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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.
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Articles 183 Documents
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“I want to speak like a native speaker”: Exploring Learners’ Motivational Factors After the English Camp Reza Anggriyashati Adara; Raden Hengki Rahmanto
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.v10i2.32024

Abstract

This study investigated the impact of an English camp on the motivational factors of English as a Foreign Language (EFL) learners. Thirty high school students participated in an eight-day English camp, and pre- and post-camp questionnaires adapted from Taguchi et al. (2009) were used to measure changes in motivation. The key constructs examined included criterion measures, the ideal L2 self, the ought-to L2 self, family influence, instrumentality, attitudes toward learning English, linguistic confidence, and learning interest. Results showed increases in linguistic confidence (from M = 3.50 to 3.83), the ideal L2 self, and the ought-to L2 self (both from M = 3.27 to 3.50), suggesting that the camp experience helped students develop stronger self-perceptions as English users. Meanwhile, slight decreases in criterion measures (3.69 to 3.58), instrumentality (3.63 to 3.54), and learning interest (3.50 to 3.17) may indicate a shift away from external motivators and highlight the need for more engaging and practically relevant activities. These findings suggest that future English camps should prioritize building students' ideal L2 selves through personalized goal-setting and confidence-building tasks, while also incorporating exposure to professionals who use English in real-world contexts (e.g., pilots, engineers, or flight attendants) to strengthen practical motivation. Additionally, camp activities should include diverse, student-centered formats to sustain engagement and prevent motivational fatigue. More broadly, EFL teaching practices can benefit from adopting similar strategies—fostering learners’ linguistic confidence and internal motivation through authentic, meaningful language use beyond test preparation.  
Language Learning Strategies Among Vocational Generation Z Students: Insights from A Digital Native Perspective Nidia Sofa; Fanny Puji Rakhmi; Iis Mariam; Mawarta Onida
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.v10i2.32504

Abstract

This study explores the English language learning strategies employed by vocational Generation Z students at Politeknik Negeri Jakarta, focusing on their integration of digital-native characteristics within an English for Specific Purposes (ESP) context. Employing a quantitative survey design, data were collected from second-semester vocational students through two adapted instruments: Oxford’s Strategy Inventory for Language Learning (SILL) and Teo’s Digital Natives Assessment Scale (DNAS). A total of 108 students participated in the study. Data analysis revealed that students employed direct, indirect, and digital-native strategies at comparably high frequencies, with no statistically significant differences among the strategy types (p > 0.05). At the subscale level, instant gratification or rewards was most prominent, followed by metacognitive and technology use, whereas graphic communication was least used, with compensation and affective relatively lower. It is recommended that ESP educators should blend strategies within each task: begin with brief targeted language practice (direct), include a short plan/monitor step or peer check (indirect/metacognitive), and complete the task with approved digital support      in order to optimize ESP learning for vocational education contexts. Future work should validate the adapted digital-native scale in local contexts, replicate across diverse ESP settings, and link reported strategies to objective learning outcomes using longitudinal and mixed-methods designs.  
Teacher-Student Style Mismatch: Implications for English Language Learning and Classroom Dynamics Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; K.J. Vargheese
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.v10i2.31747

Abstract

Comprehending discrepancies between instructor and student learning styles is crucial for enhancing English language acquisition and classroom interactions. This study specifically sought to (1) ascertain the degree of discrepancies between teachers’ instructional preferences and students’ learning styles, (2) investigate the impact of these discrepancies on student engagement, motivation, and classroom interaction, and (3) analyze the adaptive strategies utilized by both educators and learners. A convergent mixed-methods methodology was utilized, integrating surveys (VARK and Grasha inventory), classroom observations, and interviews with ten educators and one hundred students. The findings indicated a notable discrepancy: 70% of educators supported auditory-based education, whereas merely 30% of students preferred this approach, resulting in diminished engagement, frustration, and disengagement among visual and kinesthetic learners. Nonetheless, certain students formulated adaptive tactics, including the creation of visual aids and collaboration with others. These findings underscore the necessity for multimodal instructional strategies and specialized teacher training to cultivate inclusive educational settings.
Reflective Practices of Papuan EFL Teachers in the EFL Classroom Rahmawansyah Sahib; Tegar Aulia
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.v10i2.32419

