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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 72 Documents
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Word wall media in teaching vocabulary to junior secondary school students: teacher’s practices, benefits, and challenges Syamsul Huda; Windhariyati Dyah Kusumawanti
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.7247

Abstract

This research aims to showcase teacher’s practices, benefits, and challenges of applying word wall media in teaching vocabulary to junior secondary school students. Designed with the qualitative case study, an EFL teacher of an Islamic junior high school in Banyumas, Central Java, Indonesia, volunteered to participate. Data were collected through interviews, classroom observation, and documentation. This study employed an interactive model of data analysis. Study findings demonstrated that there were five stages in implementing word wall media, i.e. planning vocabulary, designing the word wall, placing the word wall, using the word wall, and practicing advanced use. Another finding also illustrated the benefits of using word wall media in teaching vocabulary. The word wall media could help junior secondary school students familiarize themselves with vocabulary, motivate them to elevate vocabulary acquisition, foster them in reading and writing, and encourage them to communicate in English. The application of word wall also benefited the EFL teacher in designing vocabulary teaching and learning that suited the students’ language target and managed the class in a more engaged way. Further, the teacher encountered some challenges in applying the word wall media, including student teamwork, application consistency, and the learning media’s practicality.
Undergraduate students’ perceptions toward writing Instagram captions in English Nahda Nafisah Hutasuhut; Sholihatul Hamidah Daulay; Achmad Ramadhan
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.7377

Abstract

Nowadays, young people significantly are writing online productively. In social media, people offer access to more authentic and engaging writing occasions. One social media platform that provides a writing facility is Instagram. Aside from using Instagram just for entertainment, people have started to use Instagram as a learning medium for many courses, including writing skills. This research aims to describe the students’ perceptions of Instagram as a learning medium and writing Instagram captions in English. The methodology of this research was qualitative research. The participants were ten English Education Department students from the 8th semester at a public Islamic university in Medan, North Sumatra, Indonesia. The data were collected through interviews and analyzed in three ways, i.e. data reduction, data display, and conclusion drawing. The study findings demonstrate that the university students perceived that writing Instagram captions in English could improve their skills in English, make them comfortable, practice their writing skills, and give them chances to reach a wider audience. This study concludes with empirical insights into how EFL educators provide best practices for engaging their students with integrating the advancement of social media platforms in their teaching and learning process.
Exploring the role of reflective teaching in professional growth: insights from Vietnamese tertiary EFL educators Pham Trut Thuy; Tran Thi Thuy; Le Thanh Thao
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.7463

Abstract

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the effectiveness of reflective teaching practices in their professional development. Reflective teaching is essential in continuously improving teaching methodologies and fostering a deeper understanding of instructional practices and student learning. Moreover, reflective teaching, a critical self-assessment methodology, is increasingly recognized as pivotal in adapting and enhancing teaching strategies in diverse educational environments. The study recruited nine Vietnamese tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end. Through semi-structured interviews, the research explored the teachers’ experiences and views on the integration, challenges, impact on professional identity, and the effects of reflective practices on student engagement and learning outcomes. Key findings revealed that reflective teaching significantly influences teaching methodologies across different career stages, with each group adapting these practices uniquely. Challenges such as time management and adapting to educational technologies were noted, along with their solutions. Reflective practices were instrumental in shaping teachers’ professional identities and enhancing student engagement and learning outcomes. The study underscores the importance of reflective practices in EFL teaching, emphasizing the need for tailored professional development programs and institutional support.
A photovoice study on pre-service EFL teachers’ struggles for managing students’ misbehavior during teaching practicum Lisa Amalia Solicha
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.7693

Abstract

Despite classroom management has been widely investigated by previous studies, the issues of managing students’ misbehavior in EFL classes still receive scanty attention. This study aims to investigate the types of students’ misbehavior and pre-service EFL teachers’ struggles in managing students’ misbehavior during their teaching practicum in secondary schools. This research was designed as a photovoice study, and two pre-service EFL teachers were recruited to participate in this study. Their lived experiences in dealing with students’ misbehavior during a teaching practicum program were documented through photovoice. The data were analyzed employing thematic analysis. The study findings demonstrated three types of students’ misbehavior, i.e. socially disruptive behavior, authority-challenging behavior, and self-disruptive behavior. Another finding reported that pre-service teachers encountered several challenges in managing students’ misbehavior, in terms of managing hard-control students, maintaining students’ focus, managing students who made noise, and organizing students who broke classroom rules. This research concludes with empirical insights into how pre-service teachers encounter challenges addressing students’ misbehavior and how they require to use strategies to tackle students’ misbehavior, including giving punishments regarding the level of students’ misbehavior.
EFL students’ strategies and obstacles in pronunciation self-regulated learning through TikTok: insights from Indonesian universities Athiyatul Hidayah
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.8366

Abstract

Self-regulated learning (SRL) is crucial for mastering English pronunciation, specifically for an autonomous learning environment, including TikTok application. The present study aims to explore students’ experiences while practicing English pronunciation using TikTok as self-regulated learning. This study was designed with a qualitative case study approach. The researcher used reflection sheets and semi-structured interviews to garner data. Data were analyzed employing an interactive model. The selected participants in this research were university EFL students who learned pronunciation via TikTok. The research findings reported that the students used metacognitive strategy for independent planning, knowledge, and problem-solving for learning difficulties. Motivational strategy was also pivotal in learning pronunciation and maintaining motivation. Likewise, behavioral strategy was carried out for practicing process and shaping a conducive environment to learning activities. Nonetheless, several obstacles were encountered by the students, including lack of immediate feedback, unstructured content, low motivation, and distractions during learning. Low motivation and distraction were considered the main obstacles, which made pronunciation one of the most difficult language components in the context of SRL. This study provides practical implications for how TikTok application benefits students’ pronunciation skills, especially in self-regulated learning.
Unveiling students’ learning strategies and barriers to extensive reading: a case study in an Indonesian university Luthfaturrohmah
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.8519

