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Explorations in English Learning
Published by Sumber Belajar Sejahtera
ISSN : 31245242     EISSN : 31245242     DOI : https://doi.org/10.29408/exel
Core Subject : Education,
Languange, Linguistic, Communication & Media
Explorations in English Learning (EXEL) is a peer-reviewed, open-access journal that publishes high-quality English language education research focusing on EFL and ESL contexts. Issued biannually in June and December with e-ISSN 3124-5242, the journal welcomes contributions on various topics, including language acquisition, teaching strategies, curriculum development, classroom-based research, digital and blended learning, assessment, teacher education, and inclusive pedagogies. EXEL values theoretically grounded, contextually relevant, and methodologically rigorous studies that bridge global insights with local classroom realities. All submissions undergo an initial editorial screening followed by a double-blind peer review by at least two qualified reviewers. EXEL operates under a diamond open-access model—there are no publication or submission fees, and all articles are freely available online. Published under the Creative Commons Attribution-ShareAlike 4.0 International License, each article is assigned a DOI (10.29408/exel) and preserved through networks such as LOCKSS and the PKP Preservation Network. Through its commitment to accessible, ethical, and research-informed publishing, EXEL aims to advance English language education worldwide.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 11 Documents
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Empowering Young Indonesian Readers: The Effectiveness of CSR in a Rural Junior High School Lailan Khairi; Indawan Alfaresi
Explorations in English Learning Vol. 1 No. 1 (2025): June
Publisher : Sumber Belajar Sejahtera

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Abstract

Reading comprehension is a fundamental component of language proficiency and academic success, yet many EFL learners struggle to understand texts due to limited strategic reading instruction. This study investigates the effectiveness of the Collaborative Strategic Reading (CSR) technique in enhancing reading comprehension among eighth-grade students in an Indonesian junior high school context. Employing a pre-experimental one-group pretest-posttest design, the research involved 33 students selected through cluster random sampling. Data were collected using a multiple-choice reading comprehension test administered before and after the intervention. The results were analyzed using SPSS 17.0, with descriptive and inferential statistics including normality, homogeneity, and paired-sample t-tests. Findings revealed a statistically significant improvement in post-test scores (M = 17.18, SD = 3.24) compared to pre-test scores (M = 14.12, SD = 3.20), with a p-value of < 0.001. These results suggest that CSR is an effective instructional strategy for improving EFL learners’ reading comprehension. The study highlights the potential of CSR to foster strategic reading behaviors, promote student collaboration, and support more meaningful engagement with texts. Implications for classroom practice and suggestions for further research are discussed.
Enhancing EFL Students’ Reading Comprehension Through Directed Reading Thinking Activity (DRTA) Muhammad Amin; Dhian Puspita Ayu; Yudi Mahbub
Explorations in English Learning Vol. 1 No. 1 (2025): June
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Abstract

This study explored the effectiveness of the Mediated Instruction of Text (MIT) strategy in improving reading comprehension among tenth-grade EFL students through a one-group pre-test–post-test pre-experimental design with 36 participants. The MIT approach focused on teacher-guided meaning-making, strategic reading, and contextual understanding to help students engage more deeply with texts. A multiple-choice reading comprehension test was given before and after the instruction to measure student progress. Data analysis using a paired samples t-test in SPSS 17 showed a statistically significant improvement in reading scores, with the mean rising from 10.08 (pre-test) to 14.94 (post-test), t(35) = 8.63, p < 0.05. These findings suggest that the MIT strategy had a strong positive effect on students’ reading performance. The results support incorporating mediated instructional techniques into EFL reading classes, as such approaches enhance comprehension and promote active learner participation and greater cognitive engagement with texts. MIT shows its potential as a practical and effective teaching model for developing reading skills in EFL settings by fostering deeper understanding and encouraging reflective reading habits.
Empowering EFL Students’ Reading Proficiency via the Mediated Instruction of Text (MIT) Approach Zaky Sumarsono
Explorations in English Learning Vol. 1 No. 1 (2025): June
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Abstract

This study investigated the effectiveness of the Mediated Instruction of Text (MIT) strategy in teaching reading comprehension to tenth-grade English as a Foreign Language (EFL) learners. Employing a pre-experimental one-group pre-test–post-test design, the research involved 36 students who received MIT-based instruction during a structured intervention. Reading comprehension was assessed using a multiple-choice test administered before and after the intervention. Data analysis, conducted using a paired samples t-test in SPSS 17, revealed a significant improvement in students’ reading performance. The mean pre-test score was 10.08, while the post-test mean increased to 14.94, indicating a notable gain. The t-test results, t(35) = 8.63, p < 0.05, confirmed the statistical significance of the difference, leading to the rejection of the null hypothesis. These findings demonstrate that the MIT strategy is an effective pedagogical approach to enhancing EFL learners’ reading comprehension. The study supports the incorporation of mediated strategies in EFL reading instruction to foster deeper engagement with texts and improved comprehension outcomes.
Improving Students’ Reading Comprehension through the RAPQ (Read-Ask-Put-Question) Technique Siti Maemunah; St. Ayu Surayya; Zukhruf Farizi
Explorations in English Learning Vol. 1 No. 1 (2025): June
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Abstract

