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English Language Education Study Programe of Faculty of Teacher Training and Education, Universitas Nahdlatul Ulama Sunan Giri. Kabupaten Bojonegoro, Jawa Timur. Alamat lengkap kampus utamanya berada di Jl. Jendral Ahmad Yani No.10, Jambean, Sukorejo, Kec. Bojonegoro
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INTENS (International Journal of English Education and Linguistics)
Published by Universitas Nahdlatul Ulama Sunan Giri Bojonegoro
ISSN : -     EISSN : 30892384     DOI : https://doi.org/10.32665/intens.v2i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
INTENS (International Journal of English Education and Linguistics) E-ISSN: 3089-2384, is an academic journal published every January and July is published by English Language Education Study Programe of Faculty of Teacher Training and Education, Universitas Nahdlatul Ulama Sunan Giri. Its main aim to spread critical and original analysis from researchers and academic practitioners on various contemporary English educational issues and Linguistics.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 25 Documents
 1   2   3 
EXPLORING UNDERGRADUATE EFL LEARNERS’ PSYCHOLOGICAL PROBLEMS IN WRITING AND COMPLETING THE THESIS SITI NUR HAYATI; Ven. Dr. Penh Vibol; Edi Suwandi; SITI NUR HAYATI; Ven. Dr. Penh Vibol; Edi Suwandi
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 02 (2025): INTENS 4
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i02.2206

Abstract

Many students tend to procrastinate writing their thesis because they feel overwhelmed or don't know where to start. This phenomenon can be overcome by keeping a regular schedule, dividing tasks into smaller chunks, and setting realistic deadlines. feel worried that their thesis will not reach the expected standard. The purpose of this research is to analyze psychological factors that influence students in writing a thesis. Researchers used qualitative descriptions. This research method used questionnaires and interviews as instruments. Questionnaires are used to find detailed information on related factors that influence students in writing a thesis. The results of the psychological problem faced by undergraduate EFL learners show that English language education students have the highest score for the factors that affect writing thesis, namely from the results of the anxiety factor questionnaire shows the highest score gets 49.45% of students agree if they feel worried when comes to the advisor and the lowest inhibition factor gets 1.85% while for the motivation factor 2.5% of students have motivational support from both parent to quickly complete thesis, elf-esteem 2.5% of students agree if they have choose interesting title on writing a thesis, extroversion 2.35% the students was agree always optimistic about what they write in the thesis, empathy 12.18% the student agree the heart is easily touched when the friends and supervisor are giving salutation to the difficulty of writing thesis, risk taking 2.28% the students was will never lose, as long learn to win and improve the thesis. While the undergraduate EFL students overcome the problem of writing and completing a thesis is when meeting with your supervisor, focus on questions and solutions rather than feeling stressed or worried. If they are unsure about something, ask them honestly and open up.  
The ENGLISH FOREIGN LANGUAGE (EFL) TEACHERS' STRATEGIES APPLIED IN MANAGING ENGLISH CLASS St Zumarotum Mas'ulah; Moh. Zainuddin; iin Widya Lestari; St Zumarotum Mas'ulah; Moh. Zainuddin; iin Widya Lestari
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 02 (2025): INTENS 4
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i02.2207

Abstract

Managing an English class is a complex task for teacher. In this abstract, the researcher will explore various strategies used by teachers to manage English classes effectively. Teachers must pay attention to various factors, including the level of students’ language skills, various factors, including the level of students' language skills, various learning styles, and challenges that arise in teaching foreign languages. One of the main strategies is the use of a variety of teaching methods, such as project-based learning, language games. In this way, teachers can make learning more interesting and relevant for students. Apart from that, teachers must also have good classroom management skills. This includes the ability to create a positive and inclusive environment, manage time efficiently, and deal effectively with student behaviour. The researcher used qualitative method, and two participant/ two teachers to be interview. And also the researcher used instruments and interview, and the school at MTs Al- Yakin Pungpungan.
AN ANALYSIS OF ENGLISH VOCABULARY CARDS (EVC) APPLIED IN TEACHING VOCABULARY FOR YOUNG LEARNERS' Siti Munadhdhomah; phearun phorn; Siti Munadhdhomah; phearun phorn
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 02 (2024): INTENS 2
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i02.2216

