JOURNAL INFORMATION : Journal Title : Language and Education Journal Language : English ISSN : ISSN 2503-4936 (print) ISSN 2746-8747 (online) DOI Prefix : https://doi.org/10.52237/lej Subject Areas : Education National Accreditation : Accredited Sinta 3 Publisher : Universitas Islam Ogan Komering Ilir Kayuagung Publication Frequency : 2 issues per year Citation Analysis : Google Scholar | Language and Education Journal is published by the English Language Education Study Program, Faculty of Teacher Training and Education, Islamic University of Ogan Komering Ilir Kayuagung. Dean: Yeyen Yusniar. Head of English Language Education Study Program: Rachmanita.
Universitas Islam Ogan Komering Ilir Kayuagung
THE DIGITAL DILEMMA: OPPORTUNITIES AND THREATS FOR ELT STUDENTS IN THE EVOLVING CLASSROOM
This study explores the opportunities and threats of digital tools in English Language Teaching (ELT) from the perspective of university students. Using a mixed-method approach that combined qualitative interviews and quantitative questionnaires, the research identifies both the benefits and challenges of digital learning environments. Findings reveal that approximately 80% of respondents perceived digital tools as beneficial for improving accessibility and motivation, while nearly 60% reported distractions and technical issues as key obstacles. Theoretically, the study draws on constructivist learning theory, which posits that technology supports learner autonomy when accompanied by meaningful interaction. The results highlight the dual nature of digital learning—its ability to enhance engagement while simultaneously creating new barriers to effective communication and focus. This study contributes to the growing discourse on digital pedagogy by offering contextual insights into ELT students’ experiences, providing practical implications for educators and policymakers seeking to optimize digital learning environments in higher education.
English Language Teaching (ELT), Digital Learning, Opportunities and Threats, University Students
Copyright (c) 2025 Language and Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECTIVENESS OF USING SPEECHACE IN IMPROVING THE VOCABULARY OF THE STUDENTS AT THE LANGUAGE CENTER UNIT
An important component in learning languages, especially English, is developing vocabulary skills. However, students experience difficulties in understanding vocabulary. The problems they face include a lack of vocabulary and audio speed. The problem of vocabulary skills in students can be overcome with the help of the Speechace application. This study aims to determine whether there is a significant difference in vocabulary mastery skills between students who received instruction using the Speechace application and those who did not. This study was conducted using a quasi-experimental method. To analyze the data, a t-test was used. Based on the results of the independent sample t-test, it was revealed that the pvalue (0.000) was smaller than the αvalue (0.05) and the t-value obtained (8.463) was greater than the t-table value (4.734). This indicates that students who received instruction using the Speechace application and those who did not have significantly different vocabulary mastery skills. Therefore, students can learn vocabulary more effectively by using the Speechace application as a learning aid, particularly for English.
LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY
This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns.
artificial intelligence, data security, ethical issues, privacy, writing activities
THE ROLE OF MULTICULTURAL LEARNING ENVIRONMENTS IN SHAPING STUDENTS’ MOTIVATION TO LEARN ENGLISH
This study examines the impact of multicultural learning environments on students’ motivation to learn English within the context of Sekolah Indonesia Kuala Lumpur (SIKL) in Malaysia. As a cross-cultural educational setting, SIKL serves as a unique space where diverse linguistic backgrounds, cultural identities, and social values converge, shaping students’ language learning experiences. Adopting a sociocultural perspective, this research examines how students’ interactions, cultural exchanges, and community practices contribute to their intrinsic and extrinsic motivation in English learning. Utilizing a qualitative case study approach, data were collected through classroom observations, interviews with students and teachers, and document analysis. The findings reveal that exposure to multiple cultures within the school environment fosters greater openness, communicative confidence, and positive attitudes toward English as a global language. Moreover, the presence of culturally responsive teaching practices and peer support systems significantly enhances students’ engagement and motivation. This study underscores the importance of acknowledging and integrating multicultural dynamics into language education to create more inclusive, motivating, and practical English learning experiences in international and Indonesian schools abroad.
cross-cultural learning, English learning, multicultural education, sociocultural perspective, student motivation.
