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Jurnal Vokasia
Published by Universitas Jenderal Soedirman
ISSN : -     EISSN : 29625920     DOI : https://doi.org/10.20884/1.vokasia
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jurnal Vokasia is a scientific peer-reviewed journal that publishes research articles on English vocational issues.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 50 Documents
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Using Free4talk Application to Improve Students’ Speaking Skill Mustasyfa Thabib Kariadi; Elvah Fathin Alfairuza; Novita Pri Andini
Jurnal Vokasia Vol 5 No 1 (2025): June 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.1.15897

Abstract

This research aims to investigate the difficulties sixth-grade elementary school students face in improving speaking and the effectiveness of utilizing the Free4talk application in improving their speaking skills. Identified issues include lack of time for English practice, feelings of embarrassment lack of confidence in pronunciation, and limited vocabulary in English. This research used a pre-experimental method with a purposive sampling technique. The research was conducted on grade 6th students at SD Al Furqoon in the Academic Year of 2023/2024, with a total sample are 22 students. The research instruments to collect the data included a questionnaire, pre-test, post-test, and observation. Identified issues include lack of time for English practice, feelings of embarrassment lack of confidence in English pronunciation, and limited vocabulary in English. This is evident from the F value of 1.286 and sig=0.000, which means <0.05, this implies that there is an influence from the implementation of the Free4talk application on language speaking skills. For the second question, the researcher found the formula d(f) = n-2, resulting in a calculated d(f) value of 20 and the result of testing the variables of Free4talk application implementation (X) and improvement of speaking skills (Y) above supported by Cronbach’s Alpha values generated successively of 0.737 and 0.819. The findings indicate a significant improvement in students’ speaking skills after using the Free4talk application. Statistical analysis reveals a significant value indicating a meaningful impact of implementing the Free4talk application on students’ language-speaking skills. In conclusion, the utilization of the Free4talk application in enhancing the speaking skills of sixth-grade elementary school students is quite effective. This suggests that the application can be a beneficial tool in English language learning at the elementary level.
The Students' Autonomous English Learning Using Technology-Enhanced Language Learning Tools in Seven-Grade of SMP Telkom Purwokerto Ghaida Thifal; Muflihah -
Jurnal Vokasia Vol 5 No 1 (2025): June 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.1.16024

Abstract

This research aimed to describe how the 7th grade students of SMP Telkom Purwokerto used TELL tools in autonomous English learning and to explain the advantages as well as the challenges of using it. This study used a descriptive qualitative approach. The data collection techniques used were observation, interview, and documentation. The data analysis techniques used refer to John W. Creswell, which includes organizing and preparing the data, reading and reviewing the data, coding the data, generating themes, and representing the description and themes. With the development of integration technology in education, TELL tools including online platforms, mobile applications, and digital resources have changed the way students learn English autonomously. This research found that the students use some TELL tools namely Roblox, Instagram, TikTok, YouTube, Google, and Duolingo. The students used the tools to see and watch some English learning and random English videos. They also used it to help them practice their English by engaging in games or interacting with other people. It helps them gain new knowledge about English and how to use it in their daily lives. Using TELL tools in autonomous learning has some other advantages such as being affordable, convenient and flexible, and offering more personalized learning. The findings also reveal that students face several challenges in the process. These challenges include difficulties in maintaining motivation, an overwhelming abundance of resources, a lack of feedback, and dealing with difficult topics.
The Use of English in User Experience Writing Abdu Nur Ilham
Jurnal Vokasia Vol 5 No 1 (2025): June 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.1.16049

Abstract

This study explores the role and effectiveness of English in User Experience (UX) writing, particularly in the context of digital products aimed at international audiences. As global digital platforms increasingly adopt English to ensure accessibility and clarity, the integration of well-structured English UX writing has become essential in enhancing user interaction, engagement, and overall satisfaction. This study is based on the author’s internship experience at HiColleagues, an EdTech and IT service startup, where English was employed as the primary language for developing bilingual website content targeting B2B segmentation. Through qualitative analysis and practical implementation, the study investigates how English UX writing supports intuitive user navigation, improves comprehension, and contributes to the company's strategic goals such as increasing website traffic and attracting international leads. The study also outlines the stages involved in the UX writing process, including synergy meetings, drafting, revising, editing, and publishing. The findings highlight that the use of clear, concise, and context-aware English in UX writing not only enhances usability but also strengthens brand credibility in global markets. This thesis contributes to the growing body of knowledge in UX and content strategy, emphasizing the strategic importance of language in digital communication.
Error Analysis on Students' Business Letter Writing Artika Wina Fitriani; Actinis Muqsitha Paradista
Jurnal Vokasia Vol 5 No 1 (2025): June 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.1.16061

