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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Journal of English Development invites submissions of previously unpublished articles that address English language-related issues within Linguistics, applied linguistics, applied teaching, English as first, second and foreign language,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 JED invites submissions of previously unpublished articles that address English language-related issues within Linguistics, applied linguistics, applied teaching, English as first, second and foreign language,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 164 Documents
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The Invisible Wall: An Analysis of Listening Anxiety in Foreign Language Contexts Among Tarbiyah Students at Universitas Ma'arif Lampung, Indonesia Wiwied Pratiwi; Nailul Izzah; Siti Roudlatul Jannah; Agni Pratistha Arka Dewi; Nazala Ulya Ramadhani
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.v6i2.8104

Abstract

Listening anxiety represents a pervasive affective barrier in foreign language acquisition, functioning as an "invisible wall" that obstructs comprehension and impedes learning outcomes. This study investigates the prevalence, intensity, and contributing factors of listening anxiety among 112 Tarbiyah (Islamic Education) students at Universitas Ma'arif Lampung, Indonesia. Employing a sequential explanatory mixed-methods design, the research utilized the Foreign Language Listening Anxiety Scale (FLLAS) adapted from Kim (2000), complemented by semi-structured interviews and classroom observations. Quantitative findings revealed that 58.9% of participants experienced high levels of listening anxiety, 26.8% moderate levels, and only 14.3% low levels. The highest anxiety indicators were associated with rapid speech rate (M=4.21, SD=0.87), unfamiliar vocabulary (M=4.18, SD=0.92), and inability to control the listening process (M=4.09, SD=0.88). Qualitative analysis identified four primary anxiety sources: (1) input-related factors including speech rate and accent variation, (2) cognitive processing deficits, (3) psychological manifestations including fear of evaluation and test-taking pressure, and (4) environmental constraints. The study's novelty lies in its focus on Tarbiyah students—a demographic underrepresented in listening anxiety research—and its examination of how Islamic education contexts uniquely shape anxiety patterns. Findings suggest that listening anxiety operates as a multidimensional construct requiring targeted pedagogical interventions. Implications for curriculum design, instructional strategies, and technology integration are discussed.
Foreign Language Reading Anxiety and Self-Efficacy in Reading Among EFL Students at Universitas Ma'arif Lampung: A Correlational Study Umar Hasyim; Rudi Hartono; Yuliati Yuliati
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.v6i2.8110

Abstract

This study examined the correlation between foreign language reading anxiety (FLRA) and reading self-efficacy among 40 EFL students at Universitas Ma'arif Lampung. And it is a relationship that hasnot been studied much in this specific Indonesian university context. A quantitative correlational design was used, with data collected through two validated instruments the Foreign Language Reading Anxiety Scale and the Reading Self-Efficacy Questionnaire. Before running Pearson's r, residual normality and linearity tests were conducted, and both assumptions were met. Therefore, the correlation test could proceed cleanly. However, the result was unexpected Pearson's r showed no statistically significant correlation between the two variables (r = 0.032, p = 0.846). The null hypothesis wasn't rejected. Because anxiety and self-efficacy (at least in this sample) appear to operate more independently than theory typically predicts. Future research should explore mediating variables and use larger, more diverse samples to better understand this relationship in Indonesian EFL settings.
Students’ Perceptions of AI-Based Assistant for Translation and Classroom Language Dictionary Development Iin Inawati; Surono; Azwar Abbaz; Akmal; Djoko Sutrisno
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.v6i2.8252

Abstract

The increasing use of generative artificial intelligence (AI) in language learning has created new opportunities for translation and language-material development. However, limited research has examined students’ perceptions of using ChatGPT, a generative AI-based conversational assistant developed by OpenAI, in product-oriented activities such as developing a Classroom Language Dictionary. This study investigated postgraduate students’ perceptions of using ChatGPT for translation and Classroom Language Dictionary development. A descriptive mixed-methods design was employed with nine English Language Education postgraduate students at a private university in Indonesia. Data were collected through a self-administered questionnaire consisting of nine four-point Likert-scale items and one open-ended question. Quantitative data were analyzed using frequencies, percentages, and means  while qualitative responses were analyzed thematically. The findings revealed strongly positive perceptions across the three dimensions of Robbins and Judge: perceiver, target, and situation. Students perceived AI as engaging and supportive of their translation development, considered it relevant to their future teaching needs, and viewed the learning environment as conducive to guided and critical AI use. The open-ended responses showed that AI supported translation and language refinement, vocabulary and contextual language development, content generation and organization, and feedback, critical evaluation, and adaptation. These findings suggest that AI can function effectively as a learning assistant when integrated with teacher guidance and critical evaluation.
The Implementation of Canva-Based Learning Media to Increase Speaking Learning Interest of 9th Grade Students at SMP IBS Nur Shofin in the Academic Year of 2025/2026 Dzakcy Budi Pratama; Umar Al Faruq A. Hasyim; Mai Zuniati
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.v6i2.8259

Abstract

This study addresses the issue of low student participation and limited interest in speaking activities in English as a Foreign Language (EFL) classrooms, particularly among ninth-grade students. The study aims to investigate the implementation of Canva-based learning media in speaking instruction and to explore how its use influences students’ speaking learning interest at SMP IBS Nur Shofin. This study employed a descriptive qualitative research design involving the principal, one English teacher, and 20 ninth-grade students selected through purposive sampling. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing, with triangulation employed to ensure data credibility. The findings indicate that Canva-based learning media was implemented through five systematic stages: material preparation, introduction and demonstration, speaking practice, assessment and feedback, and reflection and enrichment. These stages contributed to the development of a more interactive and student-centered learning environment. The findings further indicate that the use of Canva positively influences students’ speaking learning interest, as reflected in increased attention and focus, motivation to participate, confidence in speaking, active engagement, and positive attitudes toward learning. The study contributes to the integration of digital media into EFL instruction by providing practical insights for teachers seeking to foster students’ cognitive and affective engagement in speaking activities through creative and interactive learning strategies.

Page 17 of 17 | Total Record : 164

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