EXPLORING MULTICULTURAL-BASED PROBLEM-BASED LEARNING MODEL AS A STRATEGY TO ENHANCE BASIC READING COMPREHENSION FOR INDONESIAN EFL STUDENTS
This study explores the effectiveness of multicultural-based Problem-Based Learning (PBL) model in enhancing basic reading comprehension among English language education students at three universities in Bengkulu, Indonesia. The objective was to assess whether integrating multicultural themes into PBL could improve reading comprehension compared to traditional teaching methods. A total of 140 students participated, divided into an experimental group and a control group. The experimental group engaged with multicultural PBL activities, while the control group followed a conventional teaching model. Pretest and posttest scores were analyzed using paired-sample t-tests, revealing significant improvements in the experimental group’s reading comprehension (p < 0.05). In contrast, the control group showed minimal change (p > 0.05). Qualitative data from student surveys and observational checklists indicated increased engagement, motivation, and cultural awareness among students in the experimental group. The study concluded that a multicultural-based PBL model is an effective approach for enhancing reading comprehension and fostering intercultural competence. It recommends incorporating multicultural PBL into language teaching curricula to improve both reading skills and global awareness among students.
Multicultural, problem based learning,reading comprehension
RHETORICAL STRUCTURE ANALYSIS OF DISCUSSION SECTIONS IN UNDERGRADUATE JOURNAL ARTICLES
The rhetorical structure describes the interconnectedness between parts of a text to provide a coherent and logical presentation of arguments. In writing journal articles, students need to understand this concept, as it is important for clarifying the delivery of clear, logical, and convincing arguments, especially in the discussion section, where interpretation and articulation of scientific contributions are essential. However, previous studies have rarely focused on the rhetorical structure of undergraduate journal articles, especially in the academic field. This study aims to analyze the rhetorical structure of the discussion sections in journal articles written by undergraduate students, particularly those published in SINTA 3-accredited journals. The research was conducted at the University of the Riau Islands using a qualitative content analysis and thematic interpretation analysis. It breaks down the discussion section into six main moves and their accompanying sub-moves. The researcher analyzed ten undergraduate journal articles using documentation techniques and analytical coding sheets. The results of this study show that Move 2 (Reporting Results) and Move 4 (Commenting on Results) are the most used, whereas Move 5 (Drawing Conclusions) and Move 6 (Suggesting Future Research) appear infrequently. These findings suggest that students tend to focus more on presenting results but lack deeper interpretation and explicit articulation of their scientific contributions. Therefore, the author recommends that students use the rhetorical structure model as a reference to develop a more systematic, critical, and scholarly discussion section in their articles.
WHAT LECTURERS SAY: PERSPECTIVES ON MASTER STUDENTS' SPEAKING PROFICIENCY AT ONE PUBLIC UNIVERSITY IN JAMBI
This study examines the lecturers' perceptions of the speaking skills of master's students in the English Education program at a public university in Jambi. It discusses how lecturers evaluate their students' speaking abilities, identifies the main strengths and weaknesses, and addresses the pedagogical and institutional implications within the context of academic discourse. Three lecturers participated in semi-structured interviews to supply data for a qualitative case study. The results reveal striking differences in student proficiency; some students struggled with fluency, a limited vocabulary, and a lack of confidence when speaking English, while others demonstrated confidence, communicative competence, and the ability to convey meaning successfully. The findings also reveal that lecturers tend to prioritize fluency and coherence over grammatical accuracy, employing adaptive teaching strategies such as code-switching, scaffolding, and encouraging feedback to meet the diverse needs of their student body. These results highlight the disparity between institutional expectations and actual student performance, as well as the need for stronger language support systems. Each of these insights underscores the importance of aligning student needs with instructional support in the EMI environment. Overall, the observations highlight the importance of aligning student needs with instructional support in the EMI context.
THE IMPACT OF PEER FEEDBACK ON STUDENTS’ RECOUNT WRITING PERFORMANCE
This study investigates the impact of peer feedback on students’ achievement in writing recount texts among eleventh-grade students at SMA IBA Palembang. The research aims to determine whether the application of peer feedback can significantly enhance students’ writing performance compared to conventional teaching methods. Employing a quasi-experimental design, the study involved 68 students divided into two groups: the experimental group, which received peer feedback treatment, and the control group, which was instructed using traditional methods. Data were collected through pre-tests and post-tests and analyzed using paired and independent sample t-tests. The findings from the paired t-test revealed a significant improvement in the experimental group (t = -17.985, p = .000), while the control group showed no notable progress. Furthermore, the independent t-test indicated a significant difference between both groups (t = 8.331, p = .000). These results demonstrate that peer feedback is an effective strategy for improving students’ writing performance.
