Bogor English Student And Teacher (BEST) Conference

EXPLORING THE USE OF ALTERNATIVE UNIVERSE (AU) ON X FOR ENGLISH VOCABULARY MASTERY

Nur Kemala Maharani — 2026-02-23

This study aims to explore the use of Alternative Universe (AU) content on X (Twitter) in supporting English vocabulary mastery. The research employed a narrative thematic literature review by analyzing and synthesizing findings from relevant previous studies. Journal articles discussing the benefits and challenges of using AU for English vocabulary learning were used as the primary data sources. The findings indicate that AU on X offers an engaging and contextual learning environment through story-based narratives, dialogues, and the use of conversational language, slang, and idiomatic expressions. Repeated exposure to vocabulary within meaningful contexts encourages incidental vocabulary learning and increases learner engagement. However, several limitations were also identified, including informal language use, lack of instructional structure, and potential misalignment with formal academic objectives. These challenges suggest that AU may not always provide accurate language models for EFL learners. Therefore, AU on X is more effective when utilized as a supplementary learning resource rather than a primary instructional tool. This study provides insights for educators to consider the pedagogical potential and limitations of digital narrative media in English vocabulary learning.

ONLINE LEARNING PLATFORMS IN INDONESIAN EFL CLASSROOMS: OPPORTUNITIES AND CHALLENGES

Aah Wardah Qona'ah — 2026-03-31

This mixed-methods study investigates the opportunities and challenges of online learning platforms from the point of view of 34 eighth-grade EFL learners in SMP Negeri 7 Kuningan, Indonesia. The quantitative survey results (n=34) show that although the learners appreciate the flexible access to the materials (73.5%), they face considerable technical difficulties such as internet instability (70.6%) and device limitations (64.7%). The qualitative findings show the psychological dualism of the learners, who feel less external anxiety in online settings but still experience internal language-related anxiety. The study also reveals the “flexibility paradox,” where structural flexibility does not necessarily lead to better time management and self-regulation. These findings have important practical implications for designers, educators, and policymakers aiming to optimize online language learning in similar contexts.

PEER-SCAFFOLDED WRITING: HOW STUDENTS DEVELOP THEIR TEXTS THROUGH PEER FEEDBACK

Azkia Aulia Fitra Soedarman — 2026-04-01

This article explores the function of peer feedback as a scaffolding method for developing the writing skills of EFL students. This study’s main poin tis not the writing’s assessment of final product, but rather how students create, modify and improve their texts through communication with their peers. Using a narrative-thematic literature review approach, this article examines multiple international journal research that discuss peer feedback, scaffolding, and writing education within the EFL environment. The research results indicate that peer feedback enables students to grow their ideas, develops their language use, and build their confidence in editing their writing. Moreover, student-to-student communication through feedback also fosters a more supportive and collaborative learning atmosphere. Overall, these findings suggest that peer feedback serves as cognitive, linguistic, and emotional scaffolding during the writing process. This article highlight the importance of considering peer feedback not just as a correction technique, but as a fundamental element of the writing learning process through interaction and collaboration.

EXPLORING THE CHALLENGES AND STRATEGIES IN TEACHING ENGLISH IN ISLAMIC BOARDING SCHOOL

Putri Ahadiyatul Kamilah — 2026-04-01

This literature review explores the multifaceted challenges and strategic approaches to English Language Teaching (ELT) within Islamic boarding schools (Pesantren). The study is grounded in the necessity of mastering English as a global language while maintaining the spiritual identity of students in a unique educational context. Using a qualitative library research method and documentation analysis, data were synthesized from various national journals and books. Findings indicate that teachers face significant hurdles, including students’ low motivation, limited vocabulary mastery, speaking anxiety, and the dominance of the Arabic language. To address these, successful strategies include implementing "Fun Learning" models, daily language discipline, and the integration of Islamic values through activities such as Muhadara, Mufrodat, and Kultum in English. The study concludes that effective ELT in pesantren requires a synergy of institutional support, innovative pedagogy, and an immersive environment that aligns linguistic proficiency with students' religious and academic objectives.

THE USE OF PODCAST IN TEACHING ENGLISH PRONUNCIATION: A LITERATURE REVIEW

Siti Zahra Rachmadani — 2026-04-01

Understanding pronunciation is crucial for speaking skills because it impacts the intelligibility of spoken English as a Foreign Language (EFL). However, due to a lack of exposure to native spoken English and a lack of structured classroom practice, pronunciation instruction is often under-prioritized. The purpose of this narrative literature review is to compile previous research on the use of podcasts in teaching English pronunciation, with a particular emphasis on how podcasts are used and their pedagogical principles. Articles in relevant journals were reviewed and then organized according to key themes. The results indicate that native language interference, lack of native audio input, and unfocused practice are factors contributing to EFL learners' speaking difficulties. Furthermore, research has shown that podcast-based learning aligns with the principles of the Audio-Lingual Method and Practice through activities involving listening and repetition.

CHATGPT IN EFL READING INSTRUCTION: A NARRATIVE THEMATIC LITERATURE REVIEW

Nynda Eka Hamidah — 2026-04-01

The increasing application of artificial intelligence (AI) in education has attracted growing attention to the potential of ChatGPT in teaching English as a Foreign Language (EFL), particularly in the development of reading skills. This study aims to synthesize previous research on the use of ChatGPT in EFL reading instruction through a narrative thematic literature review. Peer-reviewed journal articles related to reading comprehension, language learning with technology, and the pedagogical use of ChatGPT were analyzed by examining their theoretical foundations, teaching contexts, research approaches, and main findings. This synthesis revealed three dominant themes: the pedagogical functions of ChatGPT in supporting reading activities (e.g., text simplification, vocabulary explanation, and generation of comprehension questions), its pedagogical benefits in improving reading comprehension and student engagement, and challenges related to its use, including information accuracy, student overdependence, and reduced student autonomy. Overall, the findings suggest that ChatGPT can effectively support English as a Foreign Language (EFL) reading instruction when integrated through sound pedagogical design, teacher-guided implementation, and alignment with established theories of reading and learning..

AN ANALYSIS OF STUDENTS’ LEARNING MOTIVATION AND ENGLISH SPEAKING ABILITY AT SMAN 1 KUNINGAN

Yosa Dwi Lestari — 2026-04-01

This study aims to analyze students’ learning motivation in relation to their English speaking skills of students at SMAN 1 Kuningan. This study uses a qualitative approach with a descriptive design. The research participants consisted of five 11th grade students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The results reveal how learning motivation is reflected in students' speaking skills. Six main factors were found, namely intrinsic and extrinsic motivation, the role of teachers and peers, speaking practice outside the classroom, interactive learning activities, improvement of speaking skills, and student confidence. These findings were interpreted using Self-Determination Theory developed by Deci and Ryan and supported by other motivation theories such as Goal-Setting Theory, Self-Efficacy Theory, and Sociocultural Theory. Students with high motivation showed active participation, continuous speaking practice, and improvement in fluency, pronunciation, and confidence, while students with low motivation tended to experience anxiety and fear of making mistakes. This study confirms that learning motivation plays an important role in improving students' English speaking skills.

A STUDY ON THE FACTORS INFLUENCING STUDENTS’ PRONUNCIATION DIFFICULTIES IN LEARNING ENGLISH

Siti Shovia Nur Fitriani — 2026-04-01

The purpose of this study was to identify the elements that cause difficulties for students in learning English pronunciation at the high school level. The study was conducted using a qualitative descriptive method and involved high school students in Bogor. Data were obtained through pronunciation tests, observations, and interviews to understand the types of difficulties in pronunciation and the reasons behind them. The results of the study show that students face problems mainly with vowel and consonant sounds, word stress, and intonation, which result in unclear speech. These problems are triggered by the influence of the mother tongue, a lack of phonetic understanding, dependence on spelling, limited exposure to correct pronunciation, and a lack of focused pronunciation practice in class. In addition, psychological factors such as lack of confidence and anxiety when speaking also hinder students in practicing pronunciation. These findings indicate that difficulties in pronunciation arise from a combination of linguistic, teaching, environmental, and emotional factors, which necessitate clear phonetic teaching, focused practice, authentic exposure, and a supportive learning environment.

THE BENEFITS OF USING TIKTOK FOR INCIDENTAL SLANG VOCABULARY LEARNING AMONG GEN-Z STUDENTS: A LITERATURE REVIEW

Syifa Nur Salbila — 2026-04-01

This narrative thematic literature review examines the benefits of using TikTok for incidental slang vocabulary learning among Generation Z students. This review synthesizes data by identifying recurrent patterns rather than assessing individual studies, drawing on prior research on vocabulary acquisition, social media-assisted language learning, and slang use in digital contexts. The analysis reveals that TikTok facilitates the acquisition of accidental slang vocabulary learning through contextualized meaning use, real-world language exposure, audiovisual elements, and enhanced learner motivation and engagement. The platform’s short-form, multimodal content which allows for frequent exposure to slang in authentic communication circumstances, facilitating meaning inference and informal vocabulary awareness. However, variations across studies indicate differences in vocabulary depth, retention, and learners’ capacity to control proper slang usage, especially in academic settings. While most studies report positive perceptions of TikTok as an informal learning space, issues related to the informal nature of slang and the absence of structured pedagogical guidance remain underexplored. This review identifies a research gap in empirical studies that specifically examine Gen-Z students’ perceptions of TikTok for incidental slang vocabulary. Thus, more qualitative study is advised to investigate how students view, assess, and handle slang they have learnt via TikTok in both academic and informal settings.

EFL STUDENTS’ EXPERIENCES USING GRAMMARLY IN ENGLISH WRITING CLASSROOMS

Denara Shavinka — 2026-04-01

This study aims to explore EFL students’ experiences in using Grammarly in English writing classrooms. A qualitative case study was conducted involving twelve third-semester students from an English Education Program at a university in Bogor, West Java. Data were collected through a closed-ended questionnaire and semi-structured interviews and analyzed using qualitative data analysis procedures. The findings show that students mainly use Grammarly during the revision stage to improve grammatical accuracy and sentence clarity. Students tend to write initial drafts without focusing on grammar and later revise their writing by selectively applying Grammarly’s feedback. These findings indicate that Grammarly functions as a supportive learning tool that enhances students’ linguistic awareness, autonomy, and reflective writing practices. Therefore, the guided and critical integration of Grammarly can positively contribute to EFL writing instruction.

