Wiralodra English Journal (WEJ)

STUDENTS' NEED IN LANGUAGE TESTING AND EVALUATION SUBJECT AT THE ENGLISH DEPARTMENT OF UIN PROF. K. H. SAIFUDDIN ZUHRI PURWOKERTO

2024-12-27T07:12:51+00:00

This descriptive quantitative study analyzed the students in the Language Testing and Evaluation (LTE) subject. The sources of information were taken from 100 students and two lecturers. Questionnaires and interviews are used to gain the data. From the result of the research, the students need detailed material about language testing and evaluation as their skills for being teachers in the future. First, they need explicit material about assessments and tests. Second, they need the material for creating listening, speaking, writing, and reading test items because there are some types of listening, speaking, writing, and reading that students should master. Next, the TBI (Tadris Bahasa Inggris) students must master creating listening, speaking, writing, and reading test items. The TBI student also needs information on creating assessment rubrics for listening, speaking, writing, and reading test items. In the interview with the lecturer, the TBI students need to understand all assessment components. The LTE lesson plan should state that a detailed assessment rubric has been added for each skill, even though making an assessment rubric per type of existing skill is necessary.

AI-POWERED PRONUNCIATION TOOLS: SUPPORTING ENGLISH LEARNERS IN MULTILINGUAL CLASSROOMS WHO DISLIKE ENGLISH IN PONTIANAK

2025-01-03T04:30:33+00:00

This study explores the role of AI-powered pronunciation tools in supporting English learners in multilingual classrooms, focusing on 7th-grade students at Pelita Cemerlang School in Pontianak who express a dislike for learning English. The study aims to explore learners’ experiences and perceptions of these tools, particularly how they influence motivation and engagement in pronunciation practice. A qualitative descriptive design was employed, with interviews conducted with a sample of 20 participants to gather in-depth insights. The findings suggest that AI-powered pronunciation tools provide personalized feedback that helps students identify and correct pronunciation errors, making the learning process more interactive and engaging. For instance, students reported noticeable improvements in their ability to produce challenging sounds and patterns. However, the tools were found to be most effective when complemented by traditional teacher-led instruction. The study concludes that AI-driven technologies can play a valuable role in pronunciation practice for students with low motivation, though their integration into the classroom should consider diverse learner needs and preferences.

MORPHOLOGICAL AWARENESS IN STUDENTS’ READING COMPREHENSION: A CONNECTION WITH PHONICS INSTRUCTION

2024-12-27T07:44:02+00:00

The ability to read and learn a language is connected to morphological awareness. This research examines students’ understanding of morpheme identification, morphological structural awareness, and reading comprehension for EFL students using morphological awareness tests, reading comprehension tests, and video analysis. The video analysis focuses on phonics instruction, a process of teaching reading in which students learn to match sounds to letters, highlighting its potential to enhance morphological awareness. The findings show that students who perform well on morphological awareness tests also score higher on reading comprehension tests. The analysis of the video on phonics instruction reveals its role in enhancing morphological awareness through repetitive activities. These results emphasize the importance of integrating phonics instruction to develop morphological awareness and improve reading comprehension. A mixed-methods approach was employed, resulting in both quantitative and qualitative data. Quantitative data were obtained from morphological awareness and reading comprehension tests, while qualitative data were gathered from video analysis on a YouTube channel.

LOOK AND SAY METHOD FOR IMPROVING READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS

2025-01-22T05:45:33+00:00

Based on the initial observation, many Senior High School students are lack of motivation in reading English texts. One of the reasons is because the students do not understand the vocabulary use in the text, parcularly when the text a bit long. This study aims to improve students' reading comprehension skills through the Look and Say method. This study uses the Classroom Action Research (CAR) approach consisting of four stages: planning, implementing, observation, and reflection. Participants in this study were grade XII students of SMA N 5 Purworejo. The subjects of this study were twelfth-grade students which consisted of 35 students, 10 of them are male and 15 students are female. Data were collected through observation and tests, then analyzed using descriptive analysis techniques. The results showed a significant increase in students' reading skills after the application of the Look and Say method. The increase was seen from the pre-cycle stage to cycle 1, and from cycle 1 to cycle 2. The average score increased from 63.52 in the pre-cycle, to 68.28 in cycle 1, and 71.42 in cycle 2. This indicates that the Look and Say method is effective in improving students' reading skills.

