Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP
Since IKIP Mataram changed into Universitas Pendidikan Mandalika (UNDIKMA) with the Decree of the Minister of Research and Technology Number 953/KPT/I/2019 on October 10, 2019, the Faculty of Language and Arts Education also changed into Faculty of Culture, Management, and Business (FBMB). Consequently, Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is published by the Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika (UNDIKMA). Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP has been accredited with SINTA 2 by the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia. This accreditation is based on the Decree Number: 10/C/C3/DT.05.00/2025, dated March 25, 2025. Journal title : Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Initials : Jo-ELT Abbreviation : J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pendidik. Bhs. Ingg. IKIP Mataram Frequency : 2 issues per year (June & December) DOI : Prefix 10.33394 by ISSN : 2355-0309 (Print) | 2548-5865 (Online) Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) Indexed : <a style="text-decoration: underline;" href="https://doaj.org/toc/2548-5865?source=%7B%22query%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222355-0309%22%2C%222548-5865%22%5D%7D%7D%5D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%2C%22track_total_hits%22%3Atrue%7D" target="_blank" rel="noopener">DOAJ | SINTA | Google Scholar
Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)
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Unlocking Vocabulary Mastery: Pocketbook To Meet the Needs of Elementary School Students and Teachers
The return of English as a subject in elementary school demands help to minimize the students’ vocabulary gap. Therefore, this study aims at seeing the students’ and teachers’ needs on attractive English learning media which can help them enhance the vocabulary mastery. Developing an English pocketbook becomes a solution. Then, as a part of a developmental research, a need analysis study was initially conducted. Applying quantitative design, questionnaires and vocabulary tests were distributed to the respondents. Respondents for this needs’ analysis process were students and teachers at SD Negeri 1 Talang Kelapa. There were 23 respondents, consisting of 1 English teacher, 9 male students, and 13 female students. The questionnaires in Likert scale format were used to check the respondents’ perception, motivation, and anxiety toward English subject at their school. Then, vocabulary tests were given to see students’ vocabulary mastery, both in context and literal meaning. The obtained data from questionnaires and vocabulary tests were then analyzed by using descriptive analysis. Finally, it was found that the students and teachers need a pocketbook which is customized based on their needs. The pocketbook developed needs to address the students’ low achieved vocabulary topics and the students’ anxiety.
Copyright (c) 2025 Tita Ratna Wulan Dari, Alhenri Wijaya, Rasyono Rasyono, Defliyanto Defliyanto
Cultural Context Representation in the Merdeka Curriculum English Textbook: A Content Analysis
This study explores the representation of cultural contexts in the English for Change textbook, a key resource for senior high school students under Indonesia’s Merdeka Curriculum. The research investigates how target, source, and international cultures are portrayed, assessing their role in fostering intercultural communication skills. Using qualitative content analysis, supported by quantitative insights, the study applies frameworks to evaluate cultural content. The textbook achieves a numerical balance on target culture (32%), source culture (36%), and international culture (32%). However, it lacks depth in cultural exploration. Target culture often centers on basic practices, source culture is fragmented, and international culture tends to focus on global challenges rather than meaningful intercultural exchanges. Themes such as environmental awareness, digital literacy, and financial management dominate, but opportunities for critical cultural dialogue are largely missed. These findings reveal that the textbook while promising, falls short of fully supporting students’ intercultural competence due to superficial coverage and underrepresentation of minority cultures. The study highlights the need for richer, more inclusive cultural narratives, such as case studies and reflective tasks, to encourage deeper understanding and critical thinking. By addressing these gaps, educators and curriculum developers can create materials that better align with the Merdeka Curriculum’s vision of contextual and meaningful learning. Furthermore, this study contributes to English language education by emphasizing the role of cultural representation in fostering students' intercultural competence, which is essential for effective communication in global context.
