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Journal of English Language Proficiency
Published by Mell Baou Publisher
ISSN : -     EISSN : 30906210     DOI : https://doi.org/10.36312/jelap.v1i1.3870
Core Subject : Education,
Languange, Linguistic, Communication & Media
JELAP aims to advance the study, teaching, and assessment of English language proficiency. Its primary goals include promoting research and discussion on the development of English language skills across diverse contexts and populations. Specifically, the journal aims to explore the processes involved in acquiring and developing proficiency in English, whether as a first, second, or foreign language. This includes examining linguistic, cognitive, and socio-cultural factors that influence language learning and usage. The journal also focuses on the pedagogy of English language teaching, providing insights into effective instructional strategies, curriculum design, and assessment tools that help learners achieve high levels of proficiency. In addition, the journal aims to address the unique challenges faced by English learners in different regions and educational systems. It promotes research on bilingualism, multilingualism, and English as a global lingua franca, considering diverse linguistic backgrounds and cultural contexts. Moreover, JELAP emphasizes the importance of professional development for educators, offering research-based insights on how teachers can improve their own language proficiency and teaching skills. It also encourages studies that focus on teacher training, instructional leadership, and continuous professional learning. Furthermore, the journal strives to bridge the gap between academic research and practical application, encouraging contributions from both researchers and practitioners. By providing a platform for rigorous, peer-reviewed research, JELAP seeks to inform and improve educational policy, classroom practice, and language testing standards.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 12 Documents
 1   2 
Evaluation of Teacher Feedback Quality in English Language Instruction at Secondary Schools Arrafii, Moh. Arsyad; Kasyfurrahman
Journal of English Language Proficiency Vol. 1 No. 1 (2024): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v1i1.3870

Abstract

Feedback is crucial aspect of instruction and teacher understanding of feedback determine the quality of practices in classroom. This study involved four English teachers who teach at a public secondary school in Central Lombok Regency, Indonesia. Interviews were conducted with these teachers to investigate their theoretical understanding of feedback, and classroom observations were carried out to observe and evaluate their feedback practices. Analysis reveals that the teachers’ theoretical understanding of feedback and its typologies remains very limited. Teachers still struggle to formulate a conceptual or operational definition that underlines effective feedback. The study also indicates that the teachers’ ability to deliver feedback is not yet optimal. This is evident from the nature of the feedback provided, which remains very general, without detailed descriptions of students’ achievements that could serve as references for students to improve their performance. The quality of teacher feedback to students is still largely normative, consisting primarily of verbal praise, symbols, and approving expressions. Although there are efforts to enhance individual consultations and two-way dialogue with students, these efforts are not fully realized and tend to overlook other students, as teachers focus only on the students they are engaging with in dialogue. These findings are consistent with results from previous studies.
Investigating Metacognitive Awareness of Academic Learning Among Students of English Education Program of IKIP PGRI Pontianak Luthfiana, Annisa; Irwan, Dedi; Putra, Muhammad Iqbal Ripo; Masrokhin
Journal of English Language Proficiency Vol. 1 No. 1 (2024): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v1i1.3871

Abstract

This descriptive study examined metacognitive awareness levels among students in the English Education Study Program at IKIP PGRI Pontianak. Using a cross-sectional survey, data was collected from 420 students across various academic years and backgrounds. The Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994), consisting of 52 items across eight indicators and two main factors, was used to assess students' metacognitive skills. Analysis with descriptive statistics revealed that 86% of the students reported a high level of metacognitive awareness. This is significant as metacognitive awareness is linked to academic success, such as higher-grade point averages. The most frequently reported indicators were Debugging Strategies, Conditional Knowledge, and Evaluation, while Information Management Strategies emerged as the least used. Notably, students scored lower on items related to remembering information and using visual aids like diagrams. These results highlight both strengths and areas for growth in students' metacognitive awareness, highlighting specific skills that could be further developed to enhance their academic performance.
Improving Students’ Vocabulary Learning Using Finding Word Game: A Classroom Action Research Totti, Christian; Kurniawati, Tri; Darajat, Ageung; Wathoni, Hamzani
Journal of English Language Proficiency Vol. 1 No. 1 (2024): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v1i1.3872

