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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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Students’ mistakes in fulfilling the generic structure criteria of narrative text draft Kurniawan, Agung Budi
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.v4i2.8824

Abstract

Generic structure quality fulfilment of a narrative text draft gives benefits to be constructed as a qualified full paper. This research aims to reveal English college students’ mistakes in constructing proper narrative text generic structure drafts. The data is 45 students’ work. The students were ordered to construct a title and write a narrative draft that consisted of orientation, complications, and resolutions in the social problem area. The drafts were analyzed for linguistic fulfilment of those three parts of the generic structure. The finding of students’ mistakes in constructing the orientation draft proposed is unclear, and the subject’s identity is absent, as well as the absence of supporting information and the main problem statement. The students’ mistakes in constructing complications are proposing incoherent stories that are not related to orientation, jumbling stories, focusing on different figures with the orientation, giving over quantity of personal perspective, and the absence of conflict development. The students’ mistakes in constructing the resolution are writing only the conclusion and giving no solution. English teachers or lecturers are suggested to investigate and improve students’ linguistic backgrounds to be coherent with the narrative text before giving the writing training practice.
Virtual learning in primary education: Roducate learning app and pupils’ English language outcomes in Ondo State, Nigeria Emmanuel, Isaac Friday
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.v4i2.8875

Abstract

In today’s rapidly evolving digital world, technologies remain essential to modern challenges. However, in Nigeria, these technologies have not gained the prominence they deserve, especially at the primary school level. This study examined the effectiveness of Roducate in Primary School Pupils’ English Language Outcomes in Ondo State, Nigeria. Three research questions were answered and two hypotheses were tested. A quasi-experimental and descriptive survey research design were adopted for the study. The population consisted of all primary school pupils and their teachers. Through purposive sampling, 45 pupils and 30 primary school teachers were selected. Pupils with access to mobile devices were placed in the experimental group and those without access on the control group. The research instruments were the Teachers’ Roducate Knowledge Questionnaire (TRKQ), r = 0.76, Level of Digital Competence Questionnaire (LDCQ), r = 0.79, and the Primary School Common Entrance Past Questions. Findings revealed that Roducate has a significant effect on pupils’ achievement in English language. Similarly, primary school teachers do not know about Roducate learning app. On the basis of these findings, the study recommends that there should be comprehensive teacher training programs focusing on building digital competence for primary school teachers.
Exploring pre-service English teachers’ perceptions and practices of critical thinking in Indonesian EFL classrooms Kuswandaru, Ganang; Prasetya, Willy
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.v4i2.8893

Abstract

Critical thinking is essential for success in the 21st century, particularly in language learning. This study explores pre-service English language teachers’ (ELTs) perceptions and practices regarding critical thinking instruction in Indonesia. Through a qualitative case study approach, semi-structured interviews were conducted with two pre-service ELTs from a private university in Yogyakarta. Thematic analysis revealed a rich tapestry of insights into the participants’ understanding of critical thinking, their perceived importance in language learning, and their willingness to integrate critical thinking into their teaching practices. The findings highlight the significance of critical thinking in language acquisition, as it empowers students to analyze complex information, evaluate diverse perspectives, and form informed judgments. Participants emphasized the need for incorporating critical thinking strategies into language teaching to enhance students’ cognitive abilities and facilitate deeper understanding. Nevertheless, the study also identified potential challenges, including the uneven distribution of critical thinking practices across the education system and the need for specialized teacher training to implement critical thinking instruction effectively. The study contributes to understanding pre-service ELTs’ perceptions and practices of critical thinking in Indonesia. It also provides valuable insights for teacher training programs, curriculum development, and future research investigating critical thinking instruction in English language teaching.
The benefits of applying Kahoot media in modern EFL teaching-learning contexts Wijaya, Kristian Florensio
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.v4i2.8896