Copyright (c) 2025 Nabilah Ningrum, Wisma Yunita
Challenges and Effectiveness of Novice Teacher’s Technology Integration in An Islamic Secondary School in North Bali
Technology integration has become an important aspect of English language teaching, especially in private Islamic schools. Although novice teachers are familiar with technology, there is a gap between the potential of technology and its integration in achieving learning objectives and little intensity of previous studies discussing challenges faced by novice teachers’ technology integration in English language teaching in an Islamic private secondary school. This study aimed to evaluate the effectiveness and identify challenges of technology integration by a novice teacher in grade 11 at an Islamic private secondary school in North Bali. It was a case study designed under a qualitative approach, combining semi-structured observations using the Triple-E framework rubric and structured interviews with a single novice teacher. The Triple-E framework showed a score of out 9 of 18 which means technology integration has a moderate level of effectiveness, showing a partial connection between learning objectives and technological tools. The semi-structured interview results exposed several challenges, including technological limitations, workload, school policies regarding mobile phone use, and low student participation. This study highlights the need for institutional support, strategic training, and more flexible policies to maximize the potential of technology in English language teaching. This study is expected to provide new insights into the effectiveness and challenges faced by novice teachers in integrating technology for English language teaching in an Islamic private school context.
Copyright (c) 2025 I Komang Adiartha Negara, Made Aprilia Ayu Adnyani, Made Hery Santosa, Gde Arys Bayu Rewa
Appraising EFL Students’ Syntactic Competency of Word Formation in Argumentative Writing
EFL teaching participants must learn the uncommon language, so that teachers or educators need to discover several problems in conveying the material. This research investigated syntactic labels in recognizing word formation in simple sentences such as subject, verb/predicate, object, and adverb. In previous times, two researchers have investigated EFL students’ capability in identifying parts of speech (noun, adverb, and adjective) and the use of punctuation (comma, full stop, and exclamation mark). Current research aims to fill this gap. This study probes EFL students' propensity to determine syntactic parts of word formation in simple sentences within argumentative texts. This research is applying questionnaires distributed to 51 learning participants. The findings explain that 75% of pupils precisely labeled subjects, verbs, objects, and adverbs. However, challenges remain in differentiating between subjects and objects, as only 25% achieved perfect accuracy. The study concludes that while a larger number of students signified a detailed understanding of syntactic labeling, planned and further interventions are necessary to address continuing obstacles. Hoping that this study could be significant in uncovering the latest techniques in EFL teaching and learning activities, such as the discovery of any media for conveying material on basic syntax for beginner students.
Copyright (c) 2025 Kharisma Puspita Sari
Exploring Indonesian Vocational Students’ Perspectives on Deep Learning in English Language Education
The potential of deep learning in the context of English teaching is essential so as to increase student engagement and learning outcomes through some innovative learning models. However, few studies address the effect of deep learning in English classrooms from vocational high school students’ perspectives, mainly in Indonesian context. This study aims to disclose the students’ perceptions on the implementation of deep learning at vocational high schools, considering quantitative and qualitative data. The participants of this study are 191 students from four vocational high schools in Eastern Jakarta, Indonesia. The study employed a mixed-methods design, combining quantitative and qualitative data. The data were collected through an online questionnaire, comprising closed and open-ended questions. The data were then analyzed with descriptive statistics and thematic analysis. The results show that students have positive responses on their mindfulness, meaningfulness, and the enjoyment in English language teaching. Qualitatively, students found English very important for their career and considered the learning materials provided by English teachers relevant. Additionally, the students felt motivated to learn English for the enhancement of creative and critical thinking. This study recommends refining deep learning practices for effective and meaningful English learning environments.
Copyright (c) 2025 Tri Wintolo Apoko, Herni Setyawati, Anisah Assaadah, Dian Kusumawaty, Lifia Arif Parameswari
Designing Effective Language Tests: A Framework for Integrating Stages, Processes, and Best Practices
Educational settings rely on language testing to obtain essential data about students' language skills and to inform teaching approaches. This study investigates a structured methodology for developing effective language tests by examining their fundamental stages: design, operationalization, and administration. It emphasizes the importance of combining validity, reliability, authenticity and practicality throughout the test development process to improve assessment outcomes. A conceptual and descriptive methodology is employed, combining theoretical perspectives with empirical evidence and established best practices in language assessment. This paper outlines essential steps of test development which involve defining test objectives, selecting formats, writing items, piloting and administering the test. In this study, the core stages of test development are systematically analyzed, encompassing defining the purposes of the test design, selecting formats, writing items, piloting, and administering the test. The key findings reveal that test development is an iterative and cyclical process that requires constant feedback and revisions. Additionally, the findings indicate that integrating formative assessment with technological advancements improves both test accuracy and efficiency. Hence, the study offers a comprehensive framework for creating language assessments while identifying key best practices along with important ethical guidelines.
