English Education Journal (E2J)
English Education Journal (E2J) is an open journal that provides sources of scientific information addressed to researchers, research institutions, government agencies, and stakeholders. The journal receives manuscripts or articles in the field of English language teaching, linguistics and literature from domestic and international researchers. Focus and Scope 1. English Language Teaching 2. Linguistics 3. Literature
Articles
87 Documents
<![CDATA[THE RELATIONSHIP OF READING ANXIETY TOWARD READING STRATEGY ON GRADE EIGHT STUDENTS AT SMP NEGERI 3 BAUBAU ]]>
<![CDATA[Irawan, Irawan]]>
<![CDATA[ English Education Journal Volume 10, Number 2, November 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v10i2.1724
<![CDATA[Problem statement of this research was whether there was a significant and positive relationship of reading anxiety toward reading strategy on grade eight at SMP Negeri 3 Baubau. Objective of the research was to find out whether there was a significant and positive relationship ooff reading anxiety toward reading stratey on grade eight at SMP Negeri 3 Baubau. Data collection in this research was carried out using a research instrument in the form questionaire to determine the types of reading anxiety and readng strategy. The data obtained were analyzed by descriptive statistical analysis and inferential statistical analysis. The result of this research showed that there was not any significant and positive relationship between students’ reading anxiety and students’ reading strategy. This conclusion based on statistical analysis. Where the calculated F value of 0.004 with a significant value of 0.949. Because the calculated F value was greater and the F table and significant value was greater than ɑ (0.05). This meant that the null hypothesis was accepted and the alternative hypothesis was rejected.]]>
<![CDATA[THE EFFECT OF TEACHING STYLE ON STUDENTS’ ENGLISH PROFICIENCY AT SMA NEGERI 5 BAUBAU ]]>
<![CDATA[Hidayat, Hidayat]]>
<![CDATA[ English Education Journal Volume 10, Number 2, November 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v10i2.1725
<![CDATA[Problem statement of this research was whether there is any positive and significant effect of teaching style on students' English proficiency at SMA Negeri 5 Baubau. Objective of this research was to find out the effect of teaching style on students' English proficiency at SMA Negeri 5 Baubau. This research used a quantitative approach applying ex post facto method. Population in this research was all grade eleven students of SMA Negei 5 Baubau consisted of 192 students. The sample was taken by using simple random sampling technique namely 50 students at grade eleven of SMA Negeri 5 Baubau. Instrument of this research were questionnaire and test. Research outcomes indicate that score of F count was 0.050 with the significant value was 0.825. Because score of F count was greater than F table and score of significant was greater than α (0.05). It means that there was not any positive and significant effect of teaching style on students’ English proficiency at SMA Negeri 5 Baubau]]>
<![CDATA[EFL TEACHERS CHALLENGES IN DEVELOPING INTERACTIVE TEACHING MATERIAL FOR SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Rahman, Ali Wira]]>;
<![CDATA[Indahyanti, Rizka]]>;
<![CDATA[Nur, Sahril]]>
<![CDATA[ English Education Journal Volume 10, Number 2, November 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v10i2.1726
<![CDATA[This study investigates the challenges faced by English as a Foreign Language (EFL) teachers in developing interactive teaching materials for senior high school students. A qualitative approach was adopted, using a questionnaire distributed to 11 EFL teachers in senior high schools in Makassar. The questionnaire explored their experiences, challenges, and needs in developing interactive teaching materials. The findings reveal significant challenges, including limited access to technology, time constraints, and insufficient training. There are some recommendations that include in this study namely enhancing professional development programs, increasing access to resources, and addressing administrative workloads to enable teachers to create more engaging and effective materials.]]>
<![CDATA[EFL TEACHERS CHALLENGES IN DESIGNING ACCESSIBLE LEARNING TASKS ]]>
<![CDATA[Mada, Syahban]]>;
<![CDATA[Wahyuni B, Asti]]>;
<![CDATA[Nur, Sahril]]>
<![CDATA[ English Education Journal Volume 10, Number 2, November 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v10i2.1727
<![CDATA[This study aims to identify the challenges faced by English as Foreign Language (EFL) teachers in creating tasks that are accessible to all learners. The subjects of this study are 28 EFL teachers who teach at various schools in South Sulawesi. This study uses a qualitative descriptive approach to deeply explore data through interviews, observations, and document analysis. The results show that the main challenges faced by teachers include differences in student proficiency levels, limited resources, and a lack of training in designing inclusive tasks. Additionally, factors such as the learning environment and technological barriers also affect teachers' ability to meet the needs of all learners. This study provides important insights for the development of more inclusive teaching strategies that support effective learning in EFL classrooms.]]>
