocabulary, sensory details, and clear spatial organization, many students struggle with lexical selection, grammatical accuracy, and idea organization. As a result, an increasing number of learners rely on GT as a digital support tool. The purpose of this study was to synthesize existing empirical evidence and identify quantitative patterns regarding how GT influences descriptive writing performance. Employing a quantitative descriptive literature review, this study followed a PRISMA inspired procedure, screening 147 articles from Google Scholar, DOAJ, ERIC, ResearchGate, and SINTA, with 27 empirical studies meeting the inclusion criteria. Data were extracted using a structured matrix focusing on accuracy levels, error types, syntactic complexity, vocabulary use, and descriptive quality indicators. The findings revealed three major trends. First, GT had become a prominent linguistic and affective scaffold that helped students to overcome lexical and syntactic limitations, reducing anxiety and supporting idea generation. Second, GT positively influenced grammatical accuracy, lexical precision, syntactic complexity, and text organization by reducing cognitive load and enabling learners to focus on descriptive elaboration. Third, limitations persisted particularly regarding idiomatic expressions, contextual appropriateness, stylistic nuance, and expressive detail, which may hinder independent writing development when overused. The study concluded that GT is most effective as a complementary scaffold within guided instruction rather than a standalone writing tool.
From Awareness to Practice: EFL Teachers’ Engagement with SDG 4 (Quality Education) in University Classroom Instruction Omran, Sara; Alouzi, Khuloud; Alshineeti, Aml; Alatrish, Entisar; Alfallah, Bushra; Abouzied, Abdulghani; Elbi, Mohamed
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v9i1.213

Abstract

This study investigates university English (EFL) lecturers’ awareness, attitudes, and classroom practices related to Sustainable Development Goal 4 (Quality Education). It focuses on the gap between understanding SDG4 and applying it in teaching practice. A quantitative research design was adapted. Data were collected through a questionnaire distributed to 100 university EFL lecturers. The questionnaire examined the lecturers' awareness of SDG 4, their attitudes towards its integration in their teaching practices, institutional support, perceived challenges, and lecturers' self-efficacy. The findings show moderate to high awareness of SDG 4 and strongly positive attitudes toward its integration in EFL instruction. However, the level of classroom implementation was only moderate, indicating a clear gap between awareness and practice. While inclusive and learner-centered strategies were commonly used, the direct integration of sustainability themes and SDG-related targets was inconsistent. Limited institutional support, insufficient professional development opportunities, and curriculum constraints emerged as the most significant challenges. Despite these challenges, lecturers reported a strong willingness to engage in training and showed a clear intention to expand SDG in future practice. The study concludes that EFL lecturers are motivated and prepared ethically to support SDG. However, effective and sustained implementation needs higher institutional support, targeted professional development, and supportive policy frameworks. The findings highlight the important promoting role of language education in promoting quality, inclusive, and globally oriented higher education.  

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