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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 174 Documents
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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.
Beyond Grammar and Vocabulary: A Literature Review on Higher-Order Thinking in EFL Writing Development Az Zahra, Olivia; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

Developing EFL learners’ writing competence requires more than mastering grammar and vocabulary. Recent scholarship highlights the need to integrate higher-order thinking skills (HOTS) such as analysis, evaluation, and creativity to enable learners to construct meaning, respond critically to texts, and express original ideas in written form. This literature review synthesizes empirical and theoretical studies published over the last decade to examine how HOTS contribute to EFL writing development and how instructional practices can effectively foster them. Following a literature review methodology, studies were collected, analyzed, and categorized based on key themes: cognitive processes in EFL writing, pedagogical frameworks that promote HOTS, and challenges in integrating higher-order skills in classroom contexts. The findings show that HOTS-oriented instruction through approaches such as task-based learning, problem-based learning, and genre-based pedagogy significantly enhances learners’ ability to generate ideas, organize arguments, and reflect critically on their writing. However, research also reveals constraints, including teachers’ limited expertise, exam-oriented cultures, insufficient scaffolding, and learners’ low self-regulation. This review concludes that embedding HOTS within writing instruction is essential for preparing EFL learners to meet academic and real-world communication demands. It also underscores the importance of developing teachers’ pedagogical knowledge and designing learning environments that balance linguistic accuracy with critical thinking development.
Teachers’ Creativity in Using Multimedia to Encourage Students Speaking Ability during Pandemic Rofiudin, Rofiudin; Asshifa , Handini Laely; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 6 No 1 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

During the Covid-19 pandemic, English teachers encountered considerable challenges as they were required to adapt to online learning while mastering digital technologies and developing appropriate instructional media. This study employed a descriptive qualitative case study design to examine teachers’ creativity in using multimedia to encourage students’ speaking ability during the pandemic. The participants consisted of eighteen English teachers from seven private junior high schools in Kota Tegal, Central Java, Indonesia, who completed a questionnaire. In addition, semi-structured interviews were conducted with three teachers and two students from two selected schools to obtain in-depth qualitative data. The findings indicate that teachers utilized a wide range of multimedia and digital platforms to support speaking instruction. Interactive conversation videos were the most frequently used multimedia, reported by 50% of the respondents. Google Meet emerged as the primary platform for synchronous speaking activities, with 88.9% of teachers using it regularly. Online quiz platforms, such as Quizzes and Edmodo, were also commonly employed (83.3%) to enhance student engagement, while digital learning platforms such as Ruang Guru, Zenius, and Quipper were recommended to support students’ independent learning (72.2%). Furthermore, the study reveals that teachers demonstrated creativity by combining multiple media and platforms, designing flexible speaking tasks, establishing clear classroom rules, and creating a supportive and enjoyable online learning atmosphere. Collaboration with parents was also identified as an important strategy to maintain students’ learning discipline at home. Overall, the findings highlight the essential role of teacher creativity in sustaining effective EFL speaking instruction during emergency remote teaching.
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

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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.
The Use of Podcasting Technology to Develop EFL Learners’ Listening Skills Isaadah, Khoirunisa; Rizal, Daviq
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

The rise of information and communication technology has led to the development of various new teaching and learning methods for English. Podcasting is one such method that teachers are using to enhance language skills and promote outside-of-classroom learning. This study investigates the use of podcasting technology to develop EFL learners’ listening skills. It employed a quantitative descriptive design involving 48 EFL students from the English Education program at a state university in Semarang, Indonesia. Data were collected through a questionnaire exploring students’ experiences, perceptions, benefits, and challenges of using podcasts for listening practice. The findings indicate that most students responded positively to podcast-based learning and perceived podcasts as helpful in improving their listening comprehension, particularly due to their authenticity, accessibility, and flexibility. However, students also reported challenges, especially related to speech speed and comprehension difficulties. These findings highlight the potential of podcasting technology as an effective supplementary medium for developing listening skills and emphasize the importance of integrating podcast-based listening activities into EFL instruction at both university and secondary school levels.
Exploring EFL Students’ Perception on Student Engagement through the Use of Kahoot! on Learning Activities Radhautul Jannah, Aulia
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