Abstract

This study aimed to enhance eighth-grade students' vocabulary acquisition using Finding Word Games, employing a Classroom Action Research approach. Data was collected using observation sheets and vocabulary tests and analyzed with content analysis and measurement techniques. The study was conducted with 20 students (11 male and 9 female) in Class VIII C at SMP Santa Monika, Kubu Raya, West Kalimantan. In the first cycle, the average vocabulary test score was 65.4, with a 10% completion rate, and the highest score was 78. By the second cycle, the average score improved to 77.1, with an 80% completion rate, and a peak score of 85. This represented an 11.7-point increase in average scores and a 70% improvement in completion rates between cycles. Findings suggest that the integration of Finding Word Games as an instructional tool can significantly improve students' vocabulary learning, offering an engaging and effective method for vocabulary instruction.
The Effectiveness of Using Flip Words Game to Improve Students' Vocabulary Mastery Prabowo, Aldi; Munawir, Ahmad; Amrang; Shaheen, Mohamed
Journal of English Language Proficiency Vol. 1 No. 1 (2024): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v1i1.3873

Abstract

This study aimed to examine the impact of the Flip Words Game on English vocabulary mastery among eighth-grade students at SMP Negeri 1 Wonomulyo using a quasi-experimental design. The sample included 60 students, divided into a control group (conventional methods) and an experimental group (Flip Words Game), each comprising 30 students. Both groups participated in four 40-minute sessions, and vocabulary mastery was assessed through pre- and post-tests. Data analysis using an independent sample t-test revealed a significant improvement in vocabulary mastery for the experimental group (t = 0.008, p < 0.05), with an N-Gain score in the medium category (0.5) compared to the control group’s low category (0.1). These results indicate that the Flip Words Game significantly enhances students' vocabulary mastery, supporting the hypothesis that this interactive method is effective for English language learning.
A Doctoral Student’s Journey and Experiences in Writing a Research Article through Dialogic Feedback: An Autoethnographic Self-Reflection Pahlevi, Muhammad Reza
Journal of English Language Proficiency Vol. 1 No. 1 (2024): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v1i1.3880

Abstract

One of the requirements of doctoral students is the ability to research and write scientific articles. Even though there has been a lot of research on article writing among doctoral students, it is still limited to using autoethnography designs. This paper reflects on a doctoral student’s experience in writing scientific articles during the intake of doctoral study. The design of this research is to use autoethnography which examines in depth the author's experience when writing articles during his doctoral studies. To collect data, this research uses reflective journals, photographs, and article document progress. Meanwhile, data analysis uses thematic analysis. The author's experience is operationalized by experiences, practices, and interesting episodes in the journey of writing articles presented meaningfully and in-depth. It is expected that this will have implications for becoming an alternative for writing scientific articles during doctoral studies or at other levels. The result of this study showed that dialogic feedback in writing an article promoted open-minded in accepting feedback that creates interactive discussion; stimulated problematizing dialog raises critical thinking in writing a research paper; and dialogic feedback enhances students’ motivation in refining a research article
Using snake and ladder games in teaching speaking skill to the nineth year students of SMPN 18 Surakarta Rismasari; Luqman Al Hakim
Journal of English Language Proficiency Vol. 2 No. 1 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i1.4637

Abstract

Abstract The purpose of this study is to examine how the snake and ladder game can be utilized to teach English and enhance students' speaking abilities. Additionally, this study evaluates the classroom environment when these games are employed as teaching tools. This study used a two-cycle classroom action research approach. Beginning with the academic year in October 2023–2024, this study was carried out. Students from class IX A Smpn 18 Surakarta served as the study's subjects. Both qualitative and quantitative methodologies were used to gather the research data. While pre-test, post-test 1, and post-test 2 were used to gather quantitative data, observation, documentation, and questionnaires were used to get qualitative data. Miles and Huberman (1994) used the triangulation approach to analyze qualitative data, and the average test score was used to examine quantitative data. The outcomes demonstrated how well the snake and ladder game worked to help students become more fluent speakers. In the first test, the average score was 62, in the first and second final tests, it was 72 and 79, respectively. There was a noticeable improvement in the classroom setting; kids were more engaged, content, and cooperative during the teaching and learning process.
Falou AI In pronunciation practice: insights from students’ experiences Ramdhani, Nia; Hilmawan, Lana Givan; Saqinah, Rizky Febriyanti; Ariawan, Soni; Suhandra, Ika Rama
Journal of English Language Proficiency Vol. 2 No. 1 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i1.4673