STUDENTS’ PERCEPTION ON CHALLANGES AND STRATEGIES TO IMPROVE ENGLISH SPEAKING SKILLS AT SMP NEGERI 5 KUNINGAN

Akbar Rachimsyah — 2026-04-01

This study aims to analyze the challenges students experience in developing their English speaking skills and identify strategies considered helpful by students of SMP Negeri 5 Kuningan. This study used a qualitative approach with semi-structured interviews conducted on November 24, 2025, with 16 students in grade VII-B. The data showed that most students experienced speaking difficulties due to vocabulary constraints, pronunciation difficulties, shyness, lack of confidence, and confusion in reading and understanding English texts. Emotional factors such as fear of being laughed at and worry about making mistakes were also major obstacles that reduced their courage in speaking. In addition, cognitive aspects such as the ability to memorize, understand word meanings, and distinguish reading styles also exacerbated the challenges they faced. Regarding strategies, students considered regular practice, increased self-confidence, support from friends and teachers, the use of educational games, and providing clear examples and explanations as effective ways to improve their speaking skills. Students also mentioned that fun activities, such as games, short videos, and group activities, can help create a more positive learning environment so that they are better prepared to practice speaking.

STUDENTS’ EXPERIENCES AND CHALLENGES IN USING WAYGROUND FOR READING ACTIVITIES: A QUALITATIVE CASE STUDY AT SMA NEGERI 1 GARAWANGI

Cicilia Dera — 2026-04-01

This study aims to explore students' experiences, challenges, and perceptions in using Wayground for English reading activities. This study uses a qualitative approach with a case study design conducted at SMA Negeri 1 Garawangi. The research participants consisted of 17 tenth-grade students who had participated in reading activities using the Wayground platform. Data were collected through open-ended interviews based on Google Forms and analyzed using thematic analysis techniques. The results showed that most students had positive experiences using Wayground because of its attractive appearance, gamification elements, and instant feedback, which increased their motivation and engagement in reading activities. Students viewed Wayground as a fun learning medium that reduced boredom in reading English texts. However, this study also revealed a number of challenges, such as time pressure due to the timer feature, distraction due to competition, device limitations, and internet connection problems. These findings indicate that although Wayground is effective in increasing student engagement and motivation, its application needs to be adjusted with appropriate pedagogical strategies in order to support in-depth reading comprehension. This study is expected to contribute to the development of technology-based reading learning at the secondary school level.

THE USE OF SOCIAL NETWORKING SITES AS ENGLISH LEARNING ENVIRONMENT TO SUPPORT EFL PRE-SERVICE TEACHER PROFESSIONAL LEARNING

Hakiky Aulia Firly Iskandar — 2026-04-01

Social Networking Sites (SNS) have become a fundamental aspect of students' everyday experiences and are increasingly utilized as environments for learning English as a Foreign Language (EFL) beyond the traditional classroom setting. This article seeks to explore the function of SNS as platforms for English language learning that facilitate students' professional development. The study employs a narrative thematic literature review methodology, synthesizing insights from both international and Indonesian research concerning the application of SNS in language education, with a particular focus on learning practices, interaction dynamics, and outcomes oriented towards professional growth. The findings of the study reveal that SNS offer genuine language exposure, foster collaborative interactions, enhance learning autonomy, and boost motivation, all of which contribute to the enhancement of professional communication abilities and digital literacy. Platforms like Instagram, TikTok, and Facebook act as informal venues for engaging with authentic discourse and cultivating professional awareness. Nevertheless, this study also highlights a gap in research, especially within the Indonesian EFL context, where the majority of studies continue to concentrate on student perceptions and engagement, rather than on the integration of pedagogical strategies and structured professional learning outcomes. Consequently, additional research is essential to investigate the connection between social media-based learning practices and the advancement of professional competencies in higher education.

THE USE OF STIMULER APP TO SUPPORT THE LEARNING OF ENGLISH SPEAKING SKILLS

Fadia Diva Shakira — 2026-04-01

This literature review examines the role of the Stimuler app in supporting English speaking skills learning. It focuses on the importance of speaking competence, common linguistic and psychological challenges faced by learners, and the contribution of mobile-assisted language learning in addressing these challenges. Using a narrative thematic literature review approach, the study synthesizes findings from selected journal articles related to the use of the Stimuler app in teaching English speaking. The reviewed studies were analyzed thematically based on their research objectives, methods, and reported outcomes. The findings indicate that the Stimuler app positively contributes to the development of learners' speaking skills, particularly in pronunciation, fluency, confidence, and classroom participation. Interactive speaking tasks, immediate feedback, and real-life communication scenarios enable learners to practice independently while reducing speaking anxiety. However, some challenges remain, including technical constraints such as limited internet access that may impact implementation. Overall, this review indicates that the Stimuler app is an effective and relevant digital tool to support English speaking learning and independent practice, particularly in technology-supported learning environments.

EFL STUDENTS’ PERCEPTIONS OF THE USE OF DIGITAL STORYTELLING IN READING: A LITERATURE REVIEW

Chaerani Diva Safarah — 2026-04-01

This article examines EFL students’ perceptions of the use of digital storytelling in reading instruction. The main focus of this study is not on reading score improvement, but on how students understand reading texts and engage in the reading process through digital storytelling. Using a narrative-thematic literature review approach, this article reviews several national and international journal studies related to digital storytelling, reading instruction, and English as a Foreign Language learning. The findings indicate that digital storytelling is positively perceived by students as it increases reading interest, supports text comprehension, and makes reading activities more engaging and meaningful. The integration of multimedia elements such as images, audio, and video helps students construct a more contextual understanding of reading texts. In addition, the use of digital storytelling creates a more interactive learning environment compared to conventional reading instruction. Overall, the findings suggest that digital storytelling functions as an effective supporting medium in EFL reading instruction. This article highlights the importance of considering digital storytelling not merely as a visual aid, but as an integral part of the reading learning process that encourages active student engagement.

EXPLORING AN EFL TEACHER'S PERCEPTION OF PORTFOLIO ASSESSMENT IN ENGLISH CLASSROOM

Mutiara Salsabila — 2026-04-01

This study aims to investigate the perceptions of English as a Foreign Language teacher regarding the implementation of portfolio assessment in English teaching. The method used is a qualitative approach with a case study design involving one teacher as the research subject. Data collection was conducted through in-depth interviews to understand the teacher's experience and view on teaching strategies and the use of portfolio assessment. Furthermore, the data were analyzed using thematic analysis. The results of this study indicate that teachers view portfolio assessment as a useful formative assessment tool for monitoring student learning progress on an ongoing basis. Teacher also applied teaching methods that increased students' active participation in English. However, the use of portfolio assessment still largely depended on written assignments, so it did not fully accommodate the various learning methods of students. These findings indicate that it is important to design more varied portfolio assignments so that portfolio assessment can be utilized optimally in the EFL learning process.

CHALLENGES IN USING PODCASTS FOR DEVELOPING LISTENING SKILLS: A REVIEW OF PREVIOUS STUDIES IN ENGLISH LANGUAGE TEACHING

Ahlam Syahira — 2026-04-01

The rapid development of digital technology has influenced the way English is taught and learned, particularly in listening instruction. One technological medium that has gained attention is podcasts, which provide flexible access to authentic audio materials and support independent learning. Although previous studies have reported positive impacts of podcasts on students’ listening skills, many studies tend to focus more on their benefits rather than the challenges faced by students during listening activities. Therefore, this paper aims to review previous studies that discuss the challenges of using podcasts to improve listening skills in English language instruction. This paper employed a narrative literature review approach by analyzing eight (8) peer-reviewed journal articles published between 2020 and 2025. The articles were collected from online academic databases, mainly Google Scholar, using keywords related to podcasts, listening skills, and English language learning. The selected studies were reviewed and synthesized thematically. The findings reveal that students experience several recurring challenges when using podcasts for listening activities, which can be categorized into three main themes: difficulties in understanding spoken content, limited vocabulary and listening strategies, and technical and motivational issues. The review suggests that while podcasts have strong potential to support listening skill development, their effectiveness is influenced by learners’ linguistic preparedness, learning strategies, and learning environment. Therefore, appropriate guidance, strategy instruction, and technical support are needed to maximize the benefits of podcast-based listening instruction.

AUTONOMOUS LEARNING AS A COPING MECHANISM FOR ACADEMIC BURNOUT IN PRE-SERVICE TEACHERS

Cahaya Kalbu — 2026-04-04

Academic burnout is becoming an increasing concern in higher education, particularly among English Education students who serve as pre-service teachers with demands for language proficiency and professional preparation. This literature review aims to synthesize international research findings related to academic burnout, coping strategies, and autonomous learning in the context of language education. The method used is a narrative thematic review by grouping research results into conceptual themes to identify common patterns, differences in findings, and research gaps. The synthesis results show that emotional exhaustion, decreased learning motivation, and low academic engagement are often triggered by high academic workload, language anxiety, and professional pressure as prospective teachers. Adaptive coping strategies such as learning planning, self-reflection, and emotion regulation have been proven to help students manage academic pressure more effectively. In addition, autonomous learning plays an important role as a mechanism that strengthens students' ability to manage goals, strategies, and responses to academic stress. These findings confirm that strengthening independent learning regulation is key to reducing the impact of academic burnout and supporting the sustainability of learning among pre-service English teachers.

STUDENTS’ DIFFICULTIES IN UNDERSTANDING NARRATIVE TEXTS: A NARRATIVE THEMATIC LITERATURE REVIEW

Muhammad Khairul Rifki — 2026-04-04

This article aims to synthesize previous studies on students’ difficulties in comprehending narrative texts by employing a narrative thematic literature review approach. Reading comprehension is a crucial skill in English as a Foreign Language (EFL) learning; however, many students continue to face challenges when engaging with narrative texts. This study reviews and analyzes selected relevant journal articles to identify recurring patterns of difficulties reported across different educational contexts. The findings reveal that students’ difficulties in comprehending narrative texts are multifaceted and interconnected, encompassing vocabulary limitations, insufficient grammar mastery—particularly tense usage—cognitive and text-processing challenges, limited understanding of narrative text structure, and difficulties in answering comprehension questions. Vocabulary and grammar problems emerge as foundational factors that influence students’ ability to interpret narrative meaning accurately, while cognitive and structural difficulties further exacerbate comprehension problems. Through thematic synthesis, this study provides an integrated understanding of dominant difficulties faced by EFL learners in narrative text comprehension. The findings suggest that effective instruction should adopt a holistic approach by integrating vocabulary development, grammar reinforcement, explicit teaching of narrative text structure, and strategic reading skills. This article contributes to the literature by offering a thematic synthesis that may serve as a reference for English teachers, curriculum developers, and future researchers in improving narrative reading instruction.

