Journal title EDUCATIONAL TRACKER: Teaching English as a Foreign Language Journal Initials Edutrack Abbreviation Educational Tracker Frequency 2 issues per year (Juni & December) DOI Prefix 10.58660 ISSN 2964-8572 (print) | 2961-8819 (online) Editor-in-chief Mochamad Guntur Publisher Institut Prima Bangsa Citation Google Scholar Educational Tracker Journal publishes the articles for two volumes in a year (semester) with five (5) articles for each issue. This aims to make our published articles more credible especially for the editorial process. This is ethically conducted with a reason of keeping all process, policy, and quality run well. The frequency of the publication is two (2) volumes a year which is published on June and December. Educational Tracker: Teaching English as a Foreign Language Journal is a scientific journal published to accommodate articles of research results in the field of English Language Teaching as well as to promote solving in the field and make scientific works in relevant research areas accessible to the public. The focus and scope are not limited to only English language teaching. It also publishes conceptually and/or empirically based studies in other two major fields, English language and English literature. Therefore, Educational Tracker invite papers concerning on various topics, such as various levels of linguistic structure, language use, linguistic phenomena, the teaching of linguistics, literary theory, literary history, literary criticism, comparative literature, world literature, the teaching of literature, and literary translation. We welcome articles that concern the areas of study that apply the current theories and methodology. The published articles are articles from critical and comprehensive research, studies, or scientific studies on important and current issues or reviews of scientific books. We suggest authors consider the areas of study prior to submission. This work is licensed under a Creative Commons Attribution 4.0 International License
THE EFFECTIVENESS OF GAMES BASED LEARNING TO TEACH WRITING VIEWED
This research aims to evaluate the effectiveness of games-based learning (GBL) in teaching writing, with a particular focus on its impact on students’ creativity at MTs At Taslim. The primary objective of the study is to determine whether GBL can enhance students' creative abilities in writing compared to traditional instructional methods. By examining the comparative effectiveness of these teaching approaches, the research seeks to provide valuable insights into how GBL influences students’ writing skills and creativity. An experimental design was employed for this study, which included two groups of students: an experimental group that participated in writing instruction through games-based learning and a control group that received traditional writing instruction. To measure the effectiveness of the instructional methods, pre-tests and post-tests were administered to both groups. These tests assessed various aspects of writing skills and creativity before and after the instructional period. Statistical analysis was then performed to compare the results between the two groups, aiming to identify any significant differences in outcomes. The study revealed that the experimental group, which received GBL, demonstrated a significant improvement in both writing skills and creativity compared to the control group that followed traditional instructional methods. This finding The research holds substantial value for educational settings, particularly within the field of language teaching and instructional design. It offers practical implications for educators and curriculum developers, suggesting that incorporating game-based methods can effectively boost student engagement and creativity. This research introduces a novel approach by applying games-based learning specifically to writing instruction, offering new insights into the effectiveness of interactive and engaging teaching strategies. This advancement contributes to a deeper understanding of how innovative methods can transform traditional teaching practices and improve educational outcomes in language education.
Copyright (c) 2024 EDUCATIONAL TRACKER: Teaching English as a Foreign Language Journal
AN ANALYSIS OF TEACHERS' STRATEGIES IN IMPROVING WRITING SKILL AT JUNIOR HIGH SCHOOL 2 PANCALANG
This research investigates the strategies used by English teachers at Junior High School 2 Pancalang in enhancing students’ writing skills. Writing is considered one of the most challenging English skills for students, especially at the junior high school level, due to limited vocabulary, grammar difficulties, and low motivation. The purpose of this study is to identify and analyze the teaching strategies implemented by teachers to improve students’ writing skills. This research uses a qualitative method with data collection techniques including observation, interviews, and documentation. The findings reveal that teachers apply various strategies such as the lecture method, Problem-Based Learning (PBL). These approaches foster student engagement, improve critical thinking, and support writing development. Based on the analysis, these strategies have a positive impact on students’ motivation and ability to express ideas in written form. The study recommends that teachers continue to apply and develop innovative teaching strategies tailored to students’ needs in order to optimize the writing learning process.
