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Journal of English Language Studies
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 25277022     EISSN : 25415131     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language Studies is a registered journal with p-ISSN 2527-7022 and e-ISSN: 2541-5131. This journal is formally published twice annually – every March and September. It covers articles in the fields of English education (EFL/ESL), linguistics, and literature.
Arjuna Subject : -
Articles 174 Documents
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Advancing ESP Material Development: An Analytical Approach Using 4D Models Fauziah, Meli
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.30985

Abstract

This research aims to make teaching materials for Management Students of the Faculty of Islamic Economics and Business UIN Sunan Gunung Djati Bandung. This research uses a research and development (R&D) approach with a 4D (Define, Design, Develop, and Disseminate) model. A total of 78 students and experts from ESP teachers were taken as research samples.  The results of the study show that the 4D model can produce relevant, organized and effective ESP material in the context of management. For this reason, the product is considered to have met the requirements for efficacy, practicality, and validity, so the product can be used after revision.  Suggestions for further research on integrating digital technology into ESP instruction to improve student engagement and accessibility.
Qualitative Exploration of EFL Students' Preferred Instructional Approaches by Native and Non-Native English Teachers Widyawati, Tutut Indah; Indah, Rohmani Nur; Syaifulloh, Burhanudin
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.29778

Abstract

The ongoing argument about the effectiveness of Native English-Speaking Teachers (NESTs) versus Non-Native English-Speaking Teachers (NNESTs) raises critical questions about students' preferences and the factors shaping their learning experiences. This study explores 10th-grade English as Foreign Language (EFL) students’ preferences for teaching approaches employed by NESTs and NNESTs. Using a qualitative research design, the study employed thematic analysis to examine data collected through Focus Group Discussions (FGDs) and structured interviews with 10 high school students experienced with both NESTs and NNESTs. Findings indicate that students preferred NESTs for clarity of explanation, pronunciation correction, and interactive activities, such as games and group work, which fostered engagement and independent learning. NNESTs, on the other hand, were valued for their structured reliance on course materials and relatable motivational stories. These preferences highlight complementary strengths, suggesting that a balanced integration of both teaching styles could enhance English language learning. The study contributes to the ongoing discourse on the role of native-speaker-ism in English education and calls for teacher training programs that emphasize the unique strengths of NESTs and NNESTs. Future research should include teacher perspectives and observational data for a more comprehensive analysis.
Teacher Readiness in Teaching English for Young Learners among Indonesian Preservice Primary Teachers Wijayanti, Murti Ayu; Nurwinanda, Kintan; Fatah, Abdul
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.31124

Abstract

Teaching English for Young Learners (TEYL), especially in the context of Indonesia, requires specific capacities of the teachers to manage the students and the learning process. However, challenges may appear due to the complexity of teaching English to young learners. It renders a question whether pre-service teachers have readiness to handle TEYL.   This study involved 125 preservice primary school teachers joining Preservice Teacher Professional Education (PPG bagi Calon Guru) in a public university in Banten Province, Indonesia. This qualitative research employed questionnaire and interview techniques to gather the data. The data of preservice primary teachers’ readiness towards this policy were collected. In addition, the challenges and the participants’ expectations were examined. The results of the research indicate that most of the respondents do not know that English will be mandatory subject in primary school next year and classroom teachers will be required to teach this subject. The result of the study shows that that once they enter the teaching realm, most of them are ready to teach. To get prepared, they learn English and how to teach English for young learners. In terms of the biggest challenges that they might encounter are limited vocabulary and materials and speaking ability. They expected to get English for primary school subject as well as English training. To conclude, the university conducting Preservice Teacher Professional Education (PPG bagi Calon Guru) as well as the government should provide help for the students to set their readiness to teach English.
Social Class, Language, and Academic Achievement: Understanding English Performance in the Context of Bangladesh’s Stratification Bipasha, Sharmin Rahman; Islam, MD Nahidul
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.31516

