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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 114 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.

Page 12 of 12 | Total Record : 114

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