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PREMISE: Journal of English Education and Applied Linguistics
Published by Universitas Muhammadiyah Metro
ISSN : 20893345     EISSN : 2442482x     DOI : 10.24127/pj.v9i1.xxxx
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
PPREMISE: Journal of English Education focuses and welcomes researcher in both EFL and ESL context to publish professional or conceptual articles, and research articles formed in qualitative and quantitative study in the area of the following scopes: Analysis on English Literatures in English Education Context Discourse Analysis in English Education context ELT Material Development (K-12 and Higher Education) English Applied linguistics English for Specific Purposes in higher education English for Young Learners (K-12) and Adult (Higher Education) English Language Teaching in the four skills; listening, speaking, reading and writing English Language Testing and Evaluation Second Language Acquisition Translations in English Education It allows any writer to submit up to 10-15 pages or equivalent with 3000 to 5000 words in range. It applies APA style in all articles submitted to this journal. More than 5000 to 7000 words are preferable
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 458 Documents
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HIGH SCHOOL STUDENTS’ PERSPECTIVES, GAMING HABITS, LEARNING EXPERIENCES, AND ENGLISH ACHIEVEMENT IN USING COMMERCIAL DIGITAL GAMES FOR ENGLISH LANGUAGE LEARNING Sonia - Wulandayanti; Suciana - Wijirahayu
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16096

Abstract

The increasing use of commercial digital games in students’ daily activities provides opportunities for informal English language exposure in meaningful contexts. This study aims to explore students’ perceptions of the use of commercial digital games in supporting English learning. This study employed a descriptive quantitative design supported by qualitative data involving 283 senior high school students. Data were collected through an online questionnaire consisting of closed-ended and open-ended questions distributed via Google Forms. The data were analyzed using descriptive statistics with the support of qualitative thematic analysis. The findings show that students generally have positive perceptions of digital games, particularly in enhancing motivation, vocabulary development, and confidence in using English. Students also experience contextual language exposure through instructions, dialogues, and interactions during gameplay. However, challenges were identified, including difficulties in understanding unfamiliar vocabulary and game instructions. Overall, commercial digital games can serve as effective informal learning resources that complement formal instruction. The findings imply that integrating students’ digital gaming experiences into classroom learning may support more meaningful language learning.
UNDERSTANDING ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING CLASSROOMS: EVIDENCE FROM INDONESIAN VOCATIONAL STUDENTS Satrio Binusa Suryadi; Atiqah Nurul Asri; Farida Ulfa; Fitrotul Maulidiyah; Risa Juliadilla
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16110

Abstract

Oral corrective feedback linking speaking skills to communicative competence as an outcome of undergraduate students is still underexplored. Therefore, this study investigates oral corrective feedback on speaking skills among vocational college students. This study investigated vocational college students’ preferences for oral corrective feedback (OCF) in EFL classes. Using a mixed-methods design, the study involved students in non-English departments at a vocational college. An online questionnaire with Likert-scale scoring was used as Qualitative data to assess preferences for various OCF strategies. In contrast, semi-structured interviews for in-depth exploration are considered quantitative data. Questionnaire data were analysed using descriptive statistics (means and standard deviations), and interview results were thematically analysed. Findings indicated that students generally had positive perceptions of all types of OCF; however, elicitation, explicit correction, and requests for clarification emerged as the most preferred strategies. These forms of feedback were considered effective in improving comprehension of linguistic forms by promoting clarity and active engagement in the correction process. Interview results further revealed that students valued feedback that supported cognitive processing and confidence in speaking. In conclusion, this study highlights the importance of integrating direct and interactive feedback strategies in vocational EFL classrooms to support the development of language and communication skills in the workplace. These studies also offer pedagogical implications for language teachers and instructors to foster more adaptive and student-centred feedback practices.
THE IMPACT OF ICT-BASED INTERACTIVE STRATEGY ON SENIOR HIGH SCHOOL (SMA) STUDENTS’ SPEAKING SKILLS IN PEKANBARU INDONESIA Rizka Maulidya; Jamilah Jamilah
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16242

