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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 722 Documents
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Unpacking the Multidimensional Nature of EFL Speaking Difficulties: A Holistic Framework of Learner-Centered Needs Hadiati, Chusni; Muttaqin, Usep; Yulianita, Nadia Gitya; Sari, Rosdiana Puspita
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp17-42

Abstract

Unpacking the Multidimensional Nature of EFL Speaking Difficulties: A Holistic Framework of Learner-Centered Needs. Speaking is a critical yet challenging skill for EFL learners due to its spontaneous nature, real-time processing, and high emotional demands. This study explores the individual challenges that students face in learning to speak English and how these affect their classroom participation and language development. Objectives: The study aims to examine the challenges that students encounter while learning to speak English and how these challenges influence their classroom participation and language development. Methods: Drawing on key theories of communicative competence, the Affective Filter Hypothesis, and pragmatic competence, this research employed a qualitative descriptive design, including open-ended questionnaires and semi-structured interviews with 25 university students enrolled in a speaking class. Findings: Thematic analysis revealed five interrelated dimensions of difficulty: (1) linguistic challenges, especially vocabulary and grammar limitations; (2) psychological barriers, including anxiety, fear of negative evaluation, and lack of confidence; (3) the impact of classroom environment and activity design on comfort and performance; (4) learners’ topic preferences, where familiar and casual themes are favored over abstract or technical subjects; and (5) the importance of pedagogical support, such as collaborative tasks, smaller group settings, and constructive feedback. Conclusion: The findings underscore that speaking difficulties are not merely linguistic but are deeply influenced by affective and contextual factors. Students benefit most from interactive, low-pressure environments that allow gradual confidence-building. The study concludes by recommending a more student-centered approach to speaking instruction—one that acknowledges individual learner differences, promotes meaningful interaction, and fosters both communicative competence and psychological readiness. These insights can guide teachers in designing more inclusive and engaging speaking classes that empower learners to participate actively and confidently. Keywords: EFL speaking challenges, communicative competence, affective filter, classroom interaction, learner confidence.
Enhancing EFL Reading Comprehension and Engagement through Multimodal Instructional Design: A Convergent Mixed-Methods Study Riansih, Rismar; Arsyad, Safnil; Adnan, Zifirdaus
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2698-2711

Abstract

Enhancing EFL Reading Comprehension and Engagement through Multimodal Instructional Design: A Convergent Mixed-Methods Study. Objectives: This study explores to what extent the multimodal features incorporated into Indonesian high school English textbooks impact students’ engagement and comprehension during reading. As students engage more and more with visually oriented, digitally mediated texts, it becomes imperative to understand how multimodal materials can shape learning. Method:  "A convergent parallel mixed-method research design was employed. A total of 75 government-issued English course Grade XII students participated in the study. The researchers collected quantitative data through pre-tests, post-tests, and a student engagement questionnaire that measures behavioral, emotional, and cognitive engagement. Qualitative data were collected from an open-ended questionnaire that investigated how participants interpreted the textbooks’ images, colors, layout, and other multimodal resources. Findings: The results indicated that students’ comprehension was significantly improved by multimodal texts, as evidenced by their mean scores compared to traditional texts-only. The students noted that graphic aids assisted their comprehension of difficult language by reinforcing meaning and information recall. The conjunction of multimodal features enhanced motivation and reduced boredom, leading to greater emotional engagement. The qualitative answers also suggested that students found the multimodal layouts more aesthetically appealing, more organized and easier to move along with during a positive reading experience. In summary, the combination of quantitative and qualitative findings shows that multimodal features do significantly contribute to improving students’ engagement and understanding. Conclusion: The findings suggest that English teachers in Indonesia should incorporate a more systematic use of multimodal design in their integration of visual and spatial aspects and help their students question images critically. Multimodal literacy should be embedded in teachers’ pedagogy to create education that is more relevant, inclusive, and effective in today’s EFL classrooms. Keywords: multimodal texts, english textbooks, student engagement, reading comprehension,  EFL. 

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