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Journal of English Development
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 2776088X     DOI : https://doi.org/10.25217/jed.v1i01.1413
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Development invites submissions of previously unpublished articles that address English language-related issues within Linguistics, applied linguistics, applied teaching, English as first, second and foreign language, language design and development, language testing and literature and teaching. (please contact the editor in advance) Journal of English Development : The Journal of English Development (JED) is an English language, international, double-blind journal. Its goal is to foster discussion about the learning and use of English as first, second and Foreign language contexts. JED invites submissions of previously unpublished articles that address English language-related issues within Linguistics, applied linguistics, applied teaching, English as first, second and foreign language, language design and development, language testing and literature and teaching. (please contact the editor in advance) If you are uncertain whether a topic you have in mind is suitable for JED please feel free to contact the editor before submission.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 160 Documents
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An Analysis of Twitter (X) as a Media for Learning English: Users’ Perceptions and Experiences Siti Kholifah Isnaini; Ahmad Madkur
Journal of English Development Vol. 6 No. 1 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i1.7356

Abstract

This study is to investigates students’ perceptions and experiences of using Twitter as a social media platforms for learning English, with ta focus on the development of reading and speaking skills, vocabulary enrichment, and grammatical awareness. The study employed a qualitative case study design involving students from various semesters in the English Department. Data were collected through semi-structured interviews and were analyzed thematically. The findings revealed that students have positive perceptions of using Twitter for English learning. They reported that Twitter facilitates access to authentic English content, supports vocabulary development, encourages interaction with other users, and contributes to the improvement of overall English language skills. However, the study also identifies several challenges experienced by students, including difficulties in understanding unfamiliar slang and complex expressions, limited feedback on language use, confusion in navigating certain features, exposure to unscreened content, and issues related to mispronunciation. These findings indicate that Twitter can serve as a supportive tool for English language learning. However, appropriate guidance and critical use are necessary to maximize its benefits and minimize potential challenges.      
EFL University Lecturers’ Perceptions of AI and Critical Thinking: Opportunities, Boundaries, and Assessment Dilemmas Alouzi, Khuloud; Ibrahim, DafaAllah; Omran, Sara; Aladi, Salem; Ahmed, Ahmed Hamid
Journal of English Development Vol. 6 No. 1 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i1.7376

Abstract

This study explored EFL university lecturers’ perceptions of generative AI in relation to critical thinking, focusing on perceived opportunities, acceptable-use boundaries, and assessment dilemmas at the University of Zawia, Libya. A mixed-methods descriptive design was used, combining a questionnaire (N = 70) and semi-structured interviews (n = 10). Survey results showed moderate endorsement of AI opportunities for supporting critical thinking (M = 3.93, SD = 1.08), especially for language and comprehension support (M = 4.23, SD = 0.97) and higher-order question generation (M = 4.03, SD = 1.05). However, lecturers strongly emphasized boundaries for acceptable AI use (M = 4.42, SD = 0.89), particularly the need for an institutional policy (M = 4.60, SD = 0.73) and disclosure of AI use (M = 4.49, SD = 0.86). Assessment dilemmas were high (M = 4.17, SD = 0.98), with strongest concern about plagiarism/patchwriting risks (M = 4.40, SD = 0.84) and difficulty judging students’ own critical thinking (M = 4.24, SD = 0.97). Interview findings reinforced a “benefit–boundary tension,” highlighting preference for assessment redesign (in-class writing, oral defense, and process portfolios) over detection-based policing. The study recommends regulated-use guidance, staff training, and student integrity support.
The Effectiveness of Wayground as a Gamified Assessment Tool for Mastering Vocabulary at a Junior High School Devi Septiana; Umar Alfaruq A. Hasyim; Wiwied Pratiwi; Rizky Hidayatullah
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.7517

Abstract

The present study employed a quasi-experimental design involving seventh-grade students from classes VII A and VII B at SMP Negeri 02 Abung Surakarta. Vocabulary mastery was emphasized as a core element of English language learning, as it serves as the foundation for developing key language skills, including reading, writing, and speaking. In this study, Wayground was employed as a gamified assessment tool in class VII A, whereas class VII B received instruction and assessment through conventional methods. The post-test results showed that students in class VII A obtained a higher mean score (89.05) compared to those in class VII B, who achieved a mean of 72.78. To examine the significance of this difference, an independent samples t-test assuming unequal variances (Welch’s t-test) was performed at the 0.05 significance level. The analysis revealed a t-value of 2.84, which was greater than the critical value of 2.06, and the p-value (0.008) was lower than 0.05, confirming statistical significance. Therefore, the null hypothesis (H₀) was rejected. These findings indicate that Wayground is more effective than conventional assessment methods and supports the integration of gamified digital assessment to enhance students’ vocabulary mastery.
A Descriptive Qualitative Study of Ninth-Grade Students’ Ability in Writing Recount Texts at SMP Negeri 3 Metro Amalia Husna Nailuzzakiyah; Yeasy Agustina Sari
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.7812