Abstract

It will be more reasonable for second language teachers to be more literate concerning the optimal internalization of proper technological learning platforms in their habitual classroom activities. Previous researchers believed that with the supportive endorsement of compatible technological-based learning tools, EFL learners are willing to showcase more proactive learning participation as they continually experience a higher degree of learning enjoyment. This small-scale library study aimed to investigate the beneficial values of applying Kahoot media in modern EFL teaching-learning contexts. To that end, the researcher plotted a thematic analysis approach in analyzing the previously generated findings from 30 previous Kahoot media journal articles. By releasing this action, more understandable research outcomes can be potentially obtained since the researcher clustered all these prior results into some identical research themes. Two major research findings were drawn: (1) Kahoot media enabled EFL learners to attain thorough foreign language mastery skills, and (2) EFL learners continually experienced more positive learning nuance by activating Kahoot media. Some pertinent recommendations and commendations were suggested for the significant advancement of forthcoming studies delving more profoundly into the utilities of technological-based learning media in various EFL classroom circumstances.
Breaking through undergraduate thesis writing barriers: insights from Indonesian EFL students Alkhasanah, Ainun Nisa; Kholis, Nur
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.v4i2.8899

Abstract

Many EFL students experience barriers to completing their final project writing of the thesis, which is required for graduation. In response to this, this study aims to explore students’ barriers and potential solutions in writing their undergraduate theses. The research was designed with qualitative method employing a case study approach. Five undergraduate students in an Islamic university in Pekalongan, Central Java, Indonesia were recruited to participate in this study, regarding the criteria: the EFL students completed writing their theses and signed a consent form. Data were garnered through interviews and document analysis. The data were analyzed using thematic analysis. The study findings demonstrate that the undergraduate EFL students faced several barriers to their thesis writing. The barriers dealt with psychological, sociocultural, and linguistic problems. The most common and frequently mentioned problems from interviews were barriers with psychological factors, sociocultural factors, and linguistic factors. This study also portrays that the participants found various solutions to tackle the barriers when writing their theses, including cognitive solutions, metacognitive solutions, affective solutions, and social solutions. The present study concludes with practical implications for how university EFL students overcome the problems faced in writing an undergraduate thesis.
Fostering student engagement during teaching practicum: pre-service EFL teachers’ strategies Salsabila, Iqlil
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.v4i2.9311

Abstract

The lack of student engagement greatly influences the implementation of the learning process. This is very important because it refers to the pre-service teacher’s ability to manage the class so that it runs effectively and involves all students. This study explores the strategies pre-service teachers use to increase student engagement. This research was designed with a case study approach. Four pre-service EFL teachers were selected as participants in the research. In collecting data, the researcher used semi-structured interview techniques and observations through video recordings of teaching carried out by each participant. The data were analyzed using thematic analysis. The findings revealed that there were six strategies used to increase student engagement during teaching practicum, including measuring student engagement, establishing good communication between pre-service teachers and students, balancing structure and student autonomy through cooperative learning methods, promoting digital media as an innovation in the learning process, providing evaluation questions, and increasing the engagement of students with exciting activities. This study concludes with pedagogical implications for how pre-service teachers can use strategies to increase student engagement in English learning during teaching practicum.
The influence of L1 on the acquisition of stress and intonation patterns of English: a case in the United States Sefain, Samir
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.9976

Abstract

Most ESL learners have a foreign accent in their speech owing to the significant influence of their mother tongue on their production of English pronunciation. Most previous literature has stressed the segmental area that focuses on single sounds and provided an accurate list of the tricky vowels, along with the level of difficulty to be avoided. This research aimed to measure the level of awareness of teachers and learners regarding the topic, both qualitatively and quantitatively, and presented some efficient methods for presenting intonation, stress, and rhythm patterns. Additionally, the study examined the role of the curriculum in guiding the learning process and the impact of exposing learners to native speakers in defining certain variables. To collect the data, the researcher used interviews, observation, and questionnaires. There were 15 non-native and TESL Ontario-licensed teachers participating in this study, who were interviewed. The study found a significant link between the teachers’ degrees and experience and the level of awareness, tolerance to the learners’ mistakes in this area, and the curriculum focus. This study contributes to the understanding that exposing ESL learners to native speakers’ accents can help facilitate the concept of acculturation and prevent diglossia in the English language learning process.
Which helps me better? Students’ reasons of using online grammar-checking tools in academic writing Alfianofita, Anindya
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10166

