International Conference English Language Education For Undergraduate Students
Improving Students’ Writing Skills in Procedure Text Through Project-Based Learning Using Canva
Writing is one of the important language skills that students need to master in English learning, especially in vocational high schools. When the writer did observation during teaching practice program, she found that many students in SMKN 3 Kediri still had low motivation when the teacher assigned them to write a text. Moreover, they had problems in expressing ideas and sentence structure. This condition was caused by the teaching strategy applied by the teacher, which made the students passive and less interested in writing activities. Knowing the condition, the writer conducted Classroom Action Research (CAR) which aimed to: 1) describe the implementation of writing through Project-Based Leaning (PBL) using Canva, and to 2) improve students’ writing skills in procedure text. This CAR consisted of one cycle involving planning, acting, observing, and reflecting stages. The participants of this study were 34 tenth-grade students in the academic year 2025. The instruments used in this study were writing tests, observation sheets, and documentation. The implementation of teaching writing used PBL: planning, developing, and presenting. The observation results indicated that the students became more active, motivated, collaborative, and creative when they wrote using Canva application. The students’ mean writing score improved to 81.82 after the implementation of PBL assisted by Canva. It means that they achieved a good average score. Therefore, it was concluded that PBL using Canva can improve students’ writing skills in procedure text. Keywords: Classroom Action Research, Canva, procedure text, Project-Based Learning, writing skills.
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The Effectiveness of Wordwall as a Digital Learning Media in Teaching Reading Comprehension at SMA Negeri 1 Grogol Kediri
Reading comprehension is an important skill for English learners because it allows them to grasp written materials, identify core ideas, find specific information, and successfully interpret meaning. However, many students continue to struggle with understanding English texts due to a lack of vocabulary, low motivation, and monotonous teaching techniques. The purpose of this study was to investigate whether or not the Wordwall program is successful in teaching reading comprehension to tenth-grade students at SMA Negeri 1 Grogol Kediri. This study used a pre-experimental research design with one-group pre- and post-tests. The sample included 32 pupils from class X-10. Multiple-choice reading comprehension questions were utilized as pre- and post-tests in the study. The data were examined via descriptive statistics and the Wilcoxon Signed-Rank Test. The results revealed that the students' mean pre-test score was 53.44, indicating that their reading comprehension ability was rather low prior to therapy. Following the introduction of Wordwall, the post-test mean score climbed dramatically to 89.53. The statistical analysis revealed that the Asymp. Sig. (2-tailed) value was 0.000, which was less than 0.05, indicating a significant difference between pre-test and post-test scores. As a result, the Wordwall program was found to greatly improve students' reading comprehension and can be deemed an effective digital learning medium in English reading instruction.
Enhancing Tenth-Grade Vocational High School Students’ Writing Ability Through Genre-Based Learning
For many students, writing is considered one of the most challenging English skills because it they have to be able to organize ideas, use appropriate vocabulary, and apply correct grammar simultaneously. This condition encouraged the writer to implement Classroom Action Research when she did teaching practice at SMKN 3 Kediri. This study aimed to explaining the implementation of Genre-Based Learning (GBL) in improving students’ writing skills in descriptive text. The subject of the study were 36 students of Culineray class X-1. The instruments used in this research were writing tests and observation sheets. The writer collaborated with her peer student who did the teaching practice at the same school. The writer was as the teacher model, while the peer as observer when she was teaching in the classroom. The teaching and learning process was conducted through the stages of Genre-Based Learning, namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). The findings showed that GBL helped students improve their writing skills, particularly in content organization, vocabulary usage, and grammar accuracy. The students also became more active, collaborative, and confident during the learning activities. The average scores in writing descriptive after they were taught using GBL was 85. It means they had very good writing performance.