EXPLORING ENGLISH NEEDS OF ENGINEERING STUDENTS IN A VOCATIONAL HIGHER EDUCATION INSTITUTION: A NEED ANALYSIS
Need analysis is an initial step in designing a course. At this stage, what students really need to learn is investigated and analyzed so that the course can be well-designed and planned. This study aimed to investigate (1) what language skills, (2) what vocabulary topics, (3) what structures, and (4) what method of learning were needed in the English course in the coal mining engineering department. A triangulation method is used to obtain a comprehensive description of what mining engineering students’ English needs are. The current students, content lecturers, and professionals are the participants of this research. The instruments are a questionnaire (for students), a focus group discussion (for lecturers), and an interview (for professionals). This quantitative-qualitative study uses a descriptive approach in presenting its findings. Based on findings, four English skills should be integrated; the implementation of the four skills and glossary in context should be in line with its area of expertise, the structure of English should be given at the basic level, and L1 should be involved as the medium of instruction.
POTENTIAL RISKS OF CHATGPT-ASSISTED ESSAY WRITING ON KNOWLEDGE RETENTION AMONG EFL LEARNERS IN INDONESIA
This study investigates the impact of ChatGPT-assisted essay writing on knowledge retention among English as a Foreign Language (EFL) learners, comparing it with traditional Google-based research and a hybrid approach that combines both tools. A total of 150 undergraduate students from an Indonesian university participated in the study and were divided into three groups: ChatGPT-only, Google-only, and hybrid. To measure knowledge retention, a 20-item multiple-choice post-test was administered one week after the essay-writing activity. For the qualitative phase, open-ended online surveys were used to explore students’ perceptions of the tools, learning experiences, and challenges encountered. Using a mixed-methods approach, quantitative data were analyzed through descriptive statistics and ANOVA, revealing that the Google-only group achieved the highest mean score, followed by the hybrid group, while the ChatGPT-only group had the lowest performance. Thematic analysis of qualitative data identified four key themes: efficiency, depth of understanding, challenges, and learning outcomes. Results suggest that when ChatGPT supports efficiency in writing, it often limits critical engagement and deep learning. In contrast, Google encourages active information processing, enhancing content comprehension and long-term retention. The hybrid approach offers a balanced strategy by combining the strengths of both tools. These findings contribute to the growing discourse on AI in education by emphasizing the need to evaluate not only usability and writing quality but also cognitive outcomes such as retention and understanding. The study highlights the pedagogical importance of integrating AI tools thoughtfully, rather than relying on them as stand-alone solutions for academic tasks
artificial intelligence, ChatGPT, EFL writing, Google, knowledge retention
IMPROVING STUDENTS’ LISTENING SKILLS BY USING THE SPOTIFY APP
A crucial component of learning a language is developing one's listening skills. However, students struggled with their listening skills. The issues included dialects, unclear pronunciation, a lack of vocabulary, and the audio's speed. Students' listening skills issues might be resolved with the help of the Spotify app. The study aimed to determine whether there was a significant difference in the listening skills of students who received instruction using the Spotify application compared to those who did not. This study was carried out using a quasi-experimental method. To examine the data, a t-test was employed. Based on the independent sample t-test results, it was revealed that pvalue (0.000) was less than ɑvalue (0.05) and the t-test achieved (5.362) was greater than the t-table (2.0345). It indicated that students who received instruction using the Spotify app and those who did not have significantly different listening skills. Thus, students can learn how to listen better by using the Spotify app as a teaching tool
EXPLORING THE CORRELATION BETWEEN CULTURAL INTELLIGENCE AND WRITING PERFORMANCE AMONG EFL LEARNERS
This study explores the relationship between Cultural Intelligence (CQ) and writing performance among EFL learners, motivated by the rising importance of intercultural competence in English education. Using a quantitative correlational design, data were collected from 26 first-semester students through the Cultural Intelligence Scale (CQS) and a writing performance test requiring an opinion paragraph. After confirming data normality, hypothesis testing with the Pearson Product-Moment correlation revealed a significance value of 0.830 (p > 0.05), indicating no significant correlation between CQ and writing performance. The findings suggest that writing proficiency is more strongly influenced by technical factors such as grammatical accuracy, vocabulary range, coherence, organization, and writing experience, rather than by cultural intelligence alone. These results challenge assumptions about the universal impact of CQ on language skills and highlight the necessity of targeted interventions focused on enhancing core writing competencies. Future studies are encouraged to examine moderating variables such as learner motivation, cultural exposure, and instructional methods to better understand the nuanced relationship between cultural intelligence and writing performance in EFL contexts