Abstract

The research aims to describe and analyze the process of teaching by using English Vocabulary Cards (EVC) for young learners and to find out the challenges and obstacles faced by EFL teacher in applying English Vocabulary Cards (EVC) for young learners. This research employed qualitative research method and descriptive approach to know how does the EFL English teacher apply English Vocabulary Cards (EVC) in teaching vocabulary for young learners and what are the challenges and obstacles of EFL teacher in applying English Vocabulary Cards (EVC) for young learners. The subjects of this research are English teacher and the students of fourth grade which consisted of 32 students at MI Miftahul Ulum Karangan. The researcher uses observation and interview as a source. The observation is done to collect the data about the activities in the classroom. Interview is used to support the data from observation. The results showed that the process of English Vocabulary Cards (EVC) applied in teaching vocabulary for young learners in the fourth grade students of MI Miftahul Ulum applied as games. The challenges of English teacher in apply English Vocabulary Cards (EVC) are come from the materials of this media is easily damaged and the large of students in fourth grade. The obstacles are the students often open dictionaries or books to know the meaning of the vocabulary.
The Effectiveness of The Role Playing Technique to Train The Student's Speaking Ability of Grade IX of SMP Plus Al-Ishlah Wahyuni Abtiyasari; Khoirul Wafa; Moh. Zainuddin; Wahyuni Abtiyasari; Khoirul Wafa; Moh. Zainuddin
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 02 (2025): INTENS 4
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i02.2220

Abstract

The researcher intended to use the Role-play approach due to the low English speaking ability of class IX students at SMP Plus Al-Ishlah. The purpose of this study is to collect empirical data on the usefulness of the role-playing approach in training their speaking abilities. This research used a quantitative method and was conducted in two different class groups, namely the experimental and control classes with a quasi-experimental design. The researcher conducted the study during four meetings the first for the pre-test, the second and third for the treatment using Role Play technique, and the fourth for the post-test. The theory from Role Play according to (Shabani, 2010) is Zone of Proximal Development (ZPD) is a concept from the work refers to the range of tasks that a learner can perform with the help of a more knowledgeable individual. The t-test results show a T count value of (6.48) with a T table of (2.021) with a df of 45 students and a significance level of 0.05 or 90%. It indicates Ha is approved because "role playing has a significant effect on the speaking ability of experimental class students”. Furthermore, the additional data result from the observational data is the experimental class that was taught through role play performed a little better than the control class that was taught without role play. And then from interviews obtained data shows positive responses from several students who were interviewed regarding the role play technique. So, the role play approach has significant effects in training students' speaking abilities.
The Exploring Pre-Serving English Teacher's Experiences on implementation of Independent Curriculum in English Learning and Teaching in Junior High School Ratna Adita Widya Ningrum; Jen Jacob; Ratna Adita Widya Ningrum; Jen Jacob
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 02 (2024): INTENS 2
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i02.2221