Abstract

Writing recount texts remains a challenging task for many English as a Foreign Language (EFL) learners, particularly at the junior high school level. Although numerous studies have investigated students’ writing performance, limited research has qualitatively examined students’ recount writing ability across multiple writing aspects within a natural classroom context. Therefore, this study aimed to explore the ability of ninth-grade students at SMP Negeri 3 Metro in writing recount texts. A descriptive qualitative approach was employed to analyze students’ writing based on five aspects: content, organization, grammar, vocabulary, and mechanics using Heaton’s framework. Data were collected through writing tasks, classroom observation, interviews, and documentation. The analysis focused on identifying patterns, strengths, and weaknesses in students’ writing. The findings reveal that students generally demonstrate adequate ability in organizing recount texts and conveying ideas. However, grammatical accuracy and vocabulary usage remain the main challenges affecting writing quality. This study highlights the importance of integrating vocabulary development and grammar support in EFL writing instruction. The findings provide pedagogical insights for improving writing teaching practices at the junior high school level.
Mapping The Errors in Museum Captions Translation using Coca at Benteng Rotterdam Sheila Putri Prijayani; Ana Rosida; Bahar
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.7831

Abstract

This study aims to map and analyze translation errors in bilingual museum captions at Museum La Galigo, Fort Rotterdam, by utilizing the Corpus of Contemporary American English (COCA) as a validation tool. COCA serves as the primary research instrument, providing empirical data to assess linguistic naturalness and collocational accuracy. Employing a qualitative descriptive method, the study uses purposive sampling to select ten representative captions from culturally significant artifacts. The findings show that most translation errors are lexical and phraseological rather than grammatical. Many captions contain literal translations and unnatural collocations that reduce semantic accuracy and cultural clarity. COCA verification successfully identifies non-native-like expressions and provides more natural and contextually appropriate alternatives. The study concludes that corpus-based approaches can significantly improve the quality of museum translation by supporting more accurate, natural, and culturally sensitive bilingual captions.
Denotative and Connotative Meanings in Somethinc’s Promotional Visuals and Their Impact on Parasocial Relationships on X Regina Clarissa Anindya; Ice Sariyati; R. Myrna Nur Sakinah
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.8065

Abstract

This study employs a qualitative descriptive approach. The primary data consist of Somethinc’s promotional image posted on November 10, 2025, along with audience responses collected from posts, replies, and discussions on X. The data were analyzed through two stages: semiotic analysis to identify denotative and connotative meanings, and parasocial analysis to interpret emotional reactions from fandom communities. The findings reveal that visual elements such as color, symbols, and textual slogans generate multiple layers of meaning that are interpreted differently across audiences. While the image appears as a strategic marketing design at the denotative level, its connotative meanings are shaped by cultural codes and emotional contexts. For fandom communities with strong parasocial attachment, these meanings are perceived as symbolic threats, triggering collective emotional responses such as criticism, backlash, and boycott. This study demonstrates that visual communication in digital branding is not only semiotic but also deeply influenced by parasocial dynamics.
Using Role Play to Improve Speaking Skills in an ESP class of Medical Laboratory Technology Program Erlinna Juita
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.8201

Abstract

In Indonesia, English is a foreign language. Therefore, it becomes a compulsory subject taught at schools since Junior High School. In higher education, English is mostly focused on specific purposes rather than general English. Speaking is one of the basic language skills to be improved in the ESP class. However, the students’ performance was still low. Role-play can become one of the alternatives in ESP class to address the challenge. This was classroom action research (CAR) conducted in two cycles in eight weeks. The subjects of this study were selected using the purposive sampling technique. There were 65 fourth-semester students taking the ESP class becoming the participants. The results of the study indicated that the average of students’ performance rose from 2.38 to 3.30 indicating that the students shifted from limited working proficiency to general proficiency which enabled them to use language appropriately in both personal and professional purposes. In conclusion, role-play technique could improve the students’ speaking skills significantly. 
The Use of Scramble to Improve Students' English Vocabulary Mastery at Seventh Grade of SMP Ma'arif 09 Way Jepara Dewi Nur Latifa Sari; Eny Maulita Purnama Sari; Rangga Mega Putra
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.7563

Abstract

Permasalahan siswa kelas VII di SMP Ma'arif 09 Way Jepara adalah mereka belum mampu menguasai materi dan mengalami kesulitan mengingat kata-kata baru, siswa tidak dapat mengembangkan ide mereka karena hanya fokus pada penjelasan guru di kelas. Penelitian ini bertujuan untuk meningkatkan penguasaan bahasa Inggris siswa kelas VII di SMP Ma'arif 09 Way Jepara menggunakan metode scramble, dan untuk meningkatkan proses pembelajaran menggunakan metode scramble untuk menguasai kosakata bahasa Inggris bagi siswa kelas VII di SMP Ma'arif 09 Way Jepara. Penelitian ini melibatkan satu kelas yang terdiri dari 31 siswa di SMP Ma'arif 09 Way Jepara. Penelitian ini menggunakan jenis penelitian tindakan kelas yang dilakukan dalam dua siklus, setiap siklus terdiri dari empat tahapan, yaitu perencanaan, tindakan, observasi, dan refleksi. Model penelitian tindakan kelas yang digunakan mengikuti Kemmis dan MC Taggart (1988). Metode pengumpulan data menggunakan lembar observasi, soal tes, dan dokumentasi. Analisis data menggunakan analisis deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan kesimpulan sebagai berikut: Pada siklus I, skor aktivitas siswa adalah 43%, dan skor post-test I adalah 45,16% dengan skor rata-rata 62,90. Pada siklus II, terjadi peningkatan yang signifikan dengan skor aktivitas belajar siswa meningkat menjadi 78% dan skor post-test 2 pada siklus II mencapai 87,09% dengan skor rata-rata siswa 82,58 yang memenuhi kriteria keberhasilan. Oleh karena itu, dapat disimpulkan bahwa penggunaan scramble dalam proses pembelajaran lebih menyenangkan, lebih mudah dipahami, siswa lebih antusias dan aktif terlibat selama proses pembelajaran dibandingkan dengan menggunakan metode konvensional. Selain itu, motivasi belajar siswa meningkat.
Whispering Game to Improve Students’ Listening Skill Safira Jaefatul Alfiah; Eny Maulita Purnama Sari; Aulfa Reyza Ayuni Prestika
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.7564

Abstract

This study aims to explain the use of whispering game in improving students’ listening skills at eight-gradestudents of MTs Ma'arif NU 21 Buana Sakti. This study involved one class consisting of 18 students from MTs Ma'arif NU 21 Buana Sakti. This study was conducted using the Classroom Action Research (CAR) method, which was carried out in two cycles. Data collection was carried out through observation, tests, and documentation. Then, the data analysis technique used in this study was qualitative and quantitative descriptive analysis. In cycle I, students showed an activity score of 35% and post-test I score of 33,33% with an average score of 57,22 from 18 students. However, cycle II showed a significant improvement, with student activity scores increasing to 74% and post-test II scores of 77,77% with an average score of 70, indicating that the students met the success criteria. The findings indicate that the Whispering Game is an effective medium for improving students' listening skill and is recommended for use in English language teaching.
EFL Lecturers' Self-Efficacy in Teaching Speaking: Sources and Beliefs about Teaching Ability Inge Wahyu Andinda; Amalia Hasanah; Fitri Alya Okta Sukma
Journal of English Development Vol. 6 No. 2 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i2.8183

Abstract

This study explored EFL lecturers' perceptions on self-efficacy in teaching English speaking at an Indonesian Islamic university. The research addresses the limited empirical studies on self-efficacy in teaching speaking within Indonesian higher education, particularly at the university level. The objectives of this study were to identify EFL lecturers' perceptions of the sources of their self-efficacy in teaching speaking and to describe their perceptions of beliefs about teaching ability in speaking instruction. A qualitative case study design was employed. Data were collected through semi-structured interviews with two EFL lecturers at UIN Raden Fatah Palembang. Data were analyzed using Braun and Clarke's thematic analysis framework. Two major themes emerged. First, sources of self-efficacy included mastery experiences, vicarious experiences, social persuasion, and emotional states. Second, beliefs about teaching ability were reflected in instructional strategies, pedagogical adaptability, and classroom management. The findings suggest that self-efficacy in teaching speaking is shaped by personal, social, and emotional factors. Institutions should support lecturers through constructive feedback, collaborative mentoring, and targeted professional development opportunities.

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