cultural intelligence, EFL learners, language education, writing performance
BLOG WRITING AS A MEDIUM FOR ENGLISH SKILL DEVELOPMENT: IDENTIFYING GRAMMATICAL ERRORS AND LEXEME SELECTION
This study investigates blog writing as a dual-purpose medium for developing English language skills while serving as a promotional tool for Kopi 16Pro through the blog script titled "Ampera's Scenic Charm in Kopi 16Pro." Employing the Research and Development (R&D) method, the research identifies grammatical errors and lexeme selection in the blog script to enhance its linguistic accuracy and promotional effectiveness. Data were gathered through error analysis of the blog text, interviews with language experts, and feedback from potential readers. The findings reveal common grammatical issues and inappropriate lexeme use, which were addressed through iterative revisions, significantly improving the script's quality. The blog is a resource for tourists seeking information about tourism destinations, explicitly aiming to facilitate the easy discovery of Kopi 16Pro Palembang. The blog was uploaded on July 9, 2024; after 5 days of being uploaded, the blog received 80 views and several positive comments, such as "what a nice view" and "so informative and cannot wait to go there.” Finally, it concludes that blog writing can effectively develop language skills and promote business. Further research is recommended to explore integrating creative writing into educational curricula and marketing strategies
blog writing, grammatical errors, language skills, lexeme selection
TASK-BASED LANGUAGE TEACHING AS AN ENGLISH LEARNING METHOD FOR ROOM SERVICE AND RESERVATIONS EMPLOYEES: A CASE STUDY
In the hospitality industry, English communication skills are essential in providing quality services, especially for interactions with international guests. However, many employees need help mastering vocabulary and speaking fluency, especially in work tasks such as reservations and room service. This study aims to evaluate the effectiveness of task-based language teaching (TBLT) in improving the communication skills of hotel employees and identify obstacles and solutions to its implementation. This study uses a qualitative approach with 20 Grand Duta Syariah Palembang hotel employees. The results showed a significant improvement in vocabulary and speaking skills and a positive response to the relevance of the TBLT method. Simulation-based strategies and gradual training overcame obstacles in task design and technology application. This research offers a new approach to developing language training in the hospitality industry by integrating authentic tasks into training. In conclusion, TBLT is practical and applicable to professional training needs
hospitality industry, speaking, task-based language teaching, vocabulary
LEARNING ENGLISH IN IMMERSIVE ENVIRONMENTS: A STUDENT-CENTRIC PERSPECTIVE AT KAMPUNG INGGRIS PARE
Learning English in an immersive environment is increasingly relevant to improving student competence in the era of globalization. This research highlights crucial issues related to the effectiveness of immersivebased learning in Kampung Inggris Pare, Kediri, East Java. The problem identified was the lack of an in-depth study of the relationship between students' perceptions and their learning outcomes in an environment that supports intensive use of English. This study explores students' perceptions of immersive-based learning and its impact on their speaking, listening, reading, and writing skills. Using a qualitative descriptive approach with a research sample of 50 students from the Domestic English course, data was obtained through in-depth interviews, observations, and documentation. The results showed a significant improvement in students' English skills, with an average increase in post-test scores of 25% compared to the pre-test. Thematic analysis reveals that facilities, programs, learning methods, and environments support active student engagement. The study concluded that the immersive environment contributed significantly to the effectiveness of English language learning
immersive-based learning, Kampung Inggris Pare, English proficiency, student perception
FOSTERING STUDENTS’ READING COMPREHENSION WITH COMIC STRIPS