Copyright (c) 2023 EDUCATIONAL TRACKER: Teaching English as a Foreign Language Journal
ANALYSIS PROJECT-BASED LEARNING USING TIKTOK APPLICATION TO ENHANCE ENGLISH SPEAKING SKILLS(A Case Study of Students and Teachers Perceptions)
This study aimed to explore the implementation of the Project-Based Learning (PjBL) method using the TikTok app to enhance students' English speaking skills. It is interested in finding the students' and teachers' perceptions, along with challenges and problems encountered while acquiring knowledge at SMAN 1 Ciledug. Qualitative research with a case study approach was used in the study. Data were collected through observation, interviews, and documentation from five students and two English teachers. Observation checklists and open-ended interviews served as the tools, and descriptive qualitative procedures supported by triangulation were utilized to analyze the data. The results indicate that the teachers and the students possess positive attitudes towards using TikTok for PjBL. The students reported feeling more confident, creative, and eloquent in using English, and the teachers reported increased participation and interest. Despite technical limitations and time management, the two groups acquired adaptive coping methods through negotiation and flexible scheduling. This research can be applied to teaching English language, particularly integrating digital media with project learning. It contributes to pedagogy with technology, specifically for senior high school teachers implementing the Merdeka Curriculum in Indonesia. The uniqueness of this study lies in the combination of PjBL with the TikTok application as a new media for language learning. By students' and teachers' perspectives, the research documents new understandings of social media's potential to link pedagogy and technology in order to establish engaging, interactive, and student-focused learning environments in line with 21st-century education.
Copyright (c) 2025 EDUCATIONAL TRACKER: Teaching English as a Foreign Language Journal
EXPLORING STUDENTS’ PERCEPTIONS OF ACADEMIC SELF-EFFICACY IN DEVELOPING ENGLISH SPEAKING SKILLS (A QUALITATIVE STUDY)
This study explores students’ perceptions of academic self-efficacy in developing English speaking skills among junior high school students. Using a qualitative descriptive method, the research involved two purposively selected eighth-grade students at SMP Negeri 9 Cirebon, each exhibiting different confidence levels in speaking English. Data were collected through classroom observation, semi-structured interviews, and a speaking test. Findings revealed that students with higher self-efficacy demonstrated greater motivation, confidence, and persistence in speaking activities, whereas those with lower self-efficacy showed anxiety and hesitation. Internal factors such as prior success and emotional regulation, along with external factors such as teacher feedback and peer support, were found to strongly influence students’ self-efficacy. The study concludes that building a supportive classroom atmosphere and integrating confidence-building activities into teaching can significantly enhance students’ speaking competence.
Academic self-efficacy, student perceptions, speaking skills, English language learning, qualitative study.
Investigating the Implementation of MBKM in English Language Teaching Department (A Case Study at IPB Cirebon)
The Merdeka Belajar Kampus Merdeka (MBKM) program, introduced by Indonesia’s Ministry of Education, Culture, Research, and Technology, represents a significant transformation in higher education by emphasizing student autonomy, experiential learning, and curriculum flexibility. This research aimed to investigate the implementation of MBKM within the English Language Teaching Department at Institut Prima Bangsa Cirebon. The study explored how lecturers and students perceived the program, identified the benefits and challenges faced during its execution, and examined its implications for English language teaching practices. Using a qualitative case study design, data were collected through interviews with lecturers and questionnaires distributed to students, which were analyzed using thematic analysis. The findings revealed that lecturers and students generally held positive attitudes toward MBKM, recognizing its contributions to fostering creativity, collaboration, and practical learning experiences. However, several challenges were identified, including limited institutional readiness, insufficient facilities, and a lack of technical guidance in curriculum alignment. The results suggest that MBKM has the potential to enhance both pedagogical effectiveness and student engagement when implemented with proper institutional support and professional development. This study contributes to the growing body of literature on curriculum reform in Indonesian higher education, particularly within the field of English language education, and provides recommendations for optimizing MBKM implementation across departments.
TIKTOK CREATORS’ EFFECT ON STUDENTS’ SPEAKING SKILLS AND CONFIDENCE AT SENIOR HIGH SCHOOL IN CIREBON REGENCY
This study aims to determine the effect of TikTok creators on students’ speaking skills and self-confidence at senior high schools in Cirebon Regency. It focuses on identifying how students’ engagement with TikTok content can influence their oral performance and confidence in English communication, providing empirical evidence from two public schools. A quantitative research design was applied using questionnaires, speaking tests, and classroom observations as data collection tools. The research involved 238 eleventh-grade students from SMAN 1 Ciledug and SMAN 1 Pabedilan. Data were analyzed using IBM SPSS Statistics 25 software through regression and multivariate analysis to measure the relationship and contribution levels of variables. The regression test for speaking skills showed R = 0.477 and R² = 0.227 (Sig. 0.000), indicating that TikTok creators contributed 22.7% to the improvement of students’ speaking ability. For self-confidence, the results were R = 0.551 and R² = 0.304 (Sig. 0.000), demonstrating that TikTok activities contributed 30.4% to students’ confidence levels. A multivariate test revealed Wilks’ Lambda = 0.530, F = 4.037, and Sig. 0.000, showing a 27.2% combined effect on both variables. Furthermore, the speaking test results indicated that 39 of 70 students (55.7%) achieved good to very good levels, while 31 students (44.3%) were in fair to poor categories. This research can be applied in English education, particularly in integrating social media platforms like TikTok as innovative tools for language learning. Teachers, curriculum developers, and educational institutions can adopt TikTok-based activities to enhance students’ speaking skills and confidence in a more interactive and engaging way. The originality of this study lies in introducing TikTok creators as authentic and motivational learning media in EFL classrooms, providing new insights into digital pedagogy and showing empirical evidence that digital content creation fosters students’ communicative competence and confidence.