EFL Teachers’ Interpretation and Practices under Indonesia’s K-13 Curriculum: A Qualitative Case Study in an Elementary School
The implementation of English language instruction in elementary schools under the K-13 curriculum has become widespread, yet there is limited understanding of how teachers interpret and apply the curriculum in their classrooms. This study aims to explore elementary school English teachers' interpretations of the K-13 curriculum and their pedagogical strategies. Adopting a qualitative descriptive approach, data were collected through classroom observations and structured interviews with three English teachers at the elementary level. The data were analyzed thematically, revealing key patterns in teaching strategies and challenges. Teachers reported using interactive methods, such as group discussions, student-centered activities, and technology integration, to engage students effectively. However, they faced significant challenges, including inadequate teaching resources, large class sizes, and limited time, all of which hindered the full implementation of the curriculum. These findings underscore the need for targeted professional development programs and improved resource allocation to address these challenges. The study provides actionable insights for policymakers and educators aiming to optimize English language teaching within the K-13 framework, emphasizing the importance of supporting teachers in overcoming obstacles to effective curriculum delivery.
Copyright (c) 2025 Nurlaily Nurlaily, Maya Marsevani, Leil Badrah Zaki
Integrating Climate Change Education into Secondary School English Lessons: A Project-Based Approach Using Trade Books
As the urgency of addressing climate change and promoting environmental sustainability continues to rise, educational institutions play a crucial role in equipping students with the knowledge and skills necessary for responsible citizenship. Recognizing the need for innovative teaching strategies in this area, this study investigates the integration of trade books into secondary school English lessons to enhance students' understanding of these pressing global issues. This study employed a design-based research (DBR) approach to develop and implement a project-based climate change education program integrated into English Language Teaching (ELT) for junior high school students. Conducted at the Public Junior High School Lalan, a remote area in South Sumatra, the study aimed to enhance students' climate literacy by exploring their existing knowledge, addressing climate change topics in the classroom, and identifying challenges in the implementation process. A total of 52 ninth-grade students, selected through purposive sampling, participated in the study. Data were collected through surveys and in-depth interviews conducted before and after the intervention. The interviews explored students’ experiences, perspectives, and changes in understanding related to climate change. Thematic analysis was used to analyze the interview transcripts, revealing shifts in students’ awareness and knowledge. The findings indicate that integrating climate change education into ELT through a project-based approach can effectively support students’ climate literacy and contribute to a more sustainable mindset among learners.
Copyright (c) 2025 Masitoh Masitoh, Sary Silvhiany, Rita Inderawati
Investigating Intrinsic and Extrinsic Factors Influencing English Self-Learning Motivation Among Indonesian University Students
English has been widely known as a global lingua franca. By mastering English, it enables students to build good communication on a global scale and assists them to express their interests in many sectors such as economy, politics, culture, and education (Pennycook, 2025). These interests definitely influence students’ motivation in studying English. Therefore, this research aimed to investigate the discourse of students’ self-learning motivation in English by exploring both motivational factors, i.e., intrinsic and extrinsic factors. In doing this scientific work, the researchers applied Cresswell's (2016) convergent parallel mixed-method design that variedly provided both qualitative and quantitative data. With these various data, it helped the readers to comprehend the research explanation. The results demonstrated that both intrinsic and extrinsic factors have contributive aspects in maintaining students’ motivation in English learning. For instance, for the intrinsic factors, 60% of students are motivated to study English to gain a job, while self-confidence development and the pursuit of gaining a good academic score are equally 20%. In addition, the extrinsic factors consist of several conditions, i.e., educational (i.e., provided material with 13.3% voters and technological devices (TD) as learning facilities with 73.3% voters) and social (family support with 13.3% voters) conditions. Although intrinsic factors (66.7%) exert a more significant influence than extrinsic factors (33.3%), it is undeniable that both substantially impact students' self-learning motivation in English. Therefore, by investigating both of these factors, the researchers expected that it would help the educators to design the effective teaching curriculum in the English course.
