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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 17 Documents
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From App to Accent: How Duolingo Shapes Student Speaking Skills Ainun, Robiatul; Usuluddin; Adib Nazri, Muhammad; Prasetyaningrum , Ary
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.
Pedagogical Gaps and Language Barriers: The Relationship Between Teaching Methods and English Learning Difficulties Surya Rifqi, Muhammad; Fani, Armin
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.v1i2.267

Abstract

Language learning success in English as a Foreign Language (EFL) contexts is strongly influenced by instructional practices employed in the classroom. This study aimed to investigate the relationship between teaching methods and students’ English learning difficulties at SMKN 4 Banjarmasin, focusing on areas such as pronunciation, grammar, vocabulary, and comprehension. A quantitative correlational research design was employed. The population consisted of 90 second-grade students, from which 20 students were selected through purposive sampling. Data were collected using a structured questionnaire adapted from previous research and a classroom observation checklist. The questionnaire demonstrated good reliability, with a Cronbach’s Alpha coefficient of 0.82. Descriptive statistics were used to summarize students’ perceptions, while Pearson Product Moment correlation was applied to examine the relationship between variables. The findings revealed that students experienced the greatest difficulties in pronunciation and grammar, while vocabulary posed fewer challenges. Classroom observations indicated that limited instructional variation, inconsistent use of learning media, and insufficient adaptation to students’ proficiency levels contributed to these difficulties. The correlation analysis showed a significant negative relationship between teaching methods and learning difficulties (r = −0.68, p < .01), indicating that improved instructional quality is associated with reduced learning difficulties. These results suggest that clear explanations, varied teaching strategies, interactive activities, and targeted feedback can positively influence students’ English learning outcomes. The study concludes that enhancing teaching methods is essential for reducing learning difficulties and improving English instruction in vocational high school EFL contexts.
Visualizing Vocabulary and Communicative Competence: The Use of Picture Word Media among Seventh-Grade Students Agustina Susanti Ina; Hernina Dewi Lestari; Yahmun Yahmun
Explorations in English Learning Vol. 2 No. 1 (2026): June
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v2i1.284

Abstract

Although vocabulary is a fundamental component of English language learning, many EFL students still experience limited vocabulary mastery and low communicative competence, particularly in classroom contexts where instruction remains teacher-centered and lacks visual support. This gap highlights the need for effective instructional media that can enhance both vocabulary acquisition and communicative ability simultaneously. This study aimed to improve students’ vocabulary mastery and communicative competence through the use of picture word media among seventh-grade students at SMP Swasta Bukambero in the 2024–2025 academic year. The research employed Classroom Action Research (CAR) conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 32 seventh-grade students. Data were collected through observations, interviews, and vocabulary tests (pre-test and post-test). The findings showed a significant improvement in vocabulary mastery: the pre-test mean score was 43 (13% passing), Cycle I increased to 70 (56% passing), and Cycle II reached 83 (90% passing). Classroom observations and interviews also indicated improved communicative competence, as students became more active, confident, and engaged in classroom interaction. They demonstrated better understanding of vocabulary, increased participation in discussions, and improved ability to express ideas. The learning process also shifted toward a more student-centered environment. Therefore, picture word media is effective in improving vocabulary mastery and supporting communicative competence in EFL learning.
Lexical Equivalence of Bugis–Indonesian–English Vocabulary in Bilingual Dictionaries and Its Implications for English Language Teaching Ibnu Quraish
Explorations in English Learning Vol. 2 No. 1 (2026): June
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v2i1.286

Abstract

This study investigates the translation strategies applied to Bugis vocabulary in Douglas Laskowske’s Bugis–Indonesian–English Dictionary, focusing on the use of literal translation and dynamic equivalence. Out of 239 lexical entries analyzed, 148 were translated literally (62%) and 91 through dynamic equivalence (38%). Literal translation proved effective for general vocabulary with clear equivalents, while dynamic equivalence was essential for culturally embedded terms, ceremonies, and social concepts. Interviews with native speakers revealed that literal translations often fail to capture deeper cultural meanings, whereas dynamic strategies preserve symbolic, emotional, and contextual nuances. Teacher interviews further emphasized that learners benefit most when cultural notes, paraphrasing, and critical dictionary use are integrated into English Language Teaching (ELT). The findings validate Eugene Nida’s theory of equivalence, highlighting the translator’s role as a cultural mediator and demonstrating that bilingual dictionaries function not only as linguistic tools but also as cultural bridges. This research contributes to translation studies and language pedagogy by showing that culturally sensitive translation enhances vocabulary learning, fosters intercultural competence, and supports the preservation of Bugis cultural heritage.
EFL Students’ Attitudes toward the Use of Meta AI on WhatsApp in Writing at Vocational High School Salsabila Jaya Masito; Syifa’ Khuriyatuz Zahro; Irmayani Irmayani
Explorations in English Learning Vol. 2 No. 1 (2026): June
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v2i1.290