The Use of Fondi Application in Developing Speaking Fluency and Confidence in Efl Students
This study explores the use of the Fondi application in developing speaking fluency and confidence among EFL students. The research is based on the challenges faced by Indonesian learners who often struggle with speaking anxiety and limited opportunities for practice, despite learning English as a compulsory subject. Using a qualitative case study design, two students from the English Education program were observed and interviewed over seven days while practicing with the Fondi application on various topics. Data were gathered through non-participant observation and interviews, then analyzed using Miles and Huberman’s model. The findings show that Fondi provided an interactive and supportive environment that reduced students’ anxiety, encouraged authentic communication, and improved fluency. It also helped students build confidence by lowering their fear of mistakes, increasing comfort in interaction, and supporting initiative during conversations. Students’ perceptions of Fondi were positive, as they considered it useful, enjoyable, and motivating. The study concludes that Fondi can serve as an effective supplementary tool in EFL learning, promoting active learning and supporting communicative competence
Teacher Strategies to Reduce Rote Learning and Enhance Collaborative Learning in EFL Classrooms
This study aims to explore teacher strategies to reduce rote learning and enhance collaborative learning in English as a Foreign Language (EFL) classrooms. This research is significant as it promotes strategies that reduce rote memorization and enhance contextual understanding in EFL learning, benefiting students, teachers, researchers, and universities in improving language skills, teaching quality, and curriculum development. The research method employed is using a qualitative phenomenological approach, this research was conducted at State Junior High School 1 Ciledug involving three English teachers from grades 7, 8, and 9. Data were collected through interviews and classroom observations. This results of the study indicate that teachers applied various contextual and student-centered strategies such as problem-solving tasks, small group work, and interactive media to reduce memorization habits and foster active participation. Collaborative learning was found to significantly enhance students’ speaking skills, critical thinking, and engagement. The study suggests the importance of shifting from traditional rote-based methods to communicative, collaborative approaches to improve language proficiency in EFL settings.
TEACHER’S STRATEGY IN TEACHING GENERAL ENGLISH (A QUALITATIVE DESCRIPTIVE STUDY AT INCLUSIVE CLASSROOM)
This study aims to explore the strategies employed by English teachers in inclusive classrooms and identify the challenges they face when teaching students with diverse learning needs. By focusing on a qualitative descriptive method, the research provides an in-depth understanding of teaching practices in natural classroom settings. Data were gathered through observations, semi-structured interviews, and documentation at SMP Negeri 1 Waled. The study found that teachers use strategies like differentiated learning, cooperative learning, and individual tutoring. These approaches allow teachers to address the diverse needs of their students effectively, despite challenges such as managing varying ability levels, limited resources, and time constraints. The research highlights the significance of teacher adaptability and ongoing professional development in promoting an inclusive learning environment. The study concludes that using varied teaching strategies can significantly enhance learning outcomes for both regular students and those with special needs.
The Effect of Speaking Anxiety and Students' Confidence towards Students' Pronunciation at Senior High School in Kuningan
The purpose of this research is to examine the effect of speaking anxiety and students’ confidence on students’ pronunciation, aiming to determine whether both variables individually and simultaneously influence pronunciation performance in English learning among senior high school students. This study applied a quantitative research design with multiple linear regression analysis, involving 272 students from State Senior High School 1 Mandirancan and State Senior High School 1 Cilimus, selected through stratified proportional random sampling, with data collected using a closed-ended questionnaire. The findings revealed that speaking anxiety had a significant negative effect on students’ pronunciation, while students’ confidence had a significant positive effect; furthermore, both variables simultaneously influenced pronunciation, with the coefficient of determination showing that 45.9% of the variation in pronunciation was explained by these two factors. The results can be applied in the field of English language education, particularly in pronunciation teaching, as teachers may design supportive classroom strategies that reduce students’ speaking anxiety and enhance their confidence to improve oral communication skills. This research contributes originality by providing evidence of the simultaneous role of speaking anxiety and confidence in influencing pronunciation, highlighting that both variables jointly account for nearly half of the variation in pronunciation and offering a more comprehensive perspective to advance teaching practices.