Abstract

Traditional teaching methods often provide limited opportunities for meaningful oral interaction; therefore, integrating ICT-based interactive strategies is expected to create more student-centered and communicative learning environments. This study aimed to investigate the effect of ICT-based interactive strategies on senior high school students’ speaking performance. A quasi-experimental design was employed involving an experimental and a control group at SMA Negeri 12 Pekanbaru, Indonesia, with a total of 40 students. The experimental group received instruction using ICT-based interactive strategies, while the control group was taught using conventional methods. Data were collected through speaking performance tests administered as pre-tests and post-tests and analyzed using IBM SPSS Statistics version 25, including descriptive statistics and ANOVA. The results showed a statistically significant improvement in students’ speaking performance over time (F(3,76) = 74.758, p < .05), with a large effect size (η² = 0.747). However, no significant difference was found between the post-test scores of the experimental and control groups, indicating that both instructional approaches contributed to students’ speaking development. In conclusion, ICT-based interactive strategies can support the improvement of students’ speaking skills by enhancing engagement and interaction. However, their effectiveness depends on pedagogical implementation rather than technology alone. Therefore, teachers are encouraged to integrate ICT meaningfully to create more interactive learning environments.
IMPROVING ELEMENTARY STUDENTS’ GREETING VOCABULARY MASTERY THROUGH ENGLISH SONGS : ACTION RESEARCH AT SD MUHAMMADIYAH METRO Nurul Fitriani; Mai Zuniati; Wiwied Pratiwi
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16258

Abstract

In the digital era, excessive technology use often triggers media saturation, which ultimately makes it difficult for students to focus when learning vocabulary through conventional methods. This research was conducted to improve the vocabulary mastery as a fundamental communication skill for children. The main focus of this study lies in greetings as a basic communicative competence for young learners. The primary objective is to evaluate the effectiveness of English songs in boosting both student engagement and memory retention. By applying a Classroom Action Research (CAR) design following the Kemmis and McTaggart spiral model, this study was conducted over two cycles. This research involved 33 participants consisting of 16 males and 17 females during the 2025/2026 academic year. Data were collected comprehensively through validated researcher-made vocabulary tests, observation sheets, field notes, and visual questionnaires to ensure the validity of the findings. Data analysis was conducted by combining descriptive statistics for quantitative results and qualitative descriptive analysis to capture student behavior patterns. The results showed that the integration of combining English songs and movement significantly improved student engagement and memory, with 90% of students successfully achieving a minimum mastery score of 80 or higher. This figure exceeded the research’s success indicator of 85%. In conclusion, English songs proved to be effective as reliable cognitive and affective tools for restoring students focus amidst a tech-saturated learning environment in early childhood English education. The implications of this research suggest that elementary school educators should integrate musical elements and combined with movement to create a more interactive and enjoyable learning environment.
THE IMPLEMENTATION OF INTERACTIVE LEARNING MODEL BASED ON CHATGPT TO ENHANCE READING SKILLS OF ENGLISH AS FOREIGN LANGUAGE (EFL)UNIVERSITY STUDENTS IN METRO CITY Budi Hartono; Khoirul Hidayat; Agus salim
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16260

Abstract

This study evaluates a ChatGPT-based interactive learning model with the aim of improving the reading skills of English Education students at STKIP Kumala Lampung. Using a quasi-experimental design method, 50 students were divided into an experimental group (with ChatGPT) and a control group (conventional) for eight weeks. The research instruments included comprehension tests, questionnaires, interviews, and observations. The results of the pre-test showed initial equality between the groups. However, post-test results revealed a significant improvement in the experimental group (M = 74.56) compared to the control group (M = 65.24), with a large effect size (Cohen's d = 1.30; t(48) = 4.69, p <.001). Observational data showed higher involvement in participation and discussion in the experimental group. Qualitative findings confirm that ChatGPT improves vocabulary comprehension, motivation, and active learning, despite the risk of reliance on AI. Overall, the findings indicate that the ChatGPT-based interactive learning model effectively improves students’ reading comprehension and engagement. The study implies that ChatGPT can support adaptive, interactive, and student-centered EFL learning in higher education.
BRITISH COUNCIL LEARNENGLISH KIDS AS ASYNCHRONOUS LEARNING TO IMPROVE YOUNG LEARNERS’ WRITING Dian Dwi Lestari; Puspa Dewi; Edi Sunjayanto Masykuri
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16261