Copyright (c) 2025 Andi Farid Baharuddin, Dwi Rezki Hardianto Putra Rustan
English and Local Language Preservation in East Nusa Tenggara: A Study of Pre-Service English Teachers’ Attitudes and Practices
The widespread adoption of English in Indonesia has raised concerns about its impact on local language sustainability, especially in multilingual, postcolonial regions such as East Nusa Tenggara. This study investigates how English learning can coexist with local language preservation by addressing three key issues: (1) students’ attitudes toward English and local languages, (2) the use of these languages across different domains, and (3) strategies proposed for promoting linguistic coexistence. Nineteen sixth-semester English Education students from Citra Bangsa University were selected as participants, given their future roles as language educators and policy influencers. Using a qualitative approach that included semi-structured interviews, focus group discussions, and surveys, the study found a dual but sometimes conflicting orientation. The results show that participants acknowledged the instrumental value of English for education and career advancement (89%) while affirming the cultural importance of local languages (95%). In terms of usage, local languages remained dominant in-home domains (65%) but were marginalized in academic settings (5%) and peer interactions (21%), revealing a domain-specific pattern shaped by perceived language utility. To bridge this gap, participants suggested strategies such as bilingual education models (74%), community-driven language initiatives (63%), and culturally inclusive curricula. However, 47% expressed skepticism toward government-led solutions, citing lack of relevance and implementation barriers. The findings indicate that sustainable multilingualism is possible through intentional, context-sensitive strategies. The study recommends reorienting teacher education to support multilingual pedagogies, integrating local knowledge, and fostering collaboration between grassroots efforts and institutional frameworks to ensure balanced language ecologies.
Copyright (c) 2025 Christmas Prasetia Ate, Muliani Muliani
The Effect of Literature Circles on English Skills Among Non-English Majors: A Gender-Based Study
This study investigates the impact of literature circles on English language skill development among non-English major university students, with attention to gender-based differences in outcomes. Sixty students were purposively selected and evenly divided into experimental and control groups, with balanced gender representation. Using a mixed-methods design, data were collected through questionnaires, interviews, and classroom observations. The experimental group participated in literature circles, while the control group received conventional instruction. Quantitative analysis revealed significant improvements in speaking fluency (x̄ = 85), vocabulary acquisition (x̄ = 82), and reading comprehension (x̄ = 87) among students in the experimental group. Qualitative findings showed that female students tended to be more active and reported higher levels of enjoyment, while male students demonstrated increased engagement when assigned specific discussion roles. The collaborative structure of literature circles fostered critical thinking, peer interaction, and learner autonomy. These findings suggest that literature circles are an effective, learner-centered, and gender-responsive method for enhancing communicative competence in EFL classrooms. Structured facilitation and role-based accountability can help equalize participation across genders, supporting more inclusive language learning environments.
Copyright (c) 2025 Mutiara Ayu, Zelvia Liska Afriani, Dyah Aminatun
Pedagogical Insights into Classroom Instruction Practices of English Language Teacher Training (ELTT) Teachers in South Kalimantan
Classroom instruction involves how teachers deliver lessons, engage students, and convey information and also involves pedagogical considerations to support students' learning. This study investigates the instructional practices employed by English Language Teacher Training (ELTT) teachers in South Kalimantan. Through a mixed-method sequential explanatory design encompassing depth semi structured interview and non-participant classroom observation, the study explores 19 ELTT Madrasah teachers in South Kalimantan. The findings shed light on the teachers' ways in giving instruction such as the preparation before the instructions, teachers write the instruction for developing lesson plan, arrange the classroom and grouping the students, getting students' attention and communicating lesson goals, the time for instruction, language choices, classroom activities, modelling the activities, using extra-linguistics devices, checking students' understanding and monitoring students' activities. ELTT Program also shape the instructional practices of teachers in terms of their preparation, the use of more English as a medium of instruction, their engagement with technology, their confidence and creativity, and more students’ participation. This study contributes valuable insights to the realm of language education, offering implications for teacher development and improved student outcomes in South Kalimantan.
