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Dewi Satria Elmiana
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Journal of English Education Forum (JEEF)
Published by Universitas Mataram
ISSN : 28072480     EISSN : 2807260X     DOI : https://doi.org/10.29303/jeef
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol. 5 No. 4 (2025): OCT-DEC 2025" : 10 Documents clear
Analysis of Needs Seen in “Finding Dory”: A Movie Directed by Andrew Stanton Hilma, Melitia; Fitriana, Eka; Isnaini, Muhammad
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.893

Abstract

This study examines the character development of Dory in the animated film "Finding Dory," directed by Andrew Stanton, through the framework of Maslow's hierarchy of needs. The research aims to identify the various needs reflected in Dory's character and analyze how the fulfillment of these needs influences her growth throughout the narrative. Utilizing qualitative methods, the study analyzes key scenes and dialogues to illustrate Dory's physiological, safety, belongingness, self-esteem, and self-actualization needs. The findings reveal that while Dory's physiological needs are minimally depicted, her safety needs are evident as she navigates vulnerable situations. Her profound desire for belongingness and love drives her quest to reunite with her family, highlighting the importance of relationships in her character development. Additionally, the study illustrates how Dory's journey enhances her self-esteem and leads to self-actualization as she learns to embrace her identity and capabilities. This research underscores the significance of character education in understanding personal growth and emotional intelligence. The insights gained from Dory's character can serve as a valuable resource for educators and parents, emphasizing the role of films in facilitating discussions about character development and the fulfillment of human needs. The study concludes with suggestions for incorporating character education into curricula and further research opportunities in the field of film analysis and character studies.
Improving Students' Speaking Ability Using Time Token Arends in the Eleventh Grade of SMAN 1 Mataram Alfiqar, M. Rangga Sahid; Amin, Muhammad; Susanti, Ni Wayan Mira; Amrullah
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.900

Abstract

Speaking, as a critical component of language acquisition, is often hindered by factors such as low confidence, limited vocabulary, and reluctance to use English in class. This research investigates the effectiveness of the Time Token Arends (TTA) cooperative learning strategy in enhancing the speaking ability of eleventh-grade students at SMAN 1 Mataram.  Through Classroom Action Research (CAR), this study was conducted over two cycles involving 21 students. The instruments used included speaking tests, observations, and questionnaires, with the speaking tests focusing on pronunciation, grammar, vocabulary, and fluency. The results demonstrated a significant improvement in students’ speaking performance—from a pre-test average of 52.14 to a post-test cycle I average of 71.42 and finally to 82.61 in cycle II. Additionally, 95.23% of students achieved the minimum mastery criterion after the second cycle. The findings suggest that TTA is an effective and engaging strategy to boost students' speaking fluency and confidence. The research implies valuable insights for teachers seeking innovative methods to encourage active language use and equitable participation in speaking activities.
The Effectiveness of Using ELSA Speak Application to Teach English Speaking Skills to High School Students Asteriana, Wipen
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.927

Abstract

This study investigates the effectiveness of the ELSA Speak application in improving high school students’ English-speaking skills. A quasi-experimental design with one group pre-test and post-test was employed, involving 26 students of Grade XI at MA Al-Mubarak NW Sembalun. Students were assessed on pronunciation, fluency, grammar, vocabulary, and comprehension. Data were collected through pre-tests, post-tests, and semi-structured interviews. Quantitative analysis showed a significant improvement in speaking scores from a mean of 12.11 (pre-test) to 18.07 (post-test). A paired sample t-test confirmed the difference was statistically significant (p < 0.05). Qualitative findings revealed that students gained confidence, fluency, and motivation through interactive features and instant feedback of the app. These results demonstrate that ELSA Speak is an effective digital tool for enhancing students’ speaking proficiency and should be integrated into classroom practice. Future studies could explore the long-term effects of using ELSA Speak by conducting longitudinal research over multiple semesters. Additionally, comparative studies involving different age groups or diverse linguistic backgrounds would help determine the app’s adaptability and effectiveness across varied educational contexts.
Using Small Group Discussion for English Speaking at Vocational High School (SMKN) 1 Pujut Nuraini, Ella; Amrullah; Melani, Boniesta Zulandha; Amin, Muhammad
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.952

