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Jurnal English Education: Jurnal Tadris Bahasa Inggris
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 20866003     EISSN : 25801449     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
English Education: Jurnal Tadris Bahasa Inggris has been published since March 2010 in printed version (pISSN: 2086-6003), June and December 2018 in online version (eISSN: 2580-1449). It is a biannual journal concerning English Language Teaching, English Literature, English Linguistics, Current Issues on English Language Teaching and Trends in Language Teaching.
Arjuna Subject : -
Articles 267 Documents
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TikTok's Impact on Senior High Students' English Speaking Engagement Adrin Kristian Putra; Yuliati
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/zxcgnh19

Abstract

The study explores the impact of TikTok content on English speaking engagement among 11th grade students. Fear of making mistakes and a lack of real-world practice opportunities are significant psychological barriers that make speaking a challenge for English as a Foreign Language (EFL) students. They often struggle with limited vocabulary, pronunciation issues, and grammatical errors, which further hinder their spoken fluency. The problems, however, can be addressed by using engaging and relatable content from platforms like TikTok to increase motivation and confidence. With the rise of social media as a learning tool, TikTok has emerged as a platform for informal language acquisition and learning. The research employs a thematic analysis methodology, investigating individual students’ learning experience, teachers' perception within the learning process, and TikTok audience when given certain English speaking TikTok content. The primary research questions investigate how TikTok’s English-speaking content can contribute to the engagement of students. The findings provide practical insights for educators on integrating modern technology into language instruction. Ultimately, this investigation seeks to fill a gap in existing research on TikTok's influence on EFL speaking comprehension, offering valuable implications for both theoretical understanding and practical application in language education. 
Personalized Writing Tasks to Enhance Students' Speaking Proficiency Simatupang, Catharine; Magdalena, Dameria
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/b3em7e16

Abstract

This study investigates the impact of personalized writing tasks on the speaking proficiency of 11th-grade students, focusing on fluency, coherence, and vocabulary. An explanatory sequential mixed-methods design was utilized. Quantitative data were gathered from pre-tests and post-tests involving an experimental group (N=35) and a control group (N=35), while qualitative data were collected through questionnaires and semi-structured interviews to explore student perceptions. Quantitative analysis showed that the experimental class achieved a significantly higher mean improvement (10.17 points) compared to the control group (6.51 points). Qualitative findings indicated that 91% of students felt more fluent and 86% felt more confident when speaking about self-selected topics. Personalized writing tasks effectively bridge the gap between reflective writing and spontaneous speaking, providing a meaningful strategy for secondary school English education.
Unraveling the Role of Motivation in English Reading Comprehension Sadikin, Hamim; Anggia, Helta; Zsuzsa , Kaló; Lakatos, Kristóf
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ms24ee73

Abstract

This research investigates the motivational factors influencing English reading comprehension among 101 grade 12 students, utilizing Dörnyei's L2 Motivational Self-System (L2MSS) to analyze the roles of Ideal L2 Self (ILS), Ought-to L2 Self (OLS), and Learning Experience (LE). The study employed a quantitative correlational design. Data were gathered via a motivation survey and the Quick Placement Test (QPT), then analyzed using Structural Equation Modeling (SEM) and the Rasch Model to verify construct validity and test the hypothesized relationships. Findings indicate that ILS has a beneficial effect on LE, yet shows a negative correlation with reading comprehension, implying that idealized self-perceptions might obstruct performance. OLS exert a beneficial effect on both LE and Reading comprehension, underscoring the importance of balancing intrinsic and extrinsic motivation. LE shows a strong correlation with ILS and OLS, yet it does not directly influence reading comprehension, suggesting that other elements might be involved. Results emphasize the complex nature of motivation in reading comprehension and the significance of nurturing educational settings that align students’ objectives with attainable results.
Emotional Intelligence and Motivation in Learning English of Senior High School Students stepani_tesya_yudhi_astari; Zsuzsa , Kaló; Lakatos, Kristóf
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/bvqyww78

