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Irwan Sulistyanto
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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 125 Documents
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Learning Strategies Employed by Non-English Department Students during Native Speaker Interview Sessions Survia, Desty; Idris, Meity Hadzriana
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 1 (2026): 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.v8i1.8526

Abstract

The study participants were 46 first-semester students of the Early Childhood Islamic Education (PIAUD), Islamic Elementary School Education (PGMI), and Islamic Religious Education (PAI) study programs at STIT INSIDA Jakarta who were taking general English courses in the first semester of 2024. Data were collected through semi-structured interviews following interviews with native English speakers. The data were analyzed using thematic analysis based on the Oxford classification of language learning strategies, including memory, cognitive, compensatory, metacognitive, affective, and social strategies. The results showed that students faced several major obstacles, namely limited vocabulary, pronunciation difficulties, and low confidence when speaking. To overcome these obstacles, students most often used compensatory strategies, such as paraphrasing, using simple sentences, and body movements. In addition, cognitive and metacognitive strategies were also widely used in the form of question practice, answer planning, monitoring, and evaluating speaking performance. Affective strategies helped students manage anxiety, while social strategies supported learning through interactions with peers and native speakers. These findings suggest that interview sessions with native speakers encourage the use of a variety of language learning strategies that contribute to the improvement of vocabulary and speaking confidence of non- English Department students. Keywords: Language Learning Strategies Non-English Department Students, Interview , Native Speaker, Speaking Skill
Implementation of Video Quiz (Educaplay) through Discovery Learning to Improve Learning Outcomes in Narrative Text Kirana, Khalida -; Basuki, Edi Pujo; Faizah, Nurul
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 1 (2026): 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.v8i1.8161

Abstract

Low student learning outcomes is problems in English language learning on narrative text material at junior high school level. This study aims to examine the application of video quiz (Educaplay) in the discovery learning model to improve student learning outcomes in narrative text material. This study used a classroom action research design implemented in two cycles on class VIII C students at Khadijah Junior High School. Data were collected using tests and questionnaires. The results showed that the pre-cycle results showed that the average student score was 74.55 with a completeness of 60.61%. After implementing the actions in cycle I, the average score was 79.7- with a learning completeness of 72.73%. Furthermore, improvements were made in cycle II by using more adapted learning models and strategies and more optimal time. In cycle II, the average student score increased to 85.76 with a learning completeness of 84.85%. In addition, the standard deviation also decreased from 21.08 (pre-cycle) and 15.10 (cycle 1) to 12.00 (cycle II), indicating that student learning outcomes were more average than before. Thus, the use of the discovery learning model with video quiz (Educaplay) is effective in improving student learning outcomes in narrative text learning.
IMPROVING STUDENT’S SPEAKING SKILL THROUGH WORD RELAY GAME ON INTRODUCTION ONE-SELF MATERIAL IN MTSN 1 PROBOLINGGO Tarwiyah, Lailatut; Hikmah, Durratul; Sulastri, Sulastri
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 1 (2026): 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.v8i1.8413

Abstract

Speaking skill is a crucial component of English language learning; however many EFL students experience anxiety, low confidence, and limited vocabulary when speaking. This classroom action reseacrh aimed to improve the speaking skill of seventh-grade students at MTsN 1 Probolinggo throught the implementetion of the Word Relay Game in self-introduction materials. The study applied two cycles following the Kemmis and McTaggart model, involving 25 students.data were collected through speaking tests, observation, and fiel notes. To overcome this, researchers combine the principles of Communicative Language Teaching (CLT) and Game-Based Learning (GBL) in an interesting and innovative teaching method. The results showed a significant increase in students' average scores from 36.92 in the pre-test, increasing to 60.60 in the first cycle, and reaching 89.40 in the second cycle. Overall learning completeness is achieved, where 100% of students can achieve the specified minimum grade. These resukts indicate that the Word Relay Game effectively enhances students pronounciation, fluency, vocabulary use, and speaking confidence. Therefore this strategy can be considered an effective and engaging alternative for teaching speaking skills in junior high scholl EFL classroom. development.
THE IMPACT OF MACHINE TRANSLATION ON ENHANCING STUDENTS’ TRANSLATION SKILLS IN WRITING Putri, Citra Anggia; Sibarani, Berlin
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 1 (2026): 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.v8i1.7899

Abstract

This study explores how machine translation (MT) tools, particularly Google Translate, can be utilized to improve translation skills in writing among English Literature students. The participants of this research were ten English literature students. Employing a qualitative research with case study as the research design. The data were collected using in-depth interviews followed by observation and translation tasks. As digital tools become increasingly integrated into language learning, it is important to understand both the pedagogical benefits and limitations of MT in academic settings. This case study investigates how students use MT in translating literary and academic texts, how they evaluate the accuracy of MT outputs, and how they engage in post-editing to enhance their linguistic awareness and critical thinking. The findings are expected to provide practical insights for incorporating MT tools into translation teaching strategies while fostering students' autonomy and accuracy in translation.
INTERNATIONAL STUDENTS’ PERCEPTIONS OF DIGITAL TECHNOLOGY USE IN PKPBI AT UIN MALANG Amnan, Amira Aulia; Ni'am, Hoirotun; Suffyany, Soleh; Rohmana, Wahyu Indah Mala
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 1 (2026): 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.v8i1.8350

Abstract

The rapid advancement of technology in the digital era has influenced various fields, including higher education. Most universities have integrated technology as a medium of instruction, and Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang is no exception. This study aims to explore international students’ perceptions of the use of digital technology in English language learning in Special English Language Program (PKPBI) at UIN Malang. This research employs a descriptive qualitative approach with data collected through structured interviews with 5 international students. The study is grounded in the Technology Acceptance Model (TAM) proposed by Davis (1989), which consists of two key components: Perceived Usefulness and Perceived Ease of Use. This research also refers to a previous study conducted by Hidayat et al. (2022), titled “Digital technology supporting English learning among Indonesian university students,”. The present study extends their research by focusing on international students at UIN Malang. Preliminary findings indicate that international students have a positive perception of the use of digital technology in PKPBI learning at UIN Malang.
Students’ Perceptions of YouTube Videos To Enhance English Vocabulary Alqaromah, Maylan; Setiani, Rulik
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): 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.v8i2.8949

Abstract

The integration of digital media into language learning has transformed the way students acquire English vocabulary beyond the classroom, with YouTube emerging as a widely used platform that provides rich audiovisual content supporting vocabulary development. Despite its popularity, understanding of how students perceive and utilize YouTube as a learning medium remains limited. This study employed a qualitative descriptive approach to explore students’ perceptions of using YouTube videos to enhance English vocabulary, focusing on cognitive, affective, and conative aspects. Twenty-three undergraduate students from the English Education Study Program participated in the preliminary stage, and fourteen who met the criteria were selected for in depth interviews through purposive sampling. Data were collected using semi structured interviews and analysed thematically to identify patterns in students’ experiences. The findings reveal that YouTube facilitates contextual vocabulary comprehension in the cognitive aspect, enhances motivation and enjoyment that strengthen engagement in the affective aspect, and fosters independent learning behaviours such as replaying videos, using subtitles, and taking notes in the conative aspect. Challenges remain, including inconsistent study habits, reliance on personal interests, and potential distractions. In conclusion, YouTube holds strong potential as a medium for vocabulary learning, yet its effectiveness depends on structured and strategic use to optimize benefits.
The Impact of Engoo Web Application on Students’ Reading Ability: A Quasi-Experimental Study Gumawang, Bintang Ilham; Dewi, Puspa; Johan, Andrian Nuriza
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): 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.v8i2.8802

Abstract

This study aimed to test the effectiveness of the Engoo Web App in improving fifth-grade students' English reading skills. A quantitative experimental research design was used involving 60 students, divided into an experimental group and a control group. Data were collected using pre-test and post-test instruments and analyzed through descriptive statistics, N-Gain analysis, and the Mann–Whitney U test. The results showed that the experimental group achieved a higher mean post-test score (M = 82.45) than the control group (M = 71.30), with a moderate N-Gain of 0.56, compared to 0.28 in the control group. The Mann–Whitney U test revealed a statistically significant difference between the two groups (p < 0.05), indicating that the improvement in reading skills was influenced by the instructional treatment. The effectiveness of the Engoo Web App can be attributed to its interactive and multimodal features, including structured reading materials, pronunciation guides, and audio support, which align with constructivist learning principles and encourage active student engagement. Despite its positive findings, this study is limited by its small sample size and short intervention period. Future research is recommended to involve larger samples and longer treatment durations to further explore the long-term effects of digital reading platforms on the development of English reading skills.
Exploring University Students’ Experiences of Differentiated Vocabulary Instruction in an EFL Classroom Wiraningsih, Putu; Manik, Ni Putu Ines Marylena Candra; Budiarte, Agus
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): 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.v8i2.8841