INVESTIGATING STUDENT’S PERCEPTION OF WATTPAD APPLICATION USAGE IN ENHANCING READING COMPREHENSION AT MTS SABILUL CHALIM LEUWIMUNDING
This study explores students’ perceptions of using the Wattpad application as a digital reading platform to improve English reading comprehension at MTs Sabilul Chalim Leuwimunding. The objective was to examine how Wattpad supports students’ motivation, vocabulary growth, and understanding of narrative texts, while assessing its effectiveness as a learning tool. A qualitative descriptive method was applied, with data collected through classroom observations, interviews with ten students, documentation, and a reading comprehension test using Wattpad stories. The findings reveal that students generally have positive perceptions of Wattpad because of its engaging stories, user-friendly features, and accessibility, which motivate them to read more actively. They showed progress in identifying main ideas, interpreting vocabulary in context, and summarizing stories. However, issues such as advertisements, limited content quality, and occasional internet disruptions were noted. Overall, the study suggests that Wattpad can serve as an innovative medium for enhancing reading comprehension in English classes, offering valuable insights for teachers and curriculum developers in digital-based education.
EXPLORATION OF THE USE ENG BREAKING APPLICATION FOR EFFECT LEARNERS AS AN INDEPENDENT LEARNING MEDIA TO IMPROVE SPEAKING SKILLS
This research explores the effectiveness of the Eng Breaking application as an independent learning medium to improve English speaking skills among students. The Eng Breaking app is designed to provide an interactive and adaptive English learning experience, allowing users to practice speaking independently with minimal guidance from an instructor. This research uses a qualitative approach to investigate how this application affects students' speaking skills as well as their experiences and perceptions during application use. The research method used includes an in-depth case study involving a number of students who participated in a learning program using the application over a six week period. Data was collected through semi-structured interview techniques with participant analysis, direct observation of application use, and content from feedback provided by students through application forums and open surveys. In-depth interviews were conducted to explore students' views regarding the ease of use of the app, the relevance of the speaking practice provided, and its impact on their speaking skills. The research results show that the Eng Breaking application has a positive impact on improving students' speaking skills. Participants reported improvements in speaking fluency, clearer pronunciation, and spontaneous speaking ability. Apart from that, this application also increases students' motivation and confidence in practicing speaking English. These findings highlight the potential application of Eng Breaking as an effective independent learning tool and make a significant contribution to the development of English language learning methods that are more flexible and oriented to individual needs.
The Effectiveness of Let's Read Application as a Learning Tool towards Students' Ability on Reading Comprehension at SMP Islam Miftahul Huda
This study aims to measure the effectiveness of the Let's Read application as a learning tool on students' reading comprehension skills at Miftahul Huda Islamic Junior High School. The research method used was a pre-experimental method with a one-group pretest-posttest design. The subjects were 18 eighth-grade students. The instruments used consisted of a reading comprehension test and a questionnaire to measure students' responses to using the Let's Read application. The data were analyzed using descriptive and inferential statistics. The results showed a significant increase in the posttest scores compared to the pretest scores. The pretest average score was 18.83, while the posttest average score increased to 26.83. The validity and reliability tests indicated that the instruments used were valid and reliable. Hypothesis testing using a paired sample t-test showed a p-value of less than 0.05, indicating a significant difference between the pretest and posttest results. In conclusion, the Let's Read application is effective as a learning tool for improving students' reading comprehension skills at Miftahul Huda Islamic Junior High School. Future researchers are recommended to explore the use of this application over a longer period and with a larger sample.
THE EFFECTIVENESS OF BEELINGUAPP APPLICATION ON THE STUDENTS' LISTENING SKILL AT HANDAYANI BANJARAN JUNIOR HIGH SCHOOL
This research aims to evaluate the effectiveness of the Beelinguapp application in improving students' listening skills at Handayani Banjaran Junior High School. Beelinguapp is a language learning app that combines bilingual text with audio narration, allowing students to listen while reading. This research uses quantitative experimental methods. The research sample consisted of 110 class VII students selected randomly. Quantitative data was obtained through listening tests carried out before and after the application use intervention for three weeks. The results of statistical analysis show a significant increase in students' listening test scores after using the Beelinguapp application with a result of 0.00 (p < 0.05). Although this study has limitations, such as a limited sample size and a relatively short duration of intervention, the findings provide initial evidence that Beelinguapp can be an effective tool in language learning, especially in improving students' listening skills. Further research with a larger sample and longer duration is recommended to strengthen these findings
IMPROVING HIGH SCHOOL STUDENTS’ SPEAKING SKILLS USING THE CAKE APPLICATION AT SMK PARIWISATA KOTA CIREBON
This study aims to determine whether the use of the Cake application in English learning can improve the speaking ability of eleventh-grade students at SMK Pariwisata Kota Cirebon. This research used the quantitative technique with a quasi-experimental type. The population or sample in this study consisted of XI grade students majoring in Tata Boga as the experimental class and XI OTKP as the control class, which consisted of 50 students. The data were obtained from the speaking ability test when performing dialog in the pre-test and post-test in front of the class. Based on the calculation, the post-test results in the experimental group showed an average value of 78.08, while the control group showed an average value of 69.00. This indicates that the experimental group's average score is 78.08. The results of the average score show that there is a difference in students' speaking ability between the groups that use the Cake application and those that do not use the Cake application in learning English. This means that using the Cake application to learn English can improve the speaking ability of grade XI students at SMK Pariwisata Kota Cirebon.