INTROVERTED STUDENTS’ REACTION TO TEACHING STRATEGIES IN EFL SPEAKING CLASS

Indah Nurahma — 2026-04-04

Speaking is a challenging skill for many EFL learners, particularly for students with introverted personalities who often experience anxiety and reluctance to participate in oral activities. Teaching strategies therefore play an important role in shaping introverted students’ reactions toward speaking classes. This study aims to investigate introverted students’ reactions to teaching strategies used in an EFL speaking class, focusing specifically on peer teaching, think–pair–share, and game-based learning. A qualitative research design was employed, involving classroom observations and semi-structured interviews with introverted students. The findings reveal that introverted students responded positively to the selected strategies, as they provided a supportive and low-anxiety learning environment. Peer teaching helped increase students’ confidence through interaction with peers, think–pair–share allowed sufficient thinking time before speaking, and game-based learning created a relaxed and enjoyable classroom atmosphere. These strategies enabled introverted students to participate more actively in speaking activities without excessive pressure. Overall, the study highlights the importance of personality-sensitive pedagogy and suggests that collaborative and student-centered teaching strategies can effectively support introverted learners’ engagement and confidence in EFL speaking classes.

EXPLORING THE USE OF AUTHENTIC MATERIALS IN TEACHING LISTENING TO SENIOR HIGH SCHOOL STUDENTS

Khalishta Hasna — 2026-04-12

This study investigates how to teach listening to senior high school students in the eleventh grade using real materials. Examining how authentic resources are used in listening teaching and determining the difficulties teachers have when utilizing real materials are the goals. Using a case study design and qualitative technique, the study involved two English language teachers and seventy-two eleventh-grade students from a prestigious senior high school in Bogor City, West Java. Semi-structured interviews with teachers and students as well as classroom observations were used as data gathering tools. The results show that by exposing students to language use in context, authentic materials like podcasts, YouTube videos, news broadcasts, and casual conversations can improve their listening comprehension and engagement. Nevertheless, the study also points out a number of important obstacles, such as differences in students' language skills, trouble locating resources that support curriculum goals, and the time commitment needed to create pre- and post-listening exercises. The conclusion highlights that although real resources offer a lot of potential to enhance listening teaching, their successful integration into the curriculum requires sufficient training and assistance for teachers. The study's conclusions offer educators a useful framework for modifying authentic materials for their classroom settings and promoting professional growth in the use of authentic resources for teaching English as a foreign language.

MOBILE APPLICATIONS FOR DEVELOPING ENGLISH SPEAKING SKILLS: A NARRATIVE THEMATIC LITERATURE REVIEW

Fitri Desti Gustianti — 2026-04-12

Speaking skills are an important aspect of English language learning because they reflect students' ability to use language in a real and meaningful way. However, various studies report that the development of speaking skills still faces challenges, such as limited opportunities for practice, anxiety when speaking, and low self confidence. The development of mobile technology offers an alternative approach through Mobile Assisted Language Learning (MALL), which allows speaking practice to be carried out flexibly outside the classroom. This article aims to review the use of mobile applications in developing English speaking skills based on previous research findings. The method used is a Narrative Thematic Literature Review by analyzing relevant scientific articles from academic databases. The results of the study identified three main themes, namely the development of speaking skills through mobile applications, the affective aspects of learners in mobile-based speaking practice, and the involvement and challenges in maintaining the sustainability of speaking practice. The findings show that mobile applications support flexible, repetitive, and learner-centered speaking learning, although limitations in authentic interaction and sustainability of involvement still need to be considered in their implementation.

THE EFFECTIVENESS OF USING THE ROLE PLAY METHOD TO IMPROVING ENGLISH-SPEAKING ABILITY

Kusma Alesda Wati — 2026-04-12

Speaking skills are one of the important skills that must be possessed by every individual. However, not everyone has good speaking skills, especially in English. Many students feel less confident or have limited vocabulary, so their speaking skills are less than optimal. Although various methods have been applied, there are still challenges in finding an effective approach to improve students' speaking skills. This study aims to analyse the effectiveness of the role-play method in improving students' speaking skills. The research method used is a literature study, by reviewing 10 articles that discuss the use of the role-play method to improve speaking skills. The results of the analysis show that the role-play method is effective in improving students' confidence, speaking fluency, and vocabulary mastery. Thus, the role-play method can be used as an alternative that can be used by teachers to develop students' speaking skills in the classroom.

THE USE OF SOCIAL NETWORKING SITES FOR ONLINE PROFESSIONAL LEARNING IN EFL CONTEXTS

Evanka Aprilia Aji — 2026-04-12

This article discusses the use of Social Networking Sites (SNS) as a medium for Online Professional Learning in the context of English as a Foreign Language (EFL). This study uses a narrative thematic literature review approach by examining 18 previous studies related to the use of social media in language learning and professional development for prospective teachers. The results of the study indicate that SNS serves as an informal professional learning space that allows pre-service teachers to obtain pedagogical ideas, access learning materials, and interact in digital communities. In addition to the various opportunities offered, such as flexibility in learning and online collaboration, the use of SNS also presents challenges in the form of varying content quality, learning distractions, and a lack of structured learning guidance. Overall, these findings confirm that SNS has great potential in supporting Online Professional Learning in the EFL context when used reflectively and purposefully, and imply the need to strengthen digital literacy in teacher education.

THE EFFECT OF VERBAL INTERACTION ON SPEAKING ABILITY OF ELEVENTH-GRADE STUDENTS AT SENIOR HIGH SCHOOL 1 LURAGUNG

Siti Nabila Maemunah — 2026-04-12

English speaking ability is an important skill that must be mastered by students in the era of globalization. This study aims to evaluate the effect of verbal interaction on students' English-speaking ability at SMAN 1 Luragung, focusing on frequency, quality, and its impact on self-confidence, fluency, and vocabulary mastery. Using a quantitative approach, data were collected through a questionnaire involving 1 class in 11th E grade with 31 students as respondents. Descriptive statistical analysis and correlation tests showed that verbal interaction had a significant effect on students' speaking ability. Students reported increased fluency (mean 3.77) and vocabulary mastery (mean 3.77) through verbal interaction. In addition, feedback from teachers and friends proved to be an important factor (mean=3.90) in the learning process.

INTERNAL FACTORS CONTRIBUTING TO STUDENTS' LOW MOTIVATION AND INTEREST IN ENGLISH READING: A CASE STUDY AT JUNIOR HIGH SCHOOL

Rossy Maldini — 2026-04-12

This study attempts to examine the internal factors that contribute to junior high school students' low motivation and interest in reading English texts. Although reading is recognized as an important skill in language learning, many students still do not engage fully or feel confident when asked to read. Previous studies have largely focused on general motivation or only one factor at a time, leaving a gap in understanding how multiple internal factors actually work together, especially in public schools outside of major cities. Therefore, this study aims to identify and describe the internal factors that contribute to students' low motivation and interest in reading English. This study employed a qualitative case study with classroom observations of 36 students and interviews with 10 students selected through purposive sampling. The findings revealed four main internal factors: low self-efficacy, difficulty with vocabulary, reading anxiety, and low intrinsic interest. These issues do not stand alone; most of the time they overlap and create internal barriers that make students less willing to participate in reading activities. This study shows that increasing reading motivation is not just about changing teaching strategies, but also paying attention to students' self-confidence, their perception of difficulty, and providing reading experiences that feel more meaningful to them.

VOCABULARY ACQUISITION THROUGH ACTION-BASED ANIMATED SONGS: A COMPARISON BETWEEN PRESCHOOL AND ELEMENTARY SCHOOL CHILDREN

Salwa Zafira Subarkah — 2026-04-12

This study aims to compare vocabulary acquisition between preschool and elementary school children through action-based animated songs. A descriptive qualitative method was employed using observation of children aged 4–5 and 7–8 years during four learning sessions using the song “If You’re Happy and You Know It.” The findings show that both groups improved their vocabulary, with preschool children demonstrating understanding mainly through physical actions, while elementary school children were able to use vocabulary verbally and independently. These results support Second Language Acquisition theory, emphasizing comprehensible input and action-based learning in vocabulary development.

STUDENTS’ PERCEPTION OF DIRECT CORRECTIVE FEEDBACK ON ENGLISH SPEAKING CONFIDENCE: A QUALITATIVE STUDY

Elin Rosmayati — 2026-04-12

Speaking confidence is a crucial component in English language learning, particularly for EFL students who often struggle with anxiety, low self-esteem, and fear of making mistakes. Direct Corrective Feedback (DCF) is widely used by teachers to address spoken errors, yet its psychological impact on learners remains underexplored. This qualitative study investigates students’ perceptions of DCF and how it influences their confidence in speaking English. Data were collected through semi-structured interviews with ten 11th-grade students with beginner-level English proficiency at a senior high school in Kuningan. The findings reveal that students generally perceive DCF as helpful for improving pronunciation, linguistic accuracy, and awareness of errors. Most participants reported increased confidence after receiving clear and supportive correction. However, one student experienced decreased confidence due to feelings of embarrassment when corrected publicly. These results highlight that while DCF is effective in promoting linguistic development, its emotional impact depends on teacher delivery, timing, and individual learner characteristics. The study emphasizes the need for teachers to implement DCF with sensitivity to foster both accuracy and confidence in EFL speaking contexts.

THE INFLUENCE OF ONLINE GAMES ON HIGH SCHOOL STUDENTS’ MOTIVATION IN LEARNING SECOND LANGUAGE

Dinda Azzahra Putri Abdi — 2026-04-12

This study covers the increase in motivation from playing online games as a medium for informal second language learning. This study aims to find out whether there is an increase in motivation and informal learning experiences of a second language through online games. This study uses a qualitative method with online interview techniques. The findings of this study are that participants discovered many new vocabulary words, their listening skills improved from learning languages through online games unconsciously, and their motivation to learn a second language increased. Based on this study, it can be concluded that online games have the potential to support second language learning and also increase motivation outside of formal language classes at school.

MULTIMODAL DIGITAL STORYTELLING AND STORYBIRD FOR EFL WRITING SKILL DEVELOPMENT: A NARRATIVE THEMATIC REVIEW

Nikmatul Desimah — 2026-04-12

Digital technology has changed the way we teach by facilitating interactive and multimodal learning. Digital storytelling (DST) is one new way of doing this. DST combines text, images, audio, and video with a story so that students can learn, create, and interact with content in a meaningful way. This study is a thematic narrative literature review that synthesizes research on DST and the Storybird platform, focusing on multimodal learning and writing skill development. Relevant studies were analyzed using Braun and Clarke's thematic adaptation analysis to identify patterns, benefits, and weaknesses in the research. The findings of this review indicate that DST enhances engagement, cognitive processing, and multimodal communication, while Storybird facilitates narrative organization, idea development, and creative expression. Both increase motivation, reduce writing anxiety, and facilitate multimodal literacy. However, most studies emphasize learning outcomes, while the cognitive and procedural mechanisms underlying multimodal learning and writing remain understudied. This study emphasizes the importance of qualitative and process-oriented research to understand how learners integrate various modes, develop creative skills, and optimize the potential of Digital Storytelling Technology (DST) in technology-based education.

