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Dewi Satria Elmiana
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FKIP Universitas Mataram Jln. Majapahit 62 Mataram - Nusa Tenggara Barat Indonesia
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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 134 Documents
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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
Needs Analysis for Designing English for Hotel Management Students at SMKN 1 Sumbawa Besar Wanda Juita Sari; I Made Sujana; Agus Saputra; Muhammad Amin
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.980

Abstract

This study analyzes the English language needs of Hotel Management students at SMKN 1 Sumbawa Besar to design more relevant English for Specific Purposes (ESP) materials. Using questionnaires distributed to 29 students, interviews with two teachers, and documentation, the research found that students face challenges in speaking, vocabulary, pronunciation, and listening, while English is highly needed for tasks such as greetings, reservations, check-in/out, telephone communication, and handling complaints. Current learning still emphasizes General English, creating a gap with industry demands. The study recommends that an ESP-based syllabus focus on Front Office English through role-plays, simulations, and authentic materials to enhance students’ communicative competence and workplace readiness.
The Effectiveness of Game-Based Learning using the Duolingo application in enhancing students mastery of passive vocabulary Siti Indrawati Iin; Farmasari Santi; Junaidi Ahmad; Amin Muhammad
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.983

Abstract

Vocabulary is a crucial aspect in all English language teaching. The greater the vocabulary mastery a person has, the better their language skills and communication abilities. Various strategies, methods, and techniques have been employed by educators to teach vocabulary to students. The use of game-based learning through the Duolingo application offers an alternative for teachers to develop students’ vocabulary, particularly in mastering new words, spelling, pronunciation, and correction. This game is suitable for teachers to incorporate vocabulary teaching into the learning process. This research was conducted to enhance students' mastery of passive vocabulary by implementing game-based learning through the Duolingo application. The study used a quantitative method with a pre-experimental approach, specifically employing a one-group pre-test and post-test design. The population consisted of all tenth-grade students, totaling 287 learners across eight classes. The sample was chosen through a cluster random sampling technique, resulting in 36 students from class E 2. Students completed an initial pre-test, participated in the treatment sessions, and then took a post-test. The results show a significant increase in learners’ passive vocabulary following the use of Duolingo as a game-based learning tool. This improvement is reflected in the rise of the mean score from 39.30 on the pre-test to 80 on the post-test. Additionally, at the 5% significance level, the obtained t-value of 4.43 is higher than the t-table value of 2.030 (4.43 ≥ 2.030) with 35 degrees of freedom. These findings confirm that the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. Keywords: Game-Based Learning (GBL), Duolingo Application, Passive Vocabulary.
The Students’ Difficulties in Speaking English: A Case Study at SMPN 3 Mataram Nisa Cahyani; Amrullah; Dewi Satria Elmiana; Muhammad Amin
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.986

Abstract

Abstract: This study aimed to investigate the difficulties faced by seventh-grade students in speaking English at SMPN 3 Mataram. The research employed a qualitative case study design. The participants consisted of fifteen students from two classes. Data were collected through classroom observations and semi-structured interviews to obtain in-depth information about students’ speaking difficulties. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that students experienced various linguistic and non-linguistic difficulties in speaking English. The results showed that the main linguistic difficulties included limited vocabulary, incorrect pronunciation, and grammatical errors, which caused hesitation and lack of fluency during speaking activities. In addition, psychological factors such as low confidence, anxiety, fear of making mistakes, and fear of being laughed at by peers were identified as the most dominant factors affecting students’ speaking performance. Classroom observations also indicated that students frequently relied on their first language when they lacked English vocabulary. Therefore, it can be concluded that both linguistic and psychological factors significantly influence students’ speaking ability, and teachers are encouraged to apply supportive strategies, provide positive feedback, and create a comfortable classroom atmosphere to improve students’ speaking skills.
The Analysis of Students’ Errors and Writing Flow in Opinion Paragraphs Written by the First Semester Students of English Department at University of Mataram Academic Year 2024/2025 Audi Yuliandini; Lalu Thohir; Agus Saputra; Muhammad Amin
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.994