Copyright (c) 2025 Nani Hizriani, Hidayah Nor, Khairatunnisa
A Narrative Inquiry into the Roles of Debate in Developing an Indonesian EFL Teacher’s English Language Proficiency
This narrative inquiry delves into how debate plays critical roles in developing an Indonesian EFL teacher’s English language proficiency. One female EFL teacher was purposefully recruited as the participant. Data were obtained through written reflections and semi-structured interviews. An inductive thematic analysis was then employed to analyze the data. The findings suggest that debate plays critical roles in promoting target language exposure, facilitating target language use, and becoming a conducive language learning environment, ultimately advancing English language proficiency. Debate is perceived to enhance vocabulary, rhetoric, and four main language skills: reading, writing, speaking, and listening. In addition to developing language proficiency, debate promotes essential academic skills, including arguing, public speaking, and critical thinking. Despite its advantages, encountered challenges can still be overcome. These findings highlight the transformative potentials of debate as a pedagogical strategy, underscoring its capacity to enhance language and academic skills. However, due to its limited generalizability, future studies should employ potential research designs and recruit diverse participants across various settings.
Copyright (c) 2025 Arief Eko Priyo Atmojo
Gamified Diagnostic Assessment Using Quizizz: Investigating Motivation and Perceptions of Indonesian ESL Students
This study explores the impact of Quizizz as a diagnostic assessment platform on the motivation and perceptions of third-grade students at SMPN 3 Tigaraksa in their English lessons. A quantitative research design was employed, using a questionnaire distributed to 35 students, with results analyzed through descriptive statistics. The ages of the samples in this research are between 14 and 15 years old. The questionnaire utilized a four-point Likert Scale based on their agreement and disagreement. This questionnaire was distributed through Google Forms. The study’s findings revealed that using Quizizz increased students' intrinsic motivation and positive perceptions of learning English. The students found learning English to be more enjoyable and engaging. The competitive and engaging use of Quizizz resulted in greater interest and confidence in English language learning. Related to the limitation of this research is that it focuses solely on Indonesian ESL students, which may restrict the generalizability of the findings to learners in other cultural or linguistic contexts. This study offers insightful information for teachers to use technology-integrated learning methods, such as Quizizz, as a diagnostic assessment platform. It can motivate and help teachers design more effective teaching strategies according to ESL students' needs in learning English.
Copyright (c) 2025 Laili Inayatus Sholihah, Delsa Miranty
English Learning Experiences of Generation Z High School Students in Indonesia: A Narrative Inquiry
This research explored the English learning experiences of Generation Z students in Indonesia using a narrative inquiry approach. Amidst the rapid advancement of digital technology, it was important to understand how Generation Z, born in the digital era, interacted with English language learning. This research aimed to explore students' perceptions, challenges, and lived experiences in learning English to contribute to developing more relevant teaching practices. A qualitative research design was applied by collecting personal narratives from five purposively selected students. Data were collected through semi-structured interviews and reflective writing tasks, then thematically analyzed to identify patterns and individual perspectives. The findings of this research identified four main themes: (1) a preference for informal digital platforms, such as social media and learning apps; (2) emotional changes related to self-confidence and peer comparison; (3) the role of teacher support and classroom environment in enhancing motivation; and (4) a growing view of English as a practical skill that was more important than mere academic achievement. The findings illustrated the dynamic relationship between personal motivation, socio-cultural influences, and technological engagement in shaping students' language learning journeys. The research concluded that recognizing and integrating students' narratives in teaching practices could increase learner engagement, encourage independence, and support more adaptive and empathic teaching strategies. These findings' implications were highly relevant for educators, curriculum developers, and policymakers to align English language teaching with the values and realities of Generation Z students.
