Erudita: Journal of English Language Teaching
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.
Articles
80 Documents
<![CDATA[Empowering students: a campaign to combat fake news through literacy education ]]>
<![CDATA[Sofa, Eros Meilina]]>;
<![CDATA[Burhanuddin, Ahmad]]>;
<![CDATA[Mislina]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v5i2.12762
<![CDATA[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.]]>
<![CDATA[Enhancing English skills of Islamic communication and broadcasting students with public speaking: opportunities and challenges ]]>
<![CDATA[Suciati]]>;
<![CDATA[Syamsiani, Ihya Nur]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v5i2.12769
<![CDATA[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.]]>
<![CDATA[Narratives of Indonesian pre-service English teachers’ agency in international teaching practicum ]]>
<![CDATA[Nadya Loemongga]]>;
<![CDATA[Willy Prasetya]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.14314
<![CDATA[Teacher agency is a central component that highly influences a teacher’s perspective and practices. Despite extensive research on teacher agency among pre-service teachers, limited understanding of teacher agency within existing structures and system in education particularly in International Teaching Practicum (ITP). The present study explored narratives from two pre-service English teachers in terms of teacher agency. One participant had conducted ITP in Vietnam, while the other was in the Philippines. The data were collected through a series of semi-structured interviews. Through a thematic analysis, the results of this study indicated that the two participants transformed their teacher agency as they practiced it under the influence of various aspects, including sociocultural differences, teaching challenges, and assistance from other teachers. Teachers can transform their agency by embracing the diverse cultural backgrounds of their students and incorporating culturally relevant teaching strategies. When it comes to teaching challenges, teachers can collaborate with their colleagues to share ideas, resources, and strategies. This collaboration can be through professional learning communities, mentorship programs, or even informal conversations. Seeking assistance from other teachers can provide valuable support and fresh perspectives. It pertains entirely to building a strong network of educators who can inspire and empower each other. This study provides empirical evidence of teacher agency in ITP that may serve as a starting point for further research in the same context.]]>
<![CDATA[TikTokisation and YouTubefication of learning contents and students’ learning outcomes in Spoken English ]]>
<![CDATA[Kehinde Ogunyemi]]>;
<![CDATA[Deborah Mohammed]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.14478
<![CDATA[This study examines the potential of social media platforms, specifically TikTok and YouTube, in enhancing the spoken English proficiency of Nigerian students. Using a pretest-posttest quasi-experimental design, the study compared three groups: one exposed to TikTok (TikTokisation), one exposed to YouTube (YouTubefication), and a control group taught with conventional methods. The research assessed the effectiveness of these platforms in improving spoken English skills and explored students’ attitudes toward using them as learning tools. The results revealed significant improvements in spoken English achievement for both the TikTok and YouTube groups compared to the control group, with mean scores of 41.23 and 42.56, respectively, surpassing the conventional group’s score of 35.43. However, no significant differences were found in the students’ attitudes toward learning English between the experimental and control groups. These findings suggest that while TikTok and YouTube are effective tools for enhancing language proficiency, they do not significantly alter students' overall attitudes toward learning. The study highlights the potential of integrating digital platforms with traditional learning methods to improve spoken English proficiency and recommends further research into strategies that can foster more positive attitudes toward language learning.]]>
<![CDATA[The disparity between beliefs towards oral interaction and classroom performances: the case of senior secondary school EFL teachers’ in Bishoftu city administration, Ethiopia ]]>
<![CDATA[Tesfa Bella Defa]]>;
<![CDATA[Abebe Damtew Berlie]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.14618