Abstract

This study analyzes grammatical errors and writing flow in opinion paragraphs composed by first-semester students of the English Education Department at the University of Mataram in the 2024/2025 academic year. The primary objectives of this research are to identify the types of errors, investigate the causes of these errors from the students’ perspectives, and evaluate whether the writing flow of the opinion paragraphs meets appropriate standards. Using a mixed-methods approach, data were collected through document analysis of students’ opinion paragraphs and in-depth interviews with purposively selected participants. The findings reveal four major types of errors based on Dulay’s taxonomy: misformation (51.43%), omission (40.00%), misordering (5.71%), and addition (2.86%). These errors are mainly caused by first language (L1) interference, particularly through literal translation from Indonesian into English, as well as carelessness and a lack of self-editing among students. Despite the prevalence of micro-linguistic errors, the students’ writing flow generally demonstrates a sound macro-structural organization. The constructed paragraphs fulfill the criteria of opinion paragraph structure, consisting of a clear topic sentence, relevant supporting details, and a concluding sentence that reinforces the argument. This study is expected to provide insights for educators to focus on students’ areas of weakness in order to improve the accuracy and coherence of their academic writing.  
An Analysis of Students Ability in Implementing Basic Teaching Skills in The Micro Teaching Class at Fkip Unram Tania Anazmi Anggraini; I Made Sujana; Amrullah Amrullah; Muhamad Amin
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.996

Abstract

This study analyzes the basic teaching skills applied by English Education students at FKIP UNRAM. The subjects of this study were 12 sixth-semester English Education students. A qualitative approach was used in this research. The instruments employed included semi-structured interviews and microteaching video analysis. The researcher used observation sheets to analyze each teaching skill and employed frequency to determine how often each aspect appeared.For the interviews, the researcher used the Zoom application on a laptop to record the interview sessions. The results of the study indicate that the students applied all eight basic teaching skills, with varying levels of proficiency, and the skill most apllied by the students were set-induction, explanation, reinforcement, and stimulus variation. The inhibiting factors identified were divided into two categories: internal factors, which include, nervousness, lack of mastery of teaching skills, lack of self-confident, anxiety, introversion, limited vocabulary/English proficiency, and forget lesson plan. External factors, which include limited time and being observed by others student. Future research is recommended to explore other factors affecting the effectiveness of applying the eight basic teaching skills in the context of microteaching.
Best Practice Teaching Experience by Implementing Problem Based Learning Through a Culturally Responsive Teaching Approach In Teaching Procedure Text For The Ninth Grade Students At SMPN 1 Masbagik Maulidiyatullayli Rizki
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.999

Abstract

Teaching procedure texts in English as a Foreign Language (EFL) classrooms at the junior secondary school level often presents challenges related to student engagement, motivation, and meaningful language use. Procedure text instruction is frequently perceived by students as repetitive and less engaging when learning activities focus mainly on text structure and grammatical forms without meaningful context. This article reports a best teaching practice implementing Problem Based Learning integrated with a Culturally Responsive Teaching approach in teaching procedure texts to ninth grade students at SMP Negeri 1 Masbagik, Indonesia. This best practice employed a descriptive classroom-based approach to document instructional implementation under regular classroom conditions. Learning activities were designed around real-life problems closely related to students’ local culture and daily experiences, particularly traditional food preparation. Students worked collaboratively in heterogeneous groups to analyze contextual problems, organize procedural steps, construct procedure texts, and present their work. Data were collected through classroom observation, student learning artifacts, and teacher reflection, and were analyzed descriptively to capture learning processes and instructional outcomes. The findings indicate that integrating Problem Based Learning with Culturally Responsive Teaching supported active student participation, improved students’ understanding of procedure text structure and language features, and increased students’ confidence during oral presentations. Learning activities grounded in familiar cultural contexts encouraged students to engage more actively and apply procedural language more meaningfully. This best practice demonstrates that culturally grounded, problem-based instruction is feasible and effective within junior secondary school EFL classrooms and offers practical insights for English teachers seeking to design contextualized and student-centered learning.

Page 13 of 14 | Total Record : 134

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