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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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Why early exposure to language assessment matters: perceptions of fourth-semester preservice English teachers Jiwandono, Daud; Permatasari, Riana; Novinda, Kushardiyanti; Eka Januaristi, Khairiyah
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.v5i1.10776

Abstract

Although language assessment literacy (LAL) has received increasing attention globally, studies on pre-service teachers’ initial awareness in the Indonesian context are still relatively limited. This study examines the perceptions of fourth-semester pre-service English teachers toward language assessment, focusing on three main aspects: their views on the initial introduction of assessment theory, their understanding of assessment practices, and the importance of assessment. Using a qualitative descriptive design, the data were collected from 58 participants through questionnaires and semi-structured interviews with 15 participants. The results showed that the participants found the initial introduction to assessment theory to be very beneficial because it increased their self-confidence and provided a structured direction in planning their future teaching. Most participants initially viewed assessment as a tool to assess students. However, after gaining an understanding of assessment principles such as validity, reliability, practicality, and washback, their perceptions changed. They began to see assessment as an important part of the teaching process. These findings underscore the importance of incorporating language assessment literacy early in the teacher education curriculum to develop reflective and assessment-literate educators. The study recommends that language assessment instruction should not only be delivered comprehensively but also contextualized in practical teaching experiences.
Development of Book Creator-assisted interactive e-book to foster EFL students’ writing skills Widyastuti, Widyastuti; Anwar, Farrah Zakiyah
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.v5i1.10780

Abstract

This study aims to create an engaging, interactive, and interesting tool to strengthen the EFL students’ writing skill. The research follows a Research and Development (R&D) methodology by using survey and questionnaires, focus group discussions, curriculum analysis, observation, student work samples and feedback forms in collecting the data. The collected data were analyzed through qualitative data analysis involving designing and creating teaching materials with Book Creator, using assistance from Bing Image Creator and Canva, testing these materials with a sample group of students, and subsequently evaluating and revising them based on feedback. The Book Creator application integrates multimedia elements like audio, video, and images to support students in grammar, vocabulary, and sentence structure. Bing Image Creator AI and Canva enhance the Book Creator application, potentially increasing students' motivation and writing proficiency. The final product consists of teaching material designed to provide students with a dynamic, creative, and enjoyable writing experience while also serving as a valuable resource for teachers. This study concludes with pedagogical implications for how interactive e-book using Book Creator can be applied as an innovative teaching media for teaching writing.
Unlocking high-frequency word mastery: the application of formative assessment in English vocabulary instruction Prasetyo, Dwi Yoga
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.v5i1.10992

Abstract

In terms of foreign language learning, the role of vocabulary mastery is crucial for understanding course materials. However, some students still struggle with mastering English vocabulary, so formative assessment is implemented to explore students’ mastery of high-frequency words (HFWs). Thus, the aim of this research is to investigate the implementation and challenges of employing formative assessment in the learning process for students’ English vocabulary mastery on HFWs. The researcher used the descriptive case study method by conducting a semi-structured interview and observation to collect the data. One class of twelfth graders in this high school was used as the object of observation, and the English teacher and four students were recruited as interview participants. The results of the study showed that variations in formative assessment and providing feedback needed to be considered in the implementation of formative assessment for HFW mastery because all two were continuous in the success of formative assessment. Meanwhile, there were several challenges that arose when carrying out the implementation, such as time constraints, differences in student abilities, and student engagement, each of which is interrelated. These findings can improve teaching practices, emphasize the importance of formative assessment variations, feedback, and contextual HFW instruction.
A photovoice study on early career EFL teachers’ professional identity construction in Indonesian Islamic primary schools Ali, Fachri; Akbar, Reza Adinul; Dewi, Yulianita Listya
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.v5i1.12094

Abstract

Even though teacher identity has been globally investigated by previous researchers, early career teacher professional identity construction receives scanty attention. To fill this void, the present photovoice study aims to explore how EFL teachers construct their professional identities during their early career of teaching in Islamic primary schools. Designed in participatory visual research, two early career EFL teachers in Indonesian Islamic primary schools were recruited to participate. Data were collected through photovoice method and analyzed adapting thematic analysis. Study findings demonstrate that the EFL teachers portrayed their practiced identities in their early career. These teacher identities covered teaching-practices and methodologies, socio-cultural context, teacher-student relationship, professional development and support, and personal reflections. The study carries implications for teacher education programs and the professional development of EFL educators in Islamic primary schools. Recognizing the importance of cultural and religious dimensions in teacher identity development, teacher training programs should incorporate strategies to prepare early career teachers for the professional identity construction posed by Islamic educational settings.
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.

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