Abstract

This study investigates the complex interplay between social class, language, and academic achievement, with a particular focus on English performance among secondary and higher secondary-level students in Bangladesh. A mixed-methods methodology enabled the researchers to acquire quantitative and qualitative responses through stratified sampling from 250 students and 25 teaching staff throughout three districts serving government and non-government educational institutions across rural and urban areas. The quantitative section utilizes ANOVA statistical procedures to determine the relationship between students' economic status together with their command of the language and their results in English academic subjects. Semi-structured teacher interviews, together with classroom observations, provide researchers with qualitative knowledge that explains educational barriers' direct impact on teachers' and students' experiences. The study demonstrates that upper-class students achieve better English results than lower-class students each year. Educational success among students depends on three fundamental factors, which consist of household language practice, educational resource availability, and established teacher expectations. This research shows that English proficiency serves as both an entry point and a source of difficulty in educational progress because it holds essential importance within the educational stratification system. This work enriches research about developing nations' educational inequalities by providing recommendations for policies that combat the linguistic factors responsible for social achievement disparities. The research analysis supports extensive educational changes that must follow Bangladesh's systematic social inequalities and the essential role language plays in determining academic results.
How Multimodal Communication Enhances EFL Students’ Presentation Skills: A Mixed-Methods Study Fatwassani, Rezza; Hartono, Rudi; Astuti, Puji
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.34899

Abstract

Due to the increasing need for effective communication skills in both academic and professional settings, EFL learners require competencies that extend beyond mere linguistic proficiency. This research investigates the impact of multimodal communication strategies (verbal and non-verbal) on students' presentation skills, focus on five primary modes: linguistic, visual, aural, gestural, and spatial. This study employed a concurrent embedded mixed-methods design involving 17 fourth-semester EFL students at a public university in Semarang, Indonesia. Data were collected using questionnaires, classroom observations, and video recordings. Questionnaire responses (N = 17) were analyzed using Spearman’s correlation (ρ), which is appropriate for ordinal Likert-scale data and does not assume normality or linearity. The analysis revealed significant positive associations between the use of multimodal strategies and improvements in presentation quality, with linguistic (ρ = 0.88) and spatial (ρ = 0.84) strategies showing the strongest effects. All modes contributed positively, and effect sizes are reported with 95% confidence intervals. Qualitative findings corroborated these results, indicating that students who integrated modes exhibited enhanced organization, clarity, and confidence. The non-verbal strategy notably compensated for limited language fluency, thereby enhancing delivery and engagement. The findings underscore the importance of incorporating multimodal training into EFL curricula. Educators should evaluate not only verbal accuracy but also visual, vocal, and spatial components to enhance learners' overall communicative competence.
Integrating Digital Tools in ELT: Evaluating English Skills through Mobile-Based Assessment Platform Erzad, Azizah Maulina; Abid, Nuskhan
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.34269

Abstract

Integrating mobile technology into English Language Teaching (ELT) has created new opportunities for enhancing students’ language proficiency through flexible and accessible application. This study aimed to investigate the extent to which the EnglishScore application is beneficial for improving English language skills, the challenges users encounter while using the application, and its potential future applications in developing English language skills. Based on a qualitative design, data were gathered through observations and a questionnaire. The participants were EFL students who had used EnglishScore as a part of their learning activities at an Islamic university in Indonesia. The findings revealed that students view the application as helpful for improving their language skills, especially in reading comprehension, grammar, and listening. Students also reported increased confidence and familiarity with English tests after using the app. Despite minor challenges such as unfamiliar vocabulary and internet connection issues, the overall responses indicate a positive attitude toward mobile-based assessment tools. This study implies that mobile apps like EnglishScore can provide a supportive complement to formal language instruction and promote learner autonomy in higher education contexts. Future studies are recommended to utilize mixed-method approaches to examine the long-term effects of such tools on varying levels of English proficiency.    
Exploring Translanguaging Challenges Experienced by Teachers: A Case Study in BIPA Classes Ikhwanudin, Aini Nabila; Adzanil, Fuad Nabil; Suharyadi, Suharyadi
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.33643