Abstract

To improve the English writing abilities of fifth-grade primary school students in Kebumen Regency, Indonesia, this study examines the efficacy of using the British Council for Kids application within a deep learning-based Mobile Assisted Language Learning (MALL) in asynchronous learning model. This study used a pre-experimental one-group pretest-posttest design using a quantitative methodology. A cluster sampling strategy was used to choose 74 kids as participants. A pre-test, two therapy sessions with activities from the British Council for Kids, independent practice, a post-test, and a perception questionnaire made up the four-week intervention. A Paired t-test and N-gain score computation using SPSS were used for statistical data analysis. The mean score increased significantly from 65.95 in the pre-test to 87.97 in the post-test. The mean score rose from 65.95 in the pre-test to 87.97 in the post-test, signifying a significant enhancement in students' writing proficiency. The N-gain analysis showed a mean score of 0.6371, indicating moderate efficacy. In conclusion, including the British Council for Kids into a MALL-based deep learning paradigm successfully improves writing abilities and cultivates a love of learning. To give young students more interesting and fulfilling educational experiences, the study promotes the use of MALL platforms in English classes. REFERENCES Agyeman, N. Y. B. (2024). Deep learning in high schools: Exploring pedagogical approaches for transformative education. Humanika, 24(2), 111–126. https://doi.org/10.21831/hum.v24i2.71350 Alhadiah, A. (2023). Undergraduate EFL learners’ use and acceptance of mobile-assisted language learning: A structural equation modeling approach. World Journal of English Language, 13(3), 253. https://doi.org/10.5430/wjel.v13n3p253 Alnujaidi, S. (2021). Adoption of mobile assisted language learning (MALL) in Saudi Arabian EFL classrooms. Journal of Language Teaching and Research, 12(2), 312. https://doi.org/10.17507/jltr.1202.13 Al-Shehab, M. A.-S. (2020). The role of mobile-assisted language learning (MALL) in enhancing the writing skills of intermediate IEP students: Expectations vs reality. Language Teaching Research Quarterly, 20, 1–18. https://doi.org/10.32038/ltrq.2020.20.01 Ambarita, J., Purnamasari, U., & Siahaya, A. (2025). Deep learning as a pathway to pedagogical transformation in Indonesia. Jurnal Penelitian Kebijakan Pendidikan, 18(1). https://doi.org/10.24832/jpkp.v18i1.1229 Anasta, A. P., & Dharmawan, Y. Y. (2025). Enhancing descriptive writing through semantic mapping and STAD: A quasi-experimental study in Indonesian EFL. Scripta : English Department Journal, 12(2), 335–345. https://doi.org/10.37729/scripta.v12i2.7013 Andayanie, L. M., Adhantoro, M. S., Purnomo, E., & Kurniaji, G. T. (2025). Implementation of deep learning in education: Towards mindful, meaningful, and joyful learning experiences. Journal of Deep Learning, 47–56. Aryana, S., Sobari, T., Wikanengsih, Fauziya, D. S., & Mustika, R. I. (2025). The effectiveness of 21st century competency assessment model and HOTS inimproving writing skills: An experimental research. Journal of Language Teaching and Research, 16(4), 1115–1128. https://doi.org/10.17507/jltr.1604.07 Asadi, S. S. A., & Al-Issa, N. (2022). Using online platforms to improve writing. Journal of the College of Education for Women, 33(2), 43–54. https://doi.org/10.36231/coedw.v33i2.1587 Asfarini, D., Basuki, B., Wan, A. T., & Masykuri, E. S. (2024). Review study learning apps in teaching vocabulary using duolingo. Scripta : English Department Journal, 11(1), 48–56. https://doi.org/10.37729/scripta.v11i1.3836 Asrial, A., Syahrial, S., Kurniawan, D. A., Subandiyo, M., & Amalina, N. (2019). Exploring obstacles in language learning among prospective primary school teacher. International Journal of Evaluation and Research in Education (IJERE). Bakri, U. (2023). Utilizing