Eltin Journal : Journal of English Language Teaching in Indonesia

DIGITAL LITERACY FOR GENERATION Z IN THE ERA OF SOCIETY 5.0

Hanura Febriani, Zelvia Liska Afriani — Mon, 03 Mar 2025 00:00:00 +0000

Technological developments in society have encouraged the formation of a new era, namely
society 5.0, where digital technology is inherent in humans, specifically in generation Z.
This study aims to analyze the digital literacy levels of generation Z in learning English and
examine the relationship between digital literacy competency and academic success in
English. It also explores effective strategies for teachers to enhance digital literacy among
students to improve their learning outcomes in the classroom. A sequential explanatory
mixed-method approach was used, involving senior high school students and teachers in
Bengkulu City. Data collection combined questionnaires to assess students' digital literacy
competencies and in-depth interviews using the think-aloud protocol technique to gather
qualitative insights. The data were analyzed using an independent sample T-test to examine
the correlation between digital literacy and academic success. The findings reveal that
students in senior high schools in Bengkulu have good digital literacy skills in English
learning. Furthermore, the correlation analysis indicates that higher digital literacy
proficiency positively affects students' success in learning English. In addition, teachers have
employed some strategies to increase generation Z's proficiency with digital literacy to
improve the success of English learning in the classroom.

STUDENT'S DIFFICULTIES IN READING DESCRIPTIVE TEXT AT SMP 1 BLANGPIDIE

Yusnita, Nuzulul Isna — Mon, 03 Mar 2025 00:00:00 +0000

Reading is one of the English skills that has a significant role in helping students acquire English better and succeed in the academic field. Unfortunately, most students still struggle with reading comprehension, especially descriptive text. The students can still not scan what descriptive text tells about, although they have read it repetitively. This study is proposed to discover students’ difficulties in reading descriptive text. The method is qualitative design with 35 subjects. The data were collected through interviews and observation. The result of this study showed that the difficulties in reading comprehension faced by students are due to the fact that the length of the text can frustrate students to grasp the meaning. Secondly, there is a lack of vocabulary mastery; most students are poor in vocabulary mastery and face difficulty gaining information on descriptive text when they find unfamiliar words. Thirdly, when reading without strategies, most students only read the text without implementing the appropriate methods to comprehend it better. Fourthly, there is a lack of prior knowledge: most students do not have background knowledge of the topic they read. Lastly, limited reading practice, since students only practice reading when English subjects have limited reading references.

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH PICTIONARY GAME

Aisa Dara Fona, Zuhri Efendi — Mon, 03 Mar 2025 00:00:00 +0000

The vocabulary mastery of students at SMP Negeri 1 Blangpidie remains poor. To address this issue, this study investigates the effectiveness of the Pictionary game in enhancing students’ vocabulary mastery. An experimental method was employed in this study. The subjects of this study were 28 students (12 are boys and 16 are girls) from class VII.B at SMP Negeri 1 Blangpidie. The data were collected through pre-tests and post-tests and analyzed by using a paired-sample t-test to see the improvements in students’ vocabulary mastery after treatment. The findings showed that the use of Pictionary card games significantly improves students' vocabulary mastery, as indicated by an increase in the mean scores from 46 in the pre-test to 63 in the post-test. In addition, the data from the pair sample T-test revealed that t-score of 9.48 with a significance level of 0.000. Since the significance value (sig) is 0.000, which is less than 0.05, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that the use of Pictionary game is effective in improving students’ vocabulary. This means that the use of the Pictionary game is recommended to be applied in teaching vocabulary.

AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY AT SMP AL-FALAH JAMBI

Susilawati Susilawati, Alfian Alfian, Tartila Tartila — Mon, 03 Mar 2025 00:00:00 +0000

The aim of this research is to investigate the levels of speaking anxiety among students, the differences in speaking anxiety between male and female students, and the factors contributing to students’ speaking anxiety. The researcher used mixed method and SPSS program to analyzed the data kuantitative. Data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, which consists of 33 positive and negative items. The results showed that 1.9% of students were very anxious, 25% were anxious, 59.6% were mildly anxious, and 13.5% felt relaxed during speaking activities. Although there was no significant difference in overall anxiety levels between male and female students, significant differences emerged when specific domains such as communication apprehension, test anxiety, and fear of negative evaluation were analyzed. In addition, the factors cause of students speaking anxiety; Communication Apprehension (CA), Test Anxiety, and Fear of Negative Evaluation (FNE).

