Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

ENGLISH FRANCA : Academic Journal of English Language and Education

english
Website

Published by Institut Agama Islam Negeri Curup

ISSN : 25803670 EISSN : 25803689 DOI : http://doi.org/10.29240/ef

Core Subject : Religion, Education, Social,

Religion Education Languange, Linguistic, Communication & Media Social Sciences

ENGLISH FRANCA : Academic Journal of English Language and Education is an International Jurnal that refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of English as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of English Language Teaching and Linguistics. This journal is an academic journal that published twice a year in May and November by Institut Agama Islam Negeri (IAIN) Curup.

Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa

Articles 191 Documents

16 17 18 19 20

Creating Animated Short Stories with Digital Apps: Project-Based Learning in EFL Classroom Santiana, Santiana; Silvani, Dea; Syakira, Sitti; Miguel Cardoso, Luis; Temitope Sulaimon, Jamiu; Khan, Tariq
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13341

This study aims to investigate the benefits of implementing project-based learning (PBL) to create short stories using digital apps at the university level. Thirty-nine students from the English Education Department at a university in West Java were purposively selected as participants because they were enrolled in a Digital Storytelling course, making them directly relevant to the study’s objectives. They used a digital application to facilitate a project that required them to visualize their narratives as animated videos. This study employed a qualitative case study approach, with data collected through student reflections, observations, and semi-structured interviews. The data were analyzed thematically, following coding, categorization, and interpretation processes to identify recurring themes and patterns in students’ experiences. The findings indicate that students improved their listening, speaking, reading, and writing skills while enhancing their communication, teamwork, problem-solving, and technical abilities. Moreover, PBL fostered creativity, critical thinking, and collaborative engagement, creating a positive and supportive learning environment. These results suggest that integrating PBL with digital storytelling can significantly strengthen language proficiency and 21st-century skills, highlighting the need for institutional support to overcome technical challenges.

Using Animation Videos in Developing Listening Skills Among Junior High School Students Safira, Mutiarasafira; Kamaruddin, Abd; Arid, Muhammad; Aminah, Aminah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13363

Listening cannot be underestimated, because listening is an important aspect of communication. In life if someone communicates with others, they must understand what the speaker says in writing and during conversation. This study's objective was to understand how animated videos can enhance individuals' capacity for learning. Pre-tests and post-tests were part of this study's single-group pre-experimental design. The sample was chosen using purposeful sampling. There were seven classes for eighth-grade students. It was from class VIIIA to VIIIG. The total population of class VIII was 220 students. The class selected as the Sample used in this study was class VIIIB, which had 29 students. Test instruments were utilized in this study to gather the score in pre-test and post-test. Twenty fill-in-the-blank and matching questions made up the test. To determine whether using animated video content enhanced students' listening skills, a paired sample t-test was used in the data analysis. The tests outcomes were compared in this investigation. Ha (Alternative Hypothesis) and H0 (Null Hypothesis) were hypotheses in this investigation. The average scores differed significantly, the study's findings. 56.96 was the pre-test score, while the post-test score was 69.96. The significance level was marginally below 0.05, as indicated by the paired sample t-test statistical analysis results, which were significant (two tails) at 0.030. In the end, Ha was accepted and H0 was rejected. Therefore, watching animated films helps children improve their ability to interact with others.

The Impact of Student-Teacher Relationships toward English-Speaking Performance Nurfadhilah, Annisa; Jaya, Hariswan Putera
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13400

This study investigated how student–teacher relationships relate to English-speaking performance among 154 second-year students at MAN 1 Ogan Ilir. Relationship quality was measured using the 25-item Student–Teacher Relationship Measure (S-TRM) and categorized into Good, Fair, and Poor groups. Speaking performance was assessed through a task on “My Favorite Hobby” using a rubric covering fluency, pronunciation, vocabulary, grammar accuracy, and comprehension, with 33 students (11 per group) evaluated. The results showed a moderate, significant correlation between relationship quality and speaking scores (r = 0.450, p = 0.009). ANOVA confirmed significant differences among the groups (F = 5.180, p = 0.012), with the widest gap between the Good and Poor groups. These findings highlight that positive student–teacher relationships contribute to stronger speaking performance, consistent with Vygotsky’s sociocultural view of learning.