The THE EFFECTIVENESS OF WORD SEARCH PUZZLES ON READING COMPREHENSION ABILITY AT SMP IT AL AJWA
The title of this study is "Effectiveness of Word Search Puzzles on Reading Comprehension Ability at SMP IT Al Ajwa." This research was presented as a thesis submitted to the Faculty of Teacher Training and Education at Prima Bangsa Institute in July 2024. The study focuses on the use of word search puzzles as a tool to enhance students' reading comprehension skills. The purpose of this research is to find empirical evidence regarding the effect of using word search puzzles on students' ability to understand reading. The study was conducted on students at SMP IT Al Ajwa Cimaung, utilizing an experimental research method. The entire population of this research comprises students at SMP IT Al Ajwa Cimaung, with a sample of 80 students. The sample was divided into two groups: the experimental group and the control group. The experimental group consisted of 40 students from class A, while the control group consisted of 40 students from class B. The data collection instruments used in this research included tests and observations. The tests were employed to measure students' reading comprehension ability, while the observations were used to examine the implementation of the word search puzzles strategy in the learning process. After data collection was completed, the data were analyzed to determine the effect of using word search puzzles on students' reading comprehension ability. The results of the data analysis indicated that the obtained value was 2.21, while the table value was 1.994. Therefore, the obtained value was higher than the table value, indicating a significant influence of using the word search puzzle strategy on students' reading comprehension ability. This research provides an important contribution to the field of education, especially in seeking innovative ways to enhance students' literacy skills. By using games like word search puzzles, students can become more engaged and motivated in learning, which, in turn, can improve their ability to comprehend reading texts. The study also suggests that teachers in other schools consider using similar strategies in their teaching, especially in improving students' reading and comprehension abilities. With strong empirical evidence, it is hoped that this strategy can become part of the learning curriculum in schools. Further research is also needed to explore the long-term impact of using this strategy and to see if similar results can be achieved in different contexts or with different student populations Keywords: Word Search Puzzles, Reading Comprehension Ability, Students' Literacy Skills, Experimental Research Method, Effectiveness of Word Search
THE EFFECTIVENESS OF DUOLINGO APPLICATION ON STUDENTS’ VOCABULARY MASTERY AT SMK PARIWISATA KOTA CIREBON
This research aims to determine the extent to which students' English vocabulary has increased by using the Duolingo application as a teaching support tool to improve students' English vocabulary. This study will be carried out by researchers utilizing quantitative techniques. Researchers use samples in their studies. The sample in this study was 40 students from SMK Pariwisata Kota Cirebon. They were X Culinary as the experimental class, and X OTKP as the control class. Duolingo application's ability to help students acquire vocabulary that they are unfamiliar critical to their language learning process. Based on the calculation, the experimental team's post-test findings showed an average score of 14.50, while that of the control class was 5.50. This is demonstrated by the fact that the difference between the p-value (p = 0.000 < 0.05) and the tobserve is bigger than the ttable (12.344 > 2.0243). Therefore, H0 was rejected and Ha was accepted. The computation results showed that the average post-test score for the experimental class was higher, at 14.50. The result in the average score indicates a distinction in the proficiency between students who used the Duolingo program for instruction and those who didn't. There was a more pronounced rise in the experimental group. than the control group. This demonstrates the Duolingo software's success in helping users develop vocabulary mastery.