<![CDATA[Teachers’ attitudes direct their actions in classrooms. However, there are conditions impeding them to perform accordingly. Hence, this study investigates the contradiction between senior secondary school EFL teachers’ attitudes on the significances of oral interaction in promoting students’ language proficiency and their classroom performances. It also aims at spotting the challenges which obstruct the teachers to employ oral interaction the ways they perceive it should be. To do so, qualitative approach, case study design was used. Data were gathered from six purposefully selected senior secondary school EFL teachers through observations and interviews. The data obtained were organized thematically and analyzed qualitatively. The results show that although senior secondary school EFL teachers recognize the significance of oral interaction in advancing students’ English language proficiency, they do not use oral interaction as a methodological tool during instructions. The main obstructions that impede them are related to the students, the classroom facilities, the instructional materials, and the teachers themselves. The results have dual implications: first, they contribute to the emergent body of research on the deteriorating students’ oral proficiency skills and teachers’ methodological acquaintances. Second, they justify the necessity for prerequisite actions worth taken to help teachers in solving the problems before assigning the entire responsibility to them for students’ low English language proficiency.]]>
<![CDATA[Eco-marine reading literacy: a conceptual framework for environmentally contextualized multimodal literacy in global EFL education ]]>
<![CDATA[Nyak Mutia Ismail]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.14621
<![CDATA[The present study proposes a conceptual framework to add environmental awareness to EFL reading literacy in terms of Eco-Marine Reading Literacy. The concepts involved are reading literacy, eco-literacy, place-based education, culturally sustaining pedagogy, the Cognitive Theory of Multimedia Learning, and multimodality theory. Instead of collecting data through direct observation, the research operates from definition to construct an entire model on theory alone that links cognitive reading, ecological content alignment, contextual-cultural basis and multimodal representation. This analysis shows that these theoretical approaches are not at odds but speak to different structural aspects of literacy. Reading literacy explains cognitive processes of comprehension, eco-literacy content oriented toward sustainability, contextual pedagogies orient learning toward local cultural realities, and multimedia theories describe how meaning is mediated in digital environments. The proposed EMRL framework combines these dimensions into a single lens through which literacy is understood as both a cognitive and socio-ecological practice. The framework offers a theoretical foundation for bridging gaps between language education; and it is flexible as well as susceptible to adaptation across ranges of education. This study fills a part of the gap in EFL literacy by adopting an ecologically situated learning to interpret digitally enhanced 21st century literacy.]]>
<![CDATA[Exploring students’ perspectives on gender differences in speaking anxiety among ninth-grade EFL learners ]]>
<![CDATA[Firda Aisyah]]>;
<![CDATA[Fela Dafitri]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.14641
<![CDATA[Speaking anxiety in English as a foreign language (EFL) remains a common challenge that affects students’ confidence and classroom performance. Although previous studies have widely examined speaking anxiety, less attention has been given to junior high school students, particularly in relation to gender differences. This study explores how male and female ninth-grade EFL learners experience, express, and manage speaking anxiety during English learning. A descriptive qualitative approach was employed to collect the data through classroom observations, reflective notes, and semi-structured interviews. The findings show that many students feel anxious when speaking publicly, mainly due to fear of making mistakes, negative evaluation, and peer pressure. Female students tended to express their anxiety more openly, while male students often concealed their nervousness through humor or relaxed behavior. Teacher support, frequent speaking practice, and a supportive classroom environment were identified as important factors in helping students reduce anxiety. These findings highlight the importance of gender-responsive teaching strategies that emphasize emotional support and suggest opportunities for further research on the roles of teacher intervention and cultural influences in shaping students’ speaking anxiety.]]>
<![CDATA[Fostering students’ critical thinking through literary criticisms: A student perception study ]]>
<![CDATA[Putri Rindu Kinasih]]>;
<![CDATA[Chesya Mapela Syalom Sitorus]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.14670
