Journal of English Education Forum (JEEF)
The aim of this Journal is to promote a principled approach to research on English education into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: English teaching and learning; English testing, assessment and evaluation; English instructional methods, materials, and techniques; English for Specific Purposes (ESP); English for Young Learners (EYL); English for Academic Purposes (EAP); Curriculum and syllabus design and development; Linguistics, literature, and translation in ELT Multilingualism and multilingual education
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<![CDATA[An Analysis of the Merdeka Curriculum on Improving Students' English Speaking Skills: Teachers and Students Perceptions at SMAN 2 Mataram ]]>
<![CDATA[Jihad]]>;
<![CDATA[Farmasari, Santi]]>;
<![CDATA[Susanti, Ni Wayan Mira]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.834
<![CDATA[The study investigates the teachers and students’ perceptions of the merdeka curriculum on improving english speaking Skills among students' at SMAN 2 Mataram. There were eight students and two teachers involved as samples. The research data were collected through interviews and classroom observation. The Merdeka Curriculum at SMAN 2 Mataram has significantly improved students' English speaking skills through flexible learning approaches, teacher support, and active student participation in speaking activities. Data analysis was conducted in three stages: data reduction, data display, and conclusion drawing. Relevant data from observations and interviews were selected, organized, and interpreted to address the research objectives. Data show that the curriculum encourages a shift from standard teacher-centered learning to a more student-centered approach, using various teaching methods like discussions and presentations. Classroom observations support these findings, with students actively participating in speaking activities and becoming more comfortable using English in everyday situations. The curriculum's flexibility allows students to choose assignments that suit their interests and comfort levels, increasing motivation to participate. The study concludes that the Merdeka Curriculum is an ideal tool for improving English language growth in various educational contexts which also imply that English teachers have more rooms to create learning activities more flexibility.]]>
<![CDATA[English Students’ Perception Towards the Use of YouTube as a Learning Resource to Enhance English Speaking Skills: A Case Study at the Third Semester of the English Education Program, University of Mataram ]]>
<![CDATA[Octaviani, Nurul]]>;
<![CDATA[Fitriana, Eka]]>;
<![CDATA[Putera, Lalu Jaswadi]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.838
<![CDATA[This study discusses the perceptions of third-semester students in the English education program at Mataram University regarding the utilization of YouTube as a learning resource for enhancing their English-speaking skills. This study aims to investigate and determine students' perceptions of YouTube as a learning resource to improve their English-speaking skills and the factors that influence them. The research methods used in this study are mixed methods by distributing questionnaires and conducting interviews. The results of this study show that students have a positive view of using YouTube as a learning resource to improve their English-speaking skills and the perception is influenced by internal factors and external factors from the students. The findings indicate that the students' characteristics and the features of YouTube contribute to the enhancement of English-speaking skills. However, while the majority of the students view YouTube positively as a tool for enhancing their English-speaking abilities, a minority has an opposing perspective. Therefore, it is recommended that future research explore the long-term impact of YouTube on speaking proficiency and evaluate specific content types. Furthermore, incorporating structured YouTube-based tasks into classroom instruction may enhance learning outcomes while minimizing the challenges students face when using the platform independently.]]>
<![CDATA[The Effectiveness of Retelling Technique in Improving Vocabulary Mastery: A Study in the Second-Grade Students of MAN Lombok Barat ]]>
<![CDATA[Cahyani, Nila]]>;
<![CDATA[Nurtaat, Lalu]]>;
<![CDATA[Aziz, Atri Dewi]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.846
<![CDATA[This study aims to investigate the effect of using retelling techniques on students’ vocabulary mastery among second-grade students at MAN Lombok Barat. A quasi-experimental research design was employed, involving two groups: an experimental group that received instruction through the retelling technique and a control group that was taught using conventional methods. The population consisted of all second-grade students, while the sample included two classes selected through purposive sampling. Data were collected using pre-test and post-test assessments to measure changes in vocabulary mastery. The results indicated a significant improvement in the experimental group’s vocabulary performance, with an average post-test score of 71.84, compared to the control group’s score of 62.08. The paired sample t-test analysis revealed a t-value of 3.583, which is higher than the critical t-table value of 2.069, leading to the acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (H₀). These findings align with previous studies by Mursilah (2016), Nursanti (2014), and Fadilaturrahmah (2022), which also reported that retelling techniques enhance students’ language skills, particularly vocabulary acquisition and comprehension. Moreover, this result supports the theoretical framework proposed by Idayani & Fitri (2021), who emphasized the effectiveness of retelling in creating a more interactive and student-centered learning environment. In conclusion, the retelling technique has a significant positive impact on students’ vocabulary mastery. Therefore, it is recommended for English teachers as an engaging and effective strategy to improve vocabulary learning outcomes.]]>