Abstract

The curriculum is a set of structured rules that are very necessary and very important in the world of education. Indonesia has undergone curriculum changes 14 times until it finally became an independent curriculum. In implementing the independent curriculum, many phenomena explain that Pre-Service English Teachers experience many obstacles and challenges. This research was conducted to describe, explore and analyze the implementation of Pre-Service English Teachers in the independent curriculum. Apart from that, it also explains the problems (challenges and obstacles) faced during the implementation of the independent curriculum, especially at the junior high school (SMP) level. The question raised is how do Pre-service English Teachers carry out the teaching and learning process in the Independent Curriculum. And what are the challenges and obstacles of Pre-service English Teachers in implementing the Independent Curriculum. This research was conducted using descriptive qualitative research with a phenomenological approach. Data was collected by interviewing 10 participants from different universities and distributing questionnaires. As well as the results presented from interviews and questionnaires are in a descriptive form. The results of the analysis of the answers to questions that have been formulated in research. The results of this analysis are personal experiences during the implementation of the independent curriculum, the learning process carried out by the English Pre-Teacher from start to finish, the challenges and obstacles found, as well as the solutions made in facing these challenges and obstacles. Which is that the independent curriculum has many advantages and is able to support English learning activities. Then in preparation before learning activities, namely compiling teaching modules, learning outcomes, learning objectives, creating media devices, as well as assessment and project activities. Many challenges were found, of course, in the preparation of projects, class conditions, and preparation of teaching materials. In its completion, the Pre-Teacher exchanges ideas with other teachers, seeks other sources and learns to understand the concept of an independent curriculum. Keywords: Independent Curriculum, Pre-Service English Teacher, Challenges, Obstacles, Experience
The Effectiveness of Using Viral Short Song from Tik Tok in Teaching Pronounciation: Efektivitas Penggunaan Lagu Pendek Viral dari Tik Tok dalam Pengajaran Pengucapan Titik Nur Hidayanti Rahman; Iin Widya Lestari; Khoirul Wafa; Titik Nur Hidayanti Rahman; Iin Widya Lestari; Khoirul Wafa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 02 (2024): INTENS 2
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i02.2230

Abstract

Pronunciation plays important part in oral communication. When learners start learning pronunciation they make new habits and overcome the difficulties performing from the first language. This study aimed to probe the impact of using the Viral Short Song as a training media on scholars' pronunciation chops. The disquisition was conducted among eight- grade scholars at SMP Plus Al hidayah Tuban. The disquisition was predicated on the premise that pronunciation is important aspect to communicate. Without accurate pronunciation, a word can be misread by the interlocutors. To address this issue, the disquisition explored the use of the viral short song, a training media designed to engage scholars in perfecting their recognition of delicate word and enhancing their interest in learning English. The disquisition employed anquasi-experimental design with a single subject group. Pre-tests andposttests were conducted to measure scholars' pronunciation chops ahead and after the performance of the viral short song. The results revealed a significant improvement in scholars' pronunciation chops following the treatment. Mean scores increased from a" truly Bad" type to a" truly Good" type, indicating the effectiveness of the viral short song in enhancing pronunciation. In conclusion, the study demonstrated that the viral short song is an effective fashion for perfecting scholars' pronunciation chops.
The Use of Jigsaw Technique to Improve Students' Reading Comprehension of Narrative Texts Via Wattpad Applcation Uzlifatul Imamah; Ainu Zunrudiana; Uzlifatul Imamah; Ainu Zunrudiana
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 02 (2024): INTENS 2
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i02.2251

Abstract

Reading comprehension is one of the most important skills for reading texts. This study aims to determine the increase in students' reading comprehension when learning narrative texts used jigsaw learning techniques and Wattpad learning media. This study used pre-experimental research. The population of this study were eighth grade students at MTs Al Falah Gajah, and this study used purposive sampling, that is, the sample was taken from 30 students. The researcher gave the students a pre-test and a post-test, which were used to measure and evaluate the results of the pre-test and post-test. Learning Data collected includes as many as 60 items, including pre-test and post-test multiple-choice questions related to narrative texts. Pre-test and post-test data were tabulated and analyzed by percentage. The data were analyzed used SPSS 26. Based on the results of the analysis, scores in the pre-test were lower than the mean scores in the post-test (33.8000<67.4667). The study concluded that the use of the jigsaw technique and the Wattpad application were effective in improving students’ reading comprehension of narrative texts.
Improving reading comprehension in descriptive text with shared reading method Nurjayati; Khoirul Wafa; Moh Zainuddin; Nurjayati; Khoirul Wafa; Moh Zainuddin
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 02 (2024): INTENS 2
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i02.2257