A STUDY ON STUDENTS’ READING COMPREHENSION PROBLEMS IN ANALYTICAL EXPOSITION TEXTS AT SENIOR HIGH SCHOOL

Anita Amelia — 2026-04-12

This study aims to explore the reading comprehension difficulties experienced by senior high school students when working with Analytical Exposition texts. Using a qualitative descriptive approach, the research collected data through individual semi-structured interviews with 38 Grade 11 students at a public senior high school in West Java, Indonesia. The results show that limited vocabulary, especially academic, abstract, and evaluative terms, represents the most prominent and widespread obstacle. Complex and lengthy sentences featuring nominalization, passive voice, and multiple clauses rank as the second major challenge. Students also struggle significantly to distinguish facts from opinions, locate main ideas, and follow the logical progression of arguments due to the specific rhetorical and linguistic features of the genre. Insufficient reading practice and the lack of explicit teaching of reading strategies in regular classroom instruction further aggravate these problems. The study concludes that the identified difficulties are closely linked to the unique characteristics of Analytical Exposition texts rather than general reading weakness. Findings underline the necessity for targeted vocabulary instruction, explicit teaching of text structure, and systematic strategy training to enhance students’ ability to comprehend argumentative texts effectively in the Indonesian senior high school context.

ANALYSIS OF LEARNING OUTCOMES IN WRITING ANALYTICAL EXPOSITION: A STUDY ON GRADE XI STUDENTS OF SMAN 1 GARAWANGI

Dinda Anggita Nurul Arofah — 2026-04-12

This study aims to analyze the ability to write analytical exposition texts of class XI.3 students of SMAN 1 Garawangi based on the text structure and linguistic features used. The method used in this study is descriptive qualitative with data sources in the form of 33 student writing products collected through quizziz-based writing assignments in class. The analysis focused on the fulfillment of text structures (thesis, arguments, and reiteration) and the use of linguistic elements such as simple present tense, connectors modal verbs, and mental verbs. The results showed that most students still had difficulty in compiling complete text structures, especially in the argumentation and reiteration sections.

ENGLISH TEACHERS’ EXPERIENCES IN USING CLT-BASED LEARNING ROOMS FOR YOUNG LEARNERS

Rabbyani Ramaita Rahmah — 2026-04-12

Supporting students' language proficiency through the CLT approach. Over time, education has kept pace with developments in digital technology or TPACK in supporting language learning, particularly CLT. One such example is Learning room. The purpose of this study is to explore teachers' experiences in terms of its usefulness, benefits, and obstacles or difficulties. This study uses a phenomenological qualitative approach to explore in depth the direct experiences of the research subjects, namely English teachers, in using the digital learning room platform. The research criteria are English teachers who use the learning room and elementary school English teachers. This study collected data using semi-structured interviews and questionnaires. This study was conducted from December 21 to 31, 2025.

FOREIGN LANGUAGE ANXIETY AND LEARNER AUTONOMY IN EFL IMPROMPTU SPEAKING

Cicih Kurniasih — 2026-04-12

This qualitative study explores how Indonesian EFL learners experience Foreign Language Anxiety (FLA) when doing impromptu speaking task and how they independently overcome it. Data were collected through semi-structured interviews with 13 high school students from SMAN 2 Kuningan and was analyzed qualitatively. The findings showed that FLA in this impromptu speaking context, students was primarily triggered by fear of peer evaluation, rather than teacher evaluation, and they were manifested as cognitive barriers and physiological symptoms. In response, learners demonstrated a spectrum of self-directed learning, ranging from proactive strategies to passive resistance, and developed natural self-regulation techniques. The findings indicate a dynamic relationship in which anxiety can either trigger or inhibit self-directed learning. The study concludes by emphasizing the need for a supportive classroom environment and explicit strategy training to foster learner autonomy as an important mechanism for coping with speaking anxiety. The study emphasizes that a supportive learning environment and explicit strategy instruction play a crucial role in developing learner autonomy for managing speaking anxiety.

WALSH’S SETT FRAMEWORK IN 12 GRADE’S ENGLISH CLASS

Asnaul Husna Tenri Baji Anjely — 2026-04-12

The effectiveness of a class is determined by the range of interaction between the teacher and students. The sort of interaction in face-to-face classrooms vs online schools will undoubtedly differ, affecting both the quality and amount of participation within the classroom. Therefore, the purpose of this study is to investigate classroom interactions in the 12 Grade’s English class in SMAN 3 Kuningan using Walsh's (2006) SETT framework, including the modes used and the interactional aspects identified. This study employed a qualitative approach. Document analysis was used to collect information in the form of a learning video from one of the classes of the class XII.2. The video was eventually transcribed, and the findings were analysed using Walsh's (2006) SETT framework. The findings indicate that not all class modes and interactional features were implemented in the class. Only three of the four class modes are used, with some modes having a higher usage amount. In addition, only 12 of 14 interactional features were found, with varying rates of use. In conclusion, the class interactions still teacher-centred.

Enhancing English Language Proficiency Through International School Collaboration: A Project-Based Learning Experience

Muslihudin Sharbinie — 2026-04-12

In an increasingly interconnected world, developing authentic English communication skills is paramount for students. Traditional classroom methods often lack real-world context and opportunities for genuine interaction with native speakers. In many schools the teaching and learning process are focused on grammar instead of the opportunity to practice the language. This study aimed to assess the effectiveness of an online structured international collaboration program in improving the overall English language proficiency of 141 (grade X and XI) Al Ikhlas Cisarua Health Vocational High School students. A mixed-methods approach was employed. Quantitatively, a pre-test and post-test design measured proficiency gains through standardized assessments covering listening, speaking, reading, and writing skills. Qualitatively, data was gathered through student reflections, teacher observations, and analysis of collaborative outputs. The project partnered with some international schools and facilitated synchronous video conferences and asynchronous collaborative tasks over one academic semester. Activities included cultural exchanges, joint presentations on global issues, and peer-to-peer feedback sessions. The analysis revealed a statistically significant improvement in students' English proficiency. The mean score increased from 69 (pre-test) to 80 (post-test), marking an 11-point gain (approximately 15.9% improvement). Qualitative findings demonstrated substantial growth in students' communicative confidence, fluency, intercultural awareness, and motivation. Students reported heightened engagement due to the authentic purpose of communicating with global peers and successfully completing joint projects. Beyond test scores, the project fostered essential 21st-century skills—communication, collaboration, critical thinking, and cultural literacy.

AN ANALYSIS OF DIFFICULTIES IN ENGLISH VOWEL PRONUNCIATION FACED BY 10TH GRADERS OF SMA NEGERI 2 KUNINGAN

Zatalini Nadhilah Syarafina — 2026-04-12

This study aims to analyze the difficulties in English vowel pronunciation faced by tenth-grade students of SMA Negeri 2 Kuningan, particularly in the context of learning English as a foreign language (EFL). The focus of the study is directed at two main aspects, namely the types of vowel pronunciation errors including monophthongs, diphthongs, long-short vowels, and schwa and the factors that influence the occurrence of these errors. Using a qualitative approach based on the theory of Error Analysis (Corder, 1967), data were collected through audio recordings of group presentations, oral transcriptions, and semi-structured interviews conducted in person on November 24, 2025, at 2:00 PM at SMA Negeri 2 Kuningan. The results showed that mispronunciation most often occurred in diphthongs such as /eɪ/, /aɪ/, and /aʊ/, which are often simplified into single vowels according to Indonesian phonological patterns. Errors also occurred in long-short vowels and schwa, which are often replaced with full vowels due to the absence of vowel reduction in the students' mother tongue. From the interview results, it was identified that the main factors of pronunciation errors came from first language interference (Indonesian and Sundanese), reading habits based on spelling, minimal exposure to authentic English, lack of phonetic practice, and affective barriers such as lack of confidence and fear of making mistakes. The findings of this study are expected to help English teachers identify common vowel pronunciation difficulties and develop more targeted pronunciation teaching strategies, especially in EFL classrooms at the senior high school level.

AN ANALYSIS OF TENTH-GRADE STUDENTS’ READING COMPREHENSION DIFFICULTIES IN NARRATIVE TEXTS: A QUALITATIVE STUDY

Iqlima Khairunnisa Zhafirah — 2026-04-12

This study investigates the reading comprehension difficulties experienced by tenth-grade students in understanding narrative texts at a public senior high school. A qualitative descriptive approach was employed to gain an in-depth understanding of students’ challenges and the factors contributing to those difficulties. Data were collected through classroom observations, analysis of students’ written reading responses, and semi-structured interviews. The findings reveal that students encounter several recurring problems, including limited vocabulary knowledge, difficulty identifying main ideas and moral values, challenges in making inferences, confusion regarding narrative text structure, and low motivation to read English texts. These difficulties are influenced by both linguistic and psychological factors, as well as by limited exposure to effective reading strategies. The study highlights the importance of explicit vocabulary instruction, guided reading activities, and interactive teaching strategies to support students’ comprehension of narrative texts. The results of this research are expected to provide pedagogical insights for English teachers in addressing students’ reading comprehension difficulties in EFL classrooms.

READING EVOLUTION IN THE SCREEN ERA: INVESTIGATING THE COMPLEXITY OF DIGITAL NOVEL PROBLEMS FOR EFL STUDENTS

Khadijah Assegaf — 2026-04-12

The development of digital technology has shifted reading practices from print to screen-based texts, including in the context of learning English as a foreign language (EFL). One increasingly popular form of digital reading is the digital novel, which offers accessibility and authenticity of language, but also presents unique challenges for EFL learners. This study aims to comprehensively examine the complex problems faced by EFL students in comprehending digital novels in the screen era. This study uses a qualitative literature review method with a narrative-thematic approach to relevant journal articles published in the last ten years. The analysis is conducted through a synthesis of research findings related to the evolution of literacy from print to digital, the characteristics of digital novels, and EFL students' understanding of screen-based narrative texts. The results of the study indicate that the problems of reading digital novels among EFL students arise from the interaction between linguistic limitations, the demands of long narrative texts, and the characteristics of the digital reading environment, which tends to be fragmented. These findings confirm that difficulties in comprehending digital novels are not solely caused by language ability but are a multidimensional phenomenon influenced by digital literacy, reading strategies, and the technological context. Therefore, this study emphasizes the importance of integrating reading strategy development and digital literacy in teaching literary reading for EFL students.