Implementing Emancipated Curriculum in English Language Learning: Teachers’ Perspectives Albar, Muhammad Alqowiy; Ilma, Ridha; Okta Sukma, Fitri Alya
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13440

This study explored teachers' perceptions of implementing the Emancipated Curriculum in English language learning at a private junior high school in Palembang. A qualitative case study design was used, involving two English teachers selected through total sampling. Data were collected through semi-structured interviews focusing on indicators such as teachers' views on the curriculum's implementation, benefits, and limitations. The data were transcribed and analyzed thematically to identify patterns and categories related to teachers' experiences. To ensure accuracy, member checking was conducted by sharing transcripts and findings with participants for validation. The results showed that teachers perceived the curriculum positively for its flexibility, student-centered approach, and opportunities for creative instruction. Project-based and differentiated learning were considered effective in encouraging student engagement and autonomy. However, teachers faced challenges, including limited training, reduced English teaching hours, and difficulties accessing relevant learning materials. These findings suggest that the successful implementation of the Emancipated Curriculum depends on strong institutional support, ongoing professional development, and sufficient resources to help teachers apply innovative approaches effectively.

Politeness Strategies and Gendered Language Use in Hospitality Discourse: A Case Study from an Urban Hotel in Jakarta Wulan Dari, Desti; Aprilia, Fitria; Neisya, Neisya
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14297

This research examines the utilization of politeness strategies and gendered language among hospitality professionals at Ibis Styles Jakarta Mangga Dua Square. The main goals are threefold: to find out what kinds of politeness strategies front office staff use, to look at how gender affects the language choices they make when talking to guests, and to look at how important these strategies are for improving customer satisfaction and professional communication. Data were gathered via direct observation of daily service interactions and semi-structured interviews with staff, facilitating a comprehensive understanding of both practice and perception. The analysis shows that people often use both positive and negative politeness strategies. However, the way they use them depends on their gender. Female staff members were more likely to use both positive strategies, like friendly greetings and building solidarity, and negative strategies, like indirect requests and polite apologies. This shows that they were relational and empathetic. In contrast, male staff members mostly used positive politeness strategies that focused on being clear, confident, and efficient, especially when they were busy serving customers. These gendered differences exemplify overarching discourse patterns, including "rapport talk" and "report talk," thereby affirming that communication styles are influenced by both personal preferences and societal expectations, as well as professional standards. The findings underscore that linguistic strategies are not solely a matter of decorum but serve as essential instruments in fostering guest satisfaction and professional credibility. The study contends that neither empathetic nor efficiency-driven approaches should be favored; instead, both fulfill complementary roles in hospitality service delivery. By placing these insights in the context of actual hospitality practices, the research enhances applied linguistics, discourse studies, and hospitality management. It also has real-world effects on professional training and staff development programs that want to improve communication, flexibility, and service excellence in the global hospitality industry.

Cross-Cultural Interaction and Its Role in English Language Acquisition: A Case Study at the Indonesian School of Kuala Lumpur, Malaysia Salviya, Nafsiatul; Rachman, Poppy; Lestari, Wahyu
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14500

this research examines the students' first-hand experience with multicultural cross-cultural engagement at Sekolah Indonesia Kuala Lumpur (SIKL). This dissertation examines the value of such multicultural educative experiences for the students in relation to their English language skills acquisition. English language and culture learners achieve Communication Competence. This study adopted the qualitative case study approach, classroom adjacencies, and in-depth, one-on-one interviews with students and teachers for data collection. The study purposely sampled six students and cross multicultural engagement, intra, and extra school activities. Authentic experiences and reflections were the objectives of the study, and data was collected over one month. It has been shown that students who routinely partake in cross-cultural interaction have better English vocabulary, speaking fluency and overall confidence when using English in everyday scenarios. The participation of teachers was central in enriching these experiences by incorporating cultural elements of the lessons as well as promoting cooperative learning of students with different cultural backgrounds. The research provides evidence on the relevance of multicultural interfacing and its relation to cross cultural interaction in enhancing learners’ language proficiency.

A Bibliometric Analysis of Blended Learning Approaches in English Language Teaching Sudewi, Putu Wahyu; Wahyuni, Asti; Syahrullah, Syahrullah; Khatimah, Nur Husnil
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14544

This study conducts quantitative bibliometric evaluation to evaluate the advancements and thematic distributions of the research relating to blended learning in English education. This project intends to perform a bibliometric analysis of 2024. Publications indexed in Scopus on blended learning in English education to identify the patterns, trends, and topics of this contemporary research. By collecting and analyzing ten Scopus-indexed articles published in 2024 using tools such as VOSviewer and Publish or Perish, the research maps key patterns in scholarly output, including citation frequency, methodological tendencies, and keyword co-occurrence. The bibliometric data reveal a growing scholarly interest in integrating technology with pedagogical practices to improve English language learning outcomes. Among the ten analyzed articles, diverse methodological approaches were found, including experimental research, bibliometric reviews, case studies, and mixed-methods designs. A broader search indicated a total of 170 related publications within a single year, reflecting the rapid expansion of the field. Keyword network visualization categorized the research landscape into three dominant clusters: practical applications in higher education, foundational research design, and digital learning perceptions. The results show that blended learning's adaptability and the ability to meet various learner needs have enabled it to become a transformative tool in English education. These findings also offer a better grasp of the complexities of research, facilitating future work and the design of policies for teaching and learning in the digital era.