Abstract

This study investigates the significance of the Small Group Discussion (SGD) method in enhancing students’ English-speaking performance at SMKN 1 Pujut. The research applied a quasi-experimental design involving two groups: an experimental group taught using Small Group Discussion and a control group taught through conventional methods. Both groups consisted of 34 students. The data were collected through pre-test and post-test to measure students’ speaking ability, focusing on four aspects: grammar, vocabulary, pronunciation, and fluency. The treatment was conducted in three meetings. During the learning process, students in the experimental group actively participated in group discussions, while those in the control group followed traditional teacher-centered instruction. The results were analyzed using an independent samples t-test. The findings showed that there was a significant difference between the two groups, where the experimental group achieved a higher mean score of 66.76 compared to 53.67 in the control group, with a t-value of -6.717 and a significance level (p) < 0.05. The results indicate that the Small Group Discussion method helps improve students’ speaking achievement and encourages more active and confident participation during classroom interaction.
An Analysis of the Speaking Skill Development of English Education Students through Participation in English Debate Competitions Yulianingsih; Amin, Muhammad; Junaidi, Ahmad; Elmiana, Dewi Satria
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.953

Abstract

One of the most vital skills of English learning is speaking because it helps learners communicate and express ideas. The interactive and analytical nature of debate lets students practice using English as a tool of real-world communication as they build argumentation and reasoning skills. The purpose of the study is to discover what is enhanced in terms of speaking skills by taking part in debate competitions and to discuss how taking part in debate competitions enhances the speaking skills of English Education students at the University of Mataram. It was a qualitative cross-case study which used a sample size of five students who had one year of experience in competitive debate. The sources of data were semi-structured interviews and recording of debates (2023 and 2025). The recordings were processed with modified adaptation of the rubric on fluency, vocabulary, grammar, and cohesion created by Brown (2004), whereas the data of the interviews were processed with the interactive model developed by Miles et al. (2018). The results indicate that speaking proficiency of students significantly increased especially on fluency, vocabulary and cohesion, but grammatical improvements were minimal. The student stated that debate improved their speaking by giving them endless exposure to English, lots of practice, coach and peer feedback, active listening, and peer learning, which promoted the use of strategic language. To sum up, the idea of debate competition is useful to enhance fluency, confidence, and communicative competence of students; it is a useful tool to master speaking skills in EFL.
The Impacts of Foreign Language Anxiety on Speaking Confidence: A Correlational Study in Students of the English Department of the University of Mataram Anisa, Nisma; Udin; Saputra, Agus; Melani, Boniesta Zulandha
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.954

Abstract

The interplay of Foreign Language Anxiety (FLA) and speaking confidence are important in the trajectory learning of the English language, and anxiety can lead to diminished students' communication ability and willingness to communicate. The current study explored the relation of FLA, with emphasis on anxiety in relation to speaking confidence, for the students of the English Department of the University of Mataram. The method used was a quantitative correlational design in which two sets of questionnaires on the concept were used to explore the variables. Descriptive statistics were used to derive the mean levels of FLA and speaking confidence, and Spearman's rank correlation was implemented to establish the strength and direction of the relationship. The analysis established three types of impacts of FLA which is cognitive, academic, and social. Overall, the correlation test found evidence of a negative relation between FLA and speaking confidence, implying that increased anxiety decreased the students' confidence to speaking English. The data highlight the need to address FLA around students learning English in the language classroom, in terms of developing students' speaking confidence and communicative competence.
The Effectiveness of Using Mind Mapping in Improving English Writing Skills of the Tenth Grade Students of SMKN 1 Pujut Pratiwi, Meilisa Cahya; Farmasari, Santi; Susanti, Ni Wayan Mira; Thohir, Lalu
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.955

