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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 124 Documents
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Teaching Phonemic Awareness to Filipino Students: Bridging Culture and Pedagogy: A Case Study Garganera, Japhet Mari
Journal of English Education Forum (JEEF) Vol. 5 No. 3 (2025): JUL-SEP 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i3.903

Abstract

This case study explored the issues and challenges in teaching phonemic awareness to Filipino students, specifically on how culture, pedagogy, and instructions work hand in hand. Furthermore, it seeks to explore how educators navigate these challenges, considering linguistic diversity, teaching methodologies, and resource availability. This study implemented a Descriptive-Correlational-Explanatory research design, which was used to determine the cultural and pedagogical issues in teaching phonemic awareness to Filipino students, and analyze their causal relationship. The data used in this study is derived from interviews with randomly selected students and from related literature studies in the same field. Based on the analysis of the data, it was found that teaching phonemic awareness to Filipino students presents unique challenges due to linguistic diversity of the country creating language interference that causes pronunciation difficulties, and assessment anxiety, coupled with lack of resources and training of teachers that further extrapolates the need for a multifaceted educational reform.
Analysis of Difficulties Faced by Students in Speaking English: A Case Study at Seventh Grade of SMPN 2 Labuapi in Academic Years 2024/2025 Sa'ud, Sakina Amanatullah Adz-Dzarif; Nawawi; Amrullah
Journal of English Education Forum (JEEF) Vol. 5 No. 3 (2025): JUL-SEP 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i3.909

Abstract

The study explores the challenges faced by seventh-grade students at SMPN 2 Labuapi when speaking English. The research used a qualitative methodology, including classroom observations, questionnaires, and interviews with students and teachers. The findings revealed that students face both linguistic and non-linguistic difficulties in speaking. Linguistic problems include a lack of grammatical knowledge, poor pronunciation due to the regional Sasak accent, and a small vocabulary. Non-linguistic difficulties include difficulty with students' shyness, anxiety, and fear of making mistakes. Then, the use of mother tongue languages, low student engagement, and negative peer interactions exacerbate these issues. These encountered difficulties are influenced by three main factors, including linguistic or language, psychological, and environmental and social factors. The study suggests that addressing these difficulties requires a comprehensive strategy to create an engaging English learning environment. The findings highlight the need for a more effective approach to improve students' English language skills.
Translanguaging with Multisensory Storytelling: A Conceptual Framework for Enhancing First-Grade Language Acquisition in Multilingual Contexts Tarjadinata, Veronica
Journal of English Education Forum (JEEF) Vol. 5 No. 3 (2025): JUL-SEP 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i3.925

Abstract

Language acquisition during early childhood lays the foundation for literacy, cognitive development, and social integration. In multilingual educational contexts, such as Indonesia, children often encounter challenges when learning Bahasa Indonesia while English dominates instructional practices in international schools. Traditional monolingual and grammar-based approaches may lead to disengagement and limited vocabulary retention among early learners. This literature review synthesizes research on two complementary pedagogical strategies: translanguaging and multisensory storytelling. Translanguaging, a pedagogical practice that draws upon learners’ full linguistic repertoires, fosters cognitive flexibility, identity affirmation, and metalinguistic awareness. Multisensory storytelling, rooted in multimodal learning theory, integrates visual, auditory, tactile, and kinesthetic stimuli to enhance comprehension, memory, and emotional engagement. A systematic review of 42 peer-reviewed studies published between 2000 and 2024 was conducted using databases such as Scopus, ERIC, and Web of Science. Thematic analysis revealed four critical domains: (1) translanguaging as a scaffold for linguistic and cultural inclusion; (2) multisensory storytelling for vocabulary retention and emotional engagement; (3) conceptual intersections between the two methods; and (4) implementation barriers, including policy constraints and teacher preparedness. Findings indicate that the integration of translanguaging with multisensory storytelling can transform language learning into an interactive, inclusive, and culturally responsive experience. However, gaps remain regarding empirical validation, scalability, and long-term outcomes. This review concludes with recommendations for teacher education, curriculum design, and future research to operationalize this integrated approach in multilingual classrooms.
Speaking to Inspire: A Rhetorical Analysis of Jim Kwik’s Inspirational Speech Gawi, Abdul; Waluyo, Untung; Fitriana, Eka; Soepriyanti, Henny
Journal of English Education Forum (JEEF) Vol. 5 No. 3 (2025): JUL-SEP 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i3.928

Abstract

This research explores the rhetorical strategies employed by Jim Kwik, a motivational speaker and memory coach, focusing on his YouTube and podcast content. Grounded in classical and digital rhetoric theories, this study investigates how Kwik constructs digital ethos, pathos, and logos through verbal performance, sound cues, and narrative techniques. The article integrates Cicero's classical oratory principles, Aristotle's persuasive appeals, and Eyman's digital rhetoric framework to analyze Kwik's communication methods. Using a qualitative narrative approach and thematic analysis, five podcast episodes from "Kwik Brain" (2022–2024) were analyzed to assess how rhetorical devices engage audiences and promote cognitive empowerment. The study finds that Kwik's multimodal rhetoric is characterized by accessible logic, emotional storytelling, and personal credibility. His hybrid use of motivational and commercial discourse highlights both the transformative potential and ethical ambiguity of digital persuasion. This research offers insights into how digital rhetoric operates in contemporary motivational media and provides a framework for evaluating persuasive communication in informal learning environments.
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.

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