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Jadila: Journal of Development and Innovation in Language and Literature Education

jadila
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Published by Corolla Education Center

ISSN : 27459578 EISSN : 27236900 DOI : https://doi.org/10.52690/jadila

Core Subject : Education,

Languange, Linguistic, Communication & Media

Jadila: Journal of Development and Innovation in Language and Literature Education publishes scholarly research in language education, language teaching, literature, linguistics, and related educational fields. The journal aims to advance knowledge, improve educational practices, and encourage innovation in language and literature education. The journal particularly welcomes manuscripts on: Language Teaching Methodologies Language teaching and learning at primary, secondary, and higher education levels. Teaching methods, classroom practices, and instructional strategies. Curriculum development, pedagogy, and language assessment. Language Acquisition and Linguistics First, second, and foreign language acquisition. Bilingual and multilingual education. Applied linguistics, translation, and language assessment. Literature and Literacy Education Literature teaching and learning. Reading, writing, literacy, and language development. Literary analysis and literature-based educational practices. Educational Innovation Educational technology in language teaching. Teacher education and professional development. Classroom-centered research and innovative learning practices.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 162 Documents

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Reading Interest and Speaking Skills in EFL Students: A Correlation Study with CEFR Approach and Demographic Analysis Rizqy Dwi Amrina; Homsatun Nafiah
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 2 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i2.813

This study aims to explore the relationship between reading interest and CEFR-based speaking ability in EFL students in Indonesia, while analyzing the role of demographic factors as moderators. The research method used a cross-sectional survey approach with 219 English Foreign Language students. The research instrument used a questionnaire to measure students' reading interest and speaking ability. Data analysis used the SPSS version 25 program. The results found that reading interest had a moderate positive correlation with speaking ability, confirming that reading activities contribute to building a foundation of vocabulary, sentence structure, and understanding of contexts relevant to oral communication. Age (>21 years) and parental education level (Bachelor's degree) strengthened the relationship between the two variables, while gender did not show significant differences. The main challenges in public speaking were more dominant in psychological factors such as anxiety and lack of confidence than technical obstacles. These findings recommend the integration of the reading engagement approach with contextual speaking exercises and interventions to reduce anxiety, while emphasizing the need for a holistic language learning model that is responsive to students' subjective dynamics.

EFL Learners’ Opinion on Difficulties in Pronouncing English Sounds Kurnia Budiyanti; Nelvia Ibrahim
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 2 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i2.815

This study investigated the students’ opinion on difficulties in pronouncing English sounds. The study employed a quantitative method with survey research design. Approximately 90 students of the third semester of English Education Department participated to answer a questionnaire which included the pronunciation features and the factors that affect the problem. The data collected were analyzed by employing descriptive analysis. The results indicated that the third semester students of English Education Department had negative opinion in pronouncing English sounds. The difficulties involved vowels, consonants, stress, and intonation. Related to factors that affect pronunciation, the findings revealed that native language was the most dominant factor compared with others. It could be concluded that pronouncing English sounds became a problem of the students due to different phonological system. These research findings have implication for learners to be aware of specific pronunciation challenges. Moreover, teachers also need to adopt phonetics-based approaches in teaching process. Further study could investigate research that explore more on research samples, research design, and instruments to gain more specific results.

Pre-Service Teachers' Readiness to Implement Culturally Responsive Teaching Reza Pradipta Maulana; Ida Yulianawati; Natalia Anggrarini; Sujud Sadik Nasution
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 2 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i2.816

This study examined Indonesian pre-service English teachers' experiences with and developing understandings of Culturally Responsive Teaching (CRT). Equipping teachers to teach responsively is not only an educational duty but also a social and ethical one in a nation with such cultural, linguistic, and ethnic variety. This study examined how CRT is seen, applied, and contested in coursework and field practice using a qualitative methodology that included semi-structured interviews and open-ended questionnaires with sixteen preservice teachers who enrolled in teacher professional education (PPG). According to the findings, pre-service teachers often face institutional gaps that hinder their preparedness and confidence, such as a lack of exposure to CRT principles, inconsistent mentorship, and the prevalence of standardized instructional models, even though they demonstrate a sincere commitment to inclusive and culturally affirming pedagogy. Despite having few resources, many teachers use reflective practices, adapt course material to students' cultural backgrounds, and put up a lot of effort to establish deep connections. This study highlights CRT as an emotionally complex, relational, and identity-forming activity that requires more than just academic understanding. Strong institutional backing, context-sensitive implementation, and extended reflection are required. In order to better prepare future teachers to respond to the dynamic and diverse realities of their classrooms, the study's conclusion is that Indonesian teacher preparation programs integrate CRT as a fundamental element into their curricula, practical experiences, and institutional culture.