UNDERSTANDING SILENCE AND PARTICIPATION: WILLINGNESS TO COMMUNICATE IN ENGLISH AMONG EFL UNIVERSITY STUDENTS

Siti Mariam — 2026-04-12

Willingness to Communicate (WTC) has been recognized as a key factor influencing learners’ participation in English as a Foreign Language (EFL) classrooms. However, research focusing on non-English department students in higher education, particularly from a qualitative perspective, remains limited. This study aimed to explore 15 non-English department students’ willingness to communicate in English and to identify the factors shaping their communicative behavior. Employing a qualitative research design, data were collected through semi-structured interviews and classroom observations involving undergraduate students enrolled in compulsory English courses at an Islamic Indonesian university. The data were analyzed thematically using Willingness to Communicate framework. The findings reveal that students’ WTC is dynamic and context-dependent, influenced by psychological factors such as self-confidence and anxiety, classroom environment and teacher support, peer interaction, linguistic limitations, and situational factors. The study also found that students were more willing to communicate in informal and small-group activities than in formal, whole-class settings. These findings suggest that creating a supportive and low-anxiety classroom environment is crucial for enhancing students’ willingness to communicate in English. This study contributes qualitative insights to the WTC literature and offers pedagogical implications for English instruction in non-English department contexts.

EXPLORING PODCASTS AS AN ENGLISH LEARNING MEDIA: A NARRATIVE THEMATIC LITERATURE REVIEW

Annisa Ulfah Safitri — 2026-04-12

This narrative thematic literature review aims to explore the role of podcasts as an innovative learning media for enhancing English language skills. The method used is a narrative literature review by collecting and synthesizing academic articles from the Google Scholar and ScienceDirect databases within the last six years, with a total of 15 journals. The results show that podcasts provide authentic learning materials that offer natural language input often not found in traditional textbooks. Furthermore, the use of podcasts significantly increases student motivation and engagement through flexible and personalized content, which in turn encourages independent learning. However, this study also found implementation barriers such as the digital divide, technical constraints, and a lack of pedagogical guidance from teachers. The conclusion of this article emphasizes that the effectiveness of podcasts depends on the synergy between quality content, infrastructure readiness, and teacher guidance. The implications of this research suggest the need for deeper integration of podcasts into the curriculum and digital training for teachers to overcome practical hurdles. This article fills a literature gap by unifying material aspects, motivation, and challenges into a single comprehensive synthesis.

EXPLORING ENGLISH STUDENTS’ PERCEPTIONS OF GPT-BASED VOICE FEATURES IN ENHANCING SPEAKING PROFICIENCY

Zezi hidayah — 2026-04-14

Speaking is an essential component of English language learning, yet many EFL learners still experience difficulties in developing fluency and confidence in oral communication. Although the use of Artificial Intelligence (AI), particularly ChatGPT, has been widely discussed in language education, research focusing on its voice feature as a tool for speaking practice remains limited. This study explores English students’ perceptions of using the GPT-based voice feature to support the development of speaking skills. A quantitative survey approach was adopted, involving 48 English Education students at Universitas Islam Indragiri selected through purposive sampling. Data were gathered using a five-point Likert-scale questionnaire addressing three aspects of perception: absorption, understanding, and evaluation. The data were analyzed descriptively using percentages and mean scores. The results indicate that students generally held positive perceptions of the voice feature across all indicators. Absorption (173%), Understanding (171%), and Evaluation (168%), with a total mean score of 171, indicating a strong overall perception. They found the feature easy to use, engaging, and helpful in improving pronunciation, fluency, and speaking confidence. These findings suggest that the GPT-based voice feature can function as an effective supplementary medium for speaking practice outside the classroom. Overall, this study provides practical insights into the integration of AI voice technology in EFL speaking instruction and contributes to the growing discussion on innovative approaches to language learning.

INTEGRATING ARTIFICIAL INTELLIGENCE INTO ACADEMIC WRITING PEDAGOGY: INSIGHTS FROM FOURTH-SEMESTER UNIVERSITY STUDENTS

Arrahman Aditya — 2026-04-14

The integration of Artificial Intelligence (AI) in higher education has increasingly influenced the way students approach academic writing. Despite the growing use of tools such as ChatGPT, empirical studies examining university students’ perceptions of AI-assisted academic writing in the Indonesian EFL context remain limited. This study investigates the perceptions of fourth-semester English Study Program students at Universitas Islam Indragiri regarding the use of AI, particularly ChatGPT, in learning academic writing. Adopting a descriptive quantitative approach, data were collected through a questionnaire distributed to 21 students and analyzed using descriptive statistical techniques. The investigation focused on three aspects of perception: stimulus absorption, understanding, and evaluation. The findings reveal that students generally demonstrate positive perceptions toward the use of AI in academic writing. They recognize AI as a helpful tool for improving writing quality, efficiency, and structural awareness, while also showing awareness of its limitations and the need for critical revision. Although a small number of students expressed concerns about over-reliance and personal satisfaction with AI-assisted outputs, the overall responses suggest a responsible and reflective use of AI. This study contributes theoretically to discussions on AI-assisted language learning and practically offers insights for educators in integrating AI tools as supportive resources in academic writing instruction.

THE USE OF STIMULER APP TO SUPPORT THE LEARNING OF ENGLISH SPEAKING SKILLS

Fadia Diva Shakira — 2026-04-14

BETWEEN BRAINS AND BOTS: HOW GRADUATE STUDENTS EMPLOY ARTIFICIAL INTELLIGENCE IN CRITICAL READING

Lisa Marthalina Sadikin — 2026-04-14

Artificial Intelligence (AI) has been widely used by students to support learning across different levels of education. This phenomenological study explores how graduate students employ AI, particularly ChatGPT, in understanding academic research articles and how such use shapes their cognitive engagement and critical thinking. Conducted in a Master’s Program in English Language Education emphasizing critical reading, the study involved six purposively selected participants with varied academic backgrounds and teaching experiences. Data were collected through semi-structured interviews, classroom observations, and focus group discussions (FGD), and analyzed using Interpretative Phenomenological Analysis (IPA). The findings reveal distinct patterns of AI use and cognitive engagement across participants. Some students demonstrated high autonomy and higher-order cognitive engagement at the evaluating and creating levels, while others used AI reflectively to support language comprehension and analysis. In contrast, certain participants showed strong dependency on AI, with cognitive engagement largely limited to remembering and understanding. Interpreted through Bloom’s Revised Taxonomy, the findings indicate that AI may function either as a cognitive scaffold or a cognitive constraint depending on how it is used. This study highlights the importance of fostering critical AI literacy to support autonomy, reflection, and higher-order thinking in graduate education.

GAMIFYING THE CLASSROOM: HOW TEACHERS USE DUOLINGO KIDS TO BOOST ENGLISH VOCABULARY

Muhajira Amani — 2026-04-14

In the digital age, mastery of English vocabulary has become a crucial competency for elementary school students. Unfortunately, conventional monotonous approaches often reduce their interest in learning. This study explores how the Duolingo Kids app can transform the stigma of boring learning into an enjoyable learning experience. A narrative literature review method in elementary schools in the Pondok Rajeg area revealed that teachers consider this app to be an effective tool for stimulating student enthusiasm through attractive visuals and realistic audio interactions. However, a key finding in this study emphasizes that technology is only a tool; true success remains in the hands of teachers as mentors who balance digital interaction with social needs in the classroom. This study offers a new perspective on how gamification can transform the challenge of learning vocabulary into an enjoyable discovery process for the younger generation.

EXPLORING WESTERN MOVIES THROUGH ONLINE LEARNING PLATFORMS TO ENHANCE STUDENTS’ LISTENING COMPREHENSION

Ismail Faiz Abdurrahman Soekarno Almunawar — 2026-04-14

In English as a Foreign Language (EFL) education, students often have difficulty understanding listening materials due to the speed of speech, idioms, and cultural references in authentic contexts; traditional methods do not adequately represent real communication. This literature review evaluates the use of Western films on online platforms as a pedagogical strategy to improve engagement and skills through cinematic narratives, natural conversations, and digital access. The method employed a systematic search on Google Scholar using criteria of EFL listening relevance and empirical design. Results indicate that film exposure improves recognition of speech patterns, vocabulary, and intonation, while reducing difficulties. Features such as subtitles, replay, and quizzes strengthen motivation, confidence, and task focus; experimental programs report improvements in adaptive strategies and performance. This integration supports technology-based self-directed learning and learners' global readiness. The use of platforms such as Netflix and YouTube facilitates controlled repetition, while structured tasks and teacher guidance maintain linguistic focus and continuous evaluation.

AUTONOMOUS LEARNING IN EFL CONTEXTS: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL PRACTICES AND LEARNER OUTCOMES

Samsul Amri — 2026-04-14

Autonomous learning has become a central focus in English as a Foreign Language (EFL) education as learners are increasingly expected to take responsibility for their own learning processes. Numerous studies have explored how autonomy is fostered through various pedagogical practices; however, findings remain scattered across different contexts and approaches. This study aims to systematically review existing literature on autonomous learning in EFL contexts, with particular attention to pedagogical practices and reported learner outcomes. Employing a Systematic Literature Review (SLR) methodology, this study analyzes peer-reviewed journal articles published between 2018-2025, selected through predefined inclusion and exclusion criteria. The review reveals that autonomous learning is commonly promoted through technology-enhanced learning, project-based learning, strategy instruction, and self-assessment practices. Reported learner outcomes include improvements in learner motivation, language proficiency, metacognitive awareness, and self-regulation skills. Despite these positive outcomes, challenges such as limited learner readiness, teacher dependence, and institutional constraints persist. This review contributes theoretically by synthesizing key trends in autonomous learning research and practically by offering insights for EFL educators seeking to design learning environments that foster learner autonomy.

FACTORS AFFECTING STUDENTS’ IN LEARNING ENGLISH PRONUNCIATION

Anastasya Putri — 2026-04-14

Pronunciation is an essential aspect of English learning because it enables students to communicate effectively and avoid misunderstandings. However, many learners still face difficulties in mastering English pronunciation due to various internal and external factors. This study aims to identify the factors affecting students in learning English pronunciation, focusing on ear perception, attitude and motivation, personality, individual effort and goal setting, and first language influence. The research was conducted in the English Language Education Study Program at Pakuan University selected through purposive sampling. A descriptive qualitative method was applied, using questionnaires and semi-structured interviews as instruments. The findings reveal that several internal factors significantly influence pronunciation learning. Good ear perception helps students distinguish and imitate sounds accurately. Positive attitudes and strong motivation encourage persistence and confidence during practice. Personality traits such as self-confidence and active participation also support better improvement. Additionally, individual effort and clear learning goals contribute to steady progress in mastering pronunciation. The external factor identified in this study is first language influence. Differences between the students’ mother tongue sound system and English pronunciation often lead to mispronunciations and accent interference, making certain English sounds more difficult to produce accurately. This study concludes that these internal and external factors interact to shape

IMPROVING ENGLISH SPEAKING COURAGE IN JUNIOR HIGH STUDENTS THROUGH THE USE OF ROLE-PLAY ACTIVITIES.

Violla Nur Anggrainy — 2026-04-14

This study aims to examine junior high school students’ courage to speak English through the use of Role-Play activities. Speaking courage, closely related to self-confidence and willingness to communicate, remains a common issue in English as a Foreign Language (EFL) classrooms, particularly among adolescents who are sensitive to peer judgment. This research employed a qualitative-dominant design to explore students’ real experiences, perceptions, and emotional responses toward Role-Play as a teaching strategy. The participants were eighth-grade students at a public junior high school in Indonesia. Data were collected through classroom observations, open-ended questionnaires, and students’ reflective responses, and were analyzed using thematic analysis. The findings reveal that Role-Play enhances speaking courage through three interconnected processes: the psychological effect of “hiding” behind a character, reduced cognitive load through preparation and simple scripts, and the development of supportive peer interaction. It is concluded that Role-Play functions not only as a communicative activity but also as psychological support that lowers emotional barriers in EFL speaking classrooms. The study implies that EFL teachers are encouraged to design low-anxiety, student-centered learning environments that foster both language proficiency and confidence building.

THE BENEFITS OF USING AUTHENTIC MATERIALS IN READING CLASSES: A NARRATIVE THEMATIC LITERATURE REVIEW

Oktafiani Darojatul Aliyah — 2026-04-14

Reading is an interactive process that involves meaning-making, reasoning, and interpretation within communicative and social contexts; however, many EFL learners continue to experience difficulties in comprehending texts due to limited vocabulary, weak inferential skills, and the use of learning materials that are disconnected from real-life experiences. In response to this issue, this study aims to explore students’ perceptions of the use of authentic materials in reading classes and to examine their perceived relevance, motivational impact, and contribution to vocabulary development. Employing a qualitative case study design, the research was conducted with eleventh-grade students at a public senior high school in Bogor who had experience learning through various authentic materials, including poems, banners, posters, storybooks, pictures, and videos. Data were collected through questionnaires and semi-structured interviews and analyzed thematically through coding and pattern identification. The findings reveal that students perceive authentic materials as highly relevant to real-world contexts, more engaging than textbooks, and effective in enhancing motivation and active participation. Additionally, authentic materials were found to support vocabulary development by exposing learners to frequently used language encountered in daily life, thereby facilitating comprehension and retention. These findings suggest that the integration of diverse authentic materials in reading classes not only enhances students’ linguistic and cultural understanding but also creates a more meaningful and motivating learning environment, highlighting important pedagogical implications for EFL reading classrooms.

THE USE OF AUTHENTIC VIDEO IN ENGLISH LEARNING VOCABULARY: A NARRATIVE THEMATIC LITERATURE REVIEW

Ananda Ditha Safrina — 2026-04-14

This article uses a narrative thematic literature review to explore the utilization of authentic videos in learning English vocabulary. The study collects findings from previous research by identifying common themes on how authentic videos help in vocabulary development. According to the thematic synthesis, authentic videos improve learner engagement, offer contextualized and appropriate language input, and support incidental vocabulary acquisition. However, the literature also shows a variety of findings concerning their effectiveness, which are impacted by elements including instructional design, learner characteristics, and learning context. This evaluation focuses on regular pedagogical patterns and challenges in using authentic videos for learning vocabulary rather than evaluating the effectiveness of certain studies. The findings suggest that authentic videos need to be carefully selected and considered to meet learners' needs in vocabulary development.

A TRANSITIVITY ANALYSIS OF DESCRIPTIVE TEXTS BY SENIOR HIGH SCHOOL STUDENTS: A GENDER-BASED COMPARISON

Wardah Hamidah — 2026-04-14

This study investigates the use of transitivity processes in descriptive texts written by eleventh-grade EFL students and examines potential gender-based differences in meaning-making. A descriptive qualitative design was employed, involving fourteen students (eight females and six males) from a senior high school in Bogor, Indonesia. Data were collected through students’ individually written descriptive texts and analyzed at the clause level using Halliday & Matthiessen (2014) Systemic Functional Linguistics framework. Clauses were categorized into six process types: material, mental, relational, behavioral, verbal, and existential. The results revealed that relational processes were the most dominant, followed by material and mental processes, while verbal, behavioral, and existential processes occurred minimally. Female students tended to use more relational and mental processes, reflecting a stronger focus on describing attributes and internal experiences, whereas male students showed a relatively higher proportion of material processes, emphasizing observable actions. However, overall patterns of transitivity use were similar across genders, indicating the influence of genre conventions over gender. The findings suggest that students’ descriptive writing relies primarily on attributive patterns and highlight the need for instructional strategies that encourage richer and more varied descriptions.

TODDLERS’ LEARNING ENGAGEMENT IN ENGLISH LEARNING: A COMPARISON BETWEEN SONG BASED AND NON SONG BASED ACTIVITIES

Jihan Paramitha Rahayu — 2026-04-14

This study aims to analyze toddlers’ learning engagement in English language learning by comparing song based activities and non song based activities. The study employed a descriptive qualitative approach involving one four year old toddler as the participant. Data were collected through classroom observation, focus duration measurement using a stopwatch, field notes, and a semi structured interview with the parent as a form of data triangulation. The findings indicate that song based activities lead to higher levels of learning engagement than non song based activities. The toddler demonstrated a longer attention span, more positive emotional responses, greater physical involvement, and faster and more spontaneous vocabulary recall during song based learning. In contrast, non song based activities resulted in shorter focus duration and higher levels of boredom. These findings support major theories in Second Language Acquisition (SLA), particularly Krashen’s Input Hypothesis and Affective Filter Hypothesis, as well as the principles of Total Physical Response (TPR). Therefore, song based learning is recommended as an effective and developmentally appropriate strategy for early childhood English language learning.

VISUAL NOVELS IN ENGLISH READING INSTRUCTION: A NARRATIVE THEMATIC LITERATURE REVIEW

Ryan Yudha Nugroho — 2026-04-14

The purpose of this study is to investigate the ability of visual novels as a digital learning tool that can help improve English reading skills among students enrolled in English as a foreign language programs at universities. Many students still find it difficult to understand reading texts and show low participation when learning using traditional materials. To solve this problem, visual novels are considered an alternative learning method that combines elements of text, images, and interaction. This study uses narrative thematic literature analysis by reviewing scientific articles published between 2020 and 2024 on digital game-based learning, multimedia learning, and reading skills in EFL conditions. The collected data was processed to find the main themes related to reading comprehension and learning motivation. The findings show that visual novels can increase student engagement, aid reading comprehension by using images and context, and provide a more memorable reading experience. In conclusion, visual novels show great potential as an innovative and relevant tool for teaching English reading skills in higher education.

THE ROLE OF WATTPAD AS A SUPPORTING PLATFORM FOR ENCHANCHING EFL STUDENT READING SKILL

Muhammad Haekal Muzakky — 2026-04-14

Reading is a fundamental skill in English as a Foreign Language (EFL) learning; however, many EFL university students still experience low reading motivation, limited engagement, and insufficient exposure to English texts. Recently, digital reading platforms have gained attention as alternative resources to support reading development, including Wattpad. This study aims to synthesize recent literature on the use of Wattpad as a supporting platform for developing EFL students’ reading skills.This study employed a narrative thematic literature review by analyzing fifteen peer-reviewed journal articles published between 2021 and 2024. The selected studies were thematically analyzed to identify patterns, similarities, and differences related to the use of Wattpad in EFL reading contexts, focusing on reading motivation, reader engagement, reading frequency, vocabulary development, and pedagogical challenges.The findings indicate that Wattpad has the potential to enhance students’ motivation, engagement, and exposure to authentic texts when integrated with structured pedagogical guidance. However, without clear instructional objectives and supervision, its effectiveness may be limited. This review concludes that Wattpad can function effectively as a supplementary digital reading platform in EFL higher education.

STUDENTS’ PERCEPTION ON USING DUOLINGO AS A SELF-REGULATED LEARNING TOOL FOR INTENSIVE READING MASTERY

Fauzan Al Mubarok — 2026-04-14

This study aims to analyze students’ perceptions of using Duolingo as a self-regulated learning tool to improve intensive reading skills. Intensive reading emphasizes deep comprehension of texts, including vocabulary, sentence structures, and implicit meanings. However, many students face difficulties in maintaining motivation and autonomous learning. This study employed a descriptive quantitative method using questionnaires administered to secondary school students. The data were analyzed using descriptive statistics. The findings indicate that most students have positive perceptions of Duolingo due to its interactive features, flexible learning time, and immediate feedback. The study concludes that Duolingo has strong potential as a supportive medium for intensive reading through self-regulated learning.

MOOD ANALYSIS IN THE NARRATIVE TEXT “TIMUN MAS” FROM ENGLISH FOR NUSANTARA GRADE 9

Ruziah Rianti — 2026-04-14

This study aims to analyze mood realization and its contribution to the development of events in the narrative text Timun Mas – Fighting the Giant (Part 2) taken from the English for Nusantara Grade 9 textbook. This research employs a qualitative approach using discourse analysis based on Systemic Functional Linguistics (SFL), focusing on the mood system proposed by Halliday and Matthiessen (2014). The data consist of clauses in the narrative text that were analyzed to identify mood types and their functions within the narrative structure. The findings reveal that out of all clauses in the text, only 44 clauses can be identified as realizations of mood. Among these, declarative mood is the most dominant, while interrogative and exclamative moods appear less frequently. The results indicate that declarative mood plays a major role in presenting events systematically, whereas interrogative and exclamative moods contribute to building tension and emotional engagement in the story. In conclusion, the mood system functions as an important interpersonal meaning resource that supports narrative development. Pedagogically, this study offers insights for teachers to design linguistically informed learning activities using locally grounded narrative texts in English language teaching.