Abstract

The present study aims to investigate students’ learning strategies and barriers encountered in extensive reading activities. This research was designed with a qualitative case study method. The study recruited six Indonesian university EFL students majoring in English language education to participate and a lecturer in the study program. Data were garnered through semi-structured interviews as a data collection method. The data were analyzed thematically to find emerging themes. The research findings demonstrate that the EFL students employed three extensive reading comprehension strategies. The three strategies included predicting by inferring the meaning of unfamiliar words by making guesses based on the context, guessing from context by utilizing previous knowledge about the topics in the text, and paraphrasing by creating sentences from the obtained information. Another finding also uncovers the university students’ barriers in extensive reading, including the students’ language background and lack of interest in reading. This study concludes with practical implications for how EFL students engage in extensive reading with various learning strategies and how university teachers boost their students’ interests in more diverse extensive reading activities.
The pathways of technology and class models of English language learning: reflecting the new normal era Miftachudin; Muhammad Zulfikar
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.8528

Abstract

This research aims to showcase English language learning in the new normal era from 17 May 2022 to 30 June 2023. It focuses on conditions, class models, the reasons for class model adjustment, and the role of technology. Using an open-ended questionnaire, the researchers obtained information about the phenomenon and complete data from 83 teachers in Salatiga and Semarang Regency, Central Java, Indonesia. The study findings demonstrate that the conditions of English language learning in the new normal era coped with learning adaptation, challenging learning, learning improvement, changes in character, the amusement of face-to-face classes, and low understanding of the material. Regarding class models, during two years of the pandemic, teachers predominantly used offline, blended, hybrid, and online class models. The main reasons for the adjustment in the class models were the need for social interaction, knowledge development, behavioral education, and health factors. Regarding technology’s contributions, it was crucial to develop learning materials. This study concludes with empirical insights into consideration for further development of English language learning by integrating technology and various class models so that teachers can mitigate and sustain learning due to probable extenuating circumstances in the future.
EnglishScore app practices: fostering EFL students’ listening skills through English test Azizah Maulina Erzad; Suciati
Erudita: Journal of English Language Teaching Vol 4 No 1 (2024): May 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i1.8532

Abstract

Listening is one of the English skills that EFL students struggle with. Various English listening audio can be used as listening materials. However, doing a listening test can be an alternative to enhance listening skills. This study highlights how the EnglishScore app affects listening skills and the benefits and drawbacks of using it. A qualitative study was conducted in this research. Eighty-four EFL students who took the listening subject filled out an open-ended questionnaire using Google Forms to collect the data. Observation and documentation were also used as data collection techniques. The research findings revealed that the students practiced using the EnglishScore app at least twice to know their improvements. Most participants acknowledged that they had a good impact on their listening skills. This app provided benefits by providing various listening materials, training the students to become autonomous learners, and managing their time well. Meanwhile, the drawbacks were that there needed to be corrections or feedback, including the potential for technical problems and the need for accommodating different learning styles or the diverse proficiency levels in the classroom.
Investigating the effect of chain writing method on students’ writing skills in a junior secondary school Puspitasari, Neta; Kusumawanti, Windhariyati Dyah
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i2.8602

Abstract

This research aims to examine the effect of chain writing method on students’ writing skills in a junior high school situated in Banyumas, Central Java Province, Indonesia. This study was designed with quasi-experimental research since the research sample was determined employing random sampling technique. The population of this research was 256 students of the eighth grade in the junior secondary school. Data were garnered used pre-test and post-test after giving a treatment. The data were analyzed using normality test, homogeneity test, and hypothesis test. Based on the hypothesis test, the significance level was < 0.05. In this research the Sig. 2-tailed was 0.000. The Sig. 2 tailed 0.000 < 0.05. Study results demonstrate that there was a significant effect of the chain writing method application on the students’ writing skills. The statistical attainment indicated that H0 was rejected, and Ha was accepted. This study concludes with pedagogical implications for how chain writing can be applied as an innovative teaching method for teaching writing, particularly for secondary school students.
Examining the impact of artificial intelligence (AI) tools on Saudi Arabian ESL students’ writing skills Abduljawad, Samah
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v4i2.8784

Abstract

The present study aims to determine the impact of the Artificial Intelligence (AI) tool on ESL students’ writing skills in Saudi Arabia. A mixed-method approach was designed in this study. A t-test approach was used for the quantitative research. The mean of the pre-test was 51.8, while the mean of the post-test was 79.46. The significant difference in the scores highlighted the positive influential effect of the AI tools on the ESL students’ writing skills. A focus group interview of five students was conducted for the qualitative analysis. The focus group participants discussed the following codes: AI’s impact on content organization, grammar, and vocabulary, as well as the strengths and weaknesses of the AI tools. The interview highlighted that AI tools benefited students’ learning by providing chances in writing patterns, their improvement, and their structures to show the flow of coherent patterns. There were also disparities in AI tool use, which included the possibility of coming up with content not being referred to as human-like, failure to recognize creativity, and capacity to cheat. This research can help future researchers and instructors explore how to use AI tools for writing effectively, enhancing the strengths and diminishing the possible weaknesses.

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