THE INTEGRATION OF YOUTUBE TO TEACH ENGLISH FOR PROFESSIONAL HOTEL STAFF: A COMPARASHION AT TWO SENIOR HIGH SCHOOLS IN CIREBON
This research investigates teachers' abilities in teaching students, especially in the Professional Hotel staff class, using YouTube as a learning medium in two selected high schools. An interesting factor in conducting this research is that improving students' ability to speak English requires good and efficient learning methods. The method used is qualitative, with data collection techniques through observation, where the teacher carries out three stages: Before teaching, during testing, and after teaching. Then, interviews were conducted using open-ended questions, and finally, documentation data was collected. The 1st and 2nd English teachers carry out preparation teaching where the teacher prepares the material and then chooses the video content that will be taught to students. The 1st and 2nd English teachers teach using YouTube as a medium. English teachers one and 2 have several differences when teaching.In contrast, English teacher 1 chooses two content to teach and is more inclined to play videos without re-explaining the material contained in the video. While the English 2 teacher chooses more than two videos, the teacher always pauses and explains the meaning of each video to the students so they can better understand the content. They use YouTube videos as English learning media for teachers, which benefits students' learning and improves their English language skills in hospitality classes. So, sorting video content and how teachers teach is crucial to enhancing YouTube media. Keywords : YouTube,Teaching English,ESP
THE EFFECTIVENESS OF INNOVATIVE TEACHING METHODS ON ENHANCING
This research aims to evaluate the effectiveness of innovative teaching methods in improving student learning outcomes in English at MTs Jama’atul Rohmah. The study focuses on how these methods enhance students' proficiency and engagement in learning English compared to conventional teaching techniques. An experimental design was used, involving a control group and an experimental group. Tools included pre-tests and post-tests to assess English proficiency and engagement. Data were analyzed using statistical software to compare results between the groups. The experimental group, which was taught using innovative methods, showed significant improvements in English proficiency and student engagement compared to the control group that used traditional teaching methods. This research is relevant for educational institutions, particularly those focused on language instruction and curriculum development. It provides insights that can guide teachers and educators in adopting effective teaching strategies to enhance student learning outcomes. The study introduces new teaching methods and assesses their impact on student learning outcomes in English. It contributes to existing knowledge by demonstrating the effectiveness of these innovative approaches, offering a new perspective on how modern teaching techniques can improve educational practices and student success in language learning.
FROM LEARNING BEHAVIORS TO CONCORDANCE SKILLS DEVELOPMENT: INSIGHTS FROM A PHENOMENOLOGICAL STUDY ON ESL STUDENTS
With the growing importance of multilingual communication, effective language learning strategies become increasingly essential for ESL education. This research investigates the individual experiences and perspectives of ESL students to understand effective learning behaviors for developing concordance skills and the role of teachers in facilitating this process. Utilizing a qualitative phenomenological approach, 10 ESL students from a private university in Yogyakarta, Indonesia, were selected through purposive sampling and interviewed. The study employed structured interviews and thematic analysis to gather and analyze data. The research revealed a strong preference for cognitive methods such as digital tools and social media among ESL students, emphasizing their appealing nature and convenience. Nevertheless, there is a cultural preference for accuracy rather than fluidity, which affects the use of compensation strategies. Furthermore, the study highlights the need of using affective strategies, emphasizing the requirement for a positive and captivating learning environment. Despite acknowledging the importance of teachers, barriers such as cultural communication norms and a fear of making mistakes hinder some learning methodologies. These findings highlight the significance of considering cultural and pedagogical factors in language instruction to establish inclusive and efficient learning settings. The findings are valuable for ESL educators, curriculum designers, and language instruction policymakers, offering insights into effective teaching strategies and student preferences in ESL education. By uncovering cultural and pedagogical factors that influence ESL learning behaviors, this study provides new knowledge and practical strategies to enhance concordance skills, contributing to the advancement of ESL education.
TED TALKS AS LEARNING RESOURCE: AN ALTERNATIVE INDEPENDENT LEARNING TO IMPROVE EFL LEARNERS SPEAKING SKILLS
This study investigates the use of TED Talks as a supplementary learning resource to improve speaking skills among EFL learners. Employing a mixed-methods research design, the study involved 50 intermediate to advanced EFL learners who used TED Talks regularly. Quantitative data were collected through pre- and post-intervention speaking tests and surveys, revealing significant improvements in fluency, accuracy, pronunciation, and overall speaking proficiency. Qualitative data from semi-structured interviews and focus group discussions provided deeper insights into learners' experiences, highlighting enhanced engagement, motivation, and the adoption of effective public speaking techniques. Participants appreciated the authentic language exposure and diverse accents, which increased their confidence and real-world communication skills. The study concludes that TED Talks are an effective tool for enhancing speaking skills, offering practical implications for integrating digital resources into EFL learning frameworks. These findings support the broader use of TED Talks to foster linguistic and cognitive development in language learners, suggesting that frequent and purposeful engagement with such content can lead to significant improvements in speaking proficiency.
ARTIFICIAL INTELLIGENCE AS SOLUTION IN ENGLISH LANGUAGE TEACHING: STUDENT’S PERCEPTION AND EXPERIENCE
The integration of artificial intelligence (AI) in education has revolutionized language learning, offering personalized, adaptive, and engaging experiences. This study investigates students' perceptions and experiences with AI-powered tools in English Language Teaching (ELT). Employing a qualitative case study approach, data were collected from interviews with five students from the English language teaching department, varying in proficiency levels and AI experience. Findings reveal that students perceive AI as beneficial for enhancing language skills, particularly through personalized feedback, interactive chatbots, and adaptive learning paths. Comfort levels with AI-driven learning increased over time, leading to greater engagement, motivation, and improved learning outcomes. However, challenges such as technical issues and the need for human interaction were noted. The study underscores the potential of AI in supporting diverse aspects of language learning while highlighting the importance of balancing AI use with traditional methods. These insights are essential for educators, developers, and policymakers to refine AI-driven educational tools, ensuring they meet learners' needs and preferences. The research contributes to the growing body of knowledge on educational technology, providing practical implications for the future development and implementation of AI in language learning..
