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Getsempena English Education Journal
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 2355004X     EISSN : 25026801     DOI : https://doi.org/10.46244/geej.v7i1
Core Subject : Education,
Education
Getsempena English Education Journal (e-ISSN: 2502-6801 and p-ISSN 2355-004X) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant research, thought and research results in the field of English. Any visitor to this site can browse abstracts, read journal contents and download PDF files. Getsempena English Education Journal (GEEJ) is published twice a year, May and November.
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for , issue "vol. 13 no. 1 (2026)" : 10 Documents clear
JUNIOR HIGH SCHOOL STUDENTS’ INTRINSIC MOTIVATION IN LEARNING ENGLISH USING MULTIMEDIA Emil Yani; Nina Suzanne; Sirajul Munir; Silfia Rahmi
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

The consistent use of multimedia by student teachers in English language instruction has been recognized to enhance students’ motivation and learning outcomes. This study aimed to examine students’ intrinsic motivation in learning English through multimedia. A quantitative approach with a survey design was employed. The sample consisted of 31 students from grades VII and VIII at a junior high school in Salimpaung, Tanah Datar, selected using a total sampling technique. Data were collected through questionnaires using a five-point Likert scale and analyzed descriptively with SPSS version 30.0. The findings indicate that students’ intrinsic motivation in learning English using multimedia was generally at a moderate level. Across the five dimensions of intrinsic motivation, students demonstrated high levels of enjoyment of the learning process, desire to succeed, encouragement to learn, and interest in learning, while their hope of achieving learning goals remained at a moderate level. These findings suggest that multimedia can support students’ engagement and intrinsic motivation in English learning, although the level of motivation was not consistently high across all dimensions. The findings imply that English teachers should integrate multimedia with appropriate instructional strategies to better foster students’ intrinsic motivation and create more engaging learning experiences in EFL classrooms.
INTEGRATING ARTIFICIAL INTELLIGENCE (AI) IN ESP INSTRUCTION: ENHANCING DIGITAL BUSINESS ENGLISH LITERACY AMONG ECONOMIC EDUCATION STUDENTS Lodya Sesriyani
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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In the era of digital transformation, the integration of Artificial Intelligence (AI) has become a crucial necessity in higher education. This study aims to analyze the utilization of AI-based tools (such as ChatGPT, Perplexity, and Grammarly) in enhancing business correspondence writing skills and English-language economic data analysis among fourth-semester students of the Economic Education Study Program at Universitas Pamulang. Adopting a Classroom Action Research (CAR) method combined with perception surveys, this study involved an experimental group implementing AI-assisted Project-Based Learning (PjBL). Data were collected through pre-tests and post-tests of business writing proficiency, as well as Likert-scale questionnaires to measure students' learning autonomy. The findings indicate that the directed use of AI significantly improves the accuracy of economic terminology and the efficiency of drafting business reports in English. Furthermore, students demonstrated a high increase in motivation as the instructional materials were more aligned with Industry 4.0 trends. However, the study also identifies challenges regarding academic ethics and over-reliance on digital tools. This research concludes that AI literacy must be integrated into the English for Specific Purposes (ESP) curriculum at Universitas Pamulang to ensure students possess a competitive edge in the global labor market.
INVESTIGATING THE ROLE OF HAND PUPPETS IN REDUCING SPEAKING ANXIETY AMONG JUNIOR HIGH SCHOOL EFL STUDENTS Muhammad Fikri Rivaldi; Yuri Lolita
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

This study focuses on investigating the role of the hand puppet as a teaching medium in reducing speaking anxiety among junior high school EFL students through a qualitative study approach.  The sample of this study was eight eighth-grade students from a junior high school in Surabaya who were purposively selected based on their experience of speaking anxiety in English classes. The students were involved in English speaking activities assisted by hand puppets during classroom instruction. Data were collected through semi-structured interviews and reflective journals to explore students’ perceptions and reflections on the use of hand puppets in English-speaking lessons. The collected data were analyzed using thematic analysis to identify recurring patterns and themes related to students’ emotional responses, confidence, and anxiety levels. The findings revealed that most students perceived hand puppets positively, as they helped create a more enjoyable and less intimidating learning environment. The use of hand puppets was found to reduce students’ fear of making mistakes, lower their anxiety, and enhance their confidence in speaking English. Although a small number of students expressed neutral or less positive responses due to personal preferences, the overall results indicate that hand puppets can function as an effective instructional medium to support students’ emotional comfort and engagement in speaking activities. Therefore, this study concludes that hand puppets have strong potential as an alternative teaching medium to reduce speaking anxiety and foster a supportive speaking environment for junior high school EFL learners.
ENHANCING ENGLISH ESSAY WRITING THROUGH AI-BASED DIGITAL TOOLS: INSIGHTS FROM INDONESIAN EFL STUDENTS Muh. Al Fachrizah Fitra; Sultan Baa; Samtidar Samtidar; Yunitari Mustikawati; Ulvah Sari
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

The increasing integration of artificial intelligence (AI)-based digital tools has reshaped English writing instruction, particularly in EFL contexts where students often struggle with idea development, linguistic accuracy, vocabulary use, and textual coherence. This study investigates how Indonesian senior high school students utilize AI-based digital tools in writing English essays, with particular attention to ChatGPT, Grammarly, and DeepL. Employing a qualitative descriptive design, the study analyzed 28 final essays written by twelfth-grade students in the Language Studies major at a public senior high school in Makassar, Indonesia. The essays were examined through thematic analysis using four analytical dimensions: structure and organization, grammar and syntax, vocabulary use, and coherence and cohesion. The findings reveal that AI-based tools contributed most visibly to improved essay organization, lexical expansion, and local textual flow. Students’ essays showed clearer paragraph sequencing, more academic and topic-specific vocabulary, and stronger use of cohesive devices. However, grammatical accuracy and idiomatic control remained uneven, with persistent issues such as tense inconsistency, article errors, translation-like syntax, and mechanical transitions. This study contributes to AI-assisted EFL writing research by offering text-based evidence from an underexplored secondary-school context and by conceptualizing AI support as a multi-tool writing ecology rather than a single technological intervention.
Jangin In Oral Gayo Literature: A Fusion Of Entertainment, Tradition, and Environmental Wisdom Rismawati Rismawati; Jusnaini Hasni; Giovanni Oktavinanda; Nurrahmah Nurrahmah
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

