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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 18 Documents
 1   2 
Exploring undergraduate students' experience of using ChatGPT in EFL Academic writing classroom Nisa, Dwi Devi Khoirotun; Basya, Dihliza; Nugraheni, Dyah Ayu
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.v2i1.4828

Abstract

This study explores the experiences of Indonesian undergraduate students using ChatGPT in their English as a Foreign Language (EFL) academic writing classes. It begins by addressing the inherent challenges EFL learners face in academic writing, such as difficulties with grammar, coherence, and vocabulary. The research employs a qualitative methodology, specifically narrative inquiry, to gather insights from students through semi-structured interviews. The findings indicate that students find ChatGPT to be a valuable resource that assists them in various aspects of the writing process, including generating ideas, structuring sentences, and correcting grammar. This support leads to noticeable improvements in the quality of their writing, such as enhanced clarity and vocabulary diversity. However, the study also identifies several challenges, including inconsistencies in the responses generated by ChatGPT, issues with the validity of the information provided, and ethical concerns regarding plagiarism and originality. Overall, the thesis emphasizes the importance of critical engagement with AI tools like ChatGPT, suggesting that while they can significantly aid the writing process, students must be cautious and informed about their use. The research highlights the need for educators to provide clear guidelines on the ethical implications of using AI in academic writing, ensuring that students can maximize the benefits while minimizing potential drawbacks.
Students’ perceptions of lecturer feedback in writing thesis proposal Taufik Suadiyatno; Arrafii, Moh. Arsyad
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.v2i1.5151

Abstract

This study investigates the role of lecturer feedback in developing writing thesis proposal among foreign-language learners in the English Education Department at Mandalika University of Education. It explores students' perceptions of the types of feedback that best enhance their abilities writing thesis proposal. This study involved fourteen students of that have been conducting their thesis proposal. Two instruments were used to collect the data; questionnaires and interviews. The research reveals that students value feedback for error correction, improving grammar, and boosting writing quality. Feedback also plays a key role in motivating and building students' confidence. The findings show that students prefer direct feedback that targets detailed mistakes. Overall, the study highlights the importance of effective feedback in writing development and provides insights for lecturer to tailor their students.
The students' preferences on the use of writing strategies at universitas PGRI Wiranegara Nurjanah, Nanda; Mabaroh, Barotun; Pusparini, Diah Anita
Journal of English Language Proficiency Vol. 2 No. 2 (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.v2i2.5623

Abstract

Writing is a crucial skill in English that significantly influences overall language proficiency. The effective use of writing strategies can greatly impact students' writing abilities. This study aimed to explore students' preferences for writing strategies to help lecturers better understand and align their teaching methods with the strategies students tend to use. The research was conducted at Universitas PGRI Wiranegara from June 4th to 24th, 2024, involving 69 English students. The study employed a descriptive quantitative approach, utilizing surveys to gather data on students' writing strategies. The results revealed that most students are familiar with and often apply various strategies during their writing activities. Out of the 35 strategies presented across three different theoretical frameworks, students reported using 33 of them, although not consistently in every writing task. The most commonly used strategy, according to the Likert scale, was "Choosing a topic" from Gail J. Tompkins, with an average score of 4.40, indicating that students usually employ this strategy. In contrast, "Publishing written results online" from the same theorist received a lower average score of 2.68, suggesting that this strategy is only occasionally used. Overall, the findings indicate that students frequently utilize a wide range of writing strategies, with a preference for those proposed by Gail J. Tompkins.
Challenges and supporting factors in implementing the STAD strategy in English language teaching at SMP Pesantren as-Salam Pontianak Claudia, Cindy; Citra Kusumaningsih; Irwan, Dedi
Journal of English Language Proficiency Vol. 2 No. 2 (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.v2i2.5647

Abstract

The purpose of this study is to find out what are the challenges felt by teachers in applying the student team achievement divisions (STAD) strategy in teaching English and the supporting factors in applying the student team achievement divisions (STAD) strategy in teaching English. This qualitative research uses descriptive-qualitative methods. This research involves one teacher and students in grade 8. Data were collected through interviews and documentation methods. The research findings revealed two challenges in implementing the student team achievement divisions (STAD) strategy in teaching English: limited access to facilities and technology at school, and time constraints. As for the supporting factors in implementing the student team achievement divisions (STAD) strategy in teaching English, the researcher's findings were teacher competence and school facilities. This research is intended to be a valuable resource for educators exploring innovative strategies for teaching English
The effect of project-based learning on students' reading skills viewed from grammatical competence and vocabulary at junior high school: a quasi-experimental study at SMPN 1 Kopang Milhana, Anggi; Haerazi; Hidayatullah, Heri
Journal of English Language Proficiency Vol. 2 No. 2 (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.v2i2.5650

Abstract

This research aimed to determine the effect of Project-Based Learning (PBL) on students’ reading skills when viewed from grammatical competence and vocabulary mastery, as well as to examine the interaction between PBL and these two aspects. A quasi-experimental research design was employed in this study. The subjects were second-grade students of a junior high school English class. The sample consisted of 33 active students from Class B. Data were collected through classroom teaching activities and analyzed using tests of normality and homogeneity, an independent samples t-test, and a two-way ANOVA. The results revealed a significant effect of Project-Based Learning compared to the traditional method on students’ reading skills. The findings also showed an interaction between the learning method and students’ reading skills. However, no significant interaction was found between grammatical competence and vocabulary mastery in relation to Project-Based Learning. These results indicate that Project-Based Learning is effective in improving students’ reading skills, although its effectiveness is not influenced by students’ levels of grammatical competence and vocabulary mastery.
Enhancing EFL learners’ speaking skills through the mingle activity: a qualitative study of perceptions and classroom implementation Wahyuni, Lilis Sri Wahyuni; Siti Maysuroh; M. Adib Nazri; Ayu Surayya
Journal of English Language Proficiency Vol. 2 No. 2 (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.v2i2.5671

Abstract

Speaking is a crucial skill in English learning, yet many EFL learners struggle due to limited confidence, vocabulary, and opportunities for practice. This study examined the implementation of the Mingle Activity and explored students’ perceptions of its contribution to improving their speaking skills. Using a qualitative descriptive design, the research involved 15 participants (10 students and 5 tutors) from an English course in NTB. Data were gathered through questionnaires, interviews, observations, and documentation, and analyzed using SPSS alongside data reduction, data display, and conclusion drawing techniques. The findings indicate that students held positive perceptions of the Mingle Activity, reporting increased confidence, fluency, and motivation to speak English. Interactive tasks such as group discussions and presentations were particularly engaging. Although learners faced challenges such as limited vocabulary and speaking anxiety, their overall enthusiasm remained high. Observations revealed active participation, while tutors facilitated learning by guiding discussions and encouraging less confident students. Supporting documentation—including photos, videos, and vocabulary lists—demonstrated noticeable progress in speaking performance. The Mingle Activity effectively enhanced students’ speaking skills by fostering interactive and supportive communicative practices. These results are consistent with Vygotsky’s sociocultural theory and Communicative Language Teaching, both of which highlight the importance of peer interaction and authentic language use.
Pop songs as a creative learning tool to improve students’ listening abilities Rahmat, Hery
Journal of English Language Proficiency Vol. 2 No. 2 (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.v2i2.5686

Abstract

Pop songs have been widely used to improve listening ability among students as alternative and creative tools in learning English. This study aims to explore students’ voice toward English pop songs usage to increase their listening abilities and to identify the challenges they face during the learning process. This is a descriptive qualitative method which use questionnaire and interviews given to an Indonesian state Islamic University students. The research found that most students use pop songs as a creative listening learning tool as it improves their listening. Moreover, they accept that pop songs enhance their pronunciation, intonation, as well as vocabulary. The students also admit that pop songs help them to become enjoy. In addition, English pop music enhances students’ mood and motivation. However, the students mention that there are some challenges appear during their learning namely understanding the fast tempos lyrics, the existence of unfamiliar words, ungrammatical lyrics, and obstacles in culture and religion for Muslim students. This study strengthen that English pop songs is a useful as well as creative tool for listening exercise, particularly as it is used collectively with proper teaching technique namely lyrics’ reading, listening repeatedly, as well as clear pronunciation songs’ selection.
The interpersonal communication skill of the unlicensed trekking guides Purnawan, Jaini; Suadiyatno, Taufik
Journal of English Language Proficiency Vol. 2 No. 2 (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.v2i2.5904

Abstract

This study aims to explore the interpersonal communication skills of unlicensed trekking guides in Mount Rinjani National Park, Indonesia. As tourism expands in Lombok, communication plays a central role in ensuring satisfaction, safety, and positive cultural exchange. Effective communication is crucial in the case of trekking activities, which involve physical challenges and require both trust and cooperation between trekking guides and visitors. This research employed a qualitative method, in which the data were collected through interviews, observations, audio, and video recordings of five unlicensed trekking guides with varied educational backgrounds and experiences. The framework applied in this study is Joseph A. DeVito’s five indicators of interpersonal communication effectiveness: openness, supportiveness, positiveness, empathy, and equality. The findings showed that unlicensed trekking guides possess strong interpersonal communication abilities in practice, despite the absence of formal training or certification. Their skills help foster mutual understanding and enrich visitors’ experiences. However, challenges were also identified, including limited English vocabulary, low confidence, and gaps in intercultural competence. This research highlights the importance of structured communication training for trekking guides and offers insights for tourism educators and policymakers aiming to raise service quality and safety standards in Mount Rinjani National Park.

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