Abstract

This research investigates the effectiveness of the Mind Mapping technique in improving the English writing skills of tenth-grade students at SMKN 1 Pujut. This study used a quantitative approach with a quasi-experimental design, involving two groups: an experimental class (X AP 1, 30 students) taught with Mind Mapping and a control class (X AP 3, 30 students) taught with conventional methods. Data were collected through pre-tests and post-tests of descriptive writing, and then scored based on content, organization, vocabulary, language use, and mechanics, and analyzed using SPSS with normality tests, homogeneity tests, and an Independent Samples t-test. The scores of the experimental group increased by 36.87 to 87.27 and the scores of the control group increased by 41.3 to 81.30 and statistical data confirmed that there was a significant difference (t = -5.207, p < 0.001). These findings showed that Mind Mapping was effective in terms of improving students in terms of organizing ideas, vocabulary and the quality of writing as a whole. One can conclude that Mind Mapping is a helpful teaching tool that encourages the development of creativity, logical thinking, and writing confidence, which makes it very helpful to both the teacher and the learner. Future studies could explore the long-term retention of writing skills acquired through Mind Mapping and investigate its effectiveness across different genres of writing and diverse learner populations.
Translanguaging among YouTubers: A Study of Language Use and Identity Construction Sulistiawati, Bq. Lala; Yusra, Kamaluddin; Isnaini, Mh.; Arifuddin
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.958

Abstract

This study explores the application of translanguaging by the YouTubers, focusing on language use, types of translanguaging, and how translanguaging is used to construct identity. The study used a netnographic method. The data were collected from the YouTube channels of Maudy Ayunda and Raymond Chin. The researcher first transcribed the utterances into written texts. Analysis of the transcripts was then done to determine what languages were used in the videos that demonstrated instances of multilingual application. In the research, it is observed that two languages are used, which are Bahasa Indonesia and English. Among these, Bahasa Indonesia is the dominant language. Once the languages have been identified the utterances were categorized into the types of translanguaging. The study reveals there are three types of translanguaging that include approximately 70 percent language mixing, 20 percent language choice and 10 percent language borrowing. Lastly, the researcher explained how these translanguaging practices contributed to identity construction. Each type of translanguaging constructs a specific identity: language mixing constructs a bilingual/ multilingual identity, language choice constructs a knowledgeable and educated identity, and language borrowing constructs a modern identity. While this study provides insights into digital translanguaging, its scope is limited to two YouTubers and therefore cannot fully represent the diversity of practices across the platform. Nevertheless, the study concludes that translanguaging functions not only as a means of communication but also as a performative tool for shaping and projecting identity in digital spaces.
Development of a Blended English Language Learning Module for Pharmacy Students Using the Whole-Part-Whole (WPW) Model to Support Project-Based Learning (PjBL) Sujana, I Made; Saputra, Agus; Fitriana, Eka; Munandar, La Ode Alfin Haris; Izzah, Amniyatul
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.965

Abstract

Pharmacy students require tailored English language skills to support their academic and professional needs. Traditional approaches often fail to address diverse learning preferences, technological advancements, and specific linguistic demands. This study aimed to develop an innovative blended English language learning module using the Whole-Part-Whole (WPW) model to support Project-Based Learning (PjBL) for Pharmacy students at the University of Mataram. Employing a Research and Development (R&D) approach, this study utilized the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Data were collected through document reviews, FGDs, interviews, observations, and questionnaires and analyzed using quantitative and qualitative methods based on Miles and Huberman's model. The module design successfully integrated ESP, TPACK principles, Blended Learning, WPW structure, and PjBL strategy. Students reported improved engagement, confidence in English use, and collaborative skills. Experts’ evaluations also confirmed the module’s effectiveness. The WPW-based blended English module supports Pharmacy students’ diverse learning needs and enhances language proficiency, collaboration, and 21st-century skills. Future research should expand its application to other disciplines and update digital content continually.
Faithful Translation Method in Translating Movie of Kung Fu Panda 1 Syafitri, Baiq Inda Rahma; Baharuddin; Wardana, Lalu Ali
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.970

Abstract

This study examines the application of the faithful translation method in the Indonesian subtitles of the animated film Kung Fu Panda 1, focusing on the dialogues between Po and Master Shifu. Drawing on Peter Newmark’s translation theory, the analysis centers on two main aspects: the preservation of contextual meaning and the adherence to grammatical structure in the target language. A total of 262 dialogue pairs were analyzed using a qualitative content analysis approach, supported by quantitative data. The findings reveal that 124 translations (47.33%) reflect faithful translation. Despite this limitation, the faithful method demonstrated its effectiveness in preserving contextual meaning by accurately transferring cultural references, emotional nuances, and intended messages, while also maintaining grammatical integrity through appropriate subject–verb agreement, clause structure, tense consistency, and natural syntax in the target language. This research highlights the importance of balancing fidelity to the source text with the practical demands of audiovisual translation, contributing valuable insight into the use of the faithful method in subtitled films.faithful translation

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