<![CDATA[The Significant Effect of Using Phonetic-Based Materials in Teaching Pronunciation Skills in Grade XI of SMAN 1 Mataram ]]>
<![CDATA[Hidayat, Andre]]>;
<![CDATA[Arifuddin]]>;
<![CDATA[Arafiq]]>;
<![CDATA[Kamaludin]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.854
<![CDATA[This research investigates the significant effect of using phonetic-based materials, particularly the International Phonetic Alphabet (IPA), in teaching pronunciation skills to eleventh-grade students at SMAN 1 Mataram. Employing a quasi-experimental design with a one-group pre-test and post-test model, the study involved 32 students from class XIF MIPA-6. Data were collected through pronunciation assessments using the Elsa Speak application, which analyzed students’ performance before and after treatment. The treatment consisted of structured lessons integrating phonetic symbols and guided practice across four meetings. The statistical analysis using a paired sample t-test showed a significant difference between pre-test and post-test scores (t = 2.275 > t-table = 2.040, α = 0.05), indicating that phonetic-based materials positively affected students’ pronunciation skills. Despite the modest increase in mean scores (from 75.8 to 76.5), the improvement was statistically significant. The study concludes that the integration of phonetic-based materials is an effective approach to enhance English pronunciation among EFL students.]]>
<![CDATA[Analysis of Student Needs for English Teaching Materials in Management Department Faculty of Economics and Business University of Mataram ]]>
<![CDATA[Husmia, Tria Rizki]]>;
<![CDATA[Amrullah]]>;
<![CDATA[Arafiq]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.859
<![CDATA[This study aims to investigates the English language needs of Management Study Program students at the Faculty of Economics and Business, University of Mataram, emphasizing the importance of English for Specific Purposes (ESP). As globalization intensifies, proficiency in English tailored to students’ academic and professional fields becomes critical. Employing a qualitative descriptive method, data were collected from 35 third-semester students through questionnaires and interviews, focusing on their learning needs, goals, and preferred content. Analysis revealed that speaking skills are prioritized by students to enhance their future career prospects, while there is a strong demand for English materials directly related to management contexts. The findings highlight that students require materials that are not only easy to understand but also practically applicable to their future workplaces. This study underscores the need for lecturers to develop specialized English teaching materials that align with students' professional goals and specific disciplines. It also recommends that English teaching at the university level move beyond general proficiency to incorporate industry-relevant language skills. Finally, the study suggests future research involve larger sample sizes to further enrich understanding and curriculum development. The integration of ESP principles into English teaching is essential for preparing graduates who are competent, confident, and ready for the demands of their professions.]]>
<![CDATA[Student's Perception of Offline and Online Learning in Writing Class at the University of Mataram ]]>
<![CDATA[Mulyaningsih, Sukma]]>;
<![CDATA[Aziz, Atri Dewi]]>;
<![CDATA[Udin]]>;
<![CDATA[Putera, Lalu Jaswadi]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.862
<![CDATA[This research aims at analyzing and describing, then finding out students’ perception of offline and online learning in writing class at the University of Mataram. The research method used is quantitative and qualitative method. 25 students are selected as the sample of this research from the population. The instruments of this research were questionnaires and interview. Online surveys were employed as research tools to get the data. These questionnaires were administered through a Google Form survey sheet and they were distributed via WhatsApp. The results of this research students have mixed opinions about the implementation of offline and online learning in writing class. Students also face challenges in learning English through offline and online methods, such as having trouble adjusting to new learning habits. The students’ perceptions toward offline and online learning in writing class at the University of Mataram split into 2 categories: students’ perception of offline and online learning and students' challenge experiences during offline and online learning in writing class at the University of Mataram. The majority of students support the implementation of offline and online learning in writing classes, with 32.16% agreeing and 29.76% remaining neutral. The bottom position is seated by the groups of students that oppose or do not support the implementation of offline and online learning in writing class with 11.44% of the total students. Thus, it can be concluded that the more students propose or support the implementation of offline and online learning in writing class.]]>
<![CDATA[Needs Analysis for Designing English for Tourism Practitioners at Lantan Village Using Language-Based Responsibility Model ]]>
<![CDATA[Sabila, Widani Silvie Tsal]]>;
<![CDATA[Sujana, I Made]]>;
<![CDATA[Saputra, Agus]]>;
<![CDATA[Kamaludin]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.863
