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Syaiful Islam
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Fakultas Sosial dan Humaniora Universitas Nurul Jadid Karanganyar, Paiton, Probolinggo, Jawa Timur, Indonesia 67291
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International Journal of English Education and Linguistics (IJoEEL)
Published by Universitas Nurul Jadid
ISSN : 26562030     EISSN : 26856638     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The aim of this Journal is to promote a principle approach to research on language and related concerns by encouraging inquiry into the relationship between theoretical and practical studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 156 Documents
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The Analysis of the Students' Characteristic to Achieve Differentiated Learning in English at the Eighth Grade of SMP Negeri 1 alasa Hulu, Friska Juliani; Harefa, Afore Tahir; Daeli, Hidayati; Telaumbanua, Kristof Martin Efori
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13350

Abstract

Differentiated learning is Learning that facilitates and recognizes student diversity in learning, according to students' readiness, interests and learning characteristics. Differentiated learning has elements that support/facilitate the diversity of student characteristics. Student characteristics reflect patterns of behavior and abilities resulting from innate and social environments so that they determine the pattern of activity. The objectives of the research are to analyze the students characteristics to achieve differentiated learning in English at the Eight Grade of SMP Negeri 1 Alasa in 2024/2025. The research type is a descriptive method with a qualitative approach. The subjects of this research are students' characteristics to achieve differentiated learning in English at the eighth grade.The results of the research show that students have a diversity of characteristics in learning. The diversity of student characteristics can be the basis for implementing differentiated learning. The application of differentiated learning that is tailored to the learning characteristics of students' learning styles is an effective strategy to improve students' collaboration skills in learning English.
Consequences of Late English Learners Alfiani, Ika; Agustina, Eliasanti; Setiawan, Rahmat
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12199

Abstract

This study investigates the consequences experienced by late learners and explores how these learners perceive the challenges and benefits throughout their language acquisition journey. Utilizing a sequential explanatory mixed-method approach, quantitative data were gathered from 50 participants via a structured questionnaire and followed by qualitative interviews with four individuals representing early and late English learners. The quantitative findings revealed that late learners frequently face difficulties in grammar, pronunciation, and fluency accompanied by lower self-confidence and declining motivation. These challenges are aligned with the Critical Period Hypothesis (CPH) and Krashen’s Affective Filter Hypothesis, which attribute age and emotional factors as key barriers in second language acquisition. However, qualitative data suggest that strong instrumental motivation, self-directed learning strategies, and the use of digital tools help late learners overcome these limitations. Despite cognitive constraints, age was not the sole determinant of success. Learning outcomes were influenced by learner ability, technological engagement, and environmental support. The study concludes that pedagogical strategies should address both the technical and emotional needs of late learners and suggest policy reform that includes flexible start times, digital resources, and age-appropriate support systems.
Artificial Intelligence and Well-Being: Voices from Academic Writing Lecturers Hikmah, Durratul; Hasanah, Roviatul
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12745

Abstract

This study aims to explore the impact of artificial intelligence (AI) integration on the professional identity and well-being of lecturers teaching academic writing in higher education. Employing a qualitative phenomenological approach, the study involved three lecturers from different institutions in East Java. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that lecturers respond to AI integration adaptively and reflectively. Rather than rejecting the use of AI tools such as ChatGPT or Grammarly, they selectively incorporate them into their teaching practices to support idea generation and increase task efficiency. However, they also express concerns regarding the authenticity of student writing and the shifting nature of their pedagogical roles. Second, the study also finds that lecturers undergo an ongoing negotiation of their professional identities. They reconceptualize their roles not merely as technical instructors but as facilitators of digital literacy and academic ethics. In doing so, they strive to uphold professional values, despite facing institutional and collegial pressures. Moreover, exposure to AI has an ambivalent effect on lecturers' well-being. While it generates anxiety and social disconnection, it also stimulates renewed motivation and creativity in teaching. This study highlights the importance of institutional support and reflective spaces that enable educators to.
The Effectiveness of Scaffolding and Storytelling to Improve Reading Comprehension in Descriptive Text Adi, Mohammad Sofyan
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13320

Abstract

This study aims to examine the effectiveness of the scaffolding and storytelling methods in improving the reading comprehension of descriptive texts among tenth-grade students at SMK Fauzul Hasan. The research was motivated by students' difficulties in understanding the structure and content of descriptive texts. A quantitative approach was used with a pre-experimental one-group pretest-posttest design. Thirty students participated, taking reading comprehension tests before and after the intervention, along with classroom observations. The results showed a significant increase in the average score from 60 to 82, with a large effect size (d = 2.59) and statistical significance (p = 0.0001). Subskill analysis revealed the highest improvement in identifying main ideas (+36%). These findings indicate that the combination of scaffolding and storytelling effectively enhances students' reading comprehension, particularly for low-achieving learners. It is recommended that this method be integrated into the vocational school English curriculum and utilized in teacher training programs to optimize instructional outcomes.
Enhancing Students’ Reading Comprehension: The Integration of Reciprocal Teaching and Communicative Language Teaching Krismayani, Ni Wayan
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12375

Abstract

Reading comprehension is an important skill when studying English, yet many EFL students have difficulty reaching the required proficiency levels. While both Communicative Language Teaching (CLT) and Reciprocal Teaching (RT) are successful when used separately, little research has been done on how they might be used together to improve reading comprehension, especially in EFL university settings. This study explores integrating reciprocal and communicative language teaching strategies on students' reading comprehension. This research utilized classroom action research with pre-tests and post-tests to gather quantitative data and questionnaires to assess students' responses. The findings consistently indicate that integrating Reciprocal Teaching (RT) and Communicative Language Teaching (CLT) significantly enhances students' reading comprehension. The students show positive experiences through tests and questionnaires, including improved text comprehension, increased self-confidence, and a more engaging learning environment. Based on these outcomes, it is recommended that lecturers integrate reciprocal teaching and communicative language teaching to improve reading comprehension skills. The findings show that integrating RT and CLT significantly improves English reading comprehension and usage of these strategies in EFL students. Reading is a crucial English language skill, yet students' comprehension achievement is often below expectations. Keywords: Communicative language teaching, integrating, reading, reciprocal teaching
The Effectiveness of Talking Chips Technique to Improve Student English Speaking Skill at MTs Al-Muttaqin Rengging Ashriyah, Sa'adatus Septi; Putri, Aprilia Riyana
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13141

Abstract

This study aimed to examine the effectiveness of the Talking Chips technique in improving the English-speaking skills of eighth-grade students at MTs Al-Muttaqin Rengging, Jepara. A quantitative approach with a quasi-experimental design, specifically the non-equivalent control group design, was employed in this research. The participants consisted of two classes: class VIII A as the experimental group and class VIII B as the control group. The data were collected using oral speaking tests (pre-test and post-test) assessing five aspects of speaking: fluency, vocabulary, grammar, pronunciation, and comprehensibility. The findings revealed a significant improvement in the speaking performance of students taught using the Talking Chips technique compared to those taught using conventional methods. The results indicate that the Talking Chips technique effectively enhances students’ speaking abilities, particularly by promoting active participation and boosting their confidence in communicating in English. Therefore, this technique can be considered a useful cooperative learning strategy for developing communicative competence in English as a Foreign Language (EFL) classrooms.

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