Abstract

This study aims to explore the perceptions and challenges of translanguaging faced by teachers in BIPA (Indonesian for Foreign Speakers) classes. Using a qualitative approach and specifically a descriptive case study design case study design, it involved in-depth interviews with four BIPA teachers. The results showed that translanguaging, which involves alternating the use of English and Indonesian, facilitates the process of learning Indonesian, especially at the beginner level. This strategy helps students understand complex materials, increases engagement, expands vocabulary, and reduces language learning anxiety. However, challenges remain, including students’ reliance on English, differences in language proficiency levels, and difficulties in teaching complex language concepts such as grammar and sentence structure. In addition, it highlights the importance of context and cultural elements in BIPA learning. Cultural elements, such as ‘catatan budaya’ handbook that includes traditional Indonesian dances and customs, help students understand the language more deeply while introducing Indonesian culture globally. In conclusion, translanguaging is an effective pedagogical strategy, but its success requires a balance between the use of English and Indonesian, as well as the readiness of teachers to manage the challenges that arise. The implications of these findings indicate the need for professional training for teachers to optimize the application of translanguaging in BIPA learning.  
The Implementation of Differentiated Instruction to Improve Students' Speaking Skills in an Academic Speaking Class Kurniawan, Ildi; Lubis, Azhar Aziz; Novita, Eka
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.32918

Abstract

This research aims to describe the extent to which the implementation of differentiated instruction (DI) can improve students' speaking skills in the academic speaking class and to describe students’ perception of the use of DI in the class. This is Classroom Action Research (CAR), which consists of two cycles (eight meetings), and each cycle covers the activity stages, including: plan, action, observation, and reflection. The subject of this research was students who took an academic speaking class at the English Department, University of Bengkulu, with 32 students in total. The data were collected qualitatively through observation and quantitatively through a speaking performance test and questionnaire. The collected data were then analyzed by using simple descriptive statistics. The results show that the implementation of differentiated instruction can help students' speaking skills. Also, almost all students show positive perception regarding the use of differentiated instructions in academic speaking. The students agree that the learning process using differentiated instruction provides them with interesting and encouraging activities, and the tasks given are based on students’ interest and their level of ability.   
Student-Centered Learning in Low-Resource Asian ELT Contexts: A Systematic Literature Review of Challenges and Strategies Abdillah, Sandi Maulana; Ode, Muhamad Acep; Yusuf, Fazri Nur
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.31943

Abstract

This Systematic Literature Review (SLR) analyzes the challenges and strategies involved in implementing Student-Centered Learning (SCL) in low-resource, non-English-speaking Asian contexts within English Language Teaching (ELT). While SCL promotes autonomy, collaboration, and critical thinking, its application in these settings faces major barriers including infrastructure deficiencies, inadequate teacher training, cultural resistance, and institutional constraints. Students often struggle with self-regulation and collaborative learning, while teachers revert to traditional methods due to inadequate preparation, lack of support, and rigid curricula. Student resistance to independent and collaborative tasks also hampers its adoption. To address these issues, this study identifies key strategies such as enhancing teacher training, optimizing resources, reforming policies, gradually integrating SCL, and leveraging mobile learning tools. Findings indicate that context-sensitive adaptations, professional development programs, and institutional support are critical for sustainable SCL implementation. The study highlights the need for curriculum flexibility, alternative assessments, and collaborative teacher networks to overcome existing barriers. Future research should investigate longitudinal impacts of SCL and scalable solutions for resource-constrained ELT settings. These insights provide practical recommendations for educators, policymakers, and curriculum designers aiming to foster meaningful student engagement in challenging learning environments. 
Towards a Structured AI-Integrated Academic Writing Guideline: Perspectives from the Academic Community Samanhudi, Udi; Rachmawati, Dina
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.35395

Abstract

This study is part of an ongoing project to design an AI-integrated academic writing guideline to strengthen the existing curriculum of academic writing at a public university in Banten, Indonesia. Specifically, it seeks to capture the perspectives of students and lecturers on the use of generative AI, particularly ChatGPT, in their writing practices. Grounded in Swales’ English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), the research employed a qualitative case study involving semi-structured interviews, a focus group discussion, and textual analysis of student essays. Participants included ten second-year students and two senior academic writing lecturers. Findings reveal that both groups perceive ChatGPT as a “double-edged” tool: it enhances linguistic accuracy, idea development, and structural organization, yet also raises concerns about dependency, ethical boundaries, and the erosion of critical and creative thinking. While students demonstrated strong enthusiasm toward AI integration, they also expressed uncertainty regarding its appropriate use, highlighting the urgent need for explicit guidance and institutional policy. The study argues for the development of a localized AI-integrated academic writing guideline that promotes not only technical competence but also reflective, ethical, and critical engagement with AI. These insights contribute to ongoing debates on the role of generative AI in higher education and provide actionable implications for curriculum design, teacher training, and institutional policymaking in EFL contexts.

Page 17 of 18 | Total Record : 174

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