NAVIGATING GRAMMAR CHALLENGES: STUDENTS’ STRUGGLES AND PATHS TO SUCCESS

2025-01-22T05:46:52+00:00

Grammar courses often pose significant challenges for undergraduate students, particularly when instructional methods fail to align with their learning needs. This study explores the real-life experiences of four students enrolled in a mandatory grammar course at UIN K.H. Abdurrahman Wahid Pekalongan (UIN Gusdur), focusing on the obstacles they encounter and their efforts to overcome them. Using a narrative inquiry approach, the research gathered data through in-depth interviews and surveys to document the students’ individual perspectives. The findings highlight several critical issues, including ambiguous teaching methods, limited vocabulary acquisition, and difficulties in applying grammatical tenses across different contexts. These challenges are compounded by a lack of sufficient support, which undermines the students’ ability to grasp essential grammatical concepts. Despite these difficulties, the students demonstrated resilience by actively seeking supplementary resources and adopting independent learning strategies. The results underline the importance of targeted pedagogical interventions to address the specific needs of grammar learners. This study concludes by emphasizing the need for educators to provide tailored support and resources while encouraging students to take an active role in their learning. By combining personalized instruction with student initiative, grammar education can become more effective and engaging for learners.

INDONESIAN TO ENGLISH USAGE IN HOSPITALITY STAFF COMMUNICATION: A LINGUISTIC INTERFERENCE ANALYSIS

2025-01-09T13:54:30+00:00

This study aims to analyze the interference of the Indonesian language with the use of English by hotel and restaurant staff in the tourist area of Jakabaring Sport Center, Palembang. The focus of the study includes grammatical and phonological interference patterns influenced by the use of regional languages, especially the Palembang dialect, in professional communication. The results showed that interference occurred significantly, with four main points of word selection inference, phonological interference, grammatical inference, and cause of inference. The discussion identified that the leading causes of interference were the lack of formal training, the dominance of regional languages, and the lack of a work environment that supports English language practice. These findings highlight the importance of locally-based English training design to improve staff communication competencies. The study concluded that language interference can be minimized through continuous training and the integration of learning technologies, ultimately improving the service quality of the hospitality and restaurant sectors.

THE IMPACTS OF DIFFERENT LEARNING INTENSITIES ON KINESTHETIC EFL STUDENTS’ SPEAKING PERFORMANCE

2025-01-06T23:25:24+00:00

The study investigated the impacts of high, moderate, and low learning intensities on kinesthetic learners’ speaking performance in the Bachelor of English Literature program at Bumigora University. Using a quantitative research design, 42 kinesthetic learners were identified through a VARK questionnaire and a validated learning intensity questionnaire, categorizing them into three intensity groups. Speaking performance was assessed based on fluency, pronunciation, vocabulary, coherence, and task fulfillment. Data collection included administering both questionnaires and conducting speaking tests. One-Way ANOVA analysis revealed significant differences in speaking performance, with the high-intensity group achieving the highest mean score (91.38), followed by moderate (82.00) and low-intensity groups (70.21). The results confirmed these differences (Sig. 0.000 < 0.05), and Post-hoc analysis indicated that the high-intensity group significantly outperformed the moderate and low groups, with mean differences of 9.385 and 21.174, respectively (Sig. 0.000 < 0.05). The moderate group also significantly surpassed the low group with a mean difference of 11.789 (Sig. 0.000 < 0.05). These findings suggest pedagogical implications for developing instructional strategies to enhance EFL speaking performance among kinesthetic learners. Higher learning intensity significantly improves speaking performance, and further research could explore its effects on other learning styles such as auditory or visual.