This classroom action research aimed to improve the reading comprehension skills of eighth-grade EFL students by implementing the Read-Ask-Put-Question (RAPQ) technique at SMP NW Gelanggang during the 2024–2025 academic year. The research followed the standard planning, acting, observing, and reflecting cycle. Seventeen students participated in a one-cycle intervention that integrated the RAPQ technique into regular reading instruction. The technique involved four structured stages: reading the text, identifying and asking about the main idea, paraphrasing the idea using the students’ words, and generating and answering comprehension questions. Data were collected using pre-test and post-test assessments, supported by classroom observations and field notes. Quantitative results showed a significant improvement in students’ reading performance, with the mean score increasing from 8.18 to 17.29. A paired-sample t-test confirmed that this improvement was statistically significant (t (16) = -9.877, p < .001). The results indicate that the RAPQ technique fosters more active, strategic reading by encouraging comprehension monitoring and textual engagement. The study concludes that RAPQ is a practical, student-centered strategy for enhancing reading comprehension in lower secondary EFL contexts, particularly where students have previously relied on teacher-dominated instruction.
Enhancing EFL Speaking Proficiency Through Point of View Lesson Technique: A Classroom Action Research Study Asrul Hamdi; Maman Asrobi
Explorations in English Learning Vol. 1 No. 1 (2025): June
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Abstract

This study aimed to investigate the effectiveness of the Point of View Lesson technique in improving the speaking ability of first-semester students in an English education program. The research was conducted using a classroom action research (CAR) design over two cycles, each consisting of planning, acting, observing, and reflecting stages. A total of 40 students participated in the intervention, which focused on helping them retell stories and personal experiences from different narrative perspectives to enhance fluency, vocabulary use, and grammatical accuracy. Data were collected through pre-tests and post-tests, classroom observations, and reflective journals. The results showed a significant improvement in students' speaking performance, with the mean score increasing from 8.25 in the pre-test to 9.50 in the post-test. Observational data also indicated greater student engagement, confidence, and ability to shift narrative perspectives when speaking. These findings suggest that the Point of View Lesson technique can be a practical pedagogical approach for developing speaking skills in EFL learners, particularly when integrated with reflective teaching practices in real classroom contexts.
Immersive Learning with Assemblr EDU: Advancing Reading Comprehension in EFL Classrooms through AR Technology Mustakim Sagita; Zukhruf Farizi; Muhammad Khatami; Issy Yuliasri; Abdurrahman Faridi; Hendi Pratama
Explorations in English Learning Vol. 1 No. 1 (2025): June
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Abstract

Despite the expanding application of Augmented Reality (AR) in educational settings, rigorous empirical investigations into its efficacy for enhancing reading comprehension among English as a Foreign Language (EFL) learners remain limited, particularly in the Indonesian higher education context. This study employed a quasi-experimental mixed-methods design to examine the impact of Assemblr EDU, an AR-based instructional application, on the reading comprehension performance of 104 undergraduate EFL learners at the B1 proficiency level. Utilizing the Dialang reading assessment and one-way analysis of covariance (ANCOVA), the quantitative findings revealed a statistically significant difference in posttest scores between the experimental group (M = 15.61) and the control group (M = 12.43), with a large effect size (partial η² = .919, p < .001), thereby affirming the pedagogical advantage of AR integration in reading instruction. Semi-structured interviews were conducted with six experienced EFL lecturers to contextualize the quantitative results further. Thematic analysis indicated that AR-supported instruction enhanced student motivation, vocabulary acquisition, and comprehension through multimodal interaction. However, technological constraints and limited access to digital resources were noted as implementation barriers. The study provides robust evidence supporting the efficacy of AR in improving EFL reading outcomes. It underscores the need for systemic support, including infrastructure readiness and targeted teacher training, to optimize its integration. These findings contribute to the theoretical and practical discourse on technology-enhanced language learning and offer implications for the design of future AR-based pedagogical interventions in EFL contexts.
From Silence to Confidence: Improving Students’ Speaking through Word Card Media Maya Rizki Amalyasari; Orny Karnuara Mburu; Hernina Dewi Lestari
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.261

Abstract

Speaking is one of the most essential yet challenging skills for language learners, especially when limited vocabulary and low confidence restrict their ability to communicate effectively. This Classroom Action Research (CAR) aimed to enhance students’ English-speaking skills through the use of word card media. The study involved 15 seventh-grade students of class VII A and followed four stages: planning, acting, observing, and reflecting. Data were collected through tests, observations, interviews, and questionnaires using both quantitative and qualitative analyses. Before the intervention, students showed low confidence, poor vocabulary mastery, and minimal participation. After implementing word card media, students became more active and confident in speaking activities. The mean speaking score increased from 71 to 80, surpassing the Minimum Mastery Criteria. Observations and questionnaire results (overall mean = 3.44) indicated higher motivation, engagement, and positive perceptions of the learning process. The findings demonstrate that word card media effectively improve vocabulary mastery, pronunciation, fluency, and confidence, while transforming the classroom into a more student-centered and interactive environment. This study also introduces a new concept of multimodal, vocabulary-driven speaking instruction, in which word cards act as interactive cognitive tools that bridge vocabulary learning and communicative use. Future research is recommended to explore digital or gamified word card applications to enhance personalized and engaging speaking practice in various educational contexts.
Exploring Students’ Self-Regulated Learning Strategy in Online Learning Mohammad Arsyad Arrafii
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.263

