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Hijrah Syam
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Datokarama English Education Journal (deejournal)
Published by Universitas Islam Negeri DATOKARAMA PALU
ISSN : -     EISSN : 27234967     DOI : https://doi.org/10.24239/dee
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Other
deejournal: Datokarama English Education Journal is authorized by the English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu. The publication is issued twice a year, in June and December. This journal invites lecturers, researchers, and educational practitioners in the field of English Language Education and Teaching, Linguistics, and Literature, to write or disseminate research findings. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2025): June" : 7 Documents clear
An Analysis of Students’ Motivation in Reading Digital English Textbook at Saiburi Islam Wittaya School in Southern Thailand Fitriana, Adinda Risma; Anastasia, Faurina; Siregar, M. Riskiyadi
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.107

Abstract

The purpose of this study is to identify students' motivation to read English textbooks. In addition, this study also investigates why they have lower motivation in reading English. To explore the research objectives, the researcher used a qualitative research approach with a case study design. To select the participants, purposive sampling technique was used. The participants in this study were 4 female students from different grade levels. Data collection was conducted through observation and interviews. The findings show that there are 3 factors that influence students' motivation in reading English digital textbooks. The three factors are internal factors (intrinsic) students are not interested and feel tired quickly reading digital books, external factors (controlled motivation) students start reading when told by the teacher or with friends, and amotivation students prefer to use printed textbooks rather than digital. These three factors greatly influence students' motivation in reading digital English textbooks. In conclusion, students showed low levels of motivation when interacting with digital English textbooks, both during learning activities and in informal settings during their free time.
Identifying Grade X Students’ Problems in Learning English Vocabulary at SMAN 1 Palasa Parigi Moutong Safira, Safira
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.111

Abstract

This research aimed to identify the problems faced by Grade X students in learning English vocabulary at SMAN 1 Palasa Parigi Moutong, with a focus on Grade X C students as the research subjects. The study employed a qualitative descriptive method, involving 29 students selected from a total population of 153. The instruments used to collect data were a questionnaire consisting of 13 questions and interviews with 8 questions. The findings revealed five main categories of difficulties experienced by the students: (1) challenges in memorizing long and complex vocabulary, indicating limited memory capacity and the absence of effective learning strategies; (2) difficulties in translating English texts, which stemmed from limited vocabulary mastery, insufficient grammatical understanding, and an inability to comprehend sentence context; (3) problems in spelling, caused by discrepancies between English pronunciation and spelling; (4) pronunciation difficulties, particularly due to the presence of silent letters and inconsistencies between spelling and pronunciation; and (5) obstacles in accurately using vocabulary in sentences, especially in selecting the correct verb tense and appropriate prepositions. These results indicated that students’ vocabulary mastery required significant improvement across various aspects, including memory retention, spelling, pronunciation, comprehension, and contextual usage. Therefore, a more contextualized, integrative, and sustainable approach to teaching English vocabulary was needed at the secondary school level.
Improving Reading Comprehension of the Eleventh Grade Students of SMA Negeri 4 Palu Through the Use of Preview, Ask Question, Read and Summarize (PARS) Strategy Renaldi, Laode Moh; Rofiqoh, Rofiqoh; Wahyudin, Wahyudin; Kamaruddin, Abdul
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.112

Abstract

The objective of this research was to determine whether the use of the PARS (Preview, Ask Question, Read, Summarize) strategy could improve reading comprehension among eleventh-grade students at SMA Negeri 4 Palu. A quasi-experimental design was used with a sample selected through available sampling. Class XI H served as the experimental group and Class XI F as the control group. Class XI H was chosen for treatment due to its lower English proficiency based on pre-test results. The research instrument was a reading test consisting of multiple-choice, essay, and true/false questions, administered as both pre-test and post-test. The mean pre-test scores were 46.04 for the experimental class and 47.46 for the control class. After treatment, the experimental group’s mean post-test score rose to 75.72, while the control group’s was 65.69. Statistical analysis showed that the t-counted value (1.99) exceeded the t-table value (1.67), indicating a significant improvement. The findings suggest that the PARS strategy effectively enhances students’ reading comprehension. Therefore, teachers are encouraged to implement this strategy to promote student engagement and understanding, particularly in content-heavy subjects, by guiding learners through an active and structured reading process.
The Role of Needs Analysis in Designing Relevant Learning Outcomes for EFL Curriculum: Literature Review Meilyani, Annisa; Rinalgi, Dimitria; Nandha, Marisa Shermia; Qamariah, Zaitun
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.113

Abstract

Designing an effective English as a Foreign Language (EFL) curriculum necessitates a comprehensive understanding of learners’ linguistic, academic, and sociocultural needs. This qualitative literature review critically examines the role of needs analysis in shaping relevant and context-sensitive learning outcomes for EFL programs. Drawing upon peer-reviewed studies published between 2015 and 2025, this study applies content analysis to identify recurring themes and gaps in the literature. The findings converge on three interrelated insights: (1) the imperative of constructing learner-centered and contextualized curricula; (2) the detrimental impact of omitting systematic needs analysis, often resulting in decontextualized and ineffective learning outcomes; and (3) the transformative role of participatory needs analysis involving multiple stakeholders. The review reveals that when needs analysis is consistently implemented, it enhances curricular relevance, learner motivation, and instructional alignment. Conversely, underutilization—especially in centralized or under-resourced systems—undermines curriculum effectiveness. The study advocates for an epistemological shift in curriculum development: reconceptualizing needs analysis as a continuous, dialogic process rather than a preliminary task. The paper concludes by proposing institutional strategies for integrating technology, stakeholder feedback, and reflective practice into the curriculum development cycle. These findings offer critical implications for educators, curriculum designers, and policymakers aiming to foster adaptive, equitable, and learner-responsive EFL education.
Implementing Student-Centered Learning to Facilitate Students’ Reading Comprehension of Report Texts: A Case Study Fazira, Liza; Hadi, Abdul
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.114

Abstract

This study sought to examine how English teachers implemented student-centered learning to facilitate students in improving their comprehension of English report texts during the process of teaching English as a foreign language to Indonesian students at a vocational high school in Riau. Employing a qualitative case study design, data for this study were gathered through classroom observations, interviews with two English teachers, and focus group discussions with two groups of students at the school. Analyses of the data showed that the implementation of student-centered learning in facilitating students’ comprehension of English report texts was communicative, as evidenced by its innovative and collaborative nature. Other findings indicated that it was both relevant to the expected learning outcomes and flexible in terms of lesson planning, classroom practice, and evaluation, as revealed through analysis of the relevant data. In general, it was concluded that the English teachers in this study were adequately successful in implementing student-centered learning to support students in developing their reading comprehension of English report texts.
From Traditional to Trendy: How ELT Curricula Have Evolved Niesrina, Maulida Zahratun; Azizah, Nabila Nur; Qamariah, Zaitun
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.118

Abstract

This study aimed to examine the evolution of the curriculum in english language teaching (elt) from traditional approaches to more modern and contextual ones. Based on the reality that 21st-century learning demanded changes in teaching approaches, methods, and curriculum content, this research adopted a library research method with a qualitative approach. Data were collected from various relevant academic literature sources and were analyzed using content analysis in a descriptive-qualitative manner. The findings indicated that elt curricula had undergone significant shifts, moving from grammar-based and rote memorization models to communicative and task-based approaches that emphasized language use in real-life contexts. These changes were driven by various factors, including technological advancements, globalization, and the demands of 21st-century competencies. This study contributed by providing a historical mapping and critical analysis of elt curriculum dynamics, offering conceptual insights that could serve as a foundation for developing adaptive, relevant, and future-oriented curricula.
Code-Switching in EFL Classrooms: A Tool for Comprehension or a Hindrance in Fluency Rengur, Zul Aini; Putri, Prisna Aswarita; Fatima, Fatima; Mansur, Nurfauziah; Zulfikri, Zulfikri; Kuliahana, Ana; Fatimawali, Fatimawali
Datokarama English Education Journal Vol. 6 No. 1 (2025): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i1.121

Abstract

This study explored the dual role of code-switching in English as a Foreign Language (EFL) classrooms, examining whether it functioned more as a tool to support comprehension or as a hindrance to fluency development. Employing a qualitative descriptive design, the research involved three English teachers and ten intermediate-level students in a bilingual educational context. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analysed thematically. Findings revealed that when used strategically and sparingly, code-switching served as an effective pedagogical scaffold, enhancing comprehension, reducing learners’ anxiety, and fostering confidence—particularly among lower-proficiency students. Teachers reported that occasional use of the students’ first language (L1) maintained lesson flow and facilitated understanding of complex material. However, excessive reliance on code-switching was found to limit students’ opportunities to practice English, foster dependency on L1, and impede the development of fluency and communicative competence. These findings underscored the need for a balanced and principled approach to code-switching, where teachers used L1 judiciously to support learning while progressively increasing English use to promote fluency. The study contributed to the ongoing debate on the pedagogical value of code-switching, highlighting its potential as a flexible instructional strategy when applied thoughtfully within learners’ sociocultural and linguistic contexts.

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