Abstract

This research intends to study students' viewpoints on the Falou application as a tool in improving EFL students' English pronunciation skills at the State Islamic University of Mataram. The data were collected through interviews, observation, and documentation from 10 students who are in different semesters and are applied investigatively through a descriptive qualitative approach. Findings reveal that out of most students, the result is positive feedback concerning the Falou application because they are motivated by the fact that it is easy to access, real-time, and interactive with easy measuring pronouncing correctness and self-confidence in speaking with them. Other challenges are limited feature access, random AI misrecognition, and distracting advertisements. The present study discusses possibilities for the Falou application used as an effective supplementary mechanism for English language learning pronunciation practice.
Toponymy and Word Association: A Cognitive Linguistic Approach to Enhancing English Vocabulary Acquisition Nenotek, Seprianus A; Charity Onyishi
Journal of English Language Proficiency Vol. 2 No. 1 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i1.4685

Abstract

This article presents a literature-based inquiry exploring the potential of toponymy—the study of place names—as a medium for English vocabulary acquisition. Specifically, it examines how toponymy can be effectively utilized through the word association strategy, rooted in cognitive linguistic theory. This approach shifts vocabulary learning from rote memorization to a cognitively enriched process, emphasizing the formation of meaningful semantic networks within learners’ mental lexicons. Place names such as “London,” “Amazon,” or “Himalaya” carry semantic and cultural associations that naturally stimulate word connections—nouns, adjectives, idioms, and cultural imagery—that enhance vocabulary breadth and depth. Drawing on theoretical frameworks and previous studies, this paper argues that integrating toponymy into language instruction improves not only vocabulary retention but also learners’ cultural and geographical awareness. The strategy aligns with contextual and communicative language teaching approaches, which underscore the importance of authentic and meaningful language use. As such, toponymy emerges as a promising pedagogical tool for fostering richer, more engaging vocabulary learning experiences.
A study on the students’ speaking problems faced in the national university debating championship (NUDC) selection at universitas PGRI Wiranegara Khusnia, Irma; Othman, Norziah
Journal of English Language Proficiency Vol. 2 No. 1 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i1.4686

Abstract

Speaking involves conveying ideas verbally using language, but many students struggle with it, especially in public settings. This study explores the speaking challenges students face during debates and their strategies for overcoming these issues. Focusing on the 2022 National University Debating Championship (NUDC) selection at Universitas PGRI Wiranegara, the research aims to identify the speaking problems encountered by students and how they addressed them. Employing a qualitative descriptive method, the study involved 16 students from English Study Program department. Data was gathered through questionnaires and interviews conducted from May 20 to 25, 2024. The results showed that students struggled with limited vocabulary, bad grammar, and fear of mispronunciation. Additionally, many experienced anxiety about making mistakes and felt nervous when speaking English or in public. The study also identified several strategies students used to manage these problems: using similar word, practice, staying calm, learning about the topic, staying on topic, focusing, repeating key points, and maintaining confidence. In conclusion, students faced various speaking challenges but developed effective strategies to handle them during the NUDC selection. The researcher recommends that future studies broaden the scope to include a wider range of participants across Indonesia.
Assessing Students’ Morphological Awareness on The Use of Affixation at English Education Study Program Putri Endah Karunia; Mabaroh, Barotun; Pusparini, Diah Anita
Journal of English Language Proficiency Vol. 2 No. 1 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i1.4758

Abstract

This research employed a descriptive qualitative method. The participants were 16 students from the even semester students’ of morphological awareness class 2022 in the academic year 2023/2024 who joined English Morphology subject at English Education Study Program of Universitas PGRI Wiranegara. This research was done by researcher on 15th May, 2024. The data collection methods included a morphological awareness test and interviews. The overall score of the morphological awareness test was 52.75 which consisted of 50 words affirmation of affixation, 21 of them used prefixes and 29 used suffixes which meant class 2022 of academic year 2023/2024 at English Education Study Program were in the average category. The following data portion of the students, specifically 43.75%, demonstrated average proficiency in using prefixes and suffixes. In contrast, 37.5% of the students showed good proficiency. However, 18.75% of the students were categorized as below average. The interviews revealed that the students struggled with identifying and analyzing word formation of affixation by using prefixes and suffixes. The researcher concludes that the students’ morphological awareness on the use of affixation needs improvement. The researcher suggests for the future researchers to conduct similar research with different types of analytical strategies and method for morphological awareness.

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