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Applied Research in English Education
Published by Universitas Muhammadiyah Semarang
ISSN : -     EISSN : 29621607     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
Applied Research on English Education (AREE) journal is a biannual journal published by the English Education Program of Universitas Muhammadiyah Semarang. AREE Journal is a double-blind peer-reviewed journal dedicated to enhancing and disseminating scholarly work in English Language and Education. The journal publishes research-based articles in the fields of English Language Teaching, Technology Enhanced Language Learning, discourse analysis, and applied research on education. This Journal is already a registered Crossref member and has a unique DOI number. This journal is published by the English Education Program of Universitas Muhammadiyah Semarang, published twice a year in January and July.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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ENHANCING STUDENTS' SPEAKING FLUENCY THROUGH CONVERSATION PRACTICE: STUDENTS' VOICES Wati, Dahlia; Kurniawan, Deni Endra; Nur Fadillah, Maratu Sholikhah; Ifadah, Muhimatul; Semilla, J-Roel B
Applied Research on English Education (AREE) Vol 3, No 1 (2025): January 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.3.1.2025.35-47

Abstract

Speaking fluency is a very important skill that must be mastered. Students' fluency in speaking can help them develop courage and confidence in interacting well with other people using English. This research aims to identify things that influence students' enthusiasm in conversation practice to improve their speaking proficiency. This research method is descriptive qualitative, using data collection techniques by distributing questionnaires to respondents to answer. The subjects of this research were second-semester students majoring in English education at Muhammadiyah University, Semarang. The results show that factors such as an interesting classroom atmosphere using practical practices that make the material interesting can increase students' enthusiasm in improving their speaking skills. This research provides important knowledge to create the development of more effective learning methods.
SLA DEVELOPMENT ON CHILD'S PRAGMATICS DEVICES THROUGH MOM THEO’S TIKTOK Susanto, Dias Andris
Applied Research on English Education (AREE) Vol 3, No 1 (2025): January 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.3.1.2025.48-63

Abstract

This study aims to explore the development of pragmatic language in young children exposed to digital content, particularly through the TikTok platform. The primary focus of this research is on children who are bilingual in Indonesian and English, and how they adjust their language use in different social contexts. This study employs a qualitative approach with a descriptive design, involving the observation of TikTok videos and document analysis of verbal interactions on the platform. The two TikTok channels studied are Omar & Mom Official and Mom Theo, where both children, Omar and Theo, engage in bilingual communication in the context of language learning through social media. The results show that these children begin to understand and adjust their language use depending on the audience and communication situation. Their pragmatic language use demonstrates the development of the ability to adapt to broader social contexts. The exposure to digital content, which is mostly monologic, also limits their social interaction, reducing opportunities to practice pragmatic language in more dynamic contexts. Furthermore, the role of the family environment in language learning is crucial, with parents actively engaged in daily communication and supporting their children's language development. This research provides insights into how social media can influence the development of children's pragmatic language, highlighting the importance of balancing digital interactions with real-life social experiences.
THE EFFECT OF CREATING TIKTOK VIDEOS ON STUDENTS’ SPEAKING SKILL Nadhifatuzzahro, Auly; Sulistianingsih, Endang; Sumartono, Sumartono
Applied Research on English Education (AREE) Vol 3, No 1 (2025): January 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.3.1.2025.1-7

Abstract

This study examined the effect of creating TikTok videos on the speaking skills of the tenth-grade students of SMA Al Irsyad Tegal. The objective of this research was (1) to determine the effect of creating a TikTok video on speaking skills and (2) to describe students’ perception of Creating TikTok on their motivation for speaking skills. This study used a mixed-method approach to answer the research objective. An instrument used in this research was a speaking test. The instruments have been tested for validity and reliability. The study found that there was a difference between the post-test means of the experimental group and the control group. The results of this research showed that creating a TikTok video was successful in improving students’ speaking skills. Based on the questionnaire, students said they had less confidence in speaking English due to a lack of vocabulary. After creating a TikTok video, they said they became more motivated to enrich their vocabulary because the activity is fun, engaging, and not stressful
IMPACTING ARTIFICIAL INTELLIGENT CHATBOT IN FLIPPED CLASSROOM TO ENHANCE STUDENTS’ SPEAKING COMPETENCE Setyoningrum, Tri Yuli; Susanto, Dias Andris; Setiaji, Arso
Applied Research on English Education (AREE) Vol 3, No 1 (2025): January 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.3.1.2025.8-25

