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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 278 Documents
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Figurative Language Learning Challenges in EFL Short Stories Dira Givanda; Deri Sis Nanda
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.30846

Abstract

The purpose of this study is to examine the difficulties students have when learning figurative language using short stories as real-world resources. The investigation was conducted at SMA Al-Azhar 3 Bandar Lampung and involved eleventh-grade students. Students' challenges in comprehending figurative phrases in short stories were investigated using a qualitative descriptive method. Data were collected through classroom observations, semi-structured interviews, and questionnaires. The results show that mastering figurative language presented a number of difficulties for the students. First, students' restricted vocabulary knowledge made it difficult for them to comprehend the meaning of figurative expressions. Second, students struggled to distinguish between personification, simile, and metaphor, among other forms of figurative language. Third, students found it challenging to interpret figurative meanings embedded in short stories. Students' understanding of literary texts was impacted by these difficulties. On the other hand, students were motivated to participate more actively in the learning process when short stories were used as real materials. To help students better comprehend figurative language in literary texts, teachers are advised to offer more contextual explanations and guided practice.
Exploring Critical Listening Through LyricsTraining in EFL Jefryan Syah Kurnia Putra; Deri Sis Nanda
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.30847

Abstract

This study explores students’ experiences in using LyricsTraining to support the development of critical listening in an English as a Foreign Language (EFL) context. The research was conducted during English Club activities at SMK Muhammadiyah Way Sulan, South Lampung, involving ten Grade X students. A qualitative descriptive design was employed to examine how students engaged with the listening activities. Data were collected through classroom observations across three sessions, semi-structured interviews, and a questionnaire. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that students experienced a gradual change in their listening behavior. In the early sessions, listening was dominated by word recognition and frequent audio replay. However, in later sessions, students began to demonstrate critical listening indicators such as claim identification, assumption awareness, tone interpretation, and questioning evidence. Although challenges related to fast tempo and pronunciation remained, students increasingly engaged in interpreting and evaluating the meaning of the lyrics. These findings suggest that LyricsTraining can support the gradual development of critical listening while helping learners manage listening difficulties in EFL learning environments.
Lecturers' Perceptions of Synchronous and Asynchronous Online Teaching During the Pandemic Ningsih, Tri Setya; Hasanah Fajaria, Nurul; Aini, Nurul
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.31047

Abstract

The COVID-19 pandemic forced the Government of Indonesia, through the Ministry of Education and Culture, to implement new policies for conducting learning activities online. This shift from face-to-face to online teaching. From there, English lecturer should deal with both synchronous (real-time) and asynchronous (independent) teaching methods. These are the two methods used by English lecturers at as-syafi’iyah Islam University in teaching during the pandemic. This qualitative case study investigates the perceptions of English lecturers toward Synchronous and Asynchronous online teaching. Data were collected through in-depth interviews with four English lecturers at As-Syafi’iyah Islam University, complemented by observations and document analysis. The findings highlight several challenges faced by lecturers, such as unstable internet access, difficulties with keeping student engagement, and an increasing demand for access to the internet. Although these challenges, the study also identifies several advantages of each method of teaching, including the adaptability of asynchronous learning and the quick delivery of feedback in synchronous sessions. These findings have significant implications for improving online teaching strategies, indicating that an effective approach which includes both synchronous and asynchronous techniques could better meet the different needs of students and raise the efficacy of online teaching.
Tone and Formality Analysis in English Business Correspondence Mardiana, Diand; Oktafiani, Susi; Prihandono; Kustini, Titin
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.31683

Abstract

Writing business English is one of essential competence for the students of Business Administration Program. It is especially important in addressing professional communication demand in the workplace. In the process of studying of EBC (English business Correspondence), grammatical accuracy is not the only one requirement. The knowledge of using professional tones, appropriate level of formality and the use of polite expression are also some important aspects to be considered. The inappropriate the use of tone f formality or the use of informal expression in our business letter may reduce the effectiveness of the letter as a written communication. It would affect the quality of the correspondence. The aim of this study is to analyze the tone and formality inside the English Business Letter. The analyzing of tone and formality is needed to measure the quality of the letter made by the students of Business Administration Program in Polytechnic LP3I Jakarta. The research may identify the most dominant form finding on the business letter. Descriptive qualitative approach is employed on this research. The data will be used on this research is the business letter written by the students. It is the object of the research. There are many business letters becoming the target of the practicing, but we use only letter of inquiry for this project research. The analysis was conducted using a coding rubric that covered several aspects, including formality level (FL), politeness strategy (PS), professional tone (PT), salutation and closing formality (SC), and business register appropriateness (BR). The researcher hopes that an empirical insight can be made as the output of this research. The insight can be an important information for all parties concerned. 
Exploring Cadets’ Challenges in Learning Maritime English in the Technological Era Rahadianto, Piping; Pera Fitria, Yuli; Yusrah
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.32031