Leveraging Social Media for Improved Writing in English as a Foreign Language Azzahra, Rona Nur; Nor, Hidayah; Mufidah, Nida
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14671

In the contemporary digital era, social media constitutes a significant and pervasive element of students' daily experiences, especially within the domain of foreign language acquisition. This qualitative narrative inquiry sought to comprehensively explore the nuanced effects of various social media applications on the writing abilities of English as a Foreign Language (EFL) students enrolled at Universitas Islam Negeri Antasari, Banjarmasin. This study focused on three English education students who were chosen because they actively use social media and are learning English as a Foreign Language (EFL). Researchers gathered information through in-depth, semi-structured interviews and narrative frameworks to understand their personal experiences. The data were analyzed using narrative analysis to find common themes and important insights. The results show that popular social media platforms like Instagram, TikTok, and Twitter help students improve their writing. Students gained more vocabulary, felt more confident expressing themselves in English, and saw real examples of English in different situations. Still, the study found some downsides, including students using more informal language, having fewer opportunities for face-to-face interaction, and spending too much time on their phones. The study concludes with teaching suggestions that offer ways to make the most of social media’s benefits while reducing its negative effects in EFL writing classes.

Game-Based Learning Using Wordwall to Improve Students' Vocabulary in the EFL Classroom Pelangi, Yofanka Audi; Fatkurochman, Henri; Nuraini, Kristi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14849

This study aims to investigate the effectiveness of Game-Based Learning through the Wordwall application in improving students’ vocabulary mastery at SMK Kesehatan Medika Farma. The subjects of this study were 34 tenth-grade students of the TLM (Medical Laboratory Technology) class, selected using random sampling technique to ensure varied student proficiency levels. A preliminary observation revealed that students’ English ability, especially in vocabulary, was still limited, affecting their reading and writing perfomance. The research employed a Classroom Action Research (CAR) design conducted in two cycles. The instruments used included a vocabulary test consisting of 15 multiple-choice participation and motivation during the learning process. Quantitative data were obtained from the pre-liminary study, cycle I, and cycle II results, while with qualitative data were derived from classroom observations. The data analysis combined quantitative and qualitative approaches. The findings revealed that the integration of Wordwall as a Game-Based Learning medium effectively enhanced students’ vocabulary mastery, motivation, and classroom engagement. The use of interactive digital games made learning more enjoyable, promoted active participation, and supported students’ retention of new vocabulary.

Demonstrating Reading Aloud in Improving EFL Student’s Pronunciation Latifah, Arifatul; Kristi Nuraini; Henri Fatkurochman; Wahyudi, Diki
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14855

The pronunciation of the English phonemes /ʃ/, /ð/ and /θ/ remains challenging for EFL learners in Indonesia due to the absence of these sounds in the Indonesian Phonological system. A preliminary study conducted with eleventh-grade students at SMK Al-Mu’ien revealed that the average pronunciation score was only 46.97, which was far below the minimum criterian of succes (70). This classroom action research aimed to determine how to improve students’ pronunciation by applying the Reading Aloud technique to XI grade students at SMK Al-Mu’ien in Jember. Data were collected through a pronunciation test to measure students' accuracy in pronouncing 51 targeted phonemes. Classroom observations were done to document the application of the Reading Aloud technique during each cycle. The data were then analyzed quantitatively to evaluate the improvements the students have made in their pronunciation and to capture how the learning process has taken place. The finding continuous improvement from the preliminary study (46.97) to Cycle 1 (53.58) and Cycle 2 (66.36), with 63.63% of students achieving the success criteria. The result suggest that the use of Reading Aloud, supported by teacher modeling, corrective feedback, and repetitive practice can significantly enhance students’ pronunciation. This study contributes to the growing body of literature on pronunciation teaching and highlights the pedagogical value of Reading Aloud for EFL learners.

Page 19 of 20 | Total Record : 191

16 17 18 19 20

Filter by Year

2017 2026

Filter By Issues

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Eka Apriani

Contact Email
efranca.journal@gmail.com

Phone
+6282182803915

Journal Mail Official
efranca@iaincurup.ac.id

Editorial Address
Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location
Kab. rejang lebong,

Bengkulu

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Eka Apriani

Contact Email efranca.journal@gmail.com

Phone +6282182803915

Journal Mail Official efranca@iaincurup.ac.id

Editorial Address Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location Kab. rejang lebong, Bengkulu INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Eka Apriani

Contact Email
efranca.journal@gmail.com

Phone
+6282182803915

Journal Mail Official
efranca@iaincurup.ac.id

Editorial Address
Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location
Kab. rejang lebong,

Bengkulu

INDONESIA