Abstract

One of the impacts of the COVID-19 pandemic on higher education is the acceleration of online learning. Consequently, there has been a drastic change in the interaction patterns between students, instructors, and learning resources. Students must be more independent and creative in seeking, processing, utilizing various learning resources, and addressing learning challenges. In such situations, self-regulated learning (SRL) skills are crucial. However, SRL strategies in the context of online learning in Indonesia still need a comprehensive exploration. This study aims to explore students’ SRL strategies and its components among Indonesian students in online learning context, employing the Online Self-regulated Learning Questionnaire (OSLQ) (Barnard et al., 2009). The questionnaire was translated into Indonesian and piloted on a limited scale before being distributed to the main respondents of 236 students from various universities on Lombok Island. Descriptive statistics and Exploratory Factor Analysis (EFA) were used to address the research questions. Statistical analysis shows that students employ a variety of SRL strategies, but only ‘environment structuring’, which involves efforts to condition time and place for a comfortable and conducive online learning environment, was used most frequently. Additionally, EFA revealed five components of SRL strategies, with only one component being dominant. The implications for practice, particularly in the context of ongoing and post-pandemic education scenarios, are discussed, emphasizing the need for adaptive, technologically supported learning strategies that accommodate the dynamic nature of online education
Technology-Assisted Speaking Practice: The Role of the Cake App in Improving Students’ Speaking Skills Klemensia Lende; Hernina Dewi Lestari
Explorations in English Learning Vol. 1 No. 2 (2025): December
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.265

Abstract

This Classroom Action Research (CAR) aimed to improve the speaking skills of seventh-grade students at SMP Negeri 1 Wewewa Selatan through the use of the Cake application as a digital learning medium. The research was carried out in two cycles, each consisting of planning, acting, observing, and reflecting, involving 33 students of Class VII B in the 2024/2025 academic year. Data were collected through speaking tests, classroom observations, interviews, and documentation. The success indicators were set at 75% improvement in classroom participation and 85% of students achieving the Minimum Mastery Criterion (KKM) of 75. The findings showed substantial improvement in students’ speaking abilities after using the Cake application. The pre-test average score was 56.51%, categorized as “low.” In Cycle I, the post-test average increased to 60.24%, although only 21.21% of students met the mastery criterion. In Cycle II, the post-test average rose significantly to 75.15%, with 75.15% of students successfully achieving mastery. Observation results revealed notable gains in classroom participation, engagement, and pronunciation, increasing from an average score of 2.18 in Cycle I to 4.55 and 4.70 in Cycle II. Interview results supported these findings, showing that students became more confident, motivated, and interested in participating in speaking activities when learning with the Cake application. Overall, the research concludes that the integration of the Cake application effectively enhances students’ pronunciation, fluency, vocabulary mastery, confidence, and participation, demonstrating that digital media can significantly strengthen English speaking skills in junior high school learners
From App to Accent: How Duolingo Shapes Student Speaking Skills Robiatul Ainun; Usuluddin; Muhammad Adib Nazri; Ary Prasetyaningrum
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.266

Abstract

Language learning in secondary education increasingly integrates technology to address persistent challenges in students’ English proficiency, particularly vocabulary mastery. Vocabulary plays a crucial role in supporting all language skills, and limited lexical knowledge often hinders students’ ability to communicate effectively. This study aimed to examine the effectiveness of the Duolingo application in enhancing English vocabulary mastery among eighth-grade students at SMPN 3 Sikur. The research employed a quantitative approach using a pre-experimental one-group pretest and post-test design. The participants consisted of 20 students from class VIII B, selected through purposive sampling. Data were collected using a 40-item multiple-choice vocabulary test administered before and after the treatment. The treatment involved regular use of the Duolingo application over a specified instructional period. The instrument demonstrated high reliability, with a KR-20 coefficient of 0.82. Data analysis was conducted using SPSS version 22, including descriptive statistics, normality and homogeneity tests, and a paired samples t-test. The results revealed a substantial increase in students’ mean vocabulary scores, from 42.25 on the pre-test to 73.00 on the post-test. The paired samples t-test indicated a statistically significant difference between pre-test and post-test scores (p < 0.05), confirming the effectiveness of Duolingo in improving students’ vocabulary mastery. These findings suggest that Duolingo, as a mobileassisted language learning tool, can serve as an effective supplementary medium for vocabulary instruction. The study provides pedagogical implications for integrating gamified mobile applications into English language teaching to support learner engagement and vocabulary development.

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