The integration of technology in English as a Foreign Language (EFL) classrooms has increasingly influenced student engagement and learning experiences. This study aimed to explore EFL students’ perceptions of student engagement through the use of Kahoot! in English language learning activities. Employing a qualitative case study design, data were collected through questionnaires and semi-structured interviews involving EFL students who had experience using Kahoot! in English classes. The qualitative data were analyzed thematically, while descriptive statistics were used to support the findings. The results revealed that most students perceived Kahoot! as an engaging and motivating learning tool that enhanced classroom interaction and reduced boredom during English learning activities. Students reported increased enthusiasm, active participation, and improved understanding of learning materials, particularly in vocabulary and grammar. The competitive and interactive features of Kahoot! were found to foster behavioral, cognitive, and social engagement. However, several challenges were also identified, including technical issues, internet connectivity constraints, and difficulties related to the fast-paced nature of the game for some learners. Overall, the findings suggest that Kahoot! plays a positive role in promoting student engagement and creating an interactive learning environment in EFL classrooms. The study highlights the importance of thoughtful instructional design and technical readiness to maximize the benefits of game-based learning tools in English language education.
Advantages and Disadvantages of Integrating Video Making in a Speaking Class Sari, Selvina Novita; Pratolo, Bambang
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

This study aims to examine the advantages and disadvantages of integrating video production as a teaching tool in a speaking class. Using a qualitative descriptive design, the research was conducted during the 2023–2024 academic year with 15 fifth-semester undergraduate students from the Faculty of Literature, Culture, and Communication at Ahmad Dahlan University, Yogyakarta. Participants were selected through purposive sampling. Data were collected through in-depth structured interviews, allowing students to freely express their experiences and perceptions. The data were analyzed using the five-stage qualitative analysis framework including data collection, coding, pattern identification, interpretation, and reporting. Triangulation was applied to ensure credibility through transcript examination, theoretical comparison, and supporting notes. The findings reveal that video production offers several pedagogical benefits. Students reported increased confidence, particularly when speaking in front of a camera, improvement in speaking skills such as pronunciation and fluency, and the development of technological competence through the use of digital tools. However, the study also identified notable drawbacks, including the time and financial demands of video production, technical and accessibility issues, privacy concerns, and a tendency for some students to prioritize memorization over deep comprehension. Overall, while video production can effectively enhance communication skills and language learning, its implementation requires careful planning, institutional support, and thoughtful instructional design to maximize benefits and minimize limitations.
Exploring Factors Influencing College Students’ Motivation in Learning English: A Systematic Literature Review Ananda Julianto, Dhika; Laeli, Nisvi; Nurkhafifah, Saskiya
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

Motivation significantly influences the success of English language learning among college students, making it a crucial area of study in educational research. Learning motivation is considered important due to its relationship with learning achievement; the higher the motivation, the better the learning outcomes students are likely to achieve. Despite this, its influence is rarely discussed because of a lack of awareness among participants in the learning process, specifically college students, lecturers, and institutional programs or regulations. This paper explores the factors influencing college students’ motivation in learning English. The study employs a systematic literature review covering the period from 2012 to 2024, analyzing ten relevant articles sourced from Google Scholar and the Directory of Open Access Journals (DOAJ). The findings highlight three primary categories of motivation: intrinsic motivation, driven by personal interest and enjoyment in learning English; extrinsic motivation, driven by rewards such as grades and peer influence; and combined motivation, driven by the integration of personal interest with external goals to sustain effort. The synthesis reveals the relationships among these motivational categories and highlights their harmony in developing suitable learning activities and optimizing educational programs in English language education. This study contributes insights into optimizing educational strategies to effectively utilize motivational factors and advises lecturers to maintain a positive attitude in the classroom to sustain students’ long-term motivation and improve learning outcomes.
Analysis of Teaching Patterns and Language Acquisition Using the Social-Emotional Learning Fahkrunisa, Lulu; Sulistiawati, Ira; Perwitasari, Tuhu; Rizky, Reffy Ananda
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v8i1.190

Abstract

This study explores the integration of Social Emotional Learning (SEL) principles into English language teaching and its influence on Second Language Acquisition (SLA). Conducted at MTs Ainal Yaqin in Jambi, Indonesia, the research employed a qualitative multiple case design involving classroom observations and semi structured teacher interviews. Thematic analysis identified key teaching patterns that align with SEL principles including creating a supportive and safe learning environment, building positive teacher–student relationships, providing positive reinforcement, fostering peer collaboration, and integrating SEL based strategies such as storytelling, role play, and project-based learning. Findings reveal that these practices contribute to lowering students’ anxiety, increasing motivation, and improving willingness to communicate which in turn enhance linguistic competence and socio emotional growth. The results align with Krashen’s Affective Filter Hypothesis, sociocultural perspectives, and the CASEL Framework, highlighting that reduced anxiety and emotional security foster more effective language acquisition. Despite challenges such as time constraints and varied emotional regulation abilities among students, the outcomes including greater fluency, improved vocabulary mastery, heightened engagement, and stronger interpersonal skills demonstrate the transformative potential of embedding SEL strategically into English language instruction.
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.

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