AI-Based Critical Engagement with SDG Content in ELT: Going Beyond Accessibility Nur Aeni
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 3 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i3.821

This research investigates how using artificial intelligence (AI) is perceived by students and how it helps them develop self-critical thinking in sustainable development goals at the EFL classroom. Employing a descriptive qualitative method, the research surveyed eighth semester students selected through purposive sampling technique. Data were gathered using a depth interview using fifteen questions measuring the Students’ Perceptions of how using AI is perceived by students and how it helps them develop self-critical thinking in sustainable development goals at the EFL classroom. The results show that Artificial Inteligent offers significant advantages in encouraging student critical thinking in Sustainable Development Goals. The participants perceive that Artificial Intelligence was interesting and significant, and student acknowledged how well they tracked learning progress and improved critical thinking. Additionally, Artificial Intelligence facilitate a pedagogical transition from passive to active learning, giving students more control over their academic progress. However, a number of elements, including students' familiarity with reflective techniques, the clarity of assessment criteria, and ongoing lecturer support, are critical to the successful adoption of using AI. The research concludes that although AI improve learning outcomes, their efficacy is mostly dependent on the lecturer's capacity to promote creative learning and create a positive classroom environment.

The Students' Problems in Listening Comprehension Alfi Onita Purba; Umar Abdullah; Husnaini Husnaini
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 3 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i3.822

The purpose of this study was to find out students' problems in listening comprehension. This study used a qualitative method with a case study research design to find out the students' problems in listening at SMKN 1 Keluang, Musi Banyuasin. Data were collected through interviews with five students, selected through purposive sampling. The data were analyzed thematically. This study found seven problems experienced by students in listening, including problems related to listening materials, basic linguistics, listener concentration, physical characteristic, listener, speaker, and physical setting. To enhance English learning, educators can employ innovative teaching approaches that focus on developing the four key language skills, thereby making the learning process more engaging. Meanwhile, students can boost their language proficiency by expanding their vocabulary, practicing effective listening techniques, and receiving guidance from their parents.

The Effectiveness of Wattpad as Media in Teaching Reading Comprehension of Narrative Text Gina Larasaty; Fani Febriliana; Atikah Wati
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 4 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i4.824

This study investigates whether Wattpad is effective as a tool for teaching narrative text reading comprehension to tenth-grade students at SMAN 2 Indramayu in the 2024-2025 academic year. Reading comprehension is a complex and often difficult skill, especially for those learning English as a Foreign Language (EFL), who often struggle with new vocabulary and uninteresting material. Therefore, this study uses Wattpad, a digital platform that offers a variety of narrative stories, especially local legends from Indramayu, to spark interest and improve students' reading comprehension. A quantitative method with a one-group pre-test and post-test pre-experimental design was used in this study. The sample consisted of 40 tenth-grade students from class X-10, selected purposefully. The results showed a marked improvement in students' reading comprehension scores after using Wattpad. The average pre-test score, initially 60, increased to 92 on the post-test, with an average N-Gain of 0.78, indicating a significant improvement in reading comprehension ability. A t-test showed a significance value of 0.000 (p < 0.05), which confirms that Wattpad is effective in improving students' narrative text reading comprehension. Wattpad offers great potential as an engaging and effective learning medium, especially in developing narrative reading skills in the context of learning English as a Foreign Language, where students often face difficulties in understanding narrative texts due to limited vocabulary or lack of interest in the material presented. Through this platform, students can access a variety of narrative stories, including local legends relevant to their culture, thereby increasing their engagement and understanding of the learning material. This research not only provides empirical evidence of Wattpad's effectiveness in improving students' reading comprehension but also makes significant theoretical and practical contributions to the development of more innovative and relevant reading learning strategies, integrating technology and local cultural content to create a more meaningful and effective learning experience for students. In short, this study proves that Wattpad is an effective medium for improving students' reading comprehension in narrative texts. Keywords: Wattpad, Reading Comprehension, Narrative Text, legenda local

Challenges and Strategies of Pre-Service EFL Teachers in Implementing the Emancipated Curriculum During Teaching Practicum Alya Mahastra Putri; Sundari Purwaningsih; Risma Julistiana
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 4 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i4.830

This study aims to examine the challenges encountered by pre-service English as a Foreign Language (EFL) teachers in implementing the Emancipated Curriculum (Kurikulum Merdeka) during their teaching practicum, and the strategies they adopted to address these challenges. The Emancipated Curriculum, recently introduced in Indonesia, emphasizes student-centered learning, flexibility, and project-based approaches. However, for novice teachers, curriculum innovation can present difficulties due to limited preparation and lack of institutional support. Employing a qualitative case study design, this research involved three pre-service EFL teachers from senior and vocational high schools in Tasikmalaya. Data were collected through semi-structured interviews and practicum document analysis, then analyzed using thematic analysis. Findings reveal that participants faced three main challenges: pre-service teachers' readiness, school environment support, knowledge and understanding of the Emancipated Curriculum. To cope the challenges, they engaged in various strategies, including seeking support and feedback, practical implementation and reflection. The results highlight the importance of integrating Emancipated Curriculum training in teacher education programs and ensuring mentoring and resource availability at partner schools. This study provides insights into supporting future teachers in adapting to Emancipated Curriculum and contributes to ongoing discussions on the implementation of the Emancipated Curriculum in Indonesia