This research investigates the role of comic strips in improving the ninth-grade students of MTs Al Karimi Gresik. By utilizing collaborative action research conducted in two cycles, 25 ninth-graders became the subject of this research. The data were collected through multiple instruments, including reading assignments, observation sheets, and field notes. The collected data were analyzed using quantitative methods to assess improvements in students' reading abilities and qualitative methods to describe the students' engagement in each meeting. The findings indicate that comic strips significantly improved students' reading comprehension, although some common barriers were identified, including vocabulary challenges, lack of motivation, and difficulties with narrative structure. The test results revealed a significant improvement in students' reading comprehension, from a mean score of 73 by the end of Cycle 1 to 84 by Cycle 2. These findings suggest that teachers can effectively utilize comic strips to foster student engagement in language learning and academic performance. Thus, using comic strips promotes the broader educational objective of fostering student-centered learning environments, supports longterm student engagement, and provides a creative solution to common instructional challenges in language learning
comic strips, narrative texts, reading comprehension
ENGLISH TEACHING STRATEGIES FOR WRITING ANALYTICAL EXPOSITION TEXT: A CASE STUDY OF THE SECOND-GRADE SENIOR HIGH SCHOOL ENGLISH TEACHERS
This qualitative study explores teachers' strategies in teaching analytical exposition text and how to implement these strategies. Data were collected from two second-grade English teachers at SMA Negeri 15 Muaro Jambi through interviews and observations. Data analysis from this study used the theory of Miles and Huberman (1994), which consists of three stages: data reduction, data display, and conclusion drawing. This study found that teachers used three methods to teach analytical exposition text: game usage before learning, the Problem-Based Learning (PBL) Method, and the Jigsaw Method. Both methods were applied in a collaborative approach by forming several groups of students. In the Problem-Based Learning (PBL) method, the teacher gave an issue to a group of students, who later understood the problem and came up with several opinions related to the problem. Finally, they would develop their opinions in the text. The jigsaw method focused more on understanding the material related to the concept of analytical exposition text, where the teacher created cooperative learning to form a complete understanding of the material being studied
analytical exposition text, teaching strategies, writing
ENHANCING STUDENTS’ SPEAKING SKILLS THROUGH YOUTUBE MEDIA FOR UNIVERSITY STUDENTS
This study explores the impact of YouTube as a medium to enhance speaking skills among second-semester students of the English Education Program at Prof. Dr. Hazairin SH University, Bengkulu. This research aims to investigate whether integrating YouTube videos into language learning can effectively improve students' speaking abilities, particularly in fluency, pronunciation, grammar, and vocabulary. The study used a mixed-methods design, an experimental pre-test-post-test, and qualitative methods utilizing YouTube videos as instructional media. Data were collected through tests to gain the quantitative data, and interviews, observations, and documentation supporting it in qualitative. The data was analyzed by using both quantitative and qualitative descriptive methods. The results of this study indicate that using YouTube significantly improved students' speaking skills, particularly in the areas of fluency, pronunciation, grammar, and vocabulary. The pre-test and post-test results analysis show noticeable improvements among students who used YouTube as a learning tool. Specifically, four students (20%) achieved an "Excellent" score in the post-test, three students (15%) obtained a "Good" score, and the majority, 13 students (65%), recorded an "Average" score. The study concludes that YouTube offers a flexible and effective platform for language learning, providing students with accessible, engaging, and interactive content. These results suggest that YouTube can be an effective pedagogical tool to enhance speaking skills in language education
EMBRACING TECHNOLOGY: INSIGHTS INTO PRE-SERVICE PRIMARY TEACHERS’ VIEWS ON ICT IN ENGLISH EDUCATION
Information and Communication Technology (ICT) has become an essential component in modern education, particularly in language learning, due to its potential to enhance engagement, accessibility, and learner autonomy. This study investigates pre-service primary teachers’ perceptions of ICT in English language learning, focusing on four dimensions: attractiveness, perceived effectiveness, relevance, and motivation. Using a quantitative survey approach, data were collected through a structured questionnaire distributed via Google Forms to 26 Universitas Pendidikan Muhammadiyah Sorong students. Responses were analyzed using descriptive statistics based on a Likert scale. The results indicate that students perceive ICT as a beneficial and engaging tool in their language learning journey. Regarding attractiveness, 79% of respondents agreed that ICT enhances their English learning practices, and 78% acknowledged its usefulness in creating digital learning resources. However, 63% still valued traditional printed materials alongside digital tools. Regarding perceived effectiveness, 88% strongly agreed that ICT helps them learn new things, while over 70% affirmed its positive impact on grammar, vocabulary, pronunciation, and overall language proficiency. Furthermore, 82% of participants reported enjoying using technology in their learning process, and 77% indicated using ICT to communicate with peers from other countries, demonstrating its global learning potential. Additionally, 80% strongly desired to learn more about integrating ICT into classroom instruction. These findings highlight the significance of ICT in enhancing students’ motivation, engagement, and language skills. Therefore, integrating ICT effectively into English language instruction is crucial to support second-language acquisition in contemporary learning environments