IMPROVING TENTH-GRADE STUDENTS’ WRITING SKILLS BY USING THE OUTLINING TECHNIQUE AT SECONDARY SCHOOL IN LAMPUNG

2024-12-09T07:08:32+00:00

This research investigates the impact of an outlining strategy on improving students' descriptive writing skills. A mixed-methods approach was used, with a quasi-experimental design in two classes and qualitative interviews. Data were collected through pretests, treatment, and post-tests. The research involved two samples of tenth graders: the experimental group (33 students) and the control group (34 students). Post-test results revealed an average score of 69.82 for the experimental group and 62.41 for the control group. The experimental group showed a gain of 16.82 points compared to 7.18 points in the control group, with a t-observe value of 5.197, exceeding the t-table value of 1.670. The findings highlight challenges in writing descriptive texts, such as limited grammar and vocabulary knowledge, difficulties in sentence construction, and low enthusiasm for learning. Outlining helps students focus on idea development, plan paragraph structures, expand vocabulary, and refine grammar in later drafts. Teachers play a critical role in motivating students by providing appropriate challenges, celebrating achievements, and using engaging teaching methods like games and discussions. With well-trained, enthusiastic teachers, students can build confidence, find learning enjoyable, and improve their English skills effectively.

INTEGRATING SHORT STORIES IN ENGLISH CLASSES FOR INDONESIAN STUDENTS: A CRITICAL REVIEW

2025-01-10T15:02:16+00:00

The integration of short stories in English language teaching has emerged as a compelling approach, offering multifaceted benefits for Indonesian students. While previous studies have explored the use of short stories in EFL contexts, this review synthesizes findings to offer actionable strategies tailored to Indonesian classrooms. Drawing on a systematic review of 15 studies from 2020 to 2024 using PRISMA methodology, this research examines the benefits, challenges, and strategies associated with using short stories in English language teaching. The findings highlight that short stories effectively enhance reading comprehension, vocabulary acquisition, and critical thinking through strategies such as think-pair-share, collaborative learning, and the 3-2-1 reading comprehension method. These approaches foster active engagement and align well with Indonesia's collectivist culture and educational needs. However, key challenges persist, including students' low interest in reading, limited teaching resources, and inadequate teacher training. In order to address these issues, this review emphasizes the importance of increasing support for teacher development and resource accessibility. By offering practical insights and culturally relevant strategies, this study contributes to the growing discourse on literature-based teaching and its potential to transform EFL education in Indonesia.

EXAMINING INDONESIAN EFL STUDENTS’ ACCEPTANCE OF CHATGPT AS A SUPPLEMENTARY ENGLISH GRAMMAR LEARNING RESOURCE

2025-02-10T05:04:50+00:00

As Artificial Intelligence (AI) becomes increasingly prominent in multiple domains, including education, the scrutiny of the acceptance of this technology is critical for future educational agendas. ChatGPT is an example of AI that garners attention in the English Language Teaching (ELT) domain. This present study sought to evaluate English as a Foreign Language (EFL) students’ acceptance of the pedagogical implementation of ChatGPT as an English grammar learning resource in classrooms. To this end, a descriptive quantitative design was employed. A questionnaire rooted in the Technology Acceptance Model (TAM) was adapted to investigate 98 middle school students’ technological acceptance of ChatGPT upon completing a 6-week language teaching. Several items under the concern construct were added to the questionnaire to explore students’ concerns about using ChatGPT. The results suggest that the students generally had a constructive view of the usefulness, ease of use, attitude, and continuance intention to leverage ChatGPT to learn English grammar. However, some students raised concerns, such as becoming excessively reliant on ChatGPT, receiving inaccurate responses, deteriorating advanced cognitive skills, and possible academic misconduct. For pedagogical implications, this study underscores the significance of systematic instructional preparation, curricular alignment, and guidelines from educational institutions to incorporate ChatGPT into ELT classrooms

