Language and Education Journal
English Language Teaching English, Language Testing and Evaluation, ELT Material Development Translation in English Education, Linguistics Discourse Analysis in English Education, Analysis on English Literatures in English Education Context.
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<![CDATA[THE CORRELATION BETWEEN THE USE OF STUDENT-CENTERED STRATEGIES AND STUDENTS’ UNDERSTANDING OF ENGLISH VOCABULARY TESTS IN ELECTRICAL ENGINEERING CLASSES ]]>
<![CDATA[Paulina Novarita]]>;
<![CDATA[Leny Saily Rahmah]]>;
<![CDATA[Ramadhani, Fauzan]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.151
<![CDATA[Effective vocabulary acquisition is essential for students to engage with technical materials and succeed in professional environments in vocational education. This study investigates the correlation between student-centered learning strategies and students’ understanding of English vocabulary in electrical engineering classes at SMKN 6 Bandung. Using a quantitative correlational method, data were collected from 36 tenth-grade electrical engineering students through a structured questionnaire and a vocabulary comprehension test. The instruments were validated, and reliability was confirmed with a Cronbach’s Alpha value of 0.729. To analyse the data, descriptive statistics and Pearson’s correlation were applied. The results revealed a strong positive correlation (r = 0.852, p < 0.001) between the implementation of student-centered strategies and students’ performance on the vocabulary test. Moreover, 69.5% of students scored at or above the 70th percentile, with 36.1% achieving perfect scores. These findings are consistent with Gagné’s instructional model, indicating that a structured and student-centered learning approach enhances cognitive processing and promotes better vocabulary retention. The study concludes that incorporating student-centered strategies in technical English instruction significantly improves student outcomes and recommends further research across diverse vocational disciplines to confirm the generalizability of these results.]]>
<![CDATA[EXPLORING ENGLISH NEEDS OF ENGINEERING STUDENTS IN A VOCATIONAL HIGHER EDUCATION INSTITUTION: A NEED ANALYSIS ]]>
<![CDATA[Maria Puspa Sari]]>;
<![CDATA[Zuliana Lestari]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.285
<![CDATA[Need analysis is an initial step in designing a course. At this stage, what students really need to learn is investigated and analyzed so that the course can be well-designed and planned. This study aimed to investigate (1) what language skills, (2) what vocabulary topics, (3) what structures, and (4) what method of learning were needed in the English course in the coal mining engineering department. A triangulation method is used to obtain a comprehensive description of what mining engineering students’ English needs are. The current students, content lecturers, and professionals are the participants of this research. The instruments are a questionnaire (for students), a focus group discussion (for lecturers), and an interview (for professionals). This quantitative-qualitative study uses a descriptive approach in presenting its findings. Based on findings, four English skills should be integrated; the implementation of the four skills and glossary in context should be in line with its area of expertise, the structure of English should be given at the basic level, and L1 should be involved as the medium of instruction.]]>
<![CDATA[THE IMPACT OF PEER FEEDBACK ON STUDENTS’ RECOUNT WRITING PERFORMANCE ]]>
<![CDATA[Sabrina, Fadilatu]]>;
<![CDATA[Hasanah, Amaliah]]>;
<![CDATA[Salsabila, Mirrah]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.288
<![CDATA[This study investigates the impact of peer feedback on students’ achievement in writing recount texts among eleventh-grade students at SMA IBA Palembang. The research aims to determine whether the application of peer feedback can significantly enhance students’ writing performance compared to conventional teaching methods. Employing a quasi-experimental design, the study involved 68 students divided into two groups: the experimental group, which received peer feedback treatment, and the control group, which was instructed using traditional methods. Data were collected through pre-tests and post-tests and analyzed using paired and independent sample t-tests. The findings from the paired t-test revealed a significant improvement in the experimental group (t = -17.985, p = .000), while the control group showed no notable progress. Furthermore, the independent t-test indicated a significant difference between both groups (t = 8.331, p = .000). These results demonstrate that peer feedback is an effective strategy for improving students’ writing performance.]]>
<![CDATA[WHAT LECTURERS SAY: PERSPECTIVES ON MASTER STUDENTS' SPEAKING PROFICIENCY AT ONE PUBLIC UNIVERSITY IN JAMBI ]]>
<![CDATA[Samsinar]]>;
<![CDATA[Muhklas Abrar]]>;
<![CDATA[Ali]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.293