digital learning, English language learning, information and communication technology, second-language acquisition, student perception
A STUDY ON STUDENTS' HABITS IN VIEWING YOUTUBE PODCAST AND THEIR ENGLISH LISTENING SKILLS
This study was to confirm a significant correlation between students' engagement with English YouTube podcasts and their listening skills. This co-relational research studied students of grade XI IPS-1 at SMAN 1 Solok Selatan of West Sumatra Province selected from some cluster random sampling technique comprising 36 students. The research employed a listening test and a set of questionnaire as to collect the data. As a result of data analysis, this research revealed a positive correlation between the intensity of students' engagement with English YouTube podcasts and their listening skills. The calculated correlation coefficient (r_calculated) for this research was 0.717, surpassing the critical value (r_table) of 0.329 at a significance level of 0.05 and degrees of freedom (df = n - 2). This indicates that the calculated correlation was higher than the critical value (0.717 > 0.329).To conclude, the research accepted the alternative hypothesis, affirming a significant correlation between students' intensity in watching English YouTube podcasts and their listening skills. Considering these findings, it is recommended that teachers incorporate YouTube podcasts into their teaching resources, creating a more engaging learning environment and motivating students to use YouTube for educational purposes, thereby enhancing their listening skills. Furthermore, students are encouraged to actively work on improving their listening skills by exploring various YouTube channels, including podcasts and other English audio resources. These efforts will contribute significantly to their language proficiency individually
Listening Skill, Learning Habits, YouTube Podcast, Learning Resources, English Proficiency
Copyright (c) 2023 Language and Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
BLOOM Vs BARRET: COMPARING READING COMPREHENSION TYPES
This study was done to know the types of Bloom's Taxonomy and Barrett's Taxonomy used in reading comprehension questions of summative assessment made by an English teacher at SMAN 2 Semarang and the dominant type of each taxonomy used. This study was conducted using descriptive qualitative with content analysis research design because its research focused on analyzing reading comprehension inside a summative assessment made by an English teacher. This research focused on a passive observer who did not actively participate. The study aims to document findings. The data collected from the Bloom Taxonomy checklist revealed that the highest level of analysis (15) was predominant in all the reading comprehension questions. It was observed that the distribution of reading comprehension questions in the summative assessment was not spread evenly. The second dominant was the understanding level, with nine questions. Then, followed by applying the total question of 5. There are two remembering levels—the only questions related to evaluating. Even though the number of LOTS and HOTS questions are balanced, differences in results are shown by analysis using a checklist from Barrett's taxonomy. Low comprehension dominates with a percentage of 65,625%. Then, followed by medium comprehension with a portion of 31,25%. Unfortunately, high comprehension only has a portion of 3,125%. Hence, teachers should provide students with sufficient questions for evaluation grounded in HOTS to cultivate the essential critical thinking skills required for success in the twenty-first century
Reading Comprehension, Bloom's Taxonomy, Barrett's Taxonomy
THE ANALYSIS OF METACOGNITIVE AWARNESS OF THE STUDENTS’ WRITNG COMPETENCE
Metacognitive learning strategies are the main factors influencing the writing skills of explanatory texts (Ramadhanti & Yanda, 2021). This study was a quantitative approach. The questionnaire was distributed to students on Saturday, 11 March 2023, with a processing time of about 20 minutes, where the questionnaire, the MAI, has 52 statement items to measure students’ metacognitive awareness in English. The result shows that overall metacognitive awareness has an average of 8.32, with a very good category. While metacognitive knowledge has an average of 8.18, with the declarative knowledge indicator having a score of 6.65; procedural knowledge has a score of, and conditional knowledge has a score of 8. Meanwhile, metacognitive regulation has an average of 8.47, with the planning indicator having a score of 8.92; information management strategy has a score of 6.75; understanding monitoring has a score of 8.57; prediction strategy has a score of 8.5; and evaluation has a score of 9.64
Metacognive Awareness Inventory (MAI), metacognitive knowledge, metacognitive regulation
