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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 108 Documents
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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.
Effectiveness of Reading-Aloud Strategy in Improving Eighth-Grade Students’ Pronunciation Bella, Shinta; Rofiqoh, Rofiqoh; Hasyim, Zarkiani
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
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.v6i2.116

Abstract

The aim of this research is to determine the efficacy of reading aloud technique in enhancing the pronunciation of eighth-grade students at SMP Negeri 9 Palu. This study concentrates on instructing pronunciation, particularly vowel sounds. They comprise twelve phonemes. This study employed a quasi-experimental research design. The sampling approach employed was basic random sampling. The experimental group selected is VIIIC, with 31 students, while the control group is VIIIE, also consisting of 31 students. The research instrument was a test, which was divided into pre-test and post-test. The researcher utilized SPSS 27 for data analysis. This study reveals that the reading aloud technique effectively enhances the pronunciation skills of eighth-grade students at SMP Negeri 9 Palu. The mean score of the experimental group was found to be higher than that of the control group (92.25 > 65.94). Furthermore, the significance (2-tailed) result was below 0.05. Consequently, it can be argued that the hypothesis was accepted. The impact size is 0.90. The reading aloud technique significantly enhances students' pronunciation. Consequently, the implementation of the reading aloud technique significantly enhanced the pronunciation of the eighth-grade students at SMP Negeri 9 Palu.
An Analysis of the Equivalence in Translating English Idioms into Indonesian at the English Education Department Hafiza, Khairia; Anastasia, Faurina; Siregar, M. Riskiyadi
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
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.v6i2.120

Abstract

This research aims to analyze the use of equivalence in translating English idioms into Indonesian by students of the English Education Department at State Islamic University of Sultan Syarif Kasim Riau. The study employed a quantitative descriptive method. This research applied the Stratified Random Sampling technique. The test was the main intrument of the research. The data were collected from students’ translation of 20 sentences containing idiomatic expressions and analyzed using Nida and Taber’s theory of equivalence, which classifies translation into dynamic and formal equivalence. The findings revealed that most students tended to use dynamic equivalence more frequently than formal equivalence. Out of 480 total translation products, 45.4% were categorized as dynamic equivalence, 37.3% as formal equivalence, 13.5% as non-equivalent, and 3.8% were left untranslated. Although many translations successfully conveyed the intended idiomatic meaning, some failed due to literal translation or lack of contextual understanding. This research is expected to contribute to translation studies, particularly in improving students’ competence in translating idiomatic expressions meaningfully and accurately.
Language Learning Strategies in Teaching Speaking: A Case Study at SMK Negeri Nibaaf Ua, Pricila Ines; Luruk, Fransiska Densiana; Bouk, Edmundus
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
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.v6i2.126

Abstract

This study investigated the language learning strategies, defined as the intentional techniques used by teachers to facilitate students’ language development, employed by English teachers in teaching speaking at SMK Negeri Nibaaf. The purpose of the research was to identify the strategies that the teachers used and the challenges that they faced. A descriptive qualitative method was employed, and two English teachers participated in the study. Data were collected through classroom observations and interviews. The non-participant classroom observation was employed in three meetings. To support the observation, the semi-structured interview was addressed to two English Teachers. The data was analyzed in three stages: data reduction, data display, and conclusion drawing. Data reduction involved selecting and focusing on relevant information, data display was conducted through descriptive narrative, and the final stage involved drawing conclusions to answer the research questions. The findings revealed that the teachers implemented several strategies, including showing and telling, setting clear lesson goals, providing flexible time, encouraging collaborative work, and giving feedback. These strategies were effective in enhancing students’ speaking performance, as most students became more confident and willing to speak English. However, some challenges persisted, such as limited vocabulary, shyness, and pronunciation difficulties. The study concluded that effective strategies significantly improved students’ speaking skills, but teachers needed to continuously adapt their approaches to address learning problems.
The Role of Grammarly as an Automated Writing Evaluation Tool in EFL Writing Learning Process Wijaya, Kristian Florensio
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
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.v6i2.127

Abstract

This study investigated the role of Grammarly as an automated writing evaluation (AWE) tool in supporting EFL learners’ writing development. A library-based review was conducted, analyzing findings from 30 empirical studies published between 2018 and 2025. A thematic analysis approach was employed to identify common patterns across the selected literature. The review showed that Grammarly primarily contributed to improvements in writing accuracy, linguistic proficiency, and surface-level mechanics. The tool also supported the development of learner autonomy, strategic revision skills, and motivation when integrated into classroom writing activities. However, the reviewed studies indicated that Grammarly remained limited in addressing higher-order writing skills such as organization, coherence, and idea development. These findings highlighted the importance of combining AWE tools with teacher feedback to achieve balanced writing instruction. The study offered insights relevant to international educators seeking evidence-based guidance on adopting AWE tools to enhance EFL writing pedagogy.
Toward Value-Integrated Pedagogy: A Literature Review on Embedding Islamic Principles in EFL Teaching Selvi, Selvi; Aisyah, Aisyah; Maida, Siti; Irma, Irma; Norliani, Norliani; Nengsih, Dora; Qamariah, Zaitun
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
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.v6i2.133

Abstract

The integration of Islamic values into English as a Foreign Language (EFL) instruction has gained renewed attention in recent years, particularly as educators seek approaches that balance global communicative competence with moral and spiritual development. This study employs a qualitative narrative library research design to analyse scholarly works published between 2020 and 2025 that address the incorporation of Islamic principles within EFL curriculum and pedagogy. The reviewed literature reveals three overarching themes: (1) the philosophical foundations of Islamic education, which emphasize the inseparability of knowledge, adab, and ethical formation; (2) emerging pedagogical efforts to embed Islamic values through discourse, material selection, classroom interaction, and digital media; and (3) persistent gaps in curriculum-level frameworks, as most studies remain focused on teacher practices rather than systematic institutional design. Findings indicate that value-integrated EFL instruction is conceptually robust and pedagogically feasible. Yet, its implementation remains fragmented due to limited teacher preparation, insufficient instructional resources, and the absence of coherent curricular models. This study concludes that developing structured, context-sensitive frameworks is essential for ensuring that EFL curricula harmonize linguistic objectives with Islamic moral orientations. Implications are offered for curriculum developers, educators, and institutions seeking to create value-integrated EFL programs that support both communicative proficiency and ethical character formation.
AI Misuse in Reading Assessments: A Case Study of Short-Story Reading in Higher Education Rahmawati, Sari
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
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.v6i2.135

Abstract

This study examined higher education students’ experience and reading comprehension after reading short stories. Forty-one students were involved in this research and were chosen by using a convenience sampling method. The design of this research was a mixed-method research employing descriptive quantitative analysis and thematic interpretation. Two instruments were used, namely the reading comprehension test and the questionnaire, to evaluate students’ perception of short stories. The students’ reading comprehension mean score was 68.26 (categorized as unsatisfactory). Additionally, most students agreed that reading short stories broadened their vocabulary. Moreover, there was an unexpected finding in this research, which was not listed for research purposes, i.e., the misuse of Artificial Intelligence among students to answer reading questions. Furthermore, some students tried to use a translation tool from Google Lens; they copied the translation result on their answer sheet without any changes. The last group of students was caught cheating. They shared similar answers. Those academic violations influenced the reading comprehension means score due to a reduction in scores. In conclusion, reading short stories can be an alternative to teach reading since it opens opportunities to students to come across new vocabulary, which helps them to understand the story as well as grammar knowledge. To avoid the challenges found in this research, it is suggested that English teachers explain the pros and cons of the use of Artificial Intelligence in learning English, issue clear rules of AI usage in the classroom, and keep motivating the students to put more effort to learn English.

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