Abstract

Writing a business letter is a fundamental skill in the professional world, yet it presents various difficulties that can challenge even experienced writers. This research aims to analyze the common errors found in students’ business letter writing, categorize them, explore their possible causes, and suggest educational approaches to address these issues. This research used a descriptive quantitative approach. To achieve these objectives, frequencies, percentages and means of errors were calculated and tabulated. The data gathered by observation and documentation, where the documentation was writing assignment assigned by the lecturer. The result of research showed that students’ error in writing business letter were 55 errors. First, there were 29 errors in omission which were 52,7% of total errrors. Second, there were 19 errors in misformation which were 34,5% of total errors. Third, there were 6 error in addition which were 11% of total errors. There were 1 error in misordering which were 1,8% of total errors. Furthermore, the dominant errors in this research was omission which were 52,7% of total errors. In addition, brainstorming, drafting, peer review, and revising should be done as this improves error awareness and overall quality. Moreover, the teachers can assist the learners so that they will be able to draft business letters that are grammatically correct and contextually suitable.
Social Criticism In John Lennon’s Selected Songs: A Genetic Structuralism Analysis Muhammad Habibi; Lynda Susana Widya Ayu Fatmawaty; Eni Nur Aeni
Jurnal Vokasia Vol 5 No 1 (2025): June 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.1.16114

Abstract

This research aims to examine the social criticism in John Lennon’s selected songs, namely “Imagine,” “Gimme Some Truth,” and “Give Peace a Chance.” The study explores how John Lennon navigated his worldview and personal experiences, shaped by the issues he faced, to create songs that serve as a form of social criticism addressing societal problems. The primary research question focuses on identifying the social criticisms embedded in John Lennon’s selected songs. By analyzing the relationship between the reasons behind the creation of these works and their intrinsic elements, such as lyrics, song structure, and diction, this research aims to uncover the depiction of social criticism in the selected songs and delve deeper into Lennon’s perspectives on social issues, politics, and human rights. The findings are expected to contribute to a better understanding of the implementation of social criticism in popular works such as songs. This research not only enhances theoretical knowledge in the field of genetic structuralism but also provides insights into the importance of critical thinking regarding social issues in society
Comics as Media for Teaching Writing at the 7th Grade of SMP Negeri 5 Mrebet, Purbalingga Anggun Fifi Mualifah; Irra Wahidiyati
Jurnal Vokasia Vol 5 No 2 (2025): December 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.2.16089

Abstract

This study explores the implementation of comics as a medium for teaching writing at the 7th grade of SMP Negeri 5 Mrebet, Purbalingga. The research employs a qualitative approach involving observation, interviews, and documentation. The subjects include one English teacher and three students who participated in comic-based writing lessons. The teacher implemented three stages of learning: exploration, elaboration, and confirmation. Comics were used to enhance students’ engagement and creativity in writing, particularly in creating dialogues and introductory expressions. The study found that while comics are effective in supporting writing instruction, several challenges arose, such as students’ difficulty in constructing coherent narratives, balancing text with visuals, and teachers’ limited visual literacy. Despite these challenges, comics served as a beneficial medium to promote student motivation and provide teachers with deeper insight into students’ learning obstacles.
The Effectiveness of Rosetta Stone Application for Vocabulary Mastery of Sixth Graders in MI Hidayatul Mubtadiin Jubang-Brebes Sukron Ma'mun; Irra Wahidiyati
Jurnal Vokasia Vol 5 No 2 (2025): December 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.2.17089

