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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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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

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

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.
Peer-Supported Practice Strategy in Overcoming Public Speaking Anxiety (PSA) among Students Solihati, Tri Agustini Solihati; Mulyanti, Wida; Julistiana, Risma; Eko, Eko; Santosa, Muhammad Alfirizky; Samrotussani, Yusti
Jurnal Bahasa Inggris Vol 8 No 2 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

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

Abstract

This study aims to examine the effectiveness of the Peer-Supported Practice Strategy (PSPS) in reducing PSA among university students enrolled in a Public Speaking class, as well as to explore how students with different speaking proficiency levels respond to the strategy. Using a mixed-method approach, the research employed a quasi-experimental one-group pretest–posttest design complemented by qualitative interviews. Thirty students participated in the study and completed a 12-item PSA questionnaire administered before and after the PSPS intervention. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, and independent t-tests. The results showed a notable decrease in PSA, with mean scores dropping from 45.93 (pretest) to 39.28 (posttest). The paired sample t-test revealed a statistically significant reduction, indicating that PSPS effectively lowered students’ anxiety levels. Furthermore, the independent t-test showed that both beginner and advanced proficiency groups benefited from the strategy, although beginners experienced a greater reduction. Qualitative interview findings further supported the quantitative results. Students reported feeling more comfortable, less fearful of making mistakes, and more confident when speaking with peers who offered supportive feedback. They emphasized that practicing in a non-judgmental environment, receiving constructive correction, and engaging in repeated speaking tasks helped them manage anxiety more effectively. Overall, the integration of peer support within structured speaking practice proved beneficial in reducing anxiety and increasing students’ speaking confidence. The findings suggest that PSPS can serve as an effective pedagogical approach for public speaking courses, particularly for students who struggle with communication apprehension.
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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