THE USE OF SCHEMA ACTIVATION STRATEGY FOR TEACHING READING COMPREHENSION IN EFL CONTEXTS: A META-ANALYSIS STUDY
This study aims to analyze journal articles that focus on the use of schema activation strategies for reading comprehension in EFL contexts. This study applied a quantitative approach and meta-analysis, by analyzing the content of the four selected journal articles in terms of the application schema activation strategy reading in national and international journal articles with meta-analysis technique it is enabled and combines a wide range of pre-existing research results, meta-analysis is a secondary data by collecting from the data or document to analyze. The result finding shows, that the researchers used different types. Two journals applied the types of formal and content schema, the others used three types of schema, there were linguistic, content, and formal schema. According to the findings of this study, teachers and researchers can use the schema activation technique to improve reading comprehension. As an alternative strategy for teaching reading comprehension
Reading Comprehension, Schema Activation, Teaching Reading
OVERCOMING CHALLENGES IN PROJECT-BASED LEARNING: INSIGHTS FROM EFL LEARNERS AND EFFECTIVE STRATEGIES FOR SUCCESS
This study examined the English Education Department's projectbased learning challenges and methods. In order to obtain insight into their experiences, the study concentrated on sixth-semester students enrolled at a state institution in Central Java. In conducting this research, qualitative data was used with a case study approach design. To gather the required data, a questionnaire is the data collection instrument used. Several challenges were found, such as difficulty finding theories and previous research related to their project, time management, and overlapping with other lecture assignments. Students then give their strategies to deal with that obstacle by collaborating with peers, breaking down the project into smaller ones to help avoid being overwhelmed, and setting goals and timelines for the project using a calendar planner
case study, challenges, project-based learning, strategies
STAD TECHNIQUE TO IMPROVE READING COMPREHENSION IN RECOUNT TEXT
Understanding text in English is challenging for EFL learners. The observations and interviews revealed that students lack vocabulary, identify specific information, and determine the main idea of Recount text. This study was conducted to improve students' reading comprehension in recount text using the Student Teams Achievement Divisions (STAD) technique. The study employed a mixed-method research design following two cycles of collaborative action research and collected the data using field notes, an observation checklist, and a reading test. The study sample was an intact class of 8th grade comprising 28 students chosen using purposive sampling. Descriptive statistics such as mean score and percentage were used to analyze the data. The findings demonstrated that the student's reading comprehension mean score in Cycle 1 was 61.8, with 35.7% of students categorized as poor, and in Cycle 2, the average score was 82, with only 3.6% insufficient. Depart from the results above, the researchers concluded that students' reading comprehension improved considerably after the intervention using the STAD technique
stad technique, reading comprehension, recount text
TEACHING READING NARRATIVE TEXT THROUGH ONLINE READING STRATEGY
The goal of this study was to determine whether eighth graders at SMP PGRI Pedamaran who received instruction in the online reading strategy differed significantly from those who did not in their reading comprehension abilities. A quasi-experimental design was implemented for this study. The data was obtained through a written test consisting of multiple-choice questions. T-test was applied to the data for analysis. Based on the findings of the independent sample t-test, it was determined that the Pvalue (0.000) was less than the value (0.05) and the t-test obtained (2.917) was greater than the t-table (2.00). The results pointed out that alternative hypotheses were found to be accepted whereas null hypotheses were found to be rejected. The students who were taught by applying Online Reading Strategy and those who were not showed a significant difference in their reading comprehension achievement. In other words, SMP PGRI Pedamaran eighth grade students' reading comprehension performance was enhanced by employing an online reading strategy
narrative text, reading online, teaching reading
THE USE OF PROCESS GENRE TECHNIQUE TO IMPROVE WRITING SKILL