<![CDATA[This study examines the lecturers' perceptions of the speaking skills of master's students in the English Education program at a public university in Jambi. It discusses how lecturers evaluate their students' speaking abilities, identifies the main strengths and weaknesses, and addresses the pedagogical and institutional implications within the context of academic discourse. Three lecturers participated in semi-structured interviews to supply data for a qualitative case study. The results reveal striking differences in student proficiency; some students struggled with fluency, a limited vocabulary, and a lack of confidence when speaking English, while others demonstrated confidence, communicative competence, and the ability to convey meaning successfully. The findings also reveal that lecturers tend to prioritize fluency and coherence over grammatical accuracy, employing adaptive teaching strategies such as code-switching, scaffolding, and encouraging feedback to meet the diverse needs of their student body. These results highlight the disparity between institutional expectations and actual student performance, as well as the need for stronger language support systems. Each of these insights underscores the importance of aligning student needs with instructional support in the EMI environment. Overall, the observations highlight the importance of aligning student needs with instructional support in the EMI context.]]>
<![CDATA[THE EFFECTIVENESS OF USING SPEECHACE IN IMPROVING THE VOCABULARY OF THE STUDENTS AT THE LANGUAGE CENTER UNIT ]]>
<![CDATA[Riandini, Dini]]>;
<![CDATA[Romadhoni, Nova Salma]]>;
<![CDATA[Rofiqoh, Dayana]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.294
<![CDATA[An important component in learning languages, especially English, is developing vocabulary skills. However, students experience difficulties in understanding vocabulary. The problems they face include a lack of vocabulary and audio speed. The problem of vocabulary skills in students can be overcome with the help of the Speechace application. This study aims to determine whether there is a significant difference in vocabulary mastery skills between students who received instruction using the Speechace application and those who did not. This study was conducted using a quasi-experimental method. To analyze the data, a t-test was used. Based on the results of the independent sample t-test, it was revealed that the pvalue (0.000) was smaller than the αvalue (0.05) and the t-value obtained (8.463) was greater than the t-table value (4.734). This indicates that students who received instruction using the Speechace application and those who did not have significantly different vocabulary mastery skills. Therefore, students can learn vocabulary more effectively by using the Speechace application as a learning aid, particularly for English.]]>
<![CDATA[RHETORICAL STRUCTURE ANALYSIS OF DISCUSSION SECTIONS IN UNDERGRADUATE JOURNAL ARTICLES ]]>
<![CDATA[Putri, Eno]]>;
<![CDATA[Surlitasari, Desi]]>;
<![CDATA[Adam]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.299
<![CDATA[The rhetorical structure describes the interconnectedness between parts of a text to provide a coherent and logical presentation of arguments. In writing journal articles, students need to understand this concept, as it is important for clarifying the delivery of clear, logical, and convincing arguments, especially in the discussion section, where interpretation and articulation of scientific contributions are essential. However, previous studies have rarely focused on the rhetorical structure of undergraduate journal articles, especially in the academic field. This study aims to analyze the rhetorical structure of the discussion sections in journal articles written by undergraduate students, particularly those published in SINTA 3-accredited journals. The research was conducted at the University of the Riau Islands using a qualitative content analysis and thematic interpretation analysis. It breaks down the discussion section into six main moves and their accompanying sub-moves. The researcher analyzed ten undergraduate journal articles using documentation techniques and analytical coding sheets. The results of this study show that Move 2 (Reporting Results) and Move 4 (Commenting on Results) are the most used, whereas Move 5 (Drawing Conclusions) and Move 6 (Suggesting Future Research) appear infrequently. These findings suggest that students tend to focus more on presenting results but lack deeper interpretation and explicit articulation of their scientific contributions. Therefore, the author recommends that students use the rhetorical structure model as a reference to develop a more systematic, critical, and scholarly discussion section in their articles.]]>
<![CDATA[EXPLORING MULTICULTURAL-BASED PROBLEM-BASED LEARNING MODEL AS A STRATEGY TO ENHANCE BASIC READING COMPREHENSION FOR INDONESIAN EFL STUDENTS ]]>
<![CDATA[Utami, Elva]]>;
<![CDATA[Arono]]>;