DEIXIS IN TRANSLANGUAGING PRACTICES: A STUDY ON BILINGUAL CLASSROOM INTERACTION

Angga Maulana, Dian Dia-an Muniroh — Mon, 03 Mar 2025 00:00:00 +0000

This study intends to identify the types of deixis (personal, temporal, spatial) used in bilingual classrooms, to examine how deixis functions as a linguistic tool to support comprehension in bilingual learning environments, and to provide practical recommendations for lecturers on how to effectively integrate deixis and translanguaging in teaching. To answer the problems, classroom interaction was examined using a qualitative study through classroom observation, audio-recorded interactions, and interviews. The English-speaking Indonesian students and lecturers are participated in this study. According to the results, first, three types of deixis (personal, temporal, and spatial) were identified in bilingual classroom interactions using translanguaging practices. Second, deixis was functioned as an essential language tool for tying communication to particular people, places, and times, which promotes more seamless and contextually relevant interactions. Temporal deixis planned classroom activities, spatial deixis made collaborative work clear, and personal deixis promoted inclusion and relational dynamics. Last, the practical recommendation covered encouraging critical thinking, cultural sensitivity, and participation in multilingual environments. This study emphasizes how crucial it is to incorporate deixis and translanguaging into bilingual education in order to establish welcoming, stimulating, and productive learning environments. To extend these findings across other language and cultural contexts, more study is advised.

EXPLORING STUDENTS’ PERCEPTIONS OF BILINGUAL PROGRAM’S IMPACT ON ENGAGEMENT IN EFL CLASSROOM

Sabilla Aprilia Zulfah, Heni Novitasari — Mon, 03 Mar 2025 00:00:00 +0000

The increasing use of English as a global language over the past few decades has significantly increased its use worldwide, including in Indonesia. Despite its importance, limited research has focused on the role of bilingual education in enhancing student engagement in English as a Foreign Language (EFL) classroom. This study aims to explore students' perceptions regarding the impact of the bilingual education program on their cognitive, emotional, and behavioral engagement in English as a Foreign Language (EFL) class at Al Azhar 19 Cibubur Islamic Junior High School. The study employed a qualitative descriptive research approach. Data were collected using questionnaires, involving 60 students from bilingual classes as respondents. The data were then analyzed to determine the extent of engagement in three domains. The findings revealed that the bilingual education program positively influenced students' engagement, with 25% of respondents indicating strong cognitive engagement, 39% demonstrating emotional engagement, and 37% showing behavioral engagement. These results highlight the program's potential in fostering active participation and motivation in EFL learning environments.

BRIDGING BRAIN AND LANGUAGE: POSTGRADUATE STUDENTS' PERCEPTIONS NEUROEDUCATION IN ENGLISH LANGUAGE TEACHING

Dahlia Indahsari, Him’mawan Adi Nugroho, Ahmad Munir — Mon, 03 Mar 2025 00:00:00 +0000

This study aims to explore postgraduate students' perceptions of the importance of Neuroeducation in English Language Teaching (ELT) and their awareness of its application.

A mixed-methods approach was employed in this study. The study involved 30 postgraduate students from Master of Education programs at various universities. Questionnaires were used to collect quantitative data, while open-ended interviews were conducted to gather qualitative data. The data were analyzed using descriptive statistics for the quantitative data and thematic analysis for the qualitative data. The findings reveal that postgraduate students perceive understanding brain function as crucial in ELT. Regarding the awareness of Neuroeducation, participants highlighted the significance of accessible neuroscience resources, with the highest mean score (M = 4.87) for the need to make neuroscience information easily available to educators. The study concludes that postgraduate students recognize the importance of Neuroeducation in creating personalized and inclusive learning environments, though challenges remain, such as the need for formal training. Thus, Neuroeducation is considered an interdisciplinary field that can bring insights into how the brain learns the knowlegde into more effective and inclusive teaching stratgies, particularly in English language teaching.

EFL STUDENTS’ PERCEPTIONS TOWARD CHATGPT AS A WRITING INSTRUMENT

Algrin Hayadi Algrin, Dedi Sofyan, Syafryadin Syafryadin — Mon, 03 Mar 2025 00:00:00 +0000

The use of AI tools in education is increasing in this age of technological progress. It is essential to comprehend how AI may facilitate the learning process and Assist students in overcoming challenges, particularly in writing.This study examined EFL students' perceptions of ChatGPT as an AI writing instrument. The study employed a qualitative methodology utilizing a phenomenological framework. The data was collected through interviews with five English Education students at the University of Muhammadiyah Bengkulu, selected for their perceived expertise to get comprehensive insights. The collected data was analyzed using theme analysis. The results indicated that students possessed favorable perceptions. Besides, students highlighted ChatGPT's significant role in enhancing the writing process by providing prompt feedback, facilitating idea development, and improving grammatical accuracy. They also found it useful for time management, expanding vocabulary, and generating topics. However, challenges such as ChatGPT's occasional provision of inaccurate information, the risk of fostering dependency, and network-related issues were also noted. Based on these findings, ChatGPT should be used only as a reference or consultation tool; students should use their critical thinking skills and verify ChatGPT responses with reputable sources.This study shows that ChatGPT can help writers, but educators and students must realize its limits.

ENHANCING PROFESSIONAL COMPETENCIES WITH HYPERMEDIA: A STUDY OF VOCATIONAL ENGLISH TEACHER

Mon, 03 Mar 2025 00:00:00 +0000

The development of competencies is crucial for teachers in the era of Education 5.0. The advancement of technology and science requires teachers to master the concepts and use of these technologies in teaching learning process. The rapid advancements in technology and science demand that teachers in the era of Education 5.0 enhance their competencies, particularly in integrating digital tools into the teaching-learning process. This study explores the role of hypermedia in enhancing the professional competence of English teachers at SMK Negeri 1 Kandeman, with a particular focus on its potential to support self-directed learning, continuous professional development, and collaborative practices. Using a phenomenological approach, data were collected through interviews, observations, and documentation involving five English teachers. The findings reveal that hypermedia empowers teachers to adopt innovative teaching strategies and fosters growth in four key areas: pedagogical competence, professional competence, social competence, and personal development. The research highlights the need for ongoing professional development programs to help teachers effectively integrate hypermedia into their teaching practices, aligning with the goals of the Merdeka Curriculum framework. This study contributes to understanding the intersection of digital tools and teacher competence in vocational education, offering valuable insights for future educational policies and practices.

VISUAL LEXICONS FOR VISUALLY IMPAIRED STUDENTS: A SEMANTIC INTERPRETATION ANALYSIS

Wita Dwi Payana, Rahil Helmi — Mon, 03 Mar 2025 00:00:00 +0000

This study explores how students who are blind from birth comprehend and form semantic concepts, focusing specifically on the notion of a "visual lexicon." By investigating the development and understanding of semantic concepts in these students, this study aims to reveal how blind students interpret meanings usually derived from visual experiences and adapt them through alternative sensory inputs. This is a descriptive qualitative study. The data were collected from observation and interview The data source of this research consists of 21 visual vocabulary words, categorized into three groups: nouns that can be touched, nouns that cannot be touched, and adjectives. The data of this research revealed that first and third-grade students use definitions and paraphrases in conceptualizing the semantics of visual vocabulary, while fifth and sixth-grade students use classification, naming, and definitions. In acquiring the semantic concepts of visual vocabulary, there is a shift from sight to hearing and touch. Since blind children lack visual input, their language acquisition, particularly in semantic concepts, relies solely on experiences conveyed through spoken information from others. Therefore, the study's results are expected to support curriculum development for language teaching tailored to blind students and contribute more broadly to educational and linguistic insights for the visually impaired.

ANALYZING THE 2021 ISRAEL-PALESTINIAN COVERAGE: A CRITICAL DISCOURSE STUDY

Agwin Degaf, Renavi Aziza, Nur Fitria Anggrisia — Mon, 03 Mar 2025 00:00:00 +0000

This study explores critical discourse analysis in the context of the prolonged Israel-Palestine conflict. It examines the discourse of two prominent outlets with different geographic and cultural contexts, The Guardian and The Jakarta Post, during the May 2021 escalation. This qualitative study applies Van Dijk's (1984) three-dimensional framework, with adaptations from Van Leeuwen (2008), to analyze news articles at macro, super, and micro levels. The findings reveal that The Guardian emphasized humanitarian impacts and used euphemistic terms, while The Jakarta Post highlighted reactive actions and employed a more direct tone. At the superstructure level, differences in story organization and headline framing were evident, with The Guardian focusing on chronological sequencing and The Jakarta Post emphasizing Indonesia’s advocacy for Palestine. At the microstructure level, The Guardian framed Israel’s actions neutrally, while The Jakarta Post reflected a pro-Palestinian stance through dysphemistic lexical choices. Ideologically, The Guardian leaned toward a neutral stance, often legitimizing Israeli actions, whereas The Jakarta Post highlighted solidarity with Palestinian victims in alignment with Indonesia’s cultural and political context. These findings highlight geographic and cultural influences on media narratives. This study fosters deeper conflict analysis, enhancing critical discourse and offering insights into the ideological underpinnings of international media coverage.

PEER ASSESSMENT IN PUBLIC SPEAKING: PERCEPTIONS, PRACTICES, AND REFLECTIONS OF PRE-SERVICE ENGLISH TEACHERS

Zainul Aminin, Ahmad Munir, Ayunita Leliana — Mon, 03 Mar 2025 00:00:00 +0000

This study aims to investigate the perceptions, practices and reflections of pre-service English teacher towards peer assessment in Public Speaking course. This study not only focuses on students' perceptions, but also discusses how students practice this peer assessment and how they reflect on the implementation of this peer assessment. A basic interpretative study approach was used because it focuses on understanding the meaning individuals ascribe to their experiences. This approach allows researchers to explore the complexities of peer assessment from the participants' perspectives, rather than simply measuring outcomes. The participants in this study were 26 second-semester students from the 2023 intake of the English Language Education Program, who were enrolled in the Public Speaking course. There were three instruments needed to collect data, namely open-ended questionnaire, observation and peer assessment rubric. The findings reveal that most students positively perceive peer assessment as an effective tool for receiving feedback and improving their speaking skills. In practice, students utilized the rubric to evaluate their peers, providing scores, identifying strengths and weaknesses, and presenting feedback. Reflecting on these experiences, some students suggested that the peer assessment rubric could be simplified to enhance clarity and better align with the course objectives.