Abstract

The rapid advancement of digital technologies has transformed maritime education, creating new opportunities and challenges for Maritime English learning. As English serves as the primary language of international maritime communication, maritime cadets are expected to develop not only general English proficiency but also specialized communicative competence required for shipboard operations. This study aimed to explore the challenges experienced by maritime cadets in learning Maritime English within the technological era. Employing a qualitative descriptive research design, the study was conducted at Politeknik Pelayaran Malahayati Aceh, Indonesia. Twenty-four cadets enrolled in the Marine Electrical Officer program participated in semi-structured interviews. Data were analyzed thematically to identify recurring patterns and perceptions related to technology-mediated Maritime English learning. The findings revealed that cadets experienced both benefits and challenges associated with technology-enhanced learning. Digital tools such as mobile applications, learning management systems, and maritime simulators increased learning flexibility, authenticity, and learner autonomy. However, participants reported significant challenges related to vocabulary retention, listening comprehension, Standard Marine Communication Phrases (SMCP) recall, pronunciation practice, and communication under time pressure. These linguistic difficulties were frequently exacerbated by technical and infrastructural barriers, including limited access to digital devices, unstable internet connectivity, software malfunctions, and insufficient digital literacy. Furthermore, technological challenges contributed to psychological consequences such as anxiety, frustration, reduced self-confidence, and decreased motivation. To overcome these obstacles, cadets relied heavily on peer support, low-technology learning strategies, and repeated practice. Participants also emphasized the importance of improved institutional support, including digital literacy training, enhanced technological infrastructure, accessible learning platforms, and continuous instructor guidance. The study concludes that while technology offers considerable pedagogical benefits for Maritime English education, its effectiveness is strongly influenced by digital access, technological competence, and institutional support. Therefore, successful implementation of technology-mediated Maritime English learning requires a balanced approach that integrates technological innovation with inclusive educational practices and learner-centered support systems.
The Effect of Speed-Reading Technique on Eleventh Graders’ Reading Skills Rosa Widyaningtyas; Helta Anggia
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.32120

Abstract

This study investigated the effectiveness of speed-reading instruction employing authentic technology-themed text adopted from BreakingNewsEnglish.com in enhancing eleventh-graders’ vocational high reading skills, focusing on reading fluency and reading comprehension. This study implemented a quantitative quasi-experimental design conducting a non-equivalent control group pre-test and post-test format. There were 48 Pringsewu vocational eleventh-grade students participated in this research, assigned into an experimental group and a control group. The descriptive statistics and independent samples t-test were used to analyze the data collected. Findings in reading comprehension revealed a significant difference in reading comprehension, with the experimental group achieving greater scores compared to the control group. However, the control group demonstrated statistically higher reading speed scores rather than the experimental group. These results indicate that speed-reading instruction supported deeper comprehension but did not result in higher reading speed. The study concludes that speed-reading instruction is most effective when combined with comprehension-focused scaffolding and authentic digital materials. The findings highlight the interdependent connection between reading fluency and reading comprehension and emphasize the importance of balancing reading speed with meaningful understanding in vocational high school contexts.
TikTok-Based Multimodal Input for Vocabulary Development in Writing Nur Habibah Sueb; Sumarta; Kamalia hakim, Putri
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.32331

Abstract

Vocabulary plays a fundamental role in developing students’ writing skills, yet many English as a Foreign Language (EFL) learners struggle to express ideas due to limited vocabulary knowledge. Although TikTok has increasingly been used as a language learning platform, limited research has explored how its multimodal features support vocabulary development in writing. Therefore, this study aimed to investigate how TikTok-based multimodal input supports students’ vocabulary development in writing at SMK Budi Mulia Karawang. This study employed a qualitative case study involving 24 tenth-grade students. Data were collected through classroom observations, vocabulary worksheets, semi-structured interviews with four students, and analysis of six students’ writing samples. The learning activities involved watching a Rapunzel video from the TikTok account @storytimeon321, identifying and recording unfamiliar vocabulary, and constructing sentences using the newly learned words. Data were analyzed using Braun and Clarke’s (2006) thematic analysis The findings revealed that TikTok-based multimodal input facilitated vocabulary acquisition, recognition, retention, and productive vocabulary use in writing. Visual elements, audio, and captions helped students understand word meanings, improve pronunciation, recognize vocabulary, and retain newly learned words. Furthermore, students demonstrated increased motivation and successfully transferred newly acquired vocabulary into meaningful written sentences. Overall, TikTok-based multimodal learning provides contextualized learning experiences that effectively support vocabulary development and enhance EFL students’ writing skills.
Parental Roles in Supporting Vocabulary Learning Through YouTube Kids Layla Shofiana, Khelin; Hapsari, Christianti Tri
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): 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/ee-jtbi.v19i1.32389

Abstract

This study investigates the roles of parents in supporting young learners' English vocabulary learning through YouTube Kids in home-based EFL settings. Using a qualitative descriptive design, data were collected through semi-structured interviews with eight purposively selected parents and analyzed using Braun and Clarke's thematic analysis. The findings revealed four interconnected themes: parents as learning facilitators, language mediators, digital supervisors, and individuals who navigate various challenges in supporting children's vocabulary learning. Parents actively selected educational content, explained unfamiliar vocabulary, encouraged vocabulary practice, supervised children's digital media use, and created supportive home learning environments. Although parents encountered challenges, including limited time, children's digital distractions, and limited English proficiency, they continuously adapted their mediation practices to support children's learning. The findings demonstrate that the educational value of YouTube Kids depends not only on the availability of digital content but also on purposeful parental mediation. This study contributes to the growing literature on technology-assisted language learning by providing a deeper understanding of parental mediation practices in home-based EFL contexts and offering practical insights for parents, educators, and educational content developers.

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