Abstract

This study explores the attitudes of EFL students toward the use of Meta AI on WhatsApp in Writing at a vocational high school. Given the increasing prevalence of artificial intelligence in educational settings, many students have begun utilizing AI tools to support their writing activities. This research specifically focuses on Meta AI, an AI integrated within the widely used WhatsApp application, analyzing student attitudes from three dimensions: cognitive, affective, and behavioral. Additionally, the study examines the benefits and challenges experienced by students when using this AI-assisted writing tool. A qualitative descriptive research design was employed, following Creswell and Plano Clark’s (2017) framework. Data collection methods included questionnaires completed by 28 students, in-depth interviews with 9 students, and relevant documentation analysis. The findings indicate that students generally hold a very positive attitude towards Meta AI, with average scores of 86.19% in the cognitive aspect, 90% in the affective aspect, and 86.92% in the behavioral aspect. The study identified four major benefits of using Meta AI: personalized learning through tailored suggestions and guidance; efficient assessment and immediate feedback that reduce revision time; interactive and immersive learning experiences fostering greater engagement; and improved accessibility by allowing students to use the tool anytime and anywhere via WhatsApp. Despite these advantages, several challenges were also reported, students faced several challenges when using Meta AI, including internet connection issues, generic or context-mismatched suggestions, lack of teacher guidance, and privacy concerns. Based on these findings, the study recommends future research to investigate correlations between AI usage and student academic performance, as well as explore implementation strategies for integrating Meta AI effectively into classroom instruction. These insights contribute to understanding how AI technologies can be harnessed to support EFL writing development while addressing the potential pitfalls associated with their use.
The Correlation between SDL (Self-Directed Learning) Level and the Argumentative Writing Performance in EFL Classes Vina Humaero
Explorations in English Learning Vol. 2 No. 1 (2026): June
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v2i1.291

Abstract

In EFL contexts, self-directed learning (SDL) is important for supporting writing development, particularly argumentative writing, which requires learners to generate ideas, organize arguments, and use evidence effectively. However, EFL learners often face difficulties in argumentative writing, especially in organization, coherence, and language use. Although previous studies have shown a positive relationship between SDL and general writing performance, limited research has focused specifically on the relationship between SDL and argumentative writing performance in higher education contexts. This study aimed to examine the correlation between SDL levels and students’ argumentative writing performance and to identify the distribution of SDL levels among EFL learners. The study employed an ex-post facto quantitative correlational design. The participants were 26 students from the English Education Program at the University of Mataram. Data were collected using an adapted 40-item Self-Rating Scale of Self-Directed Learning (SRSSDL) questionnaire and an argumentative writing test. Data were analyzed using SPSS version 25.0. The results showed that 61.5% of students had a moderate level of SDL, while 38.5% had a high level. The Pearson correlation analysis revealed a very strong and significant positive relationship between SDL and argumentative writing performance (r = .885, p < .01). This indicates that students with higher SDL levels tend to achieve better writing performance. It is suggested that future researchers investigate other factors influencing argumentative writing performance, such as critical thinking skills, writing motivation, and language proficiency, and explore SDL in different EFL contexts with larger samples.
The Existence of Lombok Folklore among EFL Learners: A Study of Junior High School Students Wirentake Wirentake
Explorations in English Learning Vol. 2 No. 1 (2026): June
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v2i1.304

Abstract

Despite the growing emphasis on integrating local culture into English as a Foreign Language (EFL) instruction, limited empirical evidence exists regarding learners' familiarity with the local cultural resources intended to support culturally responsive pedagogy. This study investigates junior high school EFL learners' familiarity with Lombok folklore across three categories: verbal folklore (myths, legends, folktales, proverbs, and folk songs), partially verbal folklore (folk beliefs, traditional games, and ceremonial traditions), and non-verbal folklore (performing arts and material culture). Particular attention is given to traditional folk games as a culturally significant component of partially verbal folklore. Employing a descriptive survey design, data were collected through a validated Likert-scale questionnaire administered to 100 students from three junior high schools in East Lombok. Descriptive statistics and one-way analysis of variance (ANOVA) were used to analyze the data. The findings revealed a moderate overall level of familiarity with Lombok folklore (M = 2.80). Verbal folklore received the highest familiarity scores, whereas traditional folk games and non-verbal folklore showed lower levels of familiarity. Significant differences were also identified across school locations. These findings provide an empirical basis for selecting appropriate folklore-based materials in culturally responsive EFL instruction and contribute to efforts to preserve Lombok's local cultural heritage through English language education.

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