An Analysis of the Factors Causing Pronunciation Difficulties among Students in Grade X in SMAN 1 Kuningan

Wahdan Fauzan Alfaridzi — 2026-04-14

This study investigates the pronunciation difficulties experienced by EFL students at SMAN 1 Kuningan using a qualitative case study design supported by quantitative questionnaire data. A total of 32 students completed a Likert-scale questionnaire, and four participants (coded as P1–P4) took part in semi-structured interviews. Thematic analysis revealed five major factors that contribute to students’ pronunciation problems: linguistic challenges, limited exposure to authentic English input, inconsistent instructional support, affective barriers, and weak learning habits. Linguistic difficulties arise from unfamiliar English phonemes and inconsistent spelling–sound correspondence, while exposure outside the classroom remains insufficient for most students. Instructional support exists but lacks systematic practice and consistent feedback. Affective factors emerge as the strongest barrier, as students frequently report anxiety, embarrassment, and low confidence when speaking. Furthermore, irregular practice habits hinder progress and limit opportunities for improvement. These findings indicate that pronunciation difficulties are multidimensional and interconnected, requiring a holistic approach to address both internal and external factors influencing learners’ oral performance. The study highlights the importance of structured pronunciation instruction, increased exposure, supportive classroom environments, and the development of learner autonomy in improving students’ pronunciation competence.

EXPLORING THE USE OF AI-BASED APPLICATIONS FOR VOCABULARY LEARNING IN ELEMENTARY CLASSROOMS

Muhammad Faiz Syafitra — 2026-04-14

This study aims to explore the use of AI (Artificial Intelligence) based applications in English vocabulary learning in elementary school classrooms. Along with the development of digital technology, various AI-based applications are beginning to be utilized in the learning process to increase student engagement and understanding. This study used a qualitative approach with classroom observations and interviews with English teachers in elementary schools who have implemented AI applications in their English vocabulary teaching. Observations were conducted to observe how AI-based applications are implemented in vocabulary learning activities, while interviews were used to explore teachers' perceptions of their use. The results showed that AI-based applications help students understand and remember new vocabulary through interactive features, direct feedback, and attractive visual displays. In addition, teachers viewed the use of AI applications as an effective and innovative learning medium, although there were still several obstacles such as limited facilities and technical readiness. This study concluded that AI-based applications have great potential in supporting vocabulary learning in elementary schools and can be an alternative learning medium relevant to today's learning needs.

THE ROLE OF SPOTIFY AS A SUPPORTING PLATFORM FOR LEARNING ENGLISH PRONUNCIATION AMONG COLLEGE STUDENTS

Mohammad Maleek Putratama — 2026-04-14

Pronunciation is an important aspect of speaking because it affects how clearly EFL (English as a Foreign Language) learners can be understood. However, many university students still experience difficulties in developing accurate English pronunciation due to limited exposure to authentic listening materials and a lack of regular pronunciation practice outside the classroom. With the rapid development of digital technology, music-streaming platforms such as Spotify have become alternative learning resources that offer authentic audio input, opportunities for repeated listening, and lyric-based learning activities.

This narrative thematic literature review aims to examine previous studies that explore the role of Spotify and other music-based digital platforms in supporting English pronunciation learning, particularly among college students. The review synthesizes findings from recent studies published between 2016 and 2025, collected through academic databases such as Google Scholar and ERIC. The findings indicate that Spotify positively supports pronunciation improvement through repeated listening practice, imitation of native pronunciation, increased learner motivation, and opportunities for autonomous learning. However, most previous studies have focused on secondary-school learners, which shows a research gap related to the use of Spotify in university-level pronunciation learning. Therefore, this review suggests that Spotify can serve as an effective supplementary platform for pronunciation learning, especially when combined with structured pronunciation learning activities.

STUDENTS’ DIFFICULTIES IN UNDERSTANDING NARRATIVE TEXTS: A NARRATIVE THEMATIC LITERATURE REVIEW

Muhammad Khairul Rifki — 2026-04-14

Integrating Data-Driven Instruction into EFL Curriculum in Indonesia

Wawat Srinawati — 2026-04-14

This study investigates the integration of Data-Driven Instruction (DDI) into the English as a Foreign Language (EFL) curriculum in Indonesia, with a particular focus on students at Muhammadiyah Bogor Raya University. The primary aim of this research is to examine how instructional decisions informed by learning and assessment data can enhance teaching effectiveness and student learning outcomes in higher education EFL contexts. Drawing on the literature of data-driven decision making, formative assessment, and curriculum alignment in language education, this study highlights the growing importance of using empirical evidence to guide instructional practices. This research employed a mixed-methods approach. Quantitative data were collected from students’ diagnostic tests, formative assessments, and final achievement scores, while qualitative data were obtained through classroom observations, student questionnaires, and lecturer interviews. The sample consisted of undergraduate EFL students enrolled in compulsory English courses at Muhammadiyah Bogor Raya University. Data analysis involved descriptive and inferential statistics as well as thematic analysis to examine instructional adjustments and learning progress. The findings reveal that integrating Data-Driven Instruction into the EFL curriculum led to more responsive teaching practices and improved student performance, particularly in reading and writing skills. Lecturers reported increased awareness of students’ learning needs, while students demonstrated higher engagement and clearer learning trajectories. The study concludes that Data-Driven Instruction offers a practical and effective framework for strengthening EFL curriculum implementation in Indonesian higher education.

Transforming the Learning Process through the Application of Blended Learning in the Digital Age

Yolanda Dwi Apriliani — 2026-04-15

Digital transformation in higher education encourages universities to develop innovative technology-based learning models to improve the quality and learning experience of students. One approach that has been widely studied is blended learning, which combines face-to-face and online learning. This study purposed to formulate conceptual recommendations for educational institutions in designing strategies for implementing MOOC (Massive Open Online Courses) based blended learning in the design of higher education courses. This study used a literature review approach by analyzing various relevant scientific journals and academic publications. The focus of the study was on the potential of MOOC based blended learning in transforming the learning process and improving student academic achievement of Muhammadiyah Bogor Raya at the third semester. The results of the literature review showed that the integration of MOOCs in blended learning contributes positively to learning flexibility, student independence, and the strengthening of digital skills and learning time management. This approach supports more adaptive learning in accordance with the diverse needed and characteristics of students. These findings are expected to serve as a reference for educational institutions in developing blended learning policies and practices in higher education.

THE USE OF DUOLINGO APPLICATION IN DEVELOPING ENGLISH SPEAKING SKILLS IN EFL CLASSROOM

Endah Ayuning Tias1 — 2026-04-15

The development of digital technology has created many new ways to learn English, especially through mobile applications. The problems of this research based on the phenomenon that most of students had low speaking skill in EFL classroom. The writers used the Duolingo application to improved students' English speaking skills. This study used a literature review approach by collecting and analysing information from various sources about language learning apps. The main focus was to see how Duolingo's features, such as pronunciation practice and game-like systems, can motivate students to practice more often. The results showed that Duolingo is very helpful for students to improve their pronunciation and learn new vocabulary in a fun way. Additionally, the voice features in the app help students become more confident because they could practice anytime without feeling afraid of making mistakes. The study concluded that Duolingo is a beneficial digital tool for supporting the development of English speaking skills in EFL classrooms. It was recommended that teachers integrate mobile learning applications such as Duolingo as complementary resources alongside classroom instruction to enhance speaking practice and learner motivation. Duolingo is an effective tool to support learning, making it less boring and helping students speak English more bravely.

Students’ Perceptions of Artificial Intelligence’s Potential to Replace Teachers in English Language Teaching

Nining Farida — 2026-04-15

Rapid technological developments have had a major impact on various aspects of human life, such as education, economics, health, and communication. Artificial Intelligent could provide various benefits by providing more interactive, adaptive, and flexible learning according to the needs of students. This study aimed to investigate students' perceptions of the potential of AI to replace the role of teachers in English language learning. This study used a qualitative approach with a case study design and data collection techniques through interviews with third-semester English education students at Muhammadiyah University Bogor Raya. The results showed that students consider AI to be an innovative learning support tool in improving access to learning and independent learning. In addition, students also believed that AI could not completely replace the role of teachers in English language learning, especially in terms of social interaction, providing appropriate feedback, and character building. Therefore, it could be concluded that Artificial Intelligence could facilitate the learning process, so that it could be considered a complement to learning and cannot yet completely replace the role of teachers in English language learning.

READABLE APPLICATION IN ENHANCING JUNIOR HIGH SCHOOL STUDENTS’ READING SKILLS: A NARRATIVE THEMATIC LITERATURE

Intan Septiani — 2026-04-15

This article examines the role of readable application in developing junior high school students’ reading skills in English as a Foreign Language (EFL) contexts. A narrative thematic literature review was employed by analyzing relevant journal articles and academic sources. The findings indicate that readable application enhance reading comprehension, vocabulary mastery, and students’ reading motivation through leveled texts, vocabulary support, and interactive features. This review concludes that readable applications can serve as an alternative solution to challenges in EFL reading instruction. The implications suggest that English teachers integrate readable applications into technology-assisted reading instruction.

EFL STUDENTS’ PERCEPTIONS ON THE USE OF DIGITAL STORYTELLING IN READING: A LITERATURE REVIEW

Chaerani Diva Safarah — 2026-04-15

THE ROLE OF DIGITAL IMAGES IN ENHANCING VOCABULARY TEACHING: INSIGHTS AND BENEFITS FOR YOUNG LEARNERS

Selpiyanti — 2026-04-15

Vocabulary mastery is an essential part of foreign language learning; however, traditional teaching methods often struggle to maintain young learners’ interest because they require more engaging and meaningful learning experiences. This study aims to explore the role of digital images in enhancing vocabulary teaching through a narrative literature review of eight selected journal articles. From several reviewed studies, it can be concluded that the use of digital images, such as Canva-based visuals, animated videos, and interactive learning games, consistently improves vocabulary achievement, learning motivation, and students’ active participation in classroom activities. The study concludes that integrating digital image-based instruction offers meaningful pedagogical benefits for young learners, especially when teachers apply appropriate instructional strategies and select media that match students’ developmental needs.