Abstract

Traditional teaching methods have changed in recent years due to the integration of technology into education. The use of artificial intelligence (AI) in education has received the greatest attention. The flipped classroom concept is one area where AI has demonstrated promise. However, one challenge teacher’s face in language learning contexts is providing opportunities for          students to practice speaking skills effectively. The purpose of this study is to examine how AI Chatbots in flipped classrooms can enhance students' speaking competence. This study employed a mixed method research design. Students were split into two groups: the experimental group received instruction via an AI Chatbot before speaking class, and the control group received instruction using a conventional approach. A pre-test and a post-test were administered preceding to and following treatment, separately. Five participants were interviewed and a questionnaire was distributed to all participants in order to measure students' perceptions. The study's findings showed that teaching speaking through AI Chatbots in flipped classrooms was more effective than the conventional approach. Pupils who received instruction from an AI Chatbot in a flipped classroom were much more likely to pass KKM. The benefits of deploying AI Chatbots in flipped classrooms are also evident from students' questionnaire responses, which show that students enhanced their vocabulary, pronunciation and gained confidence. Briefly stated, AI Chatbots in flipped classroom can be utilized as a substitute for traditional classroom instruction in speaking, and they have been shown to boost students' confidence in addition to their speaking competence.
THE EFFECTIVENESS OF WEB-BASED LEARNING MEDIA “GAMES TO LEARN ENGLISH” ON YOUNG LEARNERS' VOCABULARY MASTERY Putri, Niken Amalia Salsabila; Kurniati, Diah; Utomo, Slamet
Applied Research on English Education (AREE) Vol 3, No 1 (2025): January 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.3.1.2025.26-34

Abstract

Vocabulary is one of the essential parts of language that cannot be separated from learning English. It is challenging to master the four language skills without mastering a vocabulary because it is essential in language learning. The problem of this research is whether web-based learning media Games to Learn English to teach vocabulary to sixth-grade students at SD 1 Ternadi in the 2023/2024 academic year make a significant difference in vocabulary learning. This is an experimental study with one group pre-test and post-test. This study explores the difference in young learners’ vocabulary before and after being taught using web-based learning media Games to Learn English. Only one class in this study as respondents received the treatment as part of this design. The sig (2-tailed) value obtained is 0.00, which is less than 0.05, therefore there is a significant difference. As a result, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected, there is a difference between the two values. It is proved that Games to Learn English is effective to teach vocabulary for sixth grade students at SD 1 Ternadi.
EFL Lecturers’ Perspectives on Ethical Challenges in AI-Integrated English Language Teaching Ariq Nafil Toris; Imam Santosa
Applied Research on English Education (AREE) Vol 4, No 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.4.2.2026.54-65

Abstract

The use of AI in English as a foreign language (EFL) learning is one of the technology integration strategies to improve learning effectiveness, especially in higher education. However, many educators, especially lecturers, face ethical challenges in using AI technology into their teaching. This study observes the difficulties lecturers face in facing ethical challenges when integrating AI into their teaching, as well as bridging the gap between theoretical development and implementation in the classroom. Using a qualitative research design, data were collected through semi-structured interviews with four English lecturers who teach English as a foreign language in higher education and have various educational backgrounds. Then, the findings also observed that the ethical challenges lecturers face in using AI in learning are caused by misuse in the use of AI, the accuracy of AI in providing output, and the ambiguity of how the AI system stores user data. Thus, this challenge emphasizes that the effectiveness of AI technology depends on how well users understand how AI works. This study also explains the importance of a comprehensive considerate of AI for teachers and lecturers in higher education to improve the use of AI in EFL learning. Furthermore, these findings also explain the need for further research on how AI is used in EFL as a way to improve learning power that is relevant to current developments.Keywords: Use of AI; Learning effectiveness; Ethical challenges; EFL Classrooms
Analysis of Figurative Language and Its Function from a Morphological Perspective by Imagine Dragon in Album Continued Silence Widyashanti Kunthara Anindita; Muchlishatuz Zahroh
Applied Research on English Education (AREE) Vol 4, No 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.4.2.2026.1-12

Abstract

Using morphological structures like prefixes, suffixes, compounding, and inflection as additional levels of meaning formation, this study aims to investigate metaphorical language in song lyrics. This study employs a descriptive qualitative research methodology. Five chosen songs from the album such as Radioactive, Demons, It's Time, Tiptoe, and Amsterdam were used to gather the data. The analysis uses Perrine's (1963) theory for classifying figurative language types and Bauer's (2019) framework of morphological analysis to examine how word production processes contribute to emotional intensity, thematic coherence, and stylistic impacts. The results indicate that metaphor is the most often used figurative category, with 22 instances out of 50 total figurative words (44 percent). Next are personification (6 occasions), hyperbole (7 instances), and symbolism (9 instances). In terms of morphology, 67% of verbal figurative phrases have the progressive suffix -ing. This suffix transforms static emotional states into dynamic, ongoing processes. 14% of figurative idioms are compound words, which are simplified metaphors. Heartache and daylight are two examples of these concepts. The negative prefix *un-*, which paradoxically emphasizes power while rejecting weakness, is utilized in 16% of cases. The integration of morphological analysis demonstrates that figurative language is not just a semantic or syntactic phenomenon but also a morphological technique for condensing complex emotions into compact linguistic forms. By enabling listeners to process meaning through both lexical and sublexical signals, this approach improves the interpretative experience.Keywords: Figurative language; Imagine Dragons; lyric analysis; Continued Silence; metaphor.
Fostering EFL Students’ Speaking Skills through The Pen Pals Project in The Cross-Cultural Understanding Course Intan Nurul Afiqoh; Titis - Sulistyowati; Agung Dwi Nurcahyo
Applied Research on English Education (AREE) Vol 4, No 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.4.2.2026.13-23