The Effectiveness of Tiktok in Stimulating Giving Opinion Expression To 11th Grade Students at SMAN 3 Kediri
The integration of social media into English languange teaching as gained significant attention. Yet, limited researches have examined the influence of TikTok in teaching speaking. This study aimed to examine the efectiveness of TikTok in stimulating giving opinion expression among eleventh-grade students at Senior High School 3 Kediri. A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of 68 students from two classes: the experimental class (XI-1,n=34) taught using TikTok, and the control class (XI-2, n=34) taught using conventional methods. Data were collected through pre-test and post-test in the form of speaking tests focusing on students‘ ability to express opinions. The data were analzyed using SPSS version 27, including the Shapiro-Wilk normality test, Wilcoxon Signed Rank Test, and Mann-Whitney U Test. The results showed that the experimental class improved significantly from pre-test (mean=69.76) to post-tets (mean=76.35) with a gain of 6.59 points (Z=-4.779, p <0.001), and increased dramatically from 38% to 88%. The control class also improved significantly from pre-test (mean=70.11) to post-test (mean=73.05) with a gain of 2.94 points (Z=-4.481, p <0.001), and increased from 38% to 76%. However, no significant difference was found between the two classes (p=0.094>0.05). In conclusion, TikTok is effective in improving students‘ giving opinion expression, thought not significantly more effective than the conventional methods. The practical benefits of TikTok in terms of students engagement and motivation are substansial. This study recommends integrating TikTok as a supplementary tool in teachig speaking.
The Daily Speaking Tasks for Enhancing EFL Junior High School Students’ Speaking Skills
Speaking skills are one of the crucial competencies in learning English as a Foreign Language (EFL), yet it remains the most challenging aspect for students to master at the junior high school level. This study aims to explore the implementation of daily speaking tasks as a speaking practice strategy while investigating students’ perceptions of the use of this method in improving their speaking skills at SMP Islam Al-Fath Pare Kediri. The significance of this study lies in its effort to bridge the gap that still exists between students’ receptive and productive skills, particularly their limited self-confidence and fluency in oral communication. This study employs a qualitative approach with a case study design. Data were collected through in-depth interviews with one English teacher and six students selected using purposive sampling based on differences in speaking proficiency levels. The data were subsequently analyzed thematically to identify recurring patterns related to students’ experiences and perceptions. The results of the study indicate that the consistent implementation of daily speaking tasks positively contributes to students’ fluency, vocabulary mastery, and self-confidence in speaking. The data was then analyzed thematically to identify recurring patterns related to students’ experiences and perceptions. The results of the study indicate that the consistent implementation of daily speaking tasks positively contributes to students’ fluency, vocabulary mastery, and confidence in speaking. Students generally perceived speaking tasks as engaging and beneficial activities, although they acknowledged initial challenges such as fear of making mistakes and limited vocabulary. However, over time, regular exposure to speaking activities proved effective in reducing anxiety and creating a more conducive speaking environment. This study concludes that daily speaking tasks are an effective and practical strategy for improving the speaking skills of EFL students at the junior high school level, and provide meaningful pedagogical implications for teachers in designing more communicative and meaningful speaking instruction.
Exploring Collaborative Role-Playing as a Pedagogical Strategy for Developing Young Learners' Communication Skills:
Early childhood education requires engaging and developmentally appropriate pedagogical strategies to support children's communication development. Collaborative role-playing has been widely recognized as a child-centered approach that encourages interaction, language use, and social participation. This study explores the use of collaborative role-playing as a pedagogical strategy for developing young learners' communication skills at PAUD PKK Plosorejo Gampengrejo Kediri, Indonesia. Employing a qualitative case study design, data were collected through classroom observations, teacher interviews, field notes, and documentation of learning activities. The findings reveal that collaborative role-playing provided meaningful opportunities for children to communicate with peers, express ideas, respond to others, and participate actively in classroom interactions. The strategy also enhanced children's speaking confidence, vocabulary use, and willingness to engage in collaborative communication during learning activities. In addition, role-playing created authentic and contextualized learning experiences that supported children's social interaction and language development. Nevertheless, several challenges were identified, including differences in children's confidence levels, varying communication abilities, and the need for continuous teacher facilitation. The study concludes that collaborative role-playing is a valuable pedagogical strategy for fostering young learners' communication skills through interactive and cooperative learning experiences. The findings offer practical insights for early childhood educators seeking to promote meaningful communication and active participation in classroom settings.