mobile-assisted language learning (mall) to enhance student's writing skills. EDISI: Jurnal Edukasi dan Sains https://ejournal.stitpn.ac.id/index.php/edisi Barton, G., Khosronejad, M., Ryan, M., Kervin, L., & Myhill, D. (2024). Teaching creative writing in primary schools: A systematic review of the literature through the lens of reflexivity. The Australian Educational Researcher, 51(4), 1311–1330. https://doi.org/10.1007/s13384-023-00641-9 Brookhart, S. M., & McMillan, J. H. (2019). Classroom Assessment and Educational Measurement (1st ed.). Routledge. https://doi.org/10.4324/9780429507533 Darsih, E., & Asikin, N. A. (2020). Mobile assisted language learning: EFL learners’ perceptions toward the use of mobile applications in learning English. English Review: Journal of English Education, 8(2), 183–194. https://doi.org/10.25134/erjee.v8i2.2999 Dwigustini, R., Sari, N., Susilawati, S., & Nisa, B. (2021). Fostering studentsâ€TM writing skill by the integration of MALL application. JOLLT Journal of Languages and Language Teaching, 9(1), 34–43. https://doi.org/10.33394/jollt.v9i1.3264 Ebrahimi, S. S. (2024). Effects of mobile messaging applications on writing skill. Ampersand, 13, 100209. https://doi.org/10.1016/j.amper.2024.100209 Gatlabayan, M. (2024). Enhancement of students’ English vocabulary skills through a mobile assisted language learning (Mall) app. Journal of Higher Education Research Disciplines, 9(1), 14–31. Harmanto, M. (2021). The influence of mall on enhancing studentsâ€TM literacy skills. Premise: Journal of English Education, 10, 88. https://doi.org/10.24127/pj.v10i1.3566 Hasanah, N., & Rahman, B. I. (2025). Educaplay for high school students in improving writing skills: A teacher’s perspective. Scripta : English Department Journal, 12(1), 85–100. https://doi.org/10.37729/scripta.v12i1.6398 Hawamdeh, M., & Soykan, E. (2021). Systematic analysis of effectiveness of using mobile technologies (MT) in teaching and learning foreign language. Online Journal of Communication and Media Technologies, 11(4), e202124. https://doi.org/10.30935/ojcmt/11256 Keezhatta, M. S., & Omar, A. (2019). Enhancing reading skills for saudi secondary school students through mobile assisted language learning (MALL): An experimental study. International Journal of English Linguistics, 9(1), 437. https://doi.org/10.5539/ijel.v9n1p437 Khashan, H. S., & AbuSeileek, A. F. (2023). The effect of using british council BBC learning English application on the tenth grade EFL students’ listening and speaking skills and their attitudes toward it. Krisbiantoro, B., & Pujiani, T. (2021). The effectiveness of MALL and flipped classroom in teaching writing to the eleventh graders of SMA in Banyumas. EduLite: Journal of English Education, Literature and Culture, 6(1), 86. https://doi.org/10.30659/e.6.1.86-104 Masykuri, E. S., Alekseevna, K. E., & Nugraeni, I. I. (2025). Designing asynchronous digital media for teaching reading comprehension by implementing task-based learning. Journal of Education and Teaching (JET), 6(1), 109–125. https://doi.org/10.51454/jet.v6i1.485 Masykuri, E. S., Vlаdimirоvnа, V. O., & Evgenevichc, M. I. (2023). First-year-students’ perceptions of asynchronous media platform (AMP) for learning English. English Language Teaching Educational Journal, 6(3), 188–198. https://doi.org/10.12928/eltej.v6i3.6661 Maulana, A. H., Putra, A. S., & Rohim, A. (2024). Optimizing english language training through british council learn english kids in banthamaprao school thailand. | LOSARI: Jurnal Pengabdian Kepada Masyarakat. https://ojs.losari.or.id/index.php/losari/article/view/401 Muslem, A., Kasim, U., Mustafa, F., Fitriani, S. S., & Rahmi, M. (2024). The correlation between the use of online learning platforms and undergraduate students’ self-efficacy. Journal of Language and Education, 10(1), 83–100. https://doi.org/10.17323/jle.2024.17606 Nadila, Y., & Widiastuti, O. (2025). Students’ vocabulary mastery. 