Abstract

"This research aims to improve students' reading comprehension skills in English lessons in descriptive texts using the shared reading method. Research includes Classroom Action Research (PTK). The subjects of this research were 15 students in class X-A MA Sunan Bonang Ponco for the 2023/2024 academic year. This research aims to improve students' reading comprehension skills in descriptive text. This research was carried out in two cycles, each consisting of planning, implementing actions, observing, and reflecting. Data was collected through quantitative and qualitative data. The results of this research indicate that there is an increase in students' reading comprehension skills. The average pre-test score was 46.13%. The average value of post-test 1 is 66.93. the average post-test two was 82.13. it shows that the score and average in the second cycle are better than in the first cycle. The percentage of students who scored >75 has increased. In the pre-test, there were two students (13.33%) who got a score of >75 and above. In the post-test cycle 1, there were four students (26.66%) who scored >75 and above. Post-test cycle, two students who obtained a score >75 were 14 students (93.33%). Students' ability to understand reading in descriptive texts increases and becomes better from the first meeting to the next meeting using the shared reading method."
ELEMENTARY STUDENTS DO LOVE SONG: Songs as Fun and Effective Media to Enhance Vocabulary Building for Elementary Students Linna Endah Nur Wahyuni; Evi Uswatun Khasanah; Linna Endah Nur Wahyuni; Evi Uswatun Khasanah
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 02 (2025): INTENS 4
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i02.5086

Abstract

This study aims to describe how English Kids’ songs as media in teaching English to early childhood learners enhanced students’ vocabulary mastery. Considering young learners are naturally active, imaginative, and responsive to fun activities, songs become an appropriate approach to foster language interest and skills from an early age. The findings in this study revealed that English songs have been proven success in enhancing vocabulary for young learners. The catchy rhythms and repetitive lyrics help children memorize and imitate words within meaningful contexts, enrich children’s comprehension through audio/ audio visual context, cultural expressions, and simple verbal interactions that engage them actively. Observations, interview, and teacher reports indicated a significant increase in children’s interest of vocabulary mastery. The students’ vocabulary building is significantly improved when teachers play an active role in explaining the material, repeating key vocabulary, and facilitating interaction after the song is played. Therefore, it could be concluded that songs function not merely as entertainment but as meaningful, enjoyable, and effective tools in laying the foundation for English vocabulary at Islamic Elementary School, MI Unggulan Al Muhammad Cepu. Keywords: English Learning; Early Childhood; Educational Songs and Films.
Exploring University EFL Learners' Experiences in Using Podcasts for Listening and Vocabulary Development: Podcasts for Listening and Vocabulary Development Mustofa Abdul Aziz Aziz; Ahmad Tauchid; Moh. Zainuddin; Mohammad Fatoni; Mustofa Abdul Aziz Aziz; Ahmad Tauchid; Moh. Zainuddin; Mohammad Fatoni
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 02 (2025): INTENS 4
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i02.5145

Abstract

This explanatory sequential mixed-methods study investigates university EFL learners' experiences with podcast-based learning for listening comprehension and vocabulary acquisition. The research addresses three key questions: (1) how learners utilize podcasts, (2) challenges encountered, and (3) effective learning strategies. Quantitative data collected from 20 participants revealed YouTube as the dominant platform (95%), with speech speed (65%) and accents (35%) as primary barriers. Qualitative interviews with 8 selected participants uncovered three adaptive strategies: segment repetition (55%), transcript utilization (50%), and vocabulary journaling. Analysis demonstrated significant improvements in listening proficiency (80% of users) and vocabulary retention (95%), particularly when podcasts incorporated scaffolding features. The study highlights the pedagogical value of podcasts as authentic input sources while emphasizing the need for speed-adjustable content, culturally familiar topics (preferred by 60%), and integrated learning supports. These findings contribute to understanding autonomous language learning in digital environments, suggesting that podcast effectiveness depends on strategic use rather than mere exposure. Practical implications include recommendations for educators to incorporate structured podcast activities and for developers to create leveled content with multimodal supports. The research bridges theoretical frameworks of comprehensible input with contemporary digital learning practices in EFL contexts

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