Jangin is a type of oral poetry performed in the Gayo language with distinct rhythms. It contains expressions of feelings, guidance, satire, and social and spiritual observations. This paper attempts to analyze the form, function and cultural values of jangin as intangible cultural heritage. This research is an ecological approach by using hermeneutic theory and content analysis to understand the meaning of the jangin text. The results showed that jangin consists of poetic stanzas, recited in Gayo language with characteristic rhythms, and has themes of religiosity, romanticism, social critique, and ecological awareness. Functionally, jangin was not only used for entertainment but also as a medium for moral education, social communication, and environmental wisdom preservation. The cultural values embedded in the practice of jangin reflect the strong ties of the Gayo community to nature, spirituality, and collective identity. The study highlighted the importance of preserving jangin as an intangible cultural heritage in relation to global cultural and environmental issues.
REASSESSING FIGURATIVE LANGUAGE IN DISNEY’S ALADDIN (2019): A CONTEXT-SENSITIVE ANALYSIS OF DIALOGUE Zahria Amalina; Juni Febriyanti; Salsa Arnas; Serly Sunanti; Agil Adrian; Rudi Ansyah; Rizatul Khatimah
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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This study reassesses the classification and communicative functions of figurative language in the English dialogue of Disney’s live-action film Aladdin (2019). Rather than treating every expression containing like, as, or an indirect meaning as figurative, the study applies a context-sensitive qualitative content analysis to 26 candidate utterances compiled in the original dataset. Each utterance was examined by comparing its lexical composition with its scene-based meaning, speaker intention, discourse function, and—where relevant—auditory and visual cues. The audit substantially refines the initial taxonomy. Eleven items are best described as idiomatic or conventional figurative formulae, while only one of seven comparison constructions is a clear figurative simile; the remaining six are literal comparisons, degree constructions, or contextual analogies. Three items previously classified as metaphors are superlative power claims and may function as intensification, but they do not establish cross-domain metaphorical mappings. Two items previously labeled ambiguity are more accurately analyzed as a direct directive and an indirect request. The remaining items comprise a context-dependent temporal symbol, a potential instance of verbal irony, and a literal evaluative address to a monkey rather than personification. Across the defensible cases, figurative language supports characterization, humor, interpersonal positioning, intensification, and narrative economy. The findings demonstrate that surface markers alone are insufficient for identifying figurative language and that multimodal context is essential in film dialogue. The study offers a more transparent coding framework for film-based figurative-language research and cautions against deriving broad moral themes from frequency counts without a separate thematic analysis. It also identifies methodological priorities for transcript verification, independent coding, and future multimodal comparison.
From Anxiety to Confidence: Implementing Communication-Orientation Motivation Therapy in Analytical Exposition Speaking Rizka Marlisa Aini; Latifah Nur Oktaviani; Feni Aurila; M Rayyan; Putri Humaira; Ainun Nurhidayah; Amanda Shulma Zuhra
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Public speaking in a foreign language can intensify anxiety when learners interpret a classroom presentation as an evaluative performance. This qualitative single-case study investigated how Communication-Orientation Motivation (COM) Therapy was implemented in analytical exposition speaking at SMAN 5 Banda Aceh. COM reframes public speaking as purposeful communication with an audience rather than a performance before judges. The case involved one English teacher with more than ten years of experience and a Grade XI science class of 31 students. Data comprised a semi-structured teacher interview and non-participant classroom observation and were analyzed thematically. Four themes characterized the implementation: communicative reframing of the speaking task, pre-class preparation of analytical exposition content, guided presentation followed by peer interaction, and teacher and institutional support for a low-threat classroom climate. The teacher assigned students to study the material before class, clarified the communicative purpose, encouraged speakers to engage classmates as interlocutors, and followed presentations with discussion and language support. These practices positioned COM as a classroom routine that integrates cognitive reframing, task readiness, and interaction. The findings show how the approach can be operationalized in a secondary EFL setting; however, they do not establish causal reductions in anxiety or gains in speaking proficiency because the study did not collect student self-report or pre- and post-performance measures.
EXPLORING THE ROLE OF FEEDBACK IN ENHANCING EFL STUDENTS’ ACADEMIC WRITING: A PHENOMENOLOGICAL STUDY OF FEEDBACK UTILIZATION STRATEGIES AND CHALLENGES Nizar Syahputra Alfaris; Sukarno Sukarno
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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This study explored the role of feedback in improving EFL students’ academic writing by examining its functions, implementation strategies, and challenges from both students’ and lecturers’ perspectives. While previous studies have focused on feedback effectiveness and types, limited attention has been given to how students internalize and apply feedback through reflection and the challenges involved. This study employed a qualitative interpretive phenomenological approach and was conducted at Yogyakarta State University, specifically in the fourth-semester Academic Writing course of the English Language Education undergraduate program. The participants consisted of seven students and one lecturer. Data validity was ensured through triangulation. Data were collected through observation, interviews, and document analysis, including draft writings with feedback annotations, and were analyzed using thematic analysis. The results show that feedback enhances EFL students’ academic writing by improving accuracy and developing critical thinking, metacognitive awareness, and learner autonomy. It serves as both a corrective and developmental tool through interpretation, reflection, and revision using strategies such as categorization, self-reflection, peer collaboration, and digital tools. Despite improvements, challenges involving time, technical feedback comprehension, and emotional responses remained. Theoretically, this study extends EFL feedback literature by conceptualizing feedback as a learner-mediated process that integrates cognitive, metacognitive, affective, and contextual dimensions in academic writing development. Practically, the findings provide implications for designing more dialogic, reflective, and student-centered feedback practices that enhance feedback literacy and academic writing instruction in higher education.
DUETS AND STITCHES: EXPLORING TIKTOK AS A SUPPLEMENTARY ENGLISH SPEAKING TOOL FOR UNIVERSITY STUDENTS Gina Adriani P Lanang; Aminah Aminah; Jamiluddin Jamiluddin
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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This research investigates students' perceptions of the impact of using TikTok on their speaking skills, identifying the benefits and challenges they encounter in the Speaking Class of the English Education Study Department at Tadulako University. Utilizing a mixed-methods approach, the study collected quantitative data through questionnaires from 19 students and qualitative data via semi-structured interviews with 5 selected participants using purposive sampling. The findings indicate that a substantial majority of students (89.5%) perceive TikTok as easy to use and beneficial for improving their speaking skills. Key features like "duet" and "stitch" were highlighted as highly effective for practicing pronunciation and intonation. However, students also reported significant challenges, including distractions from irrelevant content, encounters with inappropriate material, and feelings of awkwardness when creating videos. This study concludes that while students view TikTok as a fun and valuable supplementary tool for language learning, it is not considered a replacement for traditional methods. These findings underscore the need for educators to provide guidance on effectively utilizing TikTok while minimizing potential distractions.
THE EFFECTIVENESS OF PUPPET IN STORYTELLING ACTIVITIES TO ENHANCE EARLY CHILHOOD STUDENTS’ ENGLISH LITERACY Rina Sulicha; Eriston Eriston
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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This study aims to measure the influence and contribution of storytelling techniques using puppet media in developing English literacy among early childhood students, including improving oral language comprehension, vocabulary enrichment, and moral and social value development. The research employed a true experimental design with two groups: a control group (B1) and an experimental group (B3). Pre-tests and post-tests were administered to both groups in the form of vocabulary tests. However, treatment was only given to the experimental group using hand puppet media in storytelling activities, while the control group used picture media for literacy development. Participants were students from Classes B1 and B3 at TK Aisyiyah Bustanul Athfal Lhong Raya, with 24 students each, selected through random sampling. Data analysis was conducted using quantitative (t-test formula) and qualitative approaches (direct observation and simple interviews). The paired sample t-test analysis showed a t-table value (2.0686) greater than the calculated t-value (-9.67), with -9.67 < 2.068 and significance 0.000 < 0.05, indicating Ha acceptance. This can be interpreted as a significant difference in English literacy among kindergarten students at Bustanul Athfal before and after using puppet media in storytelling activities. Meanwhile, observation results and simple student interviews showed positive engagement and improved vocabulary retention through puppet-mediated storytelling activities.

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