THE CHARACTERIZATION AND FANTASY IN THE FAIRY TALE OF THE TWO SISTERS AND BAWANG MERAH BAWANG PUTIH

2025-01-03T14:25:32+00:00

The purpose of this study is to conduct a comparative analysis in which the data is analyzed descriptively and qualitatively by using structural analysis theory. This research analyses the main characters in two fairy tales, The Two Sisters from England and Bawang Merah Bawang Putih from Indonesia. The results of this study aim to explore: 1) the similarities and differences between the main characters in The Two Sisters and Bawang Merah Bawang Putih, and 2) how the characters are portrayed through structural analysis. The results of this study show that there are similarities in the characters of the two fairy tales. Bawang Putih is described as a hardworking character, identical to one of the sisters in The Two Sisters fairy tale who is also described as such. Bawang Merah, is portrayed as jealous and lazy, similar to his sister, who is also not a good character. Both stories also show similarities in using the contrast between good and bad characters. This research also contributes significantly to the field of comparative literature by showing how comparative methods and structural analysis theory can be applied to explore similarities and differences in fairy tales from different cultural backgrounds.

ASSESSING THE EFFECTIVENESS OF GAME-BASED LEARNING FOR ENGLISH VOCABULARY DEVELOPMENT USING LUDO PEDAGOGY

2025-02-20T08:28:23+00:00

Vocabulary acquisition is crucial for young learners as it forms the foundation for communication skills. However, traditional vocabulary instruction often lacks engagement, leading to low retention and motivation. This study investigates the effectiveness of game-based learning, particularly Ludo pedagogy, in enhancing English vocabulary among fourth-grade students at an elementary school in Jepara. Using a pre-experimental one-group pretest-posttest design, 24 students participated in four treatment sessions. Data collection included pretests and posttests to assess vocabulary improvement. The findings revealed a statistically significant increase, with an average gain of 9.94 points. A dependent t-test confirmed that game-based learning positively impacted vocabulary retention and engagement. The integration of structured board games with instructional flashcards created an interactive learning environment that enhanced student participation. This study contributes to game-based education by demonstrating its potential to improve vocabulary acquisition. The results suggest that incorporating game-based strategies can effectively support vocabulary learning, making it more enjoyable and meaningful for young learners. Future research should explore its long-term effects and broader applications in various educational settings to further evaluate its instructional potential.

THE REPRESENTATION OF SEXISM IN POOR THINGS MOVIE (2023)

2025-02-06T14:41:38+00:00

The study examines how sexism is depicted through the experiences of the main character, Bella Baxter, as shaped by other characters. It adopts a qualitative descriptive method by examining dialogues, characters, and narrative aspects that reflect sexism through textual analysis. Cudd and Jones's (2003) levels of sexism theory and Glick and Fiske's (2018) ambivalent sexism theory are applied to examine the movie's portrayal of sexism. These theories complement each other, with Cudd and Jones (2003) focusing on the societal and institutional components of sexism, while Glick and Fiske (2018) emphasize how sexism appears in both benevolent and hostile ways within interpersonal interactions. The findings show that Bella confronts both hostile and benevolent sexism, such as paternalistic control, objectification, and intimidation. Furthermore, the movie depicts various levels of sexism, as Bella faces interpersonal, institutional, and unconscious sexism. These sexist interactions initially restrict her autonomy, reinforcing gender-based power imbalances. However, Bella escapes these limitations, restoring her agency. The movie critically investigates the widespread impact of sexism and how it influences women's social positioning and self-perception. Future researchers are expected to explore this topic on a wider scope

THE USE OF CHATGPT AS A SELF-LEARNING TOOL FOR ENGLISH LANGUAGE LEARNING AMONG UNIVERSITY STUDENTS

2025-02-03T03:32:13+00:00

The application of language model based on artificial intelligence, like a ChatGPT, as a self-learning tool is one of the most recent innovations garnering attention in the rapidly evolving field of technology-assisted English language learning. The objective of the study on the application of ChatGPT as a self-directed learning resource for university students studying the English language encompasses: evaluating the effectiveness of ChatGPT in improving English language skill, assessing its impact in accelerating material comprehension, identifying challenges faced by students, and analyzing their motivations and experiences. Conducted as a qualitative research using thematic analysis. Data collection involved steps of data coding, theme categorization, and interpretation of result that describe students experience and views. In conclusion, university students can benefit greatly from using ChatGPT as a self-learning tool for English language acquisition.