Abstract

Enhancing teachers’ professionalism and competence has long been a fundamental priority in education. For EFL (English as a Foreign Language) teachers in Papua, reflective practice is essential for addressing classroom challenges and improving teaching quality. This study examines the models of reflective practice adopted by Papuan EFL teachers across different school levels. Using a qualitative descriptive approach, data were gathered from five EFL teachers at elementary, junior high, and senior high schools through classroom observations, interviews, and document analysis, and then analyzed thematically. The findings identify three primary models of reflective practice. First, reflective teaching activities, such as asking thought-provoking questions at the beginning, during, and at the end of lessons, which stimulate student engagement and teachers’ self-assessment. Second, reflective writing, including teaching journals, diaries, and notes documenting students’ feedback and teachers’ impressions, fostering continuous professional growth and awareness. Third, dialogical reflection, involving debates, informal discussions, and sharing experiences with fellow teachers, which encourages collaborative learning and peer support. These findings underscore the importance of developing a formal, long-term policy framework to institutionalize reflective practice among EFL teachers in Papua. Such a framework would help ensure that reflective activities are systematic, result-oriented, and significantly contribute to improving teaching effectiveness and student learning outcomes.  
Reframing Vocational English Curriculum Design: A Twelve-Pillar Model for Sustainable and Industry-Aligned ELT Faizatus Sholihah; Nirwanto Maruf
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.38335

Abstract

English curriculum design in Technical and Vocational Education and Training (TVET) is undergoing significant transformation due to rapid technological change, global labour mobility, and the increasing role of English as a professional lingua franca. However, existing ESP and vocational curriculum frameworks often conceptualize curriculum components in isolation, resulting in fragmented design and limited alignment with workplace communication demands. Addressing this gap, this study proposes a twelve-pillar ecological framework that reconceptualizes vocational English curriculum as an interconnected system across macro (policy), meso (program), and micro (pedagogy) levels. The framework is developed through a systematic conceptual synthesis of peer-reviewed literature published between 2020 and 2025, identified through structured searches in Scopus, Web of Science, ERIC, and Google Scholar using predefined inclusion and exclusion criteria. The synthesis suggests that effective vocational English curricula require the integration of philosophical grounding, needs analysis, competence-based design, task-based pedagogy, digital learning, inclusion, teacher agency, and continuous evaluation within a unified structure. This study contributes a theoretically grounded and operationally adaptable framework that extends existing curriculum models by embedding sustainability, digital transformation, and social inclusion as core structural dimensions. The framework offers practical guidance for aligning vocational English education with contemporary workplace communication practices while also outlining directions for future empirical validation.
Advancing Minds: Critical Thinking Pedagogies in Indonesian EFL High School Speaking Lessons Hamzah Puadi Ilyas; Wini Tarmini
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.37248

Abstract

Critical thinking is increasingly recognized as an essential component of English language teaching, yet its integration into speaking instruction in high school settings remains limited. This study aims to examine the pedagogical strategies Indonesian high school EFL teachers use to foster critical thinking during speaking activities. The research was conducted in eight Indonesian cities with nineteen English teachers from public and private high schools. Data were collected through in-depth semi-structured interviews and document analysis of lesson plans. Using a qualitative methodological design, athematic analysis approach was used to interpret the data. The findings showed that teachers promoted critical thinking through three main strategies: designing thought-provoking speaking tasks connected to real issues, scaffolding reasoning through purposeful and open-ended questions, and encouraging dialogic interaction that supported reflective peer exchange. These strategies helped students examine ideas, justify positions, and respond with greater clarity. The study concludes that speaking lessons can serve as a meaningful space for developing critical thinking when teachers intentionally design tasks and interactional structures that support deeper reasoning. The implications highlight the need for teacher education programs to emphasize practical models of questioning and collaborative speaking tasks and encourage schools to provide supportive environments for critical thinking-oriented pedagogy.
AI-Supported Outcome-Based Learning: Integrating ChatGPT Interaction to Enhance Students’ Critical Thinking in Educational Research Nur Azmi Rohimajaya; Ledy Nur Lely; Welliam Hamer
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.36570

Abstract

This study explores how Outcome-Based Education (OBE) is integrated with Artificial Intelligence (AI) tools, particularly ChatGPT, and focuses on students’ perceptions of its influence on critical thinking in an Educational Research course. Despite the widespread global adoption of the OBE framework, empirical research remains limited regarding how ChatGPT is systematically integrated into OBE through constructive alignment and how such integration is implemented in classroom practice, particularly in Indonesian higher education. This study used a qualitative case study design. Sixteen seventh-semester students from the English Education Department at Universitas Mathla’ul Anwar Banten, Indonesia, participated in the study. Data were collected from three sources: classroom observations, open-ended questionnaires, and semi-structured interviews. Six participants were purposively selected for the interviews. The findings suggest that integrating ChatGPT into the OBE framework was perceived as supporting students’ analytical thinking, self-reflection, and problem-solving. Students reported valuing the immediate feedback provided by ChatGPT, which encouraged deeper inquiry aligned with the intended OBE learning outcomes. The study also identified several challenges, including ethical concerns, the risk of overreliance on AI, and differences in digital literacy. Overall, the findings indicate that an AI-assisted OBE approach may support structured and reflective learning in higher education when accompanied by clear ethical and pedagogical guidelines for responsible AI use. In practice, lecturers should align the use of ChatGPT with clearly defined learning outcomes and ethical guidelines.
Multimodal and Translational Construction of MSME Marketing: An SFL-Based Analysis of Indonesian Coffee Catalogs at BRI EXPO 2025 Eky Erlanda Edel; Ina Sukaesih; Rd. Safrina; Farizka Humolungo; Taufik Nur Hidayat
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.36504