<![CDATA[SECONDARY ENGLISH LANGUAGE TEACHER’S PERCEPTIONS OF STUDENTS DIFFICULTIES IN LEARNING VOCABULARY FACED BY INDONESIAN EFL STUDENTS ]]>
<![CDATA[Baharudin, Baharudin]]>;
<![CDATA[Saifullah, Saifullah]]>;
<![CDATA[Alfadyah Zahra Hasan, Arini]]>
<![CDATA[ English Education Journal Volume 10, Number 2, November 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v10i2.1728
<![CDATA[Many EFL (English as a Foreign Language) students are aware of the importance of having good English language proficiency. Yet, many have not had much success in learning the vocabularies. Vocabularies is one of the most important aspects in learning English. Why do students have difficulties in learning English vocabulary? What efforts do they need to solve the problem in learning English vocabularies? The purpose of this study is to investigate the difficulties that hinder secondary school EFL students from mastering English vocabularies based on secondary English language teachers’ perceptions. The respondents of this study are four English subject teachers who teach English at SMP N 1 Buton. The English teachers were chosen as respondents because they had the most insight into their students' performance and the difficulties, they encountered in learning English vocabulary. The questionnaire, which served as the primary research tool, was employed to gather data on the EFL teachers' perceptions regarding the difficulties faced by their secondary EFL students in learning English vocabulary, and what efforts these EFL teachers should make in teaching vocabulary learning effectively to students. The results showed that the main difficulties or problems for students in learning vocabulary were related to students’ lack of motivation, limited teaching materials, lack of English exposure, and inadequate learning facilities. Regarding the EFL teacher's efforts in improving students’ English vocabulary was done by approaching interactive learning variations using the help of digital learning media that adapts to the development of the current era to improve students English vocabulary. This highlights that students’ motivation is the main problems for EFL students, with teaching material and English exposure also showed other factors that hinders them from mastering English vocabulary. Therefore, it suggests that new teaching and learning strategies should be introduced to address these challenges in English vocabulary learning.]]>
<![CDATA[EXPLORING TEACHERS' PERSPECTIVES ON STUDENT MOTIVATION IN ENGLISH LANGUAGE LEARNING AT MTsN 4 BUTON SELATAN ]]>
<![CDATA[Syafitri, Nining]]>;
<![CDATA[Hanafiah, Waode]]>;
<![CDATA[Adu, Baharudin]]>;
<![CDATA[Maneba, Sanaria]]>
<![CDATA[ English Education Journal Volume 10, Number 2, November 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v10i2.1732
<![CDATA[This research explores teachers' perspectives on strategies to enhance students' motivation in learning English at MTsN 4 Buton Selatan. The research identifies challenges such as student passivity and limited vocabulary, which hinder engagement in language learning. Using a phenomenological approach, data were collected from three teachers through semi-structured interviews and analyzed with NVivo software. The findings highlight that intrinsic motivation, driven by curiosity and personal interest, and extrinsic motivation, influenced by family, peers, and environment, were critical for fostering learning engagement. Teachers employed strategies such as creating supportive classroom environments, assigning meaningful tasks, offering praise, and providing constructive feedback to address motivational barriers. These approaches were crucial in enhancing students' willingness to participate and succeed. This research concludes by emphasizing the importance of holistic and adaptive teaching methods to balance intrinsic and extrinsic motivation for effective learning. Future research could focus on long-term impacts of motivational strategies and sociocultural influences on English language acquisition]]>
<![CDATA[INCORPORATING FREE WRITING TECHNIQUE IN ENGLISH CLASS: A CLASS ROOM ACTION RESEARCH TO IMPROVE STUDENTS’ WRITING ABILITY ]]>
<![CDATA[Dunifa, La]]>;
<![CDATA[Jaida]]>
<![CDATA[ English Education Journal Volume 11, Number 1, Mei 2025 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v11i1.1859
<![CDATA[This classroom action research aims to assist students overcome their writing problems and enhance the quality of their writing using freewriting technique. Specifically, the research aimed to address two research questions: (1) Is there any improvement on students’ writing quality through the implementation of free writing technique? (2) How is students’ perception toward the implementation of free writing technique? The research was carried out at SMPN 48 Buton during the even semester of academic-year 2023/2024 with 25 participants. The study was conducted in two cycles, with three steps in each cycle: preparation, implementation, and observation. Writing tests were applied to collect data on students’ writing performance, and students’ perceptions toward the application of freewriting technique were gathered through interview. The data were analyzed quantitatively and qualitatively. The results of the research shows that: (1) students’ writing quality is successful to be improved in two cycles of the implementation of freewriting technique, and (2) in general, students regard that their writing quality improve since freewriting technique is motivated, and the techique is also effective to reduce their writing anxiety. This implies that freewriting technique is significantly effective to improve students’ writing quality.]]>