The purpose of this study was to assess how well the process-genre training in the EFL writing course worked. It also examined the rhetorical strategies and devices authors employed in their essay. The effectiveness of the intervention was also assessed based on how the kids felt about it. It was limited to eighth grade at SMP N 2 Sungai Lilin. This was accomplished by using a quasi-experimental method. The study's experimental group (EG) and control group (CG) were made up of Sections A (N=40) and C (N=39), using the simple random sample approach. The EG was exposed to process-genre intervention while the CG received the conventional writing training. Two research tools were used to collect the data: an interview and a pre-post intervention writing test. The experimental and controlling technique was applied as a result. The eighth-grade English textbook acted as both an EG and CG teaching resource. A paired samples t-test in SPSS 20 was used to compare test results between groups, and an independent samples t-test was performed to compare test outcomes between the two groups at the pre-post-test. Positive changes were made to the students' attitudes toward process-genre writing instruction. EFL teachers need to be capable and skilled when putting the training into their writing classes. Last but not least, it is suggested to do more research by increasing the intervention period to investigate the outcomes of process-genre based writing instruction as an instructional technique in EFL writing classrooms
writing skill, process writing, genre writing, process-genre Approach
WRITING A RECOUNT TEXT: AN ANALYSIS OF THE EIGHTH - GRADE STUDENTS' DIFFICULTIES AT MTS PIDUA
Writing is a challenging skill that students must master. Students must understand aspects of writing, including content, organization, grammar, vocabulary, and mechanics to compose well. The objective of this study was to investigate eighth-grade students’ difficulties in writing recount text at VIII MTs Pidua. A qualitative study was applied. The samples were the eighth-grade students of MTs Pidua consisting of 14 students. To collect the data, a written test in the form of an essay and a questionnaire consisting of eight questions related to grammatical, knowledge and understanding, practice, and educational background were employed. Two raters scored the students’ writing products using an analytic scoring rubric. To validate the data, the triangulation method was applied. To analyze the data, Miles and Heberman’s three steps were used: data reduction, data display, and conclusion drawing or verification. The findings revealed that the number of learners made it challenging to write a recount text. These difficulties were linked to writings aspects such as content (35.71%), vocabulary (35.71%), grammar (21.43%), and organization (21.43%). The students, on the other hand, were well-versed in mechanics. They understood the importance of punctuation, spelling, and capitalization when writing a recount text. However, the students had difficulty in writing a recount text due to limitation knowledge of grammar, less understanding of the recount text, and less practice at writing. In conclusion, the eighth-grade students at MTs Pidua still struggled with essential elements of writing that should be considered while creating a recount text
students’ difficulty, writing, recount text
THE FACTORS OF THE EIGHTH GRADE STUDENTS’ PROBLEMS IN WRITING RECOUNT TEXT AT SMP NEGERI 12 KOTABUMI ACADEMIC YEAR 2022/2023
The aim of this study was to explain the whole factors and the most dominant factor causing the eighth grade students’ problems in writing recount text at SMP Negeri 12 Kotabumi Academic Year 2022/2023. This study used a descriptive-qualitative method. The document was used as a data which examined 27 students’ writing recount text by taking 6 students who have the lowest score. The research findings showed that the students have linguistic problems: grammar 23 errors, vocabulary 2 errors, and choice of sentence no error, in cognitive problems: punctuation 18 errors, capitalization 4 errors, spelling 5 errors, and paragraphing 1 error. Hence, reading a lot before writing becomes one’s solution to eliminate the students’ difficulties in writing text. It is recommended that the students must read more and practice the way to write good text especially in writing recount text. Students must understand well the components in writing a good paragraph, so that the students do not experience problems during the process. In addition, they must also pay more attention to the teacher’s explanation when the teaching and learning process is carried out
writing problems, linguistic problems, cognitive problems
STUDENTS’ PERCEPTION TOWARD DIGITAL LITERACY IN LEARNING ENGLISH FOR SPECIFIC PURPOSES (ESP) AT AKPER YPIB MAJALENGKA
Digital literacy competence played an essential role in the growth of university students to achieve their goals of learning. This study was carried out to define the students’ perception of the use of digital literacy in learning English Specific Purposes. The participant consists of the students of the AKPER YPIB Majalengka. 60 students were chosen by purposive sampling technique. The students had a distinctive response regarding the use of digital literacy competence and how they perceive it. This study was a qualitative case study. The data was gathered through open-ended questionnaires and classroom observation. The findings showed that the students had a positive voice regarding the use of digital literacy competence in learning English, they perceived that digital literacy needs willingness and critical thinking skills. Moreover, students’ willingness played a role to find students’ strengths and weaknesses, and students critical thinking skills played an essential to analyze the information and developing their competencies to achieve the learning goals
Digital Literacy, Students’ Perception, English Specific Purposes