Abstract

This study aims to examine the effectiveness of Rosetta Stone application for vocabulary mastery of sixth graders in MI Hidayatul Mubtadiin Jubang-Brebes. This research was motivated by the common issues faced in vocabulary learning, including limited vocabulary, pronunciation difficulties, and monotonous teaching methods. A pre-experimental one-group pre-test and post-test design was used, involving 28 students. They underwent three sessions using Rosetta Stone to learn vocabulary related to verbs, school equipment, and aspirations. The data were analyzed using N-Gain, which resulted in a moderate improvement score (0.3777). The findings demonstrate that integrating technology-based tools like Rosetta Stone can significantly support vocabulary acquisition in primary education. The study highlights the potential of interactive applications in creating engaging learning environments and recommends their broader use in elementary English instruction.
Exploring Translation Strategies in AI-Assisted Rendition of Banyumasan Javanese Wayang Kulit Dialogues into Indonesian and English Zulia Karini
Jurnal Vokasia Vol 5 No 2 (2025): December 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.2.18670

Abstract

Wayang Kulit Banyumasan, a traditional shadow puppet theater from Central Java, presents unique linguistic and cultural challenges when translated into Indonesian and English. The Banyumasan dialect of Javanese is characterized by krama (polite register), idiomatic expressions, and cultural depth, which are difficult for machine translation systems to capture. This paper explores translation strategies in AI-assisted translation of Banyumasan Wayang Kulit dialogues, focusing on the script 'Bawor Jadi Ratu' performed by Ki Kabul Idamanto. Dialogues were translated into Indonesian and English using AI tools (Google Translate, ChatGPT), then compared with human-translated versions. Results show that AI often produces literal and redundant outputs, misinterpreting cultural expressions. Human translators apply strategies such as cultural adaptation, modulation, and equivalence to produce culturally acceptable translations. This study proposes a hybrid approach where AI provides drafts while human translators refine cultural and pragmatic nuances, ensuring both efficiency and accuracy.
Students’ Voice in ICT-Enhanced Learning in English as a Foreign Language (EFL) Classroom: Benefits and Challenges Laxmi Mustika Cakrawati; Indrie Setya Lestari
Jurnal Vokasia Vol 5 No 2 (2025): December 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.2.18833

Abstract

In an effort to cope with the challenges and requirements of the 21st century education, due to the rapid advancement of technology, teachers are required to integrate ICT in their classroom. This study attempts to investigate students’ voice in ICT-enhanced learning in English as a Foreign Language (EFL) classrooms, focusing on the benefits and challenges. The study involved 100 high school students from some schools in Bandung, West Java, Indonesia. The data were obtained from a questionnaire and interview and were analyzed by using a mixed-method approach. The questionnaire, which consists of closed-ended questions using the Likert scale, was administered to students to explore their voice while the interview was conducted to gain in-depth opinion on the ICT use in the classroom. The participants of the study showed various responses toward the use of technology in the EFL classroom. The findings reveal that many teachers have integrated ICT into their classroom. Although slow-speed internet and school facilities are considered as the main challenges in ICT use, the results of the study indicate that a technology-rich environment can motivate students and promote a learner-centered classroom. Therefore, based on the findings, it is suggested that teachers effectively and creatively explore ICT-enhanced learning to engage students, who are considered as digital natives, in meaningful learning experiences.
Enhancing Grammar Proficiency Through PjBL: A Study on Student-Generated Questions for Tense Mastery and Communication Skills Almas Rifqi Darmawan; Melia Dwi Renovriska
Jurnal Vokasia Vol 5 No 2 (2025): December 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.2.18840

Abstract

Project-Based Learning is an approach to enhance students’ skill in certain aspects such as critical thinking, problem solving, and foster practical skills needed in the approach. This research aims to describe how student-generated grammar questions as a PjBL can be used systematically in the classroom. This research used a qualitative method employing observation and documentation as approaching tools. The study examined five groups, with Group 1 standing out as the most confident—all members delivered presentations successfully and answered grammar questions on tenses, subject-verb agreement, and conjunctions. In contrast, Groups 2–5 showed lower confidence, particularly in reading questions, though Group 4 had one fluent speaker. Question types varied: Group 2 tackled tenses and subject-verb agreement, Group 3 faced fill-in-the-blank and noun-related questions, and Groups 4–5 dealt with tenses, fill-in-the-blank, and noun/adjective questions. Notably, tenses were a recurring theme across all groups, underscoring their importance in the assessment. This method not only strengthens their understanding of linguistic structures but also directly enhances their writing skills, as they learn to apply these rules contextually and transforms grammar learning into an interactive, empowering process that cultivates both accuracy and expressive ability.

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