Abstract

In globalized markets, Micro, Small, and Medium Enterprises (MSMEs) must communicate product value and cultural identity effectively across linguistic and visual modes. This study examines how Indonesian coffee MSMEs construct promotional meaning through linguistic, translational, and multimodal strategies. The research analyzes promotional catalogs of 14 Indonesian coffee brands featured on the BRI UMKM Export platform. Using qualitative content analysis, the study integrates Systemic Functional Linguistics (SFL) to investigate the metafunctional structure of promotional language, translation analysis to examine meaning transfer between Indonesian and English texts, and multimodal discourse analysis to evaluate visual and material packaging design. The findings show that promotional discourse primarily constructs ideational meaning through origin claims, flavor descriptors, and production processes, while interpersonal meaning is conveyed through evaluative language that emphasizes quality and authenticity. Translation practices tend to prioritize terminological clarity and global intelligibility, with established equivalents dominating the translation strategies. The multimodal assessment further reveals strong visual identity and semiotic coherence across most brands, with average scores ranging from 3.2 to 4.6. Brands such as ToRi Coffee and ELS Coffee demonstrate particularly strong integration of cultural symbolism, visual aesthetics, and narrative storytelling. Overall, the study highlights the importance of integrating linguistic, translational, and multimodal resources to strengthen the global competitiveness of Indonesian MSME coffee products.
Research Trends of Gamification in EFL/ESL Classrooms Between 2017 and 2024: A Bibliometric Analysis Nurul Amalina; Ella Wulandari; Dyah Setyowati Ciptaningrum
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.37214

Abstract

This study maps global research trends on gamification in EFL and ESL classrooms from 2017 to 2024. Using Scopus metadata and following PRISMA procedures, this study compiled a dataset that reduced an initial 300 records to 191 eligible journal articles. Bibliometric analyses were conducted through VOSviewer and Biblioshiny to examine annual publication patterns, productive authors and countries, co-occurrence networks, and dominant keywords. The results show a steady rise in publications, with a remarkable increase from 2023 to 2024. China, Indonesia, and Malaysia emerge as the most productive countries, while Melor Md Yunus stands out as the most productive author. Keyword mapping highlights gamification, game-based learning, motivation, vocabulary learning, Kahoot, and Quizizz as central themes, with clusters indicating links to mobile learning, augmented reality, and various affective variables. The analysis also points to several gaps, such as the concentration of studies on specific tools and the limited exploration of other instructional contexts. Based on these findings, this study suggests that future research should expand the scope of learning environments and investigate a wider range of pedagogical designs to better understand how gamification can support different dimensions of language learning. The overall results provide a systematic overview that can guide researchers and educators in developing more informed approaches to integrating gamified strategies in language teaching.
Metacognitive Awareness of Reading Strategies and IELTS Academic Reading Comprehension: A Study of Indonesian and International University Students in Indonesia Azki Izzur Rabbani; Bambang Yudi Cahyono
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.38274

Abstract

This study examines the metacognitive awareness of reading strategies among Indonesian and international university students in Indonesia and its relationship with IELTS Academic Reading comprehension. Employing a quantitative correlational design, the study involved 41 university students (26 Indonesian and 15 international students). Data were collected using the Metacognitive Awareness of Reading Strategies Inventory–Revised (MARSI-R) and participants’ IELTS Academic Reading scores. Descriptive statistics were used to identify levels of metacognitive strategy awareness, while Pearson correlation and multiple linear regression analyses were conducted to examine the relationship between strategy awareness and reading performance. The findings indicate that most participants demonstrated a high level of metacognitive awareness. However, the results reveal no statistically significant relationship between metacognitive awareness and IELTS Academic Reading scores. Therefore, multiple regression analysis further confirmed that metacognitive awareness was not a significant predictor of reading performance. These findings suggest that metacognitive awareness alone may not adequately explain reading outcomes in high-stakes standardized tests such as IELTS. Further research may consider conducting a replication study while adding a larger sample size for better generalization and integrating qualitative findings to enrich the study.

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