Abstract

The Pen Pals Project was exciting and challenging in improving my speaking skills. The pen pals project, which is based on cross-cultural knowledge between countries, is one of the efforts that can be used to enhance students’ speaking skills. However, previous studies have primarily focused on students’ writing skills at the junior and senior high school education levels. This motivates the researcher to further uncover the benefits of the pen pals project in a cross-cultural understanding course that aims to improve speaking skills. This study aims to determine how much the pen pals project can improve students’ speaking ability. It focuses on how much the pen pals project can improve students’ speaking skills. The data were gained from students’ perspectives and experiences during the project. This research uses a qualitative descriptive method. Researchers used a questionnaire concerning scale-based students' perspectives. This study also used semi-structured interviews as a research instrument. The result of this study indicates that a favorable percentage of the pen pals project contributed to improving students’ speaking skills. Student perspectives showed that students could carry out the project with enthusiasm, curiosity, and happiness. This improvement is marked by positive emotional, behavioral, and cognitive engagement. Then, practically, students also experienced improvements in pronunciation, vocabulary, fluency, grammar, and comprehension.Keywords: cross-cultural understanding; engagement; pen pals project; speaking skills
Examining Social and Emotional Relation: Attitude Resources in the Spoken Dialogue of Spellbound (2024) durotunnasihah durotunnasihah; maisarah ira
Applied Research on English Education (AREE) Vol 4, No 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.4.2.2026.24-35

Abstract

Attitudinal aspect in Appraisal framework focuses on how speakers express and evaluate meaning. Examining how Attitude resources within the Appraisal Framework used to interpret meaning in the animated film Spellbound (2024) is the purpose of this study through identifying the frequency of Attitudinal aspects—Affect, Judgment, and Appreciation—and investigating how characters employ these resources to express emotions, interpret behaviour, and describe situations. A qualitative content analysis approach is applied. The film’s transcript was cleaned, coded and segmented through White & Martin’s (2005) Appraisal Framework. The results reveal Affect is the most dominant category, followed by Judgment and Appreciation lastly appears. This sequence shows that emotional expression has the important roles in shaping how the characters interact each other and influencing the way story develops, while assessing others’ behaviour ad evaluating settings and situation are slightly used to complement the integrated storyline. Attitude resources help significantly character development, interpersonal relationship, and narrative meaning. However, this study is limited on one animated movie and only focused on written script particularly spoken dialogue. Future study can further research by involving multimodal features such analysis of gestures and surrounding environment. Overall, valuable insights into evaluative language in animated film dialogue are provided by the study, highlighting the usefulness of the Appraisal Framework for exploring interpersonal meaning in evaluation discourse.Keywords: Appraisal Framework; Attitudinal Resource; Spellbound (2024); Spoken Dialogue
Teachers’ Corrective Feedback and Students’ Speaking Anxiety in EFL Speaking Classes Adelia Yuli Izzati; imam santosa
Applied Research on English Education (AREE) Vol 4, No 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.4.2.2026.36-53

Abstract

The This study investigated students’ experiences of corrective feedback in EFL speaking classes and examined its relationship with speaking anxiety. The research employed a qualitative approach using semi-structured interviews to explore how students perceived corrective feedback provided by lecturers during speaking activities. The participants were university students enrolled in speaking classes, and the data were analyzed through thematic analysis supported by ATLAS.ti to identify recurring patterns and themes. The findings revealed that corrective feedback was frequently used in speaking classes and played a crucial role in raising students’ awareness of their speaking performance, particularly in terms of pronunciation, clarity, and language use. However, the results also indicated that corrective feedback was closely associated with students’ emotional responses. While some students perceived feedback as helpful and motivating, others experienced increased speaking anxiety, especially when feedback was delivered publicly or required immediate responses.Keywords: corrective feedback; speaking anxiety; EFL speaking; students’ perceptions; qualitative study

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