ENGAGING ENGLISH LEARNERS: USING AI TO INTEGRATE LOCAL LEGENDS INTO LANGUAGE LESSONS IN WEST KALIMANTAN

2024-11-10T07:32:23+00:00

This mixed methods study investigates the integration of artificial intelligence (AI) in incorporating local legends into English language instruction in West Kalimantan. Using an explanatory sequential design, the research examined how AI-enhanced culturally relevant materials affect English proficiency and student engagement during a one-month intervention. The study involved 30 students from a high school in Singkawang, divided into experimental and control groups. Quantitative data collection included pre- and post-tests measuring language proficiency and engagement surveys, while qualitative data came from semi-structured interviews and classroom observations. Statistical analysis revealed significant improvement in the experimental group's language proficiency (p < .001, d = 0.85). Thematic analysis identified enhanced cultural connection, improved engagement, and positive technological integration as key factors in student success. The findings suggest that AI-driven integration of local legends enhances language acquisition and cultural awareness while fostering deeper student engagement with learning materials. This research contributes to understanding technology-enhanced culturally responsive pedagogy in language education, with implications for curriculum development and teaching practices in culturally diverse contexts. Future research opportunities include examining longer-term implementation effects and applications across different cultural settings.

REFLECTIVE JOURNALS VIA PADLET: ENHANCING EFL STUDENTS’ RECOUNT TEXTS COMPOSITION

2025-02-20T08:52:31+00:00

This study aimed to evaluate the effectiveness of employing reflective journaling via Padlet to compose recount texts. A quasi-experimental design was used with an experimental and a control group. The study included 62 junior high school students as the sample of this study, with 32 students in the experimental group and 30 in the control group. Data were gathered by administering a writing test, which included both a pretest and a posttest that consisted of recount texts essay instructions. The acquired data were evaluated using statistical methods, notably the independent sample t-test. The results showed significant differences between the experimental and control groups. The significance result (2-tailed) of .000, which was smaller than the alpha value of 0.05, clearly indicated this. To sum up, using reflective journals via Padlet demonstrated to be an effective strategy for enhancing students’ recount text writing skills, particularly in structuring ideas coherently and improving grammatical accuracy. Furthermore, it is recommended that teachers incorporate reflective journals into their classes to encourage self-reflection and continuous improvement.

EXPLORING STUDENTS' PERCEPTIONS OF GOOGLE TRANSLATE AS AI-ASSISTED TRANSLATION IN INDONESIAN VOCATIONAL HIGH SCHOOL

2025-02-25T03:25:10+00:00

This study examines the utilization of Google Translate as an AI-assisted translation tool by Indonesian vocational high school students in English as a Foreign Language classes. The primary objective was to assess students' perceptions of Google Translate’s efficacy in enhancing their English skills and whether it should supplement or replace traditional teaching methods. Data were collected from a sample of vocational students using a survey approach to assess the tool’s perceived benefits and its frequency and purpose of use. The findings indicate that students often utilize Google Translate to enhance their vocabulary, comprehend challenging material, and verify their grammar, which many assert contributes to increased confidence in speaking English. There were mixed insights into its impact on self-directed learning and enhanced language engagement, with some students utilizing the technology excessively. These results indicate that Google Translate is a valuable tool; nevertheless, educators may need to limit its usage to balance language practice and critical thinking. Future research may investigate the impact of AI translation on specific language skills and its influence on the retention of language proficiency over time. This study enhances the growing research on AI-assisted language learning technologies and their impact on EFL instruction.