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Erudita: Journal of English Language Teaching
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 28092023     EISSN : 28092465     DOI : https://doi.org/10.28918/erudita
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Erudita: Journal of English Language Teaching publishes manuscripts within the fields of English as a first, second, or foreign language teaching and learning, teacher professional development, technology-enhanced language learning, curriculum and material design, innovation in language teaching, English for specific purposes, language testing and assessment, intercultural and multicultural education, multimodality, literature and teaching, and textbook analysis.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Search results for , issue "Vol 5 No 2 (2025): November 2025" : 8 Documents clear
Indonesian university students’ perceptions of plagiarism: understanding its consequences and the benefits of awareness Harahap, Hilyati Fitria; Hady, Arkana; Daulay, Sholihatul Hamidah
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.10867

Abstract

Plagiarism remains a persistent challenge in higher education, particularly within Indonesia, where linguistic barriers and academic pressures contribute to its prevalence. Although previous studies have addressed the causes and prevalence of plagiarism, limited attention has been paid to students’ understanding of its academic consequences and the benefits of such awareness. This study investigates Indonesian EFL university students’ perceptions of plagiarism, focusing on their knowledge of its consequences in research writing and the perceived advantages of understanding these repercussions. Adopting a qualitative descriptive-exploratory design with quantitative support, data were collected from twenty students through open- and closed-ended questionnaires. Thematic and descriptive statistical analyses revealed that while students showed general awareness of plagiarism’s academic and legal consequences, gaps remained in their understanding of severe penalties. Moreover, students perceived that awareness of plagiarism consequences helped them avoid academic dishonesty, boosted confidence, promoted responsible behavior, and reduced the temptation to plagiarize. These findings imply the need for more comprehensive, practical academic integrity education to strengthen students’ ethical writing practices and enhance institutional efforts to combat plagiarism.
The effect of Merdeka curriculum implementation on students’ English learning motivation and interest Sholihah, Laili Inayatus; Lucky, Silvia Alfianti; Gailea, Nurhaedah
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12070

Abstract

Although many researches have examined its application of Merdeka curriculum, Indonesian current curriculum, in teaching practice, little research has examined its psychological impact on students, especially regarding their motivation and interest in learning English. Addressing this gap, this study investigates the impact of the implementation of the Merdeka curriculum on the motivation and interest of grade X students from one of the public high schools in Mancak, Serang, Banten, Indonesia. A quantitative survey research design was used using a structured questionnaire distributed to sixty-two students. The questionnaire consisting of twenty close-ended items was based on a four-point Likert scale to measure student motivation and student learning interest. The data were analyzed using descriptive statistics, including mean, standard deviations, frequencies, and percentages. The results showed that students were highly motivated and interested in learning English through the Merdeka curriculum. Students found learning English enjoyable, meaningful, and relevant to their lives. Future studies should include qualitative methods to gain deeper insights and involve schools from different regions to further validate the findings. This study offers empirical insights for educators and policymakers to improve English language learning by implementing a flexible and student-centered approach under the Merdeka curriculum.
Trouble sources and students’ self-repair strategies in maintaining dynamics and understanding in online communication Miftachudin; Hartono, Rudi; Wahyuni, Sri
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12091

Abstract

The present study aims to explore trouble sources and students’ repair strategies in maintaining communication dynamics and understanding. Using a descriptive qualitative method within the framework of conversation analysis, the researcher tries to describe, explain, and interpret the data collection. The data were in the form of words, phrases, or sentences populated from genuine conversations in discussion sessions of online doctoral student class interaction at one of the state universities in Central Java. Six doctoral students in a class of language education science participated in this study. The data sources were derived from voice recordings of class interactions during discussion sessions. The data were populated through four stages of recording, viewing, transcribing, and analyzing (RVIA). The study findings demonstrate that the repair strategies involved pauses, fillers, hedges, replacement, code mixing, repetition, and expansion. Meanwhile, the trouble sources were identified as a lack of knowledge and language errors (syntax and lexical aspects). By understanding the concept of repair strategies, students had the opportunity to modify, organize, and maintain communication dynamics and understanding. Meanwhile, teachers could use the knowledge to manage the class and assist students to be more proficient in delivering their ideas efficiently and accurately.
Common writing challenges in academic English among Chinese nursing undergraduates Kuszel, Bartlomiej
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12216