14. https://doi.org/10.33373/dms.v14i2.7742 Nasution, U. A., Dewi, U., & Daulay, S. H. (2023). Students’ perception of using mobile assisted language learning (MALL) as a media for learning english. Conference on English Language Teaching, 951–958. Peng, H., Jager, S., & Lowie, W. (2021). Narrative review and meta-analysis of MALL research on L2 skills. ReCALL, 33(3), 278–295. https://doi.org/10.1017/S0958344020000221 Pingmuang, P., & Koraneekij, P. (2022). Mobile-assisted language learning using task-based approach and gamification for enhancing writing skills in EFL students. Electronic Journal of E-Learning, 20(5), 623–638. https://doi.org/10.34190/ejel.20.5.2339 Pratiwi, V. U., Nurkamto, J., & Anindyarini, A. (2022). Writing skills for primary students: need analysis to implement the scientific approach. Educational Research. Putri, S. A., Amri, S., & Ahmad, A. (2020). The students’ difficulties factors in speaking. J-Shelves of Indragiri (JSI), 1(2), Article 2. https://doi.org/10.32520/jsi.v1i2.1059 Rahman, Md. M., Tabash, M. I., Salamzadeh, A., Abduli, S., & Rahaman, Md. S. (2022). Sampling techniques (probability) for quantitative social science researchers: a conceptual guidelines with examples. SEEU Review, 17(1), 42–51. https://doi.org/10.2478/seeur-2022-0023 Rao, 2019. (n.d.). Retrieved November 9, 2025, from https://www.researchgate.net/profile/Parupalli-Rao/publication/334282978_THE_ROLE_OF_ENGLISH_AS_A_GLOBAL_LANGUAGE/links/5d21b86e299bf1547c9effdb/THE-ROLE-OF-ENGLISH-AS-A-GLOBAL-LANGUAGE.pdf Sari, D. D. (2021). | The correlation between students’ vocabulary achievement and fluency in speaking english. English Teaching and Linguistics Journal (ETLiJ), 2(1), Article 1. https://doi.org/10.30596/etlij.v2i1.5507 Seroja Br Ginting, R., & Fithriani, R. (2021). Using the hello English application in the EFL classroom: Its efficacy in helping students to master vocabulary. KnE Social Sciences, 592–600. https://doi.org/10.18502/kss.v5i4.8714 Sihombing, A. H. I., & Ismahani, S. (2025). Students’ perception of using british council learn english for increasing vocabulary acquisition. Sosioedukasi : Jurnal Ilmiah Ilmu Pendidikan dan Sosial, 14(1), 290–302. https://doi.org/10.36526/sosioedukasi.v14i1.5409 Sukmawati, D., Sunjayanto, E., & Triana, J. (2025). An asynchornous learning to improve vocabulary building by using Youtube channel. Scripta : English Department Journal, 12(1), 164–173. https://doi.org/10.37729/scripta.v12i1.6331 Sunjayanto Masykuri, E. (2022). Technology effect of EFL listening comprehension to teacher during pandemic. Journal of English Teaching and Learning Issues, 5(1), 51. https://doi.org/10.21043/jetli.v5i1.13913 Vicol, M.-I., Gavriluț, M.-L., & Mâță, L. (2024). A quasi-experimental study on the development of creative writing skills in primary school students. Education Sciences, 14(1), 91. https://doi.org/10.3390/educsci14010091 Wu, X.-Y. (2024). Exploring the effects of digital technology on deep learning: A meta-analysis. Education and Information Technologies, 29(1), 425–458. https://doi.org/10.1007/s10639-023-12307-1 Xiaoli, Y. (2024). Enhancing early language learning: The impact of mobile-assisted language learning (MALL) on young learners’ language proficiency. Occupation and Professional Education, 1(5), 71–76. https://doi.org/10.62381/O242512 Yucedal, H. M. (2023). Integrating mobile assisted language learning (MALL) into EFL classes at a tertiary level. Revista Amazonia Investiga, 12(62), 92–104. https://doi.org/10.34069/AI/2023.62.02.7 Zalani, M., Weisi, H., & Yousofi, N. (2024). The influence of mobile-assisted critical writing instructions on EFL learners’ writing skill in language institutes. 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A CASE STUDY OF JAVANESE EFL STUDENTS’ EXPERIENCES IN PRONOUNCING THE ENGLISH /V/ SOUND Andira Rukmana Dewi; Bambang Yudi Cahyono
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16391