<![CDATA[This study discusses the English language needs of tourism practitioners in Lantan Village, Central Lombok. This study identified 16 tourism actors, including tour guides and traders, who had difficulty communicating effectively due to limited English language skills. The study was conducted in Lantan Village, Central Lombok using R&D approach. Data collection procedures included observation, interviews and documentation, while the instruments used consisted of observation sheets and interview sheets. The results of this study indicate that a syllabus was created for tourism practitioners in Lantan Village, utilizing the Language-Based Responsibility Model (LBRM), this study conducted a needs analysis to determine the essential language skills needed to interact with international visitors. The findings of the study highlighted the need for English language training that is tailored to the local cultural context, leading to the development of a relevant syllabus aimed at improving communication skills. Ultimately, this study emphasizes that improving English language skills is essential to improving service quality and enriching tourist experiences, thus contributing to the development of sustainable tourism in Lantan Village.]]>
<![CDATA[Phonological Features of Angry Register Expressions in Bikol-Naga: An Acoustic Analysis Across Age Groups ]]>
<![CDATA[Ocampo, Darrel M.]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.867
<![CDATA[This study investigated the phonological characteristics of angry register expressions in Bikol-Naga as uttered by high school students, college students, teachers, and laborers. Utilizing Praat software for acoustic analysis, variations in pitch and intensity contours of selected angry words were examined. Findings indicate that while universal vocal signals of anger, such as elevated pitch and increased intensity, are present across all groups, culturally specific vocal components and controlled delivery patterns are also evident, particularly among older speakers and those in more formal professions. The analysis reveals how prosodic elements like pitch and intensity, alongside specific phonological features such as glottal stops and voiced velar fricatives, contribute to the expression and interpretation of anger in Bikol-Naga, aligning with existing research on emotional speech and language-specific phonology. This research contributes to a deeper understanding of the socio-phonetic variations of emotional speech in Philippine languages.]]>
<![CDATA[Teaching Phonemic Awareness in Multilingual Contexts: A Comparative Study of Filipino and Indonesian Students ]]>
<![CDATA[Ocampo, Darrel M.]]>;
<![CDATA[Marsella, Elisabeth]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.868
<![CDATA[This study explores the challenges of teaching phonemic awareness among elementary students in multilingual settings, focusing on Filipino and Indonesian contexts. Given the linguistic diversity in both countries, the research investigates how native language interference, resource availability, and instructional strategies affect phonemic recognition and pronunciation accuracy. An exploratory sequential mixed-methods design was employed, combining quantitative assessments from 200 students (100 Filipino and 100 Indonesian) with qualitative insights from interviews involving 20 teachers. Quantitative findings revealed statistically significant differences in phonemic awareness performance, with Indonesian students outperforming their Filipino counterparts, likely due to more standardized language policies. Qualitative data highlighted persistent difficulties stemming from phonetic interference and inconsistent curricular support. The study underscores the need for culturally responsive teaching approaches and localized phonemic instruction tailored to students’ linguistic backgrounds. It is recommended that teacher training programs and educational policies be revised to integrate multilingual perspectives and improve phonemic instruction in diverse classrooms.]]>
<![CDATA[Psycholinguistic Insights into Lexical Choice and Emotion: The Case of Bill Gates’ 2007 Harvard Commencement Speech ]]>
<![CDATA[Mukti, Muhammad Abdee Praja]]>;
<![CDATA[Listiani, Toneng]]>;
<![CDATA[Wardoyo, Cipto]]>
<![CDATA[ Journal of English Education Forum (JEEF) Vol. 5 No. 2 (2025): APR-JUN 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.29303/jeef.v5i2.869
<![CDATA[This study explores the psycholinguistic dimensions of lexical choice and emotional expression in Bill Gates’ 2007 Harvard Commencement Speech. Drawing on a qualitative descriptive methodology and discourse analysis of the speech transcript, this research investigates how Gates strategically employs emotionally charged vocabulary, humor, metaphors, and narrative structures to evoke specific emotional responses, foster audience engagement, and advocate for social change. The findings reveal that Gates utilizes high-emotion lexical items such as regret, inequity, and disparity to highlight global injustices while employing self-deprecating humor to reduce psychological distance and build rapport with the audience. Metaphorical constructs further enhance cognitive processing and emotional resonance by simplifying complex societal issues. This paper extends its analysis to emphasize the educational implications of Gates’ linguistic strategies, particularly in relation to public speaking pedagogy, emotional intelligence in communication, and the role of language in shaping critical thinking and social awareness. The study contributes to the understanding of psycholinguistic dynamics in influential public discourse and underscores the importance of integrating affective and cognitive dimensions in language education.]]>