Teacher’s Implementation of Genre Based Reading Instruction in Reading Comprehension Class
This study investigates the implementation of Genre-Based Reading Instruction (GBRI) in a reading comprehension class and its contribution to students’ understanding of texts. Reading comprehension is considered one of the essential skills in English language learning because it helps students develop critical thinking, vocabulary mastery, and the ability to interpret information effectively. However, many students still experience difficulties in comprehending texts due to limited background knowledge, lack of reading strategies, and monotonous teaching methods. Although Genre-Based Approach has been widely discussed in English language teaching, studies specifically focusing on teachers’ implementation of Genre-Based Reading Instruction in reading comprehension classes remain limited. Therefore, this study aims to explore how teachers implement GBRI and how the implementation supports students’ reading comprehension. This research employed a qualitative descriptive design. The participants were an English teacher and students in a reading comprehension class. The data were collected through classroom observation, interviews, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the teacher implemented several stages of Genre-Based Reading Instruction, including building knowledge of the field, modeling of the text, joint construction, and independent construction. The implementation helped students understand text structures, identify language features, and improve their comprehension of various genres. In conclusion, Genre-Based Reading Instruction provides meaningful support for teaching reading comprehension and encourages active student engagement in the learning process.
The Analysis of Grammatical Errors in Non-English Students' Skripsi Abstracts
This study examines grammatical errors in skripsi abstracts written by non-English students from the Law, Management, and Agribusiness programs at UNISKA Kediri. This topic is important because the abstract serves as the initial section of a skripsi and reflects students’ ability to communicate academic ideas in English. However, many non-English students still make grammatical errors that can make their abstracts less clear and lower the quality of their writing. This study aims to identify the grammatical errors found in the abstracts and determine the most dominant error type. The research used a descriptive qualitative method. The data were taken from 15 skripsi abstracts, with 5 abstracts from each program. The analysis focused on four types of grammatical errors: omission, addition, misformation, and misordering. The results show that there were 50 errors in total. Misformation was the most common type, with 31 occurrences, followed by misordering with 9, omission with 8, and addition with 2. Among the three programs, the Management program made the most errors (25), followed by Law (13) and Agribusiness (12). These results show that non-English students still need more practice in using English grammar correctly, especially in choosing the right words and arranging sentences. Therefore, to enhance the overall quality of skripsi abstracts, sustained and structured support in academic English is necessary. Implementing regular, focused writing practice, systematic feedback from the supervisors, and concise instructional guidance on frequent error types can enable students to reduce grammatical errors and produce clearer, more accurate abstracts.
Teacher's Perspective in Fostering Students' Interest in Learning English: A Case Study at Roudhotul Ilmi Boarding School (RIBS) Junior High School
This study explores an English teacher's perspective on fostering student interest in English language learning within the unique context of an Islamic boarding school (pesantren). Using a qualitative case study approach, data were collected through one semi-structured interview with the English teacher of class 8B and one structured classroom observation session at SMP Roudhotul Ilmi Boarding School (RIBS). Findings reveal that student interest in English is predominantly extrinsically motivated, largely driven by exposure to digital media, online games, and popular music rather than intrinsic academic motivation. The teacher employs a combination of classical instruction and gamification-inspired interactive elements to sustain student engagement, alongside a deliberate mistake-tolerance approach designed to reduce foreign language anxiety (FLA). Peer mockery directed at academically engaged students emerged as a significant social barrier to classroom participation. Contextual factors unique to the pesantren environment, including post-prayer schedule fatigue and abbreviated 30-minute lesson periods, present distinctive instructional challenges rarely addressed in mainstream EFL research. This study contributes to the growing body of literature on EFL pedagogy within Indonesian Islamic boarding school contexts and offers practical insights for educators navigating similar settings.