Godok Obuih as Intangible Cultural Heritage: A Systematic Literature Review of Minangkabau Traditional Culinary Culture Aries Denta Putra; Ahmad Nusi
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 1 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i1.834

Traditional culinary heritage plays an important role in preserving cultural identity and transmitting local knowledge across generations. Among the traditional foods of the Minangkabau community, Godok Obuih represents a unique culinary tradition that reflects cultural values, collective memory, and community identity. However, studies discussing Godok Obuih remain limited and fragmented. Therefore, this study aims to examine the role of Godok Obuih in preserving Minangkabau intangible cultural heritage through a Systematic Literature Review (SLR). The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Relevant literature was collected from academic databases, official government publications, and cultural heritage documents, and then analyzed using thematic analysis. The findings indicate that Godok Obuih contributes to cultural preservation through five interrelated dimensions: traditional culinary practices, community participation, cultural communication, collective memory, and local wisdom. These dimensions collectively strengthen cultural identity and support the sustainability of intangible cultural heritage despite contemporary social changes. This study also proposes a conceptual framework illustrating the relationships among these dimensions and demonstrates that Godok Obuih should be understood not only as a traditional food but also as a living cultural practice that continuously transmits cultural knowledge and social values. The findings provide practical insights for cultural preservation initiatives and contribute to a broader understanding of traditional culinary heritage as an essential component of sustainable cultural development.

Analyzing Gender Differences in Speaking Anxiety Among EFL Students Muhammad Khairi Ikhsan; Ulfa Nor Fadila; Ragil Janedi
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 1 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i1.835

Speaking anxiety remains one of the most persistent psychological barriers in English as a Foreign Language (EFL) classrooms, particularly when students are expected to perform orally in front of peers and teachers. This study aimed to identify the level of speaking anxiety experienced by male and female students at a private senior high school in Padang in the 2025/2026 academic year and to examine whether there was a statistically significant difference between the two gender groups. The study employed a quantitative approach with a differential design. Sixty students, consisting of 30 male and 30 female students, were selected through simple random sampling from the population of SMA Adabiah 2 Padang. Data were collected using an adapted Foreign Language Classroom Anxiety Scale questionnaire consisting of 33 Likert-scale items covering communication apprehension, fear of negative evaluation, and test anxiety. The data were analyzed using descriptive statistics, assumption testing, and the Independent Samples t-Test with SPSS version 31. The results showed that most students experienced a moderate level of speaking anxiety (61.6%), while 21.7% were in the high category and 16.6% were in the low category. The t-test result indicated a significant difference between male and female students (Sig. 2-tailed = 0.003), with female students reporting higher anxiety scores. The findings imply that EFL speaking instruction should employ gender-sensitive, low-risk, and confidence-building activities.

Micro-Speaking Tasks via AI Platforms: A New Approach to Enhancing Daily Speaking Habits in ESP Context Kristian Burhan
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 6 No. 1 (2026): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v6i1.836

The integration of artificial intelligence (AI) platforms into English for Specific Purposes (ESP) instruction has opened new avenues for sustaining oral practice beyond classroom hours. However, ESP learners in Indonesian higher education, particularly in non-English departments such as sport coaching, frequently exhibit low daily speaking habits, limited exposure to domain-specific discourse, and high anxiety in face-to-face oral practice. This study investigates the effectiveness of AI-mediated micro-speaking tasks (short, structured, daily oral activities of 60–180 seconds) in enhancing speaking proficiency, speaking habit formation, and learner self-efficacy among ESP students. Employing a quasi-experimental mixed-methods design, the research involved 64 second-year students of the Department of Coaching, Universitas Negeri Padang, divided into an experimental group (n = 32) using AI platforms (ChatGPT Voice, ELSA Speak, and Google Gemini Live) and a control group (n = 32) receiving conventional speaking instruction. Data were collected through pre- and post-tests of speaking proficiency, a daily-habit log, the Speaking Self-Efficacy Scale, and semi-structured interviews. Quantitative analysis using paired and independent samples t-tests revealed a statistically significant difference between groups (t = 6.42, p < .001, Cohen's d = 1.61), with the experimental group gaining 18.7 points compared to 7.4 points in the control group. Qualitative findings indicated reduced anxiety, increased autonomy, and stronger habit consolidation. The study contributes a replicable micro-task framework for ESP contexts and demonstrates that brief, AI-scaffolded daily practice can transform speaking from an episodic classroom task into a sustained personal habit.

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Home Page

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Editorial Team

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Google Scholar

Contact Name Eka Apriani

Contact Email eka.apriani@iaincurup.ac.id

Phone +6285256498365

Journal Mail Official jadilajournal2@gmail.com

Editorial Address Jalan AK Gani Curup, Bengkulu, Indonesia

Location Kab. lebong, Bengkulu INDONESIA

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Contact Name
Eka Apriani

Contact Email
eka.apriani@iaincurup.ac.id

Phone
+6285256498365

Journal Mail Official
jadilajournal2@gmail.com

Editorial Address
Jalan AK Gani Curup, Bengkulu, Indonesia

Location
Kab. lebong,

Bengkulu

INDONESIA