Copyright (c) 2025 Nazar Hasby, Natalina Asi, Indra Perdana, Lailatul Kodriyah, Neneng Islamiah, Fitra Ramadani, Alna Triskaya Angrum, Lailatun Najmiah
Perceptions of Technology Integration in Language Acquisition Among English Language Majors
This research examines how English major students perceive the role of technology in their language learning. The study aims to investigate students’ opinions, the technological tools they commonly utilize, the benefits and challenges they perceive, and to provide recommendations for enhancing the integration of technology in English education. Utilizing a quantitative descriptive method, data were gathered through a structured questionnaire containing closed-ended using linkert scale and open-ended questions. The participants comprised students from the English Language Education program at STKIP Persada Khatulistiwa Sintang, specifically those enrolled from semesters 2 to 8 who have experience using technology for learning English. The findings reveal that students regularly use a variety of digital tools, such as mobile applications, to aid their English learning. Participants express favorable views on technology, emphasizing its role in improving vocabulary, grammar, writing, and listening skills. Moreover, technology is perceived as a motivator that enhances engagement, boosts self-confidence, and promotes autonomy in the learning experience. Nevertheless, obstacles persist, such as technical issues, digital distractions, and insufficient structured guidance from educators. The study emphasizes the necessity of institutional support, which includes technical assistance, teacher training, and efficient strategies to reduce distractions. It advocates for a blended learning approach that integrates technology with conventional face-to-face methods to foster a more adaptable and effective educational environment.
Copyright (c) 2025 Sijono Sijono, Tuti Tuti, Henry Elisa
Collaborative Writing on Descriptive Text: Creativity and Engagement
This study aims to investigate the implementation of collaborative writing methods in improving creativity and engagement in writing descriptive texts at SMP Negeri 5 Kepanjen. This study uses a qualitative approach with a descriptive research type. Research data were collected through observation, interview and documentation activities. The collected data were analyzed descriptively qualitatively using an interactive data analysis model. The data from the research were re-tested for validity using triangulation. The results of the study showed that the implementation of the collaborative writing method in descriptive text learning increased As evidenced by the results of observations and interviews on student responses showed that collaborative writing can improve their creativity and engagement. This study highlights the potential of Collaborative Writing as a means to improve student creativity and engagement in descriptive text learning in junior high schools.
Copyright (c) 2025 Elga Farah Andanty, Agus Sholeh, Siti Mafulah
Exploring Social Constructivist Practices: Collaborative Learning Challenges and Strategies in TEFL Classrooms at Islamic Boarding Schools
Islamic boarding schools play a vital role in Indonesia’s education system, particularly in shaping students’ religious and academic development. Within these institutions, implementing collaborative learning presents unique challenges due to their emphasis on discipline, religious values, and limited technological access. This study aims to explore Islamic boarding school teachers’ perspectives on the challenges of applying social constructivist approaches in collaborative learning within TEFL classrooms, as well as the strategies used to overcome these obstacles. Using a qualitative design, data were collected through semi-structured interviews with five teachers and analyzed using thematic analysis. The findings reveal that while collaborative learning can enhance students’ motivation, critical thinking, and language skills, it requires careful planning and ongoing professional development to be effective in this context. Challenges identified include curriculum constraints, school culture, inadequate facilities, diverse student cognitive abilities, varying motivation levels, and emotional regulation. The study underscores the importance of strategic lesson planning, effective group composition, and teacher training in addressing these issues and improving collaborative learning in Islamic boarding school settings.
Copyright (c) 2025 Rizki Azizah, Putri Itsna Ulayya, Endang Fauziati
Exploring Speech-Recognition Technology on English Pronunciation Skills: A Qualitative Study in Eleventh Grade of SMAI Miftahul Ulum
This study explores the use of speech-recognition technology to improve English pronunciation among eleventh-grade students at Miftahul Ulum Islamic Senior High School. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed five key findings: (1) improved segmental pronunciation accuracy, (2) increased student motivation and engagement, (3) challenges with accent recognition, (4) limited support for fluency and natural speech, and (5) a need for more personalized feedback. While the technology effectively corrected individual pronunciation errors and boosted learners’ confidence, its limitations in recognizing regional accents and supporting sentence-level fluency suggest the need for a more integrated instructional approach. The study recommends using speech-recognition tools as supplementary aids, combined with communicative activities such as group discussions or role-play. These findings offer important insights into technology-enhanced language learning in the Indonesian EFL context and highlight the need for more adaptive, linguistically inclusive speech-recognition systems.