<![CDATA[Although critical thinking is an essential educational goal, it is increasingly endangered. Critical thinking can be effectively developed through literary analysis, particularly through modern theories that look at how literature interacts with psychology, historical and social contexts, and power dynamics. These modern investigations improve critical thinking skills and advance conventional literary criticism. In light of these advancements, research is being done to enhance literary criticism instruction. Unfortunately, little attention was given to how literary criticism has helped students, especially Generation Alpha, develop their critical thinking abilities. This research aims not only to understand students' perspectives regarding the literary criticism class but also how this class has influenced their way of thinking. This study adopts the mixed-method approach. The 47 participants of this study are students from the Literary Criticism of English study at Universitas Bunda Mulia, consisting of 32 female students and 15 males. This study concludes that participants generally disagree that the selected literary texts are difficult and complex. They believe that reading on a screen for extended periods of time and developing deeper comprehension are the main obstacles to comprehending literary texts, rather than a lack of English language proficiency. Combining reading and watching movies with a more direct learning activity can help with the challenge of comprehending literary texts. Lastly, this study finds that literary texts that are relevant to the participants inspire them to think, reflect, and acquire life values.]]>
<![CDATA[Evaluating the feasibility of ‘InterpreLab’: a technology-assisted tool for interpreting practice in higher education ]]>
<![CDATA[Wildi Adila]]>;
<![CDATA[Ikke Pratama]]>;
<![CDATA[Muhammad Azfa Alfarisi]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.14682
<![CDATA[The use of technology-assisted tool for interpreting training has been widely used. In early development of interpreting skills, technology can be used to support the in-class limited activities with a more flexible practice. ‘InterpreLab’ emerges as a technology-assisted platform designed to support introductory interpreting training in higher education. This platform can be used as one of the solutions for these critical issues in interpreting pedagogy. This research explores: (1) the feasibility of the ‘InterpreLab’ in interpreting course, and (2) the students’ concerns regarding the use of ‘InterpreLab’ for interpreting practice. This mixed-methods research evaluates learners’ perceptions with the platform’s key features. The findings show that ‘InterpreLab' are generally feasible for supporting the teaching of interpreting. This area is measured in six dimensions, including: interface and visual appeal, usability, content quality, audio and text-to-speech technology, instructional effectiveness, and overall feasibility. Nevertheless, learners also described challenges related to audio and text-to-speech quality issues, navigation and interface limitations, need for feedback, and content availability and variety. The study also highlights the importance of lecturer mediation and curriculum integration in ensuring meaningful adoption of digital tools in interpreting classrooms. These results contribute to ongoing discussions on technological supports in interpreting pedagogy and offer design recommendations for improving ‘InterpreLab’.]]>
<![CDATA[Enhancing tenth graders’ reading comprehension through the fix-up strategy in Indonesian classrooms: a quasi-experimental study ]]>
<![CDATA[Mirella Angelina]]>;
<![CDATA[Annisa Astrid]]>;
<![CDATA[Husnaini]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 6 No 1 (2026): May 2026 ]]>
Publisher : <![CDATA[Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan ]]>
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DOI: 10.28918/erudita.v6i1.13655
<![CDATA[This study examines the effectiveness of the Fix-Up Strategy in enhancing tenth graders’ reading comprehension in Indonesian EFL classrooms. Although metacognitive reading strategies have been widely studied, empirical evidence on the Fix-Up Strategy in Indonesian secondary school contexts remains limited. This study investigates (1) the improvement in students’ reading comprehension after instruction using the Fix-Up Strategy and (2) the difference in reading comprehension achievement between students taught using the Fix-Up Strategy and those receiving conventional instruction. A quantitative quasi-experimental method with a matching-only pretest–posttest control group design was employed. Sixty tenth-grade students in an Indonesian private Islamic senior high school participated in the study. Data were collected using a 40-item multiple-choice reading comprehension test and analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-tests, and independent-samples t-tests. The results revealed a significant improvement in the experimental group's reading comprehension achievement (p < .001, Cohen’s d = 3.43, indicating a very large effect) and a significant difference in posttest scores between the experimental and control groups (p < .001, Cohen’s d = 1.10, indicating a large effect). These results indicate that the Fix-Up Strategy effectively enhances students’ reading comprehension and supports the integration of metacognitive reading strategies into English instruction in Indonesian secondary schools.]]>