Abstract

The pronunciation of English sounds that are absent in learners’ first language often becomes a challenge for EFL students and may affect both linguistic performance and emotional responses. This study explored Javanese EFL students’ experiences in pronouncing the English /v/ sound, focusing on their awareness, feelings, challenges, and learning strategies. This study employed a qualitative approach using an intrinsic case study design. Using semi-structured interviews as the primary research instrument, data were collected from six Javanese undergraduate students majoring in English Education at a public university in East Java, Indonesia, and analyzed through Braun and Clarke's thematic analysis. The findings revealed that students’ awareness of the distinction between /v/ and /f/ developed gradually through explicit instruction and corrective feedback rather than natural acquisition. Most participants experienced anxiety, hesitation, and self-doubt when pronouncing the /v/ sound due to articulatory unfamiliarity and phonological transfer from Javanese, which does not contain the /v/ phoneme. To overcome these difficulties, students applied several strategies, including repetitive practice, self-monitoring, teacher feedback, and exposure to audiovisual materials. The study concludes that pronunciation difficulties are influenced not only by phonological differences between languages but also by learners’ emotional experiences. These findings imply that pronunciation instruction should integrate explicit feedback, emotionally supportive classroom practices, and multimodal learning activities to foster both pronunciation accuracy and learners' speaking confidence.
DIGITAL MEDIA INTEGRATION AND STUDENT ENGAGEMENT IN INDONESIAN EFL CLASSROOMS Lina Ardiyanti; Ima Isnaini Taufiqur Rohmah
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16435

Abstract

Although digital media have been widely implemented in EFL learning, empirical evidence regarding their impact on students’ engagement across cognitive, emotional, and behavioral dimensions in Indonesian junior high school contexts remains limited. This study looks at how digital media are integrated into EFL classrooms and how it affects students' participation in an Indonesian junior high school. A mixed-method approach with an explanatory sequential design combined quantitative and qualitative data was used in the study. Participants were selected by purposive sampling. Data dikumpulkan melalui semi-structured interviews, observations di kelas, dan questionnaires. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed through reduction, display, and drawing conclusions. Among the three dimensions of engagement, the results showed that emotional engagement had the highest level, with a mean score of 3.87 on a five-point Likert scale. Engagement in behavioral and cognitive dimensions was the highest, followed by emotional engagement. Observational and interview data supported the findings. In summary, including digital media into EFL instruction effectively raises student involvement. According to this study, educators should make the most of digital media in order to develop more engaging and student-centered learning environments.

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All Issue Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 15, No 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol. 15 No. 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol. 14 No. 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 1 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 2 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 1 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 10, No 2 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 10, No 1 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 9, No 2 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 9, No 1 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 8, No 2 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 8, No 1 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 7, No 2 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 7, No 1 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 6, No 1 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 5, No 2 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 5, No 1 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 4, No 2 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 4, No 1 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 3, No 2 (2014): Premise Journal: p-ISSN: 2089-3345 Vol 3, No 1 (2014): Premise Journal: p-ISSN: 2089-3345 Vol 2, No 2 (2013): Premise Journal: p-ISSN: 2089-3345 Vol 2, No 1 (2013): Premise Journal: p-ISSN: 2089-3345 Vol 1, No 2 (2012): Premise Journal: p-ISSN: 2089-3345 Vol 1, No 1 (2012): Premise Journal: p-ISSN: 2089-3345 More Issue