<![CDATA[Wisma Yunita]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.308
<![CDATA[This study explores the effectiveness of multicultural-based Problem-Based Learning (PBL) model in enhancing basic reading comprehension among English language education students at three universities in Bengkulu, Indonesia. The objective was to assess whether integrating multicultural themes into PBL could improve reading comprehension compared to traditional teaching methods. A total of 140 students participated, divided into an experimental group and a control group. The experimental group engaged with multicultural PBL activities, while the control group followed a conventional teaching model. Pretest and posttest scores were analyzed using paired-sample t-tests, revealing significant improvements in the experimental group’s reading comprehension (p < 0.05). In contrast, the control group showed minimal change (p > 0.05). Qualitative data from student surveys and observational checklists indicated increased engagement, motivation, and cultural awareness among students in the experimental group. The study concluded that a multicultural-based PBL model is an effective approach for enhancing reading comprehension and fostering intercultural competence. It recommends incorporating multicultural PBL into language teaching curricula to improve both reading skills and global awareness among students.]]>
<![CDATA[THE DIGITAL DILEMMA: OPPORTUNITIES AND THREATS FOR ELT STUDENTS IN THE EVOLVING CLASSROOM ]]>
<![CDATA[Kencana, Nila]]>;
<![CDATA[Elviza Diana]]>;
<![CDATA[Ellya Revolina]]>;
<![CDATA[Episiasi]]>;
<![CDATA[Sam Hermansyah]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.312
<![CDATA[This study explores the opportunities and threats of digital tools in English Language Teaching (ELT) from the perspective of university students. Using a mixed-method approach that combined qualitative interviews and quantitative questionnaires, the research identifies both the benefits and challenges of digital learning environments. Findings reveal that approximately 80% of respondents perceived digital tools as beneficial for improving accessibility and motivation, while nearly 60% reported distractions and technical issues as key obstacles. Theoretically, the study draws on constructivist learning theory, which posits that technology supports learner autonomy when accompanied by meaningful interaction. The results highlight the dual nature of digital learning—its ability to enhance engagement while simultaneously creating new barriers to effective communication and focus. This study contributes to the growing discourse on digital pedagogy by offering contextual insights into ELT students’ experiences, providing practical implications for educators and policymakers seeking to optimize digital learning environments in higher education.]]>
<![CDATA[THE ROLE OF MULTICULTURAL LEARNING ENVIRONMENTS IN SHAPING STUDENTS’ MOTIVATION TO LEARN ENGLISH ]]>
<![CDATA[Aminah Hasanah, Nur Afifah]]>;
<![CDATA[Lestari , Wahyu]]>;
<![CDATA[Zainuddin]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.352
<![CDATA[This study examines the impact of multicultural learning environments on students’ motivation to learn English within the context of Sekolah Indonesia Kuala Lumpur (SIKL) in Malaysia. As a cross-cultural educational setting, SIKL serves as a unique space where diverse linguistic backgrounds, cultural identities, and social values converge, shaping students’ language learning experiences. Adopting a sociocultural perspective, this research examines how students’ interactions, cultural exchanges, and community practices contribute to their intrinsic and extrinsic motivation in English learning. Utilizing a qualitative case study approach, data were collected through classroom observations, interviews with students and teachers, and document analysis. The findings reveal that exposure to multiple cultures within the school environment fosters greater openness, communicative confidence, and positive attitudes toward English as a global language. Moreover, the presence of culturally responsive teaching practices and peer support systems significantly enhances students’ engagement and motivation. This study underscores the importance of acknowledging and integrating multicultural dynamics into language education to create more inclusive, motivating, and practical English learning experiences in international and Indonesian schools abroad.]]>
<![CDATA[LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY ]]>
<![CDATA[Astrid, Annisa]]>;
<![CDATA[Desvitasari, Deta]]>;
<![CDATA[Chairuman, Muhamad Chalik]]>;
<![CDATA[Dirgantara, M. Raditya Ramadhani]]>;
<![CDATA[Azzahra, Fatimah]]>
<![CDATA[ Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal ]]>
Publisher : <![CDATA[Universitas Islam Ogan Komering Ilir Kayuagung ]]>
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DOI: 10.52237/lej.v10i2.353
<![CDATA[This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns. ]]>