Abstract

This study explores the relationship between emotional intelligence and English learning motivation in high school students in Metro City, Lampung. This study uses a quantitative design with a correlational approach. Data were collected through a questionnaire adapted from the Trait Emotional Intelligence Questionnaire (TEIQue) and Gardner's Attitude and Motivation Test Battery (AMTB) to measure emotional intelligence and intrinsic and extrinsic motivation. The sample of this study involved more than 300 students from several public and private high schools in Metro City who were selected randomly. The results of the analysis show that emotional intelligence has a significant positive relationship with extrinsic motivation (63%), but does not significantly affect motivation, with a negative contribution of -11%. In contrast, extrinsic motivation has a very strong influence on the intrinsic motivation of 94%. The instruments used in this study showed sufficient validity and reliability, although the convergent validity for the intrinsic motivation instrument still requires further development. This study provides important insights for educators to pay attention to extrinsic motivation factors in supporting English learning, as well as the importance of an individual approach to improving the balance between intrinsic and extrinsic motivation.
Indonesian EFL Teachers' Perspectives on AI for Lesson Planning Dini Dwi Rahayu; Hana Prameswari Suherni; Muhammad Sultan Al-Ma’mun; Fadhillah Awthar Alkahfi; Hamid, Farida; Faridah
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/2dbcwa76

Abstract

For a long time, teachers are being burdened with their abundance of never-ending workload that could cause exhaustion. One of those workloads that is necessary for teachers to do is lesson plan. With the recent development in AI tools technology, it promised to be capable in easing the teacher’s burden creating lesson plans, albeit the teachers are willing to implement it. Hence, this study aims to find an EFL teacher’s perspective on utilizing AI tools in their lesson plan. By using Technology Acceptance Model (TAM), This preliminary study utilized a purposive sample of 20 EFL teachers at UIN Syarif Hidayatullah Jakarta. While the sample size is modest, it serves as an exploratory pilot to identify immediate trends in teacher attitudes during the rapid introduction of AI tools in the 2024/2025 academic year. The findings provide a foundational baseline for future large-scale longitudinal research on AI adoption in Indonesian secondary schools. The study findings indicate that teachers agree that AI tools are useful (M=3.32), easy to use (M=3.44), exhibit positive attitude (M=3.40), and strong behavioral intention towards using (M=3.30). The findings of this study hopefully contribute to a better perspective of implementing AI tools in EFL teacher’s lesson plan and convince other teachers to perceive a similar acceptance. Furthermore, the insight also provides a useful reference for future research that wants to develop their research in this certain topic. 
Indonesian Lecturers' Perceptions of ChatGPT as an Automated Essay Scorer (AES) Sanjaya, Kharisma Adhi; Abung, Ivanna Najwa; Oktarian, Rizky Ramadhan Tri; Addiena, Maisarah; Husna, Nida
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/fjr0vm60

Abstract

This study explores the perceptions of English lecturers toward GPT-5 as an Automated Essay Scoring (AES) tool, specifically focusing on its accuracy in content-related evaluation within Indonesian higher education. A qualitative approach was employed, using convenience sampling to select three lecturers at State Islamic University Syarif Hidayatullah Jakarta for semi-structured interviews. Data were analyzed using thematic analysis. Findings indicate that ChatGPT effectively recognizes linguistic features and content coherence, making it a capable co-rater when prompts and rubrics are clearly defined. However, lecturers expressed "partial trust," noting that the AI may miss narrative nuances and stylistic depth. Similar studies support this finding by pointing out the AI’s swift development that enhances its ability in evaluating contents, especially when the instructions/prompts, rubrics, and any supporting information are clear. This research suggests that, though ChatGPT could be used as AES, its implementation should be under human control due to possible error and ethical responsibility.
One-way Teaching - Understanding Power Establishing Strategy and Teaching Strategy in "Everyday Grammar TV" Maulana, Rivki Surya; Hidayat, Didin Nuruddin; Husna, Nida
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/y7kx6s97

Abstract

Youtube has been rigorously studied in the realm of ESL and EFL. Nonetheless, these studies focused on the usage of Youtube as a teaching aid. The present study employs a qualitative research design to analyze the teaching methods and power establishment in VOA Learning English's "Everyday Grammar TV" series. This study examines how Youtube can be used as a learning source by itself. Using Critical Discourse Analysis (CDA) as outlined by Fairclough, the research examines the language text, discourse practices, and discursive events within the series. The findings indicate that the teaching method used is Content-Based Instruction (CBI), which integrates language learning with educational content. Additionally, power is established through the use of individualization, specifically by addressing one of the hosts with academic titles, thereby emphasizing their authority and expertise. This study provides insights into the dynamics of educational media and the role of language in establishing power. Further studies could focus to investigate how viewers perceive and internalize these power structures. Understanding how learners interpret and respond to the use of individualization and other power strategies would provide deeper insights into the effectiveness of these techniques in fostering respect and engagement.

Page 27 of 27 | Total Record : 267

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