Students' Perceptions of the Just One Minute Method in Speaking Learning at ESCo Kampung Inggris Pare
Speaking is considered one of the essential skills in English language learning because it enables students to communicate ideas effectively in various contexts. However, many students still experience difficulties in speaking activities, such as lack of confidence, limited vocabulary, and speaking anxiety. Therefore, appropriate teaching methods are needed to create engaging and supportive speaking learning environments. This study aims to investigate students' perceptions of the Just One Minute (JOM) method in speaking learning at ESCo Kampung Inggris Pare. This research employed a descriptive-quantitative design to describe and analyze students' responses toward the implementation of the JOM method in speaking classes. The participants of this study were 38 students enrolled in the speaking program at ESCo Kampung Inggris Pare. The data were collected through a questionnaire consisting of 10 statements related to students' confidence, fluency, motivation, vocabulary development, and classroom participation. The collected data were analyzed using descriptive statistical techniques, including percentages, frequencies, and mean scores. The findings indicate that most students showed positive perceptions toward the implementation of the Just One Minute method, with an overall mean score of 4.32 out of 5.00 (86.3%). The method was perceived as effective in improving students' confidence and fluency, encouraging active classroom participation, reducing speaking anxiety, and supporting vocabulary development. Therefore, the Just One Minute method can be considered an effective alternative strategy for supporting speaking learning in non-formal English education settings.
The Human-Centered: English Language Instruction in the Era of Artificial Intelligence within The Context of Topic Society 5.0
The fast development of technology in the digital era has significantly transformed various aspects of human life, including education. In the context of Society 5.0, Artificial Intelligence (AI) has become an important innovation that supports English Language Teaching (ELT) by providing easier access to information, language learning platforms, and automated learning assistance. Despite the growing integration of AI in ELT, limited studies have examined university students’ critical awareness toward AI use within the human-centered principles of Society 5.0. Therefore, this study aims to investigate whether university students still possess critical awareness toward the use of AI in the era of Society 5.0. This research employed a descriptive quantitative method using questionnaires as the primary instrument for collecting data. The sampling technique used was purposive sampling, involving active university students in the sixth and eighth semesters as the research population.The findings indicate that most students positively perceive AI as a supportive learning tool in English language learning; however, varying levels of critical awareness were identified in terms of validating AI-generated information, ethical use of AI, and maintaining independent thinking skills. The study concludes that although AI provides numerous benefits in ELT, students still need to strengthen their critical thinking abilities and maintain human-centered learning values to use AI responsibly and effectively in the educational process.
Strategies and Challenges in Listening Skills Through an English Language Course in Pare: A Case Study of Senior Secondary School Students at “The Benefit”
In Indonesia, high school students often struggle to develop their English listening skills, as formal schools typically provide limited exposure to and practice in authentic listening activities. Consequently, many students seek supplementary learning opportunities outside the formal school system. One well-known option is the English language courses offered at Kampung Inggris Pare, located in Pare, Kediri, East Java, which has emerged as a widely recognized solution for students seeking to expand their English proficiency. Among the institutions operating within this immersive learning community is “The Benefit,” a tutoring center specifically designed to develop students’ listening abilities. This study examines the strategies employed and challenges encountered by senior secondary school students and their tutor at “The Benefit” in developing listening skills. Two research questions guided the inquiry: (1) What strategies do senior secondary school students at “The Benefit” employ to develop their listening skills through the English language course in Pare? and (2) What challenges do these students encounter in developing their listening skills through the course? A qualitative case study approach was employed, with data collected through semi-structured in-depth interviews, passive participatory observation, and documentation involving both students and their tutor. Findings reveal that immersive environmental exposure, tutors’ structured instructional strategies, and learner courage were the most effective strategies, while vocabulary limitations, unfamiliar accents, pronunciation variation, and grammar difficulties constituted the primary challenges. These results offer practical insights for educators and course designers seeking to strengthen listening instruction in intensive English learning contexts.
