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Irwan Sulistyanto
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INDONESIA
Jurnal Pendidikan Bahasa Inggris Proficiency
Published by Universitas Islam Kadiri
ISSN : 27164950     EISSN : 27750450     DOI : https://doi.org/10.32503/proficiency
Core Subject : Education, Social,
Education Social Sciences Other
Jurnal Pendidikan Bahasa Inggris Proficiency is published biannual on behalf of FKIP UNISKA, Kediri, East Java, Indonesia. This journal invites submission from lecturers, teachers, students of FKIP Uniska, and individuals concerned with topics related to English language teaching and learning. Jurnal Pendidikan Bahasa Inggris Proficiency welcomes researcher in both EFL and ESL context to publish professional or conceptual articles, and research articles formed in qualitative and quantitative study in the area of the following scopes: Analysis on English Literatures in English Education Context Discourse Analysis in English Education context ELT Material Development (K-12 and Higher Education) English Applied linguistics English for Specific Purposes in higher education English for Young Learners (K-12) and Adult (Higher Education) English Language Teaching in the four skills; listening, speaking, reading and writing English Language Testing and Evaluation Second Language Acquisition Translations in English Education
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "Vol 7 No 2 (2025): PROFICIENCY" : 10 Documents clear
REVEALING EFL STUDENTS' LEARNING ENGAGEMENT IN A VIRTUAL SPEAKING CLASSROOM Lestari, Erma Rahayu
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.7359

Abstract

Technology has made it possible for education to occur without boundaries, thus virtual learning has become a common mode in the realm of English language teaching. This study aimed to investigate EFL students’ learning engagement in a virtual speaking classroom, highlighting four aspects of learning engagement: behavioural engagement, cognitive engagement, emotional engagement, and agentic engagement. A phenomenological case study was employed with four EFL students enrolling in a virtual speaking classroom as participants to gain rich data collection. Non-participant observations and multiple in-depth interviews were conducted to collect the data, followed by a thematic analysis of the data. The findings revealed that behaviour, cognitive, and agentic engagement in the EFL virtual speaking classroom were identified, yet emotional engagement and positive emotion were missing. Accordingly, more studies on learning engagement associated with other variables and different settings are recommended for future researchers
SPOTIFY APPLICATION ON THE STUDENTS’ VOCABULARY ACHIEVEMENT: AN EXPERIMENTAL STUDY Permani, Debina Putri; Rahayu, Endang Mastuti; Agustina, Eliasanti
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.6948

Abstract

The study investigated the influence of the Spotify application on the vocabulary achievement of eleventh-grade students. The research identified the need for engaging methods to enhance vocabulary learning, as non-technology media approaches often failed to captivate students. Spotify’s audio media features, such as songs and lyrics, offered contextual and interactive learning opportunities. Previous studies and the theoretical framework suggested that digital platforms like Spotify could significantly influence students’ vocabulary acquisition by presenting language in dynamic and authentic contexts. This study took a quantitative approach, using a pretest and posttest experimental research design that involved 80 students divided into experimental and control groups. The experimental group used Spotify for vocabulary exercises, including listening to curated songs, analyzing lyrics, and completing interactive tasks, while the control group received conventional lessons. Data analysis through IBM SPSS 19 assessed vocabulary improvements between the two groups, highlighting Spotify’s pedagogical advantages in creating engaging and effective language-learning environments. The results confirmed the alternative hypothesis (Hₐ), indicating that Spotify enhanced vocabulary achievement. The null hypothesis (H₀), which assumed no significant difference, was rejected. The results confirmed that Spotify enhanced vocabulary achievement. This suggested that integrating Spotify into language instruction not only influenced vocabulary retention but also fostered motivation and engagement among students, marking it as an effective educational tool.
GAMIFIED ENGLISH LEARNING: EVALUATING DUOLINGO MOBILE APPS IMPACT ON DET PERFORMANCE AMONG INDONESIAN COLLEGE STUDENTS Istighfaroh, Faridatul
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.6992

Abstract

This study explores the effectiveness of Duolingo, a well-known English mobile application, in enhancing university students’ scores on the Duolingo English Test (DET). The DET itself has transformed to be an official English assessment like TOEFL or IELTS and has been recognized by institutions abroad. The research employed a quasi-experimental design which involved 110 EFL students in an Indonesian university who were asked to use Duolingo consistently for 7 weeks. Pre-test and post-test of DET scores were gathered to measure the impact of regular Duolingo use. The findings revealed a sig (2-tailed) value of 0.001 (0.001 < 0.05) which shows there is an improvement in the university students’ DET scores in the 7th week after intervention, especially on vocabulary, reading and listening comprehension. The results suggest that incorporating mobile-assisted language learning tools like Duolingo can be an effective strategy to enhance students’ English proficiency and test performance. This study contributes to the rising evidence supporting technology involvement in English language learning, especially in preparation for standardized English tests like DET.
THE EFFECT OF DUOLINGO IMPLEMENTATION ON SEVENTH-GRADE STUDENTS’ VOCABULARY MASTERY Dewi, Ni Putu Adis Cantika; Santosa, Made Hery; Dewi, Kadek Sinthya
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.6799

Abstract

Mastering vocabulary is important in order to elevate English skills in every aspect (Reading, Listening, Speaking, Writing). In learning a language, a strong fundamental of vocabulary knowledge is needed. However, it seems difficult to learn English if students do not master the vocabulary. Based on preliminary observations by researchers at Public Junior High School in North Bali, researcher found that most students' vocabulary skills did not meet the standards set by the school curriculum. The purpose of this study is to determine the impact of Duolingo on the vocabulary skills of 7th-grade students in Public Junior High School In North Bali. The researcher wants to know and investigate whether the use of Duolingo has a significant effect on the vocabulary skills of 7th-grade students by comparing two different groups. One group got treatment by implementing Duolingo in the learning process, while the other group did not receive treatment. This study used an explanatory sequential mixed method design using The post-test of quasi-experimental design. The results of this study showed that the average score in the experimental class from the post-test value is higher than the control group. From the paired t-test result, it is shown that sig.2 tailed of 0.000 <0.05 which indicates that using Duolingo does affect students’ vocabulary mastery
GAMIFICATION APPROACHES IN ELT: IMPLEMENTATION AND ITS INFLUENCE ON ESP ACCOUNTING STUDENTS' VOCABULARY MASTERY Prasongko, Angga; Farikha, Ninik; Lestari, Pritantina Yuni; Hamida, Ulfi Dina
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.7395

Abstract

High motivation and interest in the teaching and learning process are important factors in achieving learning objectives. Lecturers in the classroom have a very important role in achieving these objectives. Lecturers must use a creative, innovative, and modern learning approach in order to achieve learning objectives. Research with the aim of providing a breakthrough as a role model for technology-based English teaching and learning activities in the context of English for Specific Purpose (ESP) needs to be applied to answer these problems. This research is a qualitative type with a descriptive approach supported by quantitative data through a quasi-experimental design. The research subjects implemented by the Word-wall game in learning were carried out by lecturers through five stages. The use of the Word-wall game in learning activities significantly increased students' English vocabulary scores. The results of the study showed that the Word-wall game is an effective and interesting learning media to improve students' English vocabulary mastery and has an effect on increasing student motivation and participation in class to learning process.
MAXIMIZING ENGLISH PROFICIENCY THROUGH SHORT-TERM INTENSIVE COURSES Asyhar, Wildan Isna; Naf'ihima, Fika Ar-rizqi
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.7361

Abstract

This study investigates the effectiveness of a short-term intensive English course designed to improve English Proficiency Test (EPT) scores among postgraduate students at Universitas Islam Kadiri (UNISKA) Kediri. EPT at UNISKA mirrors the TOEFL structure and functions as a critical requirement for postgraduate academic standards. However, many students struggle to meet the required scores due to limited time and lack of targeted instruction. Drawing on theories of motivation (Goal Setting Theory, Achievement Goal Theory, and Behavioral Goal Setting Theory) and Kolb’s Experiential Learning Theory, this research implements a five-session course focusing on listening, structure and written expression, and reading comprehension. The study uses a pre-experimental one-group pretest-posttest design with 70 postgraduate participants. Findings show a significant improvement in students’ EPT scores after completing the course. The results highlight the potential of well-structured, short-term interventions in enhancing academic English proficiency in a time-efficient manner, particularly when tailored to learners' needs and supported by motivational strategies. This study offers practical insights for higher education institutions aiming to support postgraduate students in meeting English language proficiency standards.
BUILDING THE STUDENT CHARACTER THROUGH OUTDOOR ACTIVITY TO UNIVERSITY STUDENTS Riadi, Muhammad Fajar; Nurhajati, Diani
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.6840

Abstract

In the world of education, teaching literature is not only aimed at introducing literary works, but also at shaping students' characters through understanding the values. One of the ways to do that is conducting outdoor activity, which provides direct and contextual experience in connecting literature with real life. The objective of the research is to describe the strategies to build students’ characters in Introduction to Literature course through outdoor activity at University of Nusantara PGRI Kediri. This research used qualitative approach in which the subjects included the course lecturer and two students who participated in the outdoor activity. To collect data the researcher employed observation in the field, interviews, and document analysis. The study found that in the outdoor activity took place at Joyoboyo Forest Park Kediri. At the end of the activity, the students produced poems as the project. The activities, such as environmental observations, group discussions, and writing environmental-themed poems could build students’ character. Those activities developed the characters such as cooperation, responsibility, tolerance, discipline, and environmental awareness. The researcher recommended to other lecturers to do further integration of main course materials and outdoor activities, as it helped the students understand the materials of the course easily.
AN ERROR ANALYSIS ON THE USE OF SIMPLE PAST TENSE IN NARRATIVE TEXT MADE BY SENIOR HIGH SCHOOL STUDENTS Fatmawaty, Riryn; Faridah, Fita; Damayanti, Fitria Alifia
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.6624

Abstract

An Error Analysis on the Use of Simple Past Tense in Narrative Text Made by Senior High School Students at MAN 1 Lamongan (A Descriptive Research). Under the research of the English Education Department, the Faculty of Teacher Training and Education, Lamongan Islamic University.This research aimed to discover the errors on using simple past tense in narrative text made by Senior High School students. The method of this research was descriptive research. The population of this research was the first grade of Senior High School at MAN 1 Lamongan. The sample consisted of 24 students taken from eight class, in Academic Year 2022/2023. The data were collected through the students’ worksheets. The findings of this research indicated that there were 98 total errors that students made which were classified into four categories based on the surface strategy taxonomy. Those were errors of omission with 76 errors, errors of addition with 3 errors, misformation with 15 errors, and misordering with 3 errors. The students made the dominant error in the omission category. It can be seen from the percentage result where omission was 80%, then followed by error of addition with 3%, error of misformation with 14%, and misordering with 3%. Based on the findings, it can be concluded that the first-grade Senior High School at MAN 1 Lamongan had many errors in writing narrative text, especially in using simple past tense. For the next researcher, hopefully, this research can be useful as their reference to conduct other research in different aspects of grammar
LEVERAGING ARTIFICIAL INTELLIGENCE FOR ELT: A SYSTEMATIC REVIEW Naila, Najmi; Hajija, Iis; Torihoran, Naf'an
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.6955

Abstract

Artificial Intelligence (AI) in English language learning (ELT) is growing rapidly, offering personalized learning, instant feedback, and better student engagement. However, Challenges include usage ethics, technology dependence, and educator readiness. Prior research on AI's advantages and difficulties in ELT is summarized here. A systematic review using the PRISMA method analyzed 15 studies from various academic sources related to AI in English language learning, such as PubMed, ScienceDirect, Taylor & Francis, and Mendeley. AI has been found to improve students' language skills, motivation, and engagement through tools such as chatbots and machine learning. However, challenges such as plagiarism, lack of long-term studies, and educator readiness still need to be addressed. AI has the potential to improve ELT, but it requires a mature implementation strategy to address ethical challenges, teacher training, and long-term effectiveness. Keywords: AI in Education, Artificial Intelligence, English Language Teaching, Systematic Review.
A CONTENT ANALYSIS OF “ENGLISH FOR NUSANTARA” FOR SEVENTH JUNIOR HIGH SCHOOL Hidayah, Vita Tri Kurniawati; Zahro, Syifa’ Khuriyatuz
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.6689

Abstract

Textbooks are essential in the teaching and learning process, offering structured guidance to achieve the goals of language learners. This study aimed to evaluate the English textbook "English for Nusantara" for the seventh grade year students of Junior High School, published by the Ministry of Education, Culture, Research, and Technology, within the context of Indonesia’s Merdeka Curriculum. Using a qualitative descriptive research design, the content of the textbook was analyzed based on BSNP (Badan Standar Nasional Pendidikan) criteria to assess its relevance and suitability for young learners. Findings reveal that the textbook meets most BSNP standards, making it a suitable resource for teaching English at the junior high school level. However, several areas could benefit from further enhancement, particularly in content depth and cultural representation, to better support language acquisition and engagement. This study highlights the importance of continuous content evaluation to align educational materials with evolving curriculum standards.

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