Abstract

The study examines the most common writing challenges in Academic English faced by Chinese undergraduate nursing students. Despite meeting the general English proficiency benchmark of College English Test Band 4, many students struggle with the academic writing conventions necessary for success in university and professional nursing contexts. The analysis was based on writing samples taken throughout the term from 38 second-year nursing students from a university in Northwest China. The mistakes were categorised according to Ferris' taxonomy of errors (1995, 2002, 2012). Results show that surface-level errors, including punctuation, spelling, and mechanics, were the most common, accounting for more than one-third of all errors. However, more profound grammatical issues, particularly errors in verb form, collocation mistakes, and article omissions, had a greater impact on clarity and academic tone. The findings suggest that many errors stem from interference with the first language (L1). This study emphasises the importance of instructional strategies that focus on verb use, sentence structure, and genre-appropriate vocabulary. The article discusses practical approaches to English for Academic Purposes (EAP) instruction.
Ameliorating English speaking skill: students’ voice on the use of byTALK application Asyafina, Maryam
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12295

Abstract

Speaking is a crucial skill in English learning but many students still struggle due to limited practice, low confidence, and lack of feedback. While various mobile applications support language learning, few offer real-time speaking practice, leaving a gap in tools that fully develop speaking competence. This study aimed to explore students’ voices on the use of the byTALK application to ameliorate their English-speaking skills. A qualitative approach was employed through the use of narrative inquiry, involving four English Education students from a university in Pekalongan, Indonesia. Data were garnered through self-reflection and semi-structured interviews, and analyzed using Appraisal Theory, focusing on the Affect subsystem to examine emotional responses. The findings revealed both positive and negative voices. Students expressed happiness, motivation, and confidence as they improved in comprehension, grammar, vocabulary, pronunciation, and fluency. However, they also experienced frustration, insecurity, and dissatisfaction due to limited internet access, absence of grammar and pronunciation support, and peer distractions. These findings highlight how byTALK fosters both linguistic growth and emotional engagement. This study suggests that byTALK can serve as an effective tool to support speaking skill development and promote learner autonomy in mobile assisted language learning contexts.
English language teachers’ textbook use: adaptation techniques and their influence on students’ learning experiences Abraham, Rahel; Kenea, Ambissa
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12628

Abstract

In the implementation of language teaching curriculum, textbooks serve an indispensable purpose. The realization of the embedded potential in textbooks or any curriculum material, however, depends on how they are used in the delivered instruction. As there are few studies in the English Language Teaching context that studied combining textbook use or adaptation with the learning opportunities it results, this study investigates the way teachers adapt textbooks and how it influences the learning experiences provided in the curriculum. A qualitative case study design was adopted based on data from larger research that investigates curriculum materials use in the middle school context. The findings revealed that the two prominent adaptation techniques the teachers used, 'addition' and 'omission', determine the potential learning opportunities. ‘Addition’ was employed to enhance ‘form-focused learning’ and to address exam-related needs and this purpose was achieved. Resulted from ‘omission, however, the appropriate balance of language skill development could not be realized, and also opportunities for higher-order thinking skills development were denied. These findings suggest that adaptation practices need to be informed by principles that steams from pedagogical theory rather than on immediate and contextual determinants for integrating the affordances within the textbook.
Empowering students: a campaign to combat fake news through literacy education Sofa, Eros Meilina; Burhanuddin, Ahmad; Mislina
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12762

Abstract

Fake news has become widely consumed by society in all circles, dealing with the intentions and dangers. This study investigates how students identify fake news and educate the community on its circulation. This study employed a qualitative approach and a descriptive qualitative design. It investigated the fake news found, how to identify it, and how to educate others about fake news. This study recruited sixty-four participants, comprising students who had been educated on the characteristics of fake news and critical reading skills. To collect the data, this study used a questionnaire and interviews. The identification of fake news included several steps, which depend on the character and form of the news itself. These steps began with identifying the image or appearance of the news itself and then examining the sentence patterns used by the news to persuade readers to believe it. In addition, they were also willing and able to educate other people not to believe fake news easily. They took several steps, including educating people on how to identify the date of publication and checking the source. This study provided practical information about the steps involved in identifying and educating people about the widespread dissemination of fake news.
Enhancing English skills of Islamic communication and broadcasting students with public speaking: opportunities and challenges Suciati; Syamsiani, Ihya Nur
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12769

Abstract

This study aims to explore the opportunities and challenges faced by students in the Islamic Communication and Broadcasting (ICB) Study Program as they strive to improve their English public speaking skills and to explain the strategies employed by both students and lecturers in overcoming these challenges. This study was motivated by the gap between English language learning, which previously focused on grammar and reading, and the real needs of ICB students in public speaking in the context of Islam and media. This study used a qualitative approach with a classroom-based research design involving 31 students in the study program. Data were collected through observation, interviews, and document analysis and analyzed thematically. The study findings demonstrate three main findings: (1) learning public speaking based on professional contexts opens up great opportunities to increase student participation, self-confidence, and communicative abilities, (2) main challenges include speaking anxiety, limited vocabulary, and lack of authentic exposure, and (3) effective strategies include a task-based approach, the use of digital technology, and active collaboration between lecturers and students. This finding confirms the need to develop a contextual and integrative English for specific purposes (ESP) curriculum for ICB students.

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