GRAMMARLY AS GRAMMAR CHECKER USED BY INDONESIA EFL LEARNERS: AN ALTERNATIVE FOR INDEPENDENT LANGUAGE LEARNING
Grammarly is considered an attractive option for self-directed language learning. EFL students in Indonesia often face difficulty in understanding English grammar, which is of key importance in effective English communication. A number of EFL teachers in Indonesia have tried to integrate Grammarly in an effort to solve this problem. This research therefore explores the use of Grammarly as an AI-based grammar checker tool by EFL learners in Indonesia. To achieve the objective, this study uses a qualitative methodology by interviewing a number of Indonesian EFL learners. The findings of this study is expected to provide insights into the effective use of Grammarly in language learning and highlight the challenges and opportunities related to the use of Grammarly by EFL students in Indonesia.
THE OBSTACLES IN TEACHING ENGLISH FOR ELDERLY LEARNERS: A CASE STUDY IN SEWING GROUP
This study treated elderly learners in one of small village in Sragen Regency who joined the sewing group. In recent years, this sewing group has experienced very significant development. This could be seen from their participation in making bags and wallets, making Solo Batik Carnival clothing, and participating in the carnival fashion exhibition to commemorate Indonesia's Independence Day. Therefore, they took the initiative to learn English to face future challenges related to their sewing performance. In this case, this study was conducted to investigate several obstacles faced by elderly learners in learning English. The type of this study was a case study using three methods of collecting data, namely observation, interviews, and field notes. In this study, the researchers found that there are several obstacles experienced by elderly learners in learning English in class. Among these problems are lack of confidence, lack of learning motivation, nervous, psychological factors such as poor memory, response time, and failing eyesight.
PRONUNCIATION IN ACTION: AN INVESTIGATION ON THE EFFECTIVENESS IN IMPROVING ENGLISH PRONUNCIATION AT IPB CIREBON
The research delves into the dynamic landscapes of pronunciation teaching practices, aiming to investigate and critically analyze the methodologies employed in language education. Pronunciation, a vital component of language proficiency, significantly influences effective communicative. Recognizing the challenges faced by learners in acquiring accurate pronunciation skills, this study seeks to contribute empirical insights into the effectiveness of diverse teaching practice. To limit the scope of the study, the researcher focused the investigation only on pronunciation accuracy. This is a qualitative approach where the researcher examines real-life, synchronous bound systems or collective bund systems over time through detailed and in-depth data collection. Data were collected through document analysis, non-participatory observation, questionnaire, and in-depth interview after gaining consent from two senior high school’s English teachers in Indonesia. The collected data were then analyzed using the interactive model of analysis. This study concerns that pronunciation practice received a small portion of attention. Most of the pronunciation accuracy training was carried out with a similar pattern of activities, i.e., read aloud, listen-and-repeat, and teachers’ corrective feedback to respond to the student's errors. Pronunciation accuracy training experienced several problems. A poor internet connection can be disastrous for accuracy training as implementing synchronous learning or uploading and downloading audio/video requires a good and strong internet connection. The first problem is the lack of students’ engagement to study due to the difference in sensation and excitement with face to face (F2F) learning. There are also challenges when assessing pronunciation, namely the unavailability of an appropriate pronunciation assessment rubric and a large number of students in one class. These imply that adequate preparation is needed in applying pronunciation accuracy instruction, apart from the material itself.
WHEN A TEACHER ATTRACTS STUDENTS' ATTENTION BY USING STUDENT CENTERED LEARNING (SCL): A NARRATIVE RESEARCH
This study aims to narrate a Student-Centered Learning (SCL) approach employed by a teacher in capturing students' attention during the teaching and learning process. The focus is on understanding the teacher's background when she employs SCL and her story about her students’ engagement. This narrative research employed interviews to gather data. The subject of the study is an English teacher at a Vocational High School in Pemalang, Central Java, Indonesia. Focusing on the teacher's verbal and nonverbal communication skills in implementing the SCL approach, the current study revealed that the successful implementation of Student-Centered Learning (SCL) affected students' attention during the learning process. The teacher's use of verbal and nonverbal communication played a crucial role in engaging students. This study has practical implications for educators, especially those in language teaching. The findings can be applied in various educational settings to establish student engagement that may affect learning outcomes, emphasizing the significance of adopting student-centered approaches. By identifying the importance of both verbal and nonverbal communication, the study contributes valuable insights to the existing knowledge on appropriate teaching methodologies. This provides a foundation for advancing instructional strategies that prioritize student engagement in diverse learning environments.