Abstract

This study investigated the implementation of Differentiated Instruction (DI) in an English as a Foreign Language (EFL) classroom, specifically within an Instructional Vocabulary course involving students of the English Language Education Department at a university. The study aimed to explore (1) how DI was implemented in the teaching of vocabulary, (2) the benefits perceived by students, and (3) the challenges encountered during its implementation. A qualitative research approach was employed, involving classroom observations and semi-structured interviews with 30 undergraduate students. The findings revealed that DI was implemented through the differentiation of content, process, and product, following Tomlinson’s framework. In the context of vocabulary learning, content differentiation was reflected in the use of varied lexical materials with different levels of difficulty, process differentiation was evident in interactive and collaborative vocabulary learning activities, and product differentiation allowed students to demonstrate vocabulary mastery through diverse outputs. The results indicated that DI contributed positively to students’ vocabulary development, particularly in enhancing engagement, motivation, and the acquisition and use of vocabulary in context. However, several challenges were identified, including issues related to time management, classroom organization, and the need for careful lesson preparation. The study suggests that DI can be effectively implemented in university-level vocabulary courses when lecturers design flexible learning activities that accommodate students’ diverse readiness levels, interests, and learning profiles.
Montessori Classrooms Trough A Differentiated Instruction Lens: Teachers’ Practice In Mixed-Age Classes Febriyanti, Karina; Rahayu, Puji
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): 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.v8i2.8759

Abstract

Montessori classrooms are widely recognized for supporting individualized learning; however, limited research has examined how these practices align with the framework of differentiated instruction (DI). This study addresses this gap by investigating the extent to which DI is evident in Montessori upper elementary English classrooms. A qualitative case study design was employed using semi-structured interviews with two Montessori English teacher working in mixed-age classrooms. Data was analyzed through thematic analysis using Tomlinson’s differentiated instruction framework as an analytical lens. The findings indicate that differentiated instruction is strongly present in practice but emerges as an implicit and experience-based approach rather than a formally planned instructional strategy. Teachers reporting adjusting instructional delivery based on readiness, providing individualized scaffolding, implementing flexible grouping and peer tutoring, and using continuous informal assessment to guide pacing and mastery-based progression. However, evidence of product differentiation was limited, as students generally demonstrated learning through similar output formats. The study concludes that differentiation in Montessori classrooms is structurally embedded within Montessori pedagogy, particularly through mixed-age grouping, student autonomy, and observation-based teaching. These findings suggest that differentiated instruction can develop organically through pedagogical design, offering insights for educators seeking to support learner diversity without relying solely on formal DI frameworks. Keywords: Differentiated instruction, individualized learning, learner diversity, mixed-age classroom, Montessori education
EFL Need Analysis Among Eighth Graders: Aligning With 8 Dimensi Profil Lulusan Utari, Zeli; Yovi, Febri Yonanda; Kardena, Absharini; Lismay, Leli
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): 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.v8i2.8965

Abstract

This research was conducted to identify the English learning needs of eighth-grade students at MTs Muhammadiyah Alamanda using the mixed method approach by integrating quantitative data from the questionnaire and qualitative data obtained from interviews. The questionnaire was designed with 15 questions answered by 20 participants based on the four-point Likert scale where 10 questions had validity scores above r-count > 0.444 and high reliability value of Cronbach's Alpha = 0.858. Based on the descriptive statistics, consistent positive scores were gained across all valid questions ranging between 3.35 to 3.75. The highest needs of students were found in the categories of corrective feedback from the teacher (M = 3.75), classroom atmosphere that is supportive (M = 3.75), and speaking skills required for social interactions (M = 3.70). It was further identified in the qualitative results gathered from interviews with teachers and students that the students preferred dynamic and interactive learning activities to passive ones. With the process of triangulation of both sets of data, the needs of the students have been analyzed in connection with the 8 Dimensi Profil Lulusan namely, Communication, Critical Thinking, Creativity, Collaboration, Independence, Citizenship, Health, and Faith & Piety.

Page 12 of 13 | Total Record : 125

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