THE USE OF QUIZZLE WEBAPP FOR LEARNING VOCABULARY A CASE AT A JUNIOR HIGH SCHOOL IN BOGOR

Shinta Choirulhusna — 2026-04-15

Technological developments have also had a significant impact on education, especially on the teaching and learning process in the classroom. Another study examined junior high school students' perceptions of using Quizlet as an interactive learning medium to enrich their English vocabulary. This study used a mixed methods approach with a convergent parallel design and involved 30 eighth-grade students at a junior high school in Bogor. Data were collected through questionnaires, interviews, and learning observations, then analyzed using thematic analysis. The results of the study identified five main themes, namely the ease of using Quizlet, its interactive nature through games and flashcards, its effectiveness in helping to remember vocabulary through repetition, increased learning motivation due to interesting features, and the flexibility of learning that allows students to study independently anytime and anywhere. These findings indicate that Quizlet not only helps with vocabulary mastery but also increases student engagement and learning motivation, in line with the concept of Mobile-Assisted Language Learning (MALL). Therefore, the integration of digital applications such as Quizlet is considered capable of improving the quality of English language learning, particularly in vocabulary development. Further research is recommended to examine the long-term impact of using Quizlet and its effectiveness in various contexts and educational level

NEED ANALYSIS: INSTAGRAM REELS AS A LEARNING MEDIUM TO FACILITATE JUNIOR HIGH SCHOOL STUDENTS' VOCABULARY MASTERY

Wiwin Herlina — 2026-04-15

The purpose of this study is to examine how Instagram Reels can function as a learning tool in helping junior high school students gain an understanding of English vocabulary and their perceptions of the use of this application. The data were analyzed using a narrative thematic approach to find patterns related to motivation, understanding of meaning, and the ability to use vocabulary in everyday contexts. The results showed that short audio-visual content with vocabulary increased student engagement. Instagram Reels helped them understand frequently used words, made their meanings easier to understand, and showed real-life examples of usage. In addition, this medium helps students more easily find important vocabulary to learn. Instagram Reels can function well as an easy-to-use learning medium that is relevant to students' digital habits. In other words, the use of short contextual videos can help students learn vocabulary that is more meaningful, interesting, and self-centered.

CULTURAL ADJUSTMENT IN EFL CLASSROOMS: A NARRATIVE THEMATIC LITERATURE REVIEW

Najwatus Salimah — 2026-04-15

Cultural diversity in English as a Foreign Language (EFL) classrooms has intensified the need to understand how students adjust to cultural differences during the learning processv Cultural diversity in English as a Foreign Language (EFL) classrooms requires an understanding of how learners adjust to cultural differences during the learning process. Misunderstandings arising from mismatches between learners’ cultural backgrounds and classroom practices can reduce participation and hinder meaningful comprehension. This article synthesizes previous studies on cultural adjustment in EFL classrooms using a narrative thematic literature review approach. The analyzed studies focus on culture in language learning, intercultural communication, and cross-cultural adaptation, examining theoretical foundations, research contexts, and key findings. The synthesis identifies four main themes: (1) culture as an integral component of language learning, (2) stages of cultural adjustment experienced by EFL learners, (3) challenges and benefits of cultural adjustment in classroom interaction, and (4) learners’ perceptions of cultural adjustment practices. Findings indicate that cultural adjustment is a dynamic and cyclical process influencing learners’ comprehension, participation, and confidence. This study emphasizes the importance of culturally responsive teaching and highlights a research gap in synthesizing learners’ cultural adjustment experiences in local EFL contexts.

IMPROVING STUDENTS’ SPEAKING PERFORMANCE THROUGH THINK-PAIR-SHARE: EVIDENCE FROM A CLASSROOM-BASED RESEARCH

Yohana Logha — 2026-04-15

This article reports a classroom-based study on improving eighth-grade students’ English speaking performance through the Think-Pair-Share (TPS) strategy at SMP Negeri 7 Kupang, Indonesia. The study aimed to examine the extent to which TPS enhances students’ speaking fluency, accuracy, and confidence, and to explain how the strategy promotes students’ engagement in speaking activities. Employing a mixed-methods explanatory sequential design, the research involved pre-test and post-test speaking assessments, classroom observations, and semi-structured interviews with students. Quantitative findings revealed a notable improvement in students’ overall speaking performance after the implementation of TPS, with gains observed across fluency, accuracy, and confidence dimensions. Qualitative data further indicated increased student participation, reduced speaking anxiety, and more supportive peer interaction during speaking tasks. These findings demonstrate that TPS creates a collaborative and joyful learning environment that facilitates mental readiness, peer support, and active oral practice. The study contributes to EFL pedagogy by providing empirical evidence from an under-researched junior high school context in Eastern Indonesia and by illustrating how TPS aligns with the student-centred and collaborative principles of Kurikulum Merdeka. Therefore, TPS is recommended as an effective instructional strategy for enhancing speaking skills in EFL classrooms.

VISUAL REPRESENTATION OF GENDER IN INDONESIAN’S ENGLISH TEXTBOOK COVER

Isyti Najwa Rohmah — 2026-04-15

Considering the influential role of textbooks in shaping students' social perceptions, this study investigates how gender is visually represented on the covers of English for Nusantara textbooks for junior high school. Using Qualitative Content Analysis, the study analyzes the textbook covers as visual texts that convey social meaning through images. The data were analyzed using Kress and van Leeuwen’s Grammar of Visual Design framework, focusing on representational, interactive, and compositional meanings. The analysis examines visual elements such as participants, gaze, positioning, and visual salience to uncover how gender identities are constructed and communicated. The findings indicate that the textbook covers present gender representations through balanced visual compositions and inclusive imagery; however, subtle differences in posture, activities, and expressiveness continue to reflect socially constructed gender roles. These findings suggest that textbook covers function as early sites of gender meaning-making. Therefore, this study implies the need for more gender-sensitive visual design in educational materials to support equitable gender perceptions among students.

THE BENEFITS OF USING DUOLINGO TO IMPROVE ENGLISH LISTENING SKILLS: A NARRATIVE THEMATIC LITERATURE REVIEW

Andini Anugrah Putri — 2026-04-15

Listening skills are considered a fundamental component in English language learning because they provide important linguistic input for the development of other language skills. However, previous studies have reported that learners often experience difficulties in listening due to limited exposure, inadequate practice, and low levels of learning engagement. This article aims to examine the benefits of using the Duolingo app in improving English listening skills based on findings from previous studies. This study used a narrative thematic literature review method by analyzing 26 scientific articles related to listening skills and the use of Duolingo in English language learning. The findings show that Duolingo offers several key benefits, including repeated and structured oral input, learning flexibility, increased learner motivation through gamification features, and support for independent learning. These findings indicate that Duolingo is effective as a supporting medium to overcome limited exposure and lack of listening practice outside the classroom. Based on these results, this article recommends the use of Duolingo as a complementary medium in listening instruction to expand opportunities for independent practice and to increase learner autonomy within the framework of Mobile-Assisted Language Learning (MALL).

ENGLISH MATERIALS DEVELOPMENT IN THE EFL CONTEXT OF THAILAND: A NARRATIVE THEMATIC LITERATURE REVIEW

Fatimah Naima — 2026-04-15

This study discusses English materials development in the EFL context of Thailand using a narrative thematic literature review. Several selected studies were analyzed to find common themes in developing effective English materials. The results show that good materials in Thailand are usually based on students’ needs, use communicative and task-based activities, include authentic materials, and consider the role of teachers in classroom implementation. However, most previous studies focus only on learning results and do not clearly explain how these elements are connected in one complete framework. Therefore, this study emphasizes the importance of creating a more integrated and context-appropriate model for English materials development in Thailand.

STUDENTS’ PERCEPTIONS OF ENGLISH SPEAKING CONFIDENCE IN A MULTINATIONAL ENVIRONMENT: INDONESIAN AND MALAYSIAN LEARNERS IN MADINAH

Islam Syamil Fatahillah — 2026-04-15

Speaking confidence is a crucial element influenced by educational background and environmental factors. This study aims to synthesize perceptions of English-speaking confidence among Indonesian and Malaysian students at the Tahfidz Annor Bakti Foundation in Madinah (aged 12-25). Using qualitative methods through a thematic narrative approach, this study explores how the multinational dynamics in Madinah and international travel to Kuwait and Turkey serve as unstructured language laboratories. The findings indicate a "confidence gap" where Malaysian students benefit from ESL status, while Indonesian students face vocabulary barriers and language anxiety (EFL). However, practical needs in the Medina market and interactions at the Prophet's Mosque prompted the use of "Survival English," which effectively increased speaking confidence. This study concludes that the discipline of tahfidz does not hinder language acquisition but rather supports the integration of English as a functional communication tool.

Revisiting Input and Output Mechanisms in Writing Development: A Comparative Review of Contemporary Research

Daffa Anugrah Pratama — 2026-04-15

Revisiting Input and Output Mechanisms in Writing Development: A Comparative Review of Contemporary Research

The Correlation Between Students’ Perceptions on The Use of Online Digital Interactive Media and Reading Comprehension Ability

Ratih Setya Rahayu — 2026-04-15

Over the past several years, there has been a noticeable increase in the use of online interactive media in English teaching and learning. The advent of digital learning management systems like Edmodo, Google Classroom, and Moddle accelerated the adoption of educational platforms like Quizziz and the British Council, as well as non-educational media like YouTube, Instagram, and Twitter that were created primarily for entertainment purposes. The purpose of this study is to improve students' perceptions of using online digital interactive media and establish a relationship between those perceptions and their understanding of reading. 89 eleventh-grade students of a private high school in surabaya took part in this study. A closed-ended Likert-scale survey before and after using Quizziz was used to collect data on students' impressions, and a reading comprehension test was used to examine the relationship between students' perceptions and their comprehension skills. According to the results, there is a significance level (5%) so it is stated that there is a relationship between the perspective and reading comprehension ability of students at private high schools in Surabaya, where there is an increase in reading ability before and after media Quizziz in English language teaching.

English for Makeup Client Services: An ESP Material Development Study at SMKN 3 Bogor

Atti Herawati — 2026-04-15

This study aims to develop English for Specific Purposes (ESP) materials focusing on client services in the beauty field for cosmetology students at SMKN 3 Bogor. The study addresses the use of general English textbooks that do not adequately support vocational students’ professional communication needs. Grounded in Hutchinson and Waters’ ESP theory, this research employed a Research and Development (R&D) method. Data were collected through two questionnaires: a learning needs analysis and a student feedback questionnaire involving 30 cosmetology students. The results showed that students needed English mainly for speaking, especially for communicating with makeup clients. Based on the needs analysis, an ESP course book was developed. To evaluate the implementation, students’ feedback was collected through a questionnaire. The results showed that students gave positive responses to the developed material. 100% of students agreed that the material was relevant to their study program. 66,7% students also stated that the material was easy to understand, well-organized, and suitable. The findings suggest that ESP-based materials for makeup client services are effective in supporting vocational students’ English learning and better preparing them for their future professional careers.