Copyright (c) 2025 Moh. Hidayatullah, Zainuddin, Beny Hamdani
Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia
Peer learning has been widely recognized as an effective strategy in inclusive education, promoting student collaboration, enhancing academic outcomes, and addressing diverse learning needs. However, a significant gap remains in understanding how peer learning is implemented across different institutional and national contexts, especially in inclusive settings. While prior studies have addressed peer learning in general, few have compared its practical application across countries with distinct educational systems. This study investigates how peer learning is enacted in inclusive classrooms in Thailand and Indonesia, focusing on teachers’ beliefs, instructional strategies, and challenges encountered during implementation. Employing a qualitative research design, data were gathered through interviews and classroom observations to explore authentic classroom practices. The findings reveal both shared patterns and contextual differences in the use of peer learning, shaped by each country’s institutional structures and education policies. While initial student collaboration varied, many learners demonstrated increased participation and interaction over time. This study addresses the lack of cross-national research on inclusive peer learning and offers insights that may support educators, researchers, and policymakers in designing more responsive and culturally informed frameworks for peer learning in diverse, inclusive classrooms.
Copyright (c) 2025 Hery Rahmat, Ika Rama Suhandra, Eliya Eliya, Siwapoorn Yuenchon
The Influence of Kahoot Application on Students’ Grammar Achievement in Senior High School
The present study examined whether the Kahoot application influenced the grammar proficiency of eleventh-grade students at SMA Wachid Hasyim 2 Taman. Contextual grammar is crucial in the writing learning process; however, students frequently struggle with writing tasks, largely due to insufficient grammar knowledge. This paper employed a quantitative methodology with a true experimental design. Pre-test and post-test were utilized to evaluate the data. The sample comprised 280 eleventh-grade students from SMA Wachid Hasyim 2 Taman. Cluster random sampling was employed to generate the experimental and control groups. The researcher designated XI-F1 as the experimental group, the Kahoot application was used to provide instruction, while XI-F2 served as the control group, taught using traditional paper-based methods. The data analysis was conducted using an independent sample t-test in SPSS 19. A subjective test was also conducted to measure the students’ grammar skills in the form of creating an analytical exposition text. The findings indicated that the significance (2-tailed) of 0.000 is less than 0.05 (0.000 < 0.05), leading to the acceptance of the alternative hypothesis (Ha). Therefore, it can be concluded that the Kahoot application has a positive and significant influence on eleventh-grade students’ grammar proficiency at SMA Wachid Hasyim 2 Taman. The integration of Kahoot as an interactive and gamified learning tool has the potential to serve as an effective strategy to improve students’ grammar mastery.
Copyright (c) 2025 Ursya Tiara Khawas, Endang Mastuti Rahayu, Eliasanti Agustina
The Impact of Technology-Based Teaching Methods on English Speaking Skills in Rural Secondary Schools
This study investigates the impact of technology-based teaching methods on students’ English-speaking skills in secondary schools in rural Indonesia. Using a quasi-experimental design with control and experimental groups for six weeks, the research involved 70 students from two secondary schools in Kefamenanu, East Nusa Tenggara. One group received instruction using traditional methods, while the other, the experimental group received instruction through digital tools—Flipgrid, Google Meet, and multimedia apps—while the control group followed traditional methods. Data were collected using pre-tests and post-tests focused on fluency, pronunciation, vocabulary, and coherence; student questionnaires; and classroom observations. Findings reveal that students in the experimental group outperformed their peers, with a statistically significant gain of 13.5 points in speaking scores (p < 0.001, Cohen’s d = 2.10), compared to 4.4 points in the control group. The findings reveal a significant improvement in the speaking abilities of students exposed to technology-based instruction compared to those taught through conventional means. Students in the experimental group demonstrated higher levels of confidence, engagement, and linguistic accuracy during speaking tasks. The study underscores the pedagogical value of incorporating digital tools to foster more interactive and learner-centered classroom environments. It further suggests that, when thoughtfully integrated, technology can effectively support the development of communicative competence in English as a Foreign Language (EFL) setting. This research contributes to the growing discourse on educational technology in language learning and offers practical implications for English educators, curriculum developers, and policymakers seeking to improve speaking outcomes in secondary education.
Copyright (c) 2025 Merlin Helentina Napitupulu, Maria Wilhelmina Wisrance, Thresia Trivict Semiun