Exploring the Challenges of Teaching Speaking in Online English Tutoring
The growing shift toward digital learning environments has transformed the landscape of English language education, particularly in private tutoring contexts. Despite the widespread adoption of online platforms such as Zoom and Google Meet, limited attention has been given to the specific challenges encountered by English tutors when teaching speaking skills to young learners at the elementary school level. This study aims to explore the challenges faced by English tutors in delivering speaking instruction through online tutoring sessions. Employing a qualitative descriptive approach, this study involved English tutors who regularly teach speaking to elementary school students via Zoom or Google Meet. Data were collected through in-depth interviews and classroom observations, then analyzed using thematic analysis. The findings reveal several key challenges, including technical constraints such as unstable internet connections, difficulties in eliciting verbal responses from young learners, limited student attention span in virtual settings, and the absence of physical classroom cues that normally support interaction. The study also identifies the coping strategies tutors employ to sustain student engagement and maintain the quality of speaking practice in digital environments. These findings contribute to the growing body of literature on technology-mediated language teaching and offer practical implications for tutors, curriculum designers, and policymakers in the field of English language education.
The, a The Effectiveness of Private Tutoring Compared to School-Only Task Completion in Teaching English Grammar and Vocabulary to Junior High School Students: A Quasi-Experimental Study at BSC Nganjuk
In Indonesia, private tutoring has been fast-growing as an additional method in English language teaching. However, there have been few studies on the effectiveness of tutoring programs versus just doing school assignments, especially in teaching English grammar and vocabulary to secondary school students. This study aims to investigate the effectiveness of a tutoring program at BSC (Binta Syukriyya Course), a private tutoring service in Nganjuk. The method used in this study is quantitative with a quasi-experimental pretest-posttest control group design. The study involved 20 junior high school students divided into two groups: an experimental group (n=10) who participated in a four-week tutoring program (three meetings per week) with an emphasis on English grammar and vocabulary, while the control group (n=10) only completed school assignments without support from the tutoring program. Data were collected through a pretest and posttest consisting of 25 multiple-choice questions (15 grammar questions and 10 vocabulary questions). The results showed that the experimental group experienced a statistically significant improvement, with mean scores increasing from 60 to 85, while the control group only increased from 60 to 65. These findings indicate that the tutoring program at BSC is more effective than only completing school assignments in teaching English grammar and vocabulary. The key factors supporting this effectiveness include consistent meeting frequency, individual attention, and direct feedback. This study recommends that private tutoring be integrated as a supplement to English language teaching in schools. Keywords: effectiveness, private tutoring, grammar, vocabulary, quasi-experimental, BSC
From Indonesian to English and Back: Code-Switching Patterns as Communication Strategies in EFL Online Speaking Classes at Peptalk English Course
Code-switching, the practice of shifting between two languages within a single communicative interaction, is widely observed among EFL learners yet remains underexplored as a deliberate communication strategy in online non-formal speaking environments. While previous studies have often treated code-switching as a sign of linguistic deficiency, this study reframes it as a purposeful strategic behavior that learners activate when vocabulary limitations disrupt the flow of spoken communication. This study aims to identify the patterns of code-switching used by EFL learners at Peptalk English Course as a communication strategy during online speaking sessions, to describe how code-switching is applied when vocabulary gaps emerge in real-time interaction, and to analyze the factors that drive learners to switch from English to Indonesian in online speaking activities. A qualitative descriptive research design was employed, with data collected from five key informants and one supporting informant through observations of recorded online speaking sessions, semi-structured interviews, and document collection. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (2014). Findings show that code-switching occurred most frequently as a short term bridging strategy when learners failed to retrieve target vocabulary under communicative pressure. Speaking anxiety, limited productive vocabulary, and the reduced interactional support of the online environment were the primary factors driving its use. These findings suggest that code switching in online EFL speaking contexts functions not as linguistic failure but as an adaptive communicative resource that warrants explicit attention in speaking instruction.
A EXPLORING TEACHING STRATEGIES IN ONLINE ENGLISH CLASSES: A CASE STUDY
The rapid growth of online learning has