APPLYING EMPHATIC COMMUNICATION SKILL TO ENCOURAGE SPEAKING PERFORMANCE AT SMA SWASTA KATOLIK 2 KABANJAHE
The main objective of this study is to identify and comprehensively assess the efficacy of applying empathic communication strategies to educational practice, especially on student performance in speaking with the ultimate goal of fostering and strengthening students' speaking performance, which ultimately contributes to their language learning and overall communication skills. In this research, the employment of a quasi-experimental research method has been carefully chosen and implemented to enable a systematic investigation and evaluation of the causal relationship between the application of empathic communication techniques and the enhancement of students' speaking performance, ensuring reliable and valid findings for educational practitioners and policymakers. The results of this study found that there is a significant difference between students' speaking performance by applying emphatic communication and without applying emphatic communication. Where students who receive treatment have an improved score compared to students who do not receive treatment. This shows that emphatic communication is effective in encouraging students' speaking performance. This research makes a valuable contribution by focusing on the application of empathic communication skills to encourage students' speaking performances at SMA KATOLIK 2 Kabanjahe. This research can provide a new direction for improving students' speaking learning through empathic communication skills, as well as opening potential for further research in this area on how to encourage students' speaking performance. This research can be useful in different regions with similar approaches and disciplines, especially in high schools across Indonesia, where the application of empathic communication skills is important to encourage improved student speaking performance. In addition, the results of this research can be useful for the fields of education, educational psychology, and language studies.
THE IMPLEMENTATION OF COLLABORATIVE LEARNING TO DEVELOP MULTIFACETED ENGAGEMENT AT SMP SANTO PETRUS MEDAN
The collaborative learning method is a popular method applied in class because collaborative learning can motivate students to be more active in class, deepen the lesson as a team and accomplish common tasks. This study aims to find out how collaborative learning methods are in speaking classes from the students' point of view, and what the challenges are when collaborative learning methods are applied in English classes for students. In this research, the use of quasi-experimental research methods has been carefully selected and implemented. to enable systematic investigation and evaluation of the causal relationship between the application of Collaborative Learning and improvement of students' speaking performance, ensuring it is reliable and valid. To explore students' views on the use of collaborative multifaceted engagement learning methods in speaking classes. The results of this study found that there were significant differences between speaking abilities students who apply Collaborative Learning to develop Multifaceted Engagement and who do not Collaborative Learning to develop Multifaceted Engagement. Where students who received treatment had better scores than students who did not receive treatment. This shows that Collaborative Learning to develop Multifaceted Engagement in encouraging collaboration and students' speaking performance. This research makes a valuable contribution by focusing on applying Collaborative Learning skills to develop Multifaceted Engagement.
THE CORRELATION BETWEEN STUDENTS' READING SPEED AND THEIR READING COMPREHENSION
Reading is an important language skill for success because it influences how students learn from written information; students must comprehend the content they read at the appropriate reading speed to study reading speed. Reading quicker allows one to absorb better what is being stated in the text; hence, the faster they read, the better they grasp what they have read. This study aimed to find a significant relationship between reading speed and reading comprehension among tenth-grade students at SMA Negeri 10 Denpasar in the academic year 2022-2023. The researcher acquired data for this study using a correlational investigation. The subjects of this research were 40 students in the tenth grade at SMA Negeri 10 Denpasar in the academic year 2022–2023. The researcher collected data using two instruments: a reading speed test and a reading comprehension exam. Furthermore, the study equipment was designed to obtain the necessary data. The SPSS 25.0 version for Windows was used to analyze the data, which included the normality test, homogeneity test, Pearson product-moment, and T-test. According to the Pearson Product Moment Analysis, there was a 0.259 correlation between reading speed and reading comprehension. It shows a correlation between reading speed and reading comprehension of tenth-grade students.
IMPROVING READING COMPREHENSION OF THE EIGHTH- GRADE STUDENTS OF SMP (SLUB) SARASWATI 1 DENPASAR THROUGH KWL
Reading comprehension is the process of acquiring knowledge and comprehending the meaning of printed items. It is a necessary language ability that must be mastered. Initial research revealed that the majority of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar struggled with reading comprehension, particularly identifying general and specific information, textual meaning, and textual reference. Moreover, the purpose of the study was to determine whether the reading comprehension of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar could be enhanced using KWL (Know Want Learn). To achieve the objective, the researcher performed classroom action research in two cycles. Research instruments, including tests and a questionnaire, were used to obtain the necessary data. Afterwards, the data were examined by comparing pre- and post-test findings. On the basis of the findings, it was evident that the subjects’ mean scores improved significantly between the pre- and post-tests. As supporting data, the questionnaire was also completed at the end of the last cycle; the results indicated good responses to the implementation of KWL. Therefore, it could be concluded that implementing KWL could increase reading comprehension of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar