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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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Analysis of Illocutionary Acts in Classroom Interaction Rahayu, Rahayu; Luthfiyati, Dian; Widyaiswara, Tiara; Shigemoto, Yuki
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.v8i2.8622

Abstract

Interaction pattern is formed through speech acts uttered by lecturers and students as a means to achieve learning objectives. This study aims to identified the types of illocutionary acts expressed by the lecturer and students during class interaction in Class B of the English Education Department at Universitas Islam Lamongan. Using a qualitative descriptive method, data were obtained through non-participant observation and audio recordings. The recorded utterances were transcribed and examined based on speech act theory. A total of 384 utterances were documented, including 145 assertive, 187 directive, five commissive, and 47 expressive forms. The lecturer demonstrated four categories of illocutionary acts-assertive, directive, commissive, and expressive. While the students produced three: assertive, directive, and expressive. The results reveal the presence of various speech acts during classroom interaction. These findings can be used as a foundation for developing learning activities that foster student engagement and encourage the use of diverse speech acts.
Enhancing Students Speaking Ability Through Effortless English Video Technique Prasetiyowati, Eni; Muhyidin, Moh.
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.v8i2.8850

Abstract

This research explores the use of the Effortless English Video Technique to enhance students’ speaking ability at Universitas Islam Negeri Syekh Wasil Kediri. Speaking is one of the essential skills in English learning, yet many students still face difficulties such as lack of confidence, limited vocabulary, poor pronunciation, and fear of making mistakes. The Effortless English Video Technique which is developed by A.J. Hoge provides an engaging way to help students speak fluently and naturally through repeated listening and speaking practices using authentic English videos. The study aims to describe the implementation of this technique and to investigate its potential in improving students’ speaking ability. The research employs a Classroom Action Research (CAR) design using McTaggart’s model, consisting of planning, acting, observing, and reflecting stages conducted in two cycles. The participants are first semester students of the English Department. Data are collected through observation, questionnaires, and speaking tests. The quantitative results showed a significant improvement: the mean score increased from 76,39(pre-test) to 83.71 (post-test, cycle 2), indicating a 9,6% increase in the class average. Crucially, the percentage of students achieving the Minimum Mastery Criterion (KKM) (a score of 75) substantially increased from 46% in the pre-test to 89% in the post-test. Questionnaire results indicated a high positive perception from students, especially regarding increased motivation and public speaking confidence. Therefore, the Effortless English Video Technique is proven to be an effective and engaging method for enhancing students' speaking ability.
The Effect of Jigsaw Cooperative Learning on Reading and Writing Skills of B1 Level High School Students Wijaya, Berlianti Sonia; Ratih, Koesoemo
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.v8i2.8857

Abstract

This study investigates the effectiveness of the Jigsaw Cooperative Learning model on the English reading and writing skills of tenth-grade students at SMA Negeri 1 Kartasura, aligned with the CEFR B1 standard. A quasi-experimental design was employed, involving an experimental group and a control group, with data collected through pretests, posttests, and student perception questionnaires. Statistical analysis using an independent samples t-test yielded a p-value of 0.000, indicating that the Jigsaw model significantly improves reading and writing skills compared to conventional methods. The experimental group achieved greater score improvements, facilitated by peer tutoring and the distribution of responsibilities within expert and home groups. Questionnaire results further revealed that students responded positively, demonstrating enhanced enthusiasm, self-confidence, and active engagement in classroom activities, although some required additional guidance to optimize individual responsibilities. These findings suggest that the Jigsaw model is an effective instructional strategy for integrating language skills, fostering collaborative learning, and supporting CEFR B1 proficiency within the 2025 curriculum. This study recommends adopting the Jigsaw model to create a more interactive, self-directed, and outcome-focused learning environment.
Students' Perceptions of Gemini AI as a Learning Assistant in Writing Class of Fourth Semester of STKIP Muhammadiyah Pagaralam Ayu, Mellisya Sekar; Fitrilia, Ise; Wahyuni, Sri
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.v8i2.8882

Abstract

This study investigates students’ perceptions of Gemini AI as a learning assistant in the writing class of fourth-semester students at STKIP Muhammadiyah Pagaralam. Using a descriptive qualitative approach, data were collected through open-ended questionnaires distributed to 30 fourth-semester students from Class A (17 students) and Class B (13 students) selected via purposive sampling. The data were analyzed using thematic analysis following Braun and Clarke’s framework. The findings reveal that students hold predominantly positive perceptions of Gemini AI, perceiving it as a comprehensive writing support tool that assists in idea generation, writing structure organization, writing quality improvement, time efficiency, vocabulary development, and overcoming writing difficulties. Students also reported increased confidence and motivation after using Gemini AI. However, challenges were identified, including concerns about output accuracy, potential dependency on AI, and issues related to plagiarism. Overall, Gemini AI functions as a multifaceted learning assistant that positively influences both the technical and emotional dimensions of students’ writing experiences, although balanced and critical use is strongly recommended.
Health Polytechnic Lecturers’ Common Errors in Structure and Written Expression Tests Purinanda, Faza Hannan; Nurhadianti, Sefi; Trisurini, Andika
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.v8i2.8680

Abstract

The opening of international classes in several Health Polytechnics of Ministry of Health brings about direct and indirect ramifications. One of them is the increasing demand for English competency among the lecturers, as shown by their TOEFL ITP scores. In this regard, Structure and Written Expression is deemed the most difficult section of the test, hindering the attainment of the required scores. Therefore, this study attempts to find out the difficulties faced by the lecturers of a Health Polytechnic of Ministry of Health in answering the Structure and Written Expression questions. This is a basic qualitative study, employing error analysis as the main approach to examine the questions and lecturers’ answers in TOEFL ITP preparation programs. The results show that there are still difficulties in sentences containing dependent clauses as well as noun and verb phrases. Also, Written Expression questions are deemed more difficult than those of Structure.

Page 13 of 13 | Total Record : 125

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