Abstract

Recent studies have mainly focused on the student’s perceptions and the effectiveness of online grammar-checking tools during the academic writing process. The concerns related to the kind of online grammar checkers and reasons for using the tools also need to be taken into attention. This present research aims to answer the research questions which are (1) What online grammar-checking tools do students use to correct grammar in academic writing, and (2) What are the reasons behind students’ use of online grammar-checking tools in academic writing.  Data were collected by face-to-face interviewing 9 students who were purposefully selected using online grammar checkers during their article writing process. The research findings revealed that (1) Online grammar checkers used by students to correct grammar in academic writing are Grammarly, QuillBot, Sider AI, and Google Docs Automatic Correction, (2) There are four reasons behind students’ use of online grammar checkers in academic writing; offering convenience and time-saving, improving accuracy and readability, helping students in the process of editing & revising the draft, and to learn and improve grammar skills. It is recommended, however, that students should manually review and correct for missed grammatical errors considering that online grammar checkers are not perfect.
In search of the good practices of personalized learning with ChatGPT for English test preparation Fitria, Tira Nur
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10212

Abstract

This research analyzes the good practices of ChatGPT as a supplementary tool for English test preparation. This research is a library research which used systemic literature review for the research method. This systemic literature review method highlights ChatGPT as a tool for preparing English proficiency tests like TOEFL, IELTS, and TOEIC. It offers features such as practice questions, test simulations, real-time feedback, and explanations. ChatGPT supports reading, writing, and speaking practice by generating comprehension questions, writing prompts, and conversational feedback. It helps users improve grammar, vocabulary, and coherence in writing while providing reading materials with summaries and vocabulary support. A key strength is its personalized approach, adapting materials to the learner’s level and progress. However, limitations include the inability to assess pronunciation accurately, provide certifications, or replicate real test pressure. Its responses may sometimes be inaccurate, and interactive feedback is limited. Therefore, for optimal results, users should combine ChatGPT with official test materials, real test simulations, and human guidance. The study highlights the need for further research and development to improve AI tools in language education.
Exploring English language teachers’ use of translanguaging in Indonesian secondary school English classrooms: reasons and purposes Agustin, Dery Tria; Widagsa, Rudha; Yana, Pramugara Robby; Hamdani, Haris; Sagita, Yusti; Aini, Yasmin Qurrota; Hasanah, Nikmah Tul
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10425

Abstract

Despite a growing body of research on translanguaging internationally, more studies are needed to examine secondary school teachers’ reasons and purposes of translanguaging during English lessons, especially in Outer Circle countries such as Chile, Germany, China, Vietnam, and Indonesia. This paper aims to contribute to this emerging area of interest by investigating junior secondary school teachers’ reasons for and purposes of utilizing students’ linguistic repertoires during English language instruction in the Indonesian ELT context. Data were primarily collected through interviews with three teachers working at two schools in the Special Region of Yogyakarta, Indonesia. The findings reveal several reasons for translanguaging, including limited exposure to English outside the classroom, lack of foundational English knowledge, restricted vocabulary, and diverse student learning needs and proficiency levels. Teachers reported using languages other than English to build rapport, foster a relaxed classroom atmosphere, reinforce or clarify instructions, facilitate comprehension, check understanding, and manage instructional time efficiently. These findings suggest that translanguaging can be an effective pedagogical strategy in English language classrooms, particularly in contexts with limited English exposure. The study points out the importance of incorporating translanguaging approaches into teacher education programs and recommends further research into its long-term effects on student learning outcomes.

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