<![CDATA[BEYOND THE RED PEN: EXPLORING EFL STUDENTS’ AUTONOMY AND STRUGGLES IN GRAMMAR CORRECTION ]]>
<![CDATA[Widiyantari, Yunita]]>;
<![CDATA[Rahma Aji, Kresna]]>
<![CDATA[ English Education Journal Volume 11, Number 1, Mei 2025 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v11i1.1860
<![CDATA[This study investigates how Grammarly, an automated writing feedback tool, supports the development of learner autonomy in grammar correction among EFL students; uncovers students’ perceptions of Grammarly’s role in grammar correction, their self-perceived responsibility in revision, and the challenges they face in becoming autonomous writers. This qualitative case study research involved ten students from the English Education Program at UIN Walisongo Semarang, representing both fifth and seventh semesters. Data were collected through semi-structured interviews, classroom observations, and document analysis of student writing samples. The findings reveal that Grammarly contributes to learner autonomy by providing real-time, non-judgmental feedback that encourages revision and raises grammatical awareness. Students demonstrated increasing responsibility for their learning by combining Grammarly feedback with self-editing and peer consultation. However, challenges such as tool over-reliance, limited grammar knowledge, and emotional barriers were also evident. The study concludes that while Grammarly has significant potential to support grammar learning autonomy, its effectiveness depends on students’ critical engagement and reflective use. Pedagogical guidance is needed to help learners maximize the tool’s benefits and avoid passive dependence]]>
<![CDATA[THE EFFECT OF USING PICTURES SERIES ON STUDENTS’ WRITING PARAGRAPH AT SMAN 2 LAKUDO ]]>
<![CDATA[Mido, La]]>;
<![CDATA[Irjayanti Herman, Ary]]>
<![CDATA[ English Education Journal Volume 11, Number 1, Mei 2025 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v11i1.1861
<![CDATA[The problem statement, “was there any significant differences effect on writing paragraph between group of students were taught by using pictures series and group on students who were taught with non using pictures series. The objective of this study was to find out if there was a significant differences effect on writing paragraph between group of students were taught by using pictures series and group on students who were taught with non using pictures series.” The present research employed a non-equivalent control group design and was classified as a quasi-experimental design. The population of this research consisted of all second-grade students at SMAN 2 Lakudo, which is a senior high school with six classes and a total of 150 students. The sample for this study consisted of approximately two classes, each of which had twenty-five students, selected using the cluster random sampling technique. The objective assessment used in the present study was a paragraph-writing activity. The SPSS 13 program was employed to collect data through pretests, posttests, and analysis. The findings of this study indicated that the use of picture series has a significant differential impact on students' paragraph writing when comparing those who taught by using picture series to those who taught without using pictures series. In this study, the experimental class (which received treatment using pictures) demonstrated greater comprehension of the text in comparison to the control class. This is evident in the mean score and the results of the ANOVA Analysis.]]>
<![CDATA[CULTURAL EXPRESSIONS IN PARENTING: FIGURATIVE LANGUAGE IN THE CIA-CIA LANGUAGE FOR EDUCATING CHILDREN IN WABULA DISTRICT ]]>
<![CDATA[Zamha Zamihu, Juamdan]]>;
<![CDATA[Saifullah, Saifullah]]>
<![CDATA[ English Education Journal Volume 11, Number 1, Mei 2025 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v11i1.1862
<![CDATA[This qualitative study explores the role of cultural expressions, specifically figurative language in the Cia-Cia language, used by parents to educate their children in Wabula District, Buton Regency. The study aims to identify (1) the types of figurative expressions embedded in daily parent-child communication and (2) their influence on children's cognitive development. Data were gathered through naturalistic observation and semi-structured interviews with four parents who frequently use Cia-Cia in household interactions. The findings reveal that similes, hyperboles, idioms, and personifications are commonly used—often unconsciously—to communicate values, emotions, and abstract concepts. These figurative expressions not only enrich the children’s linguistic input but also facilitate imagination, critical thinking, and the internalization of cultural norms. The study highlights the educational potential of local language expressions in fostering both cognitive growth and cultural identity. Increasing parental awareness of the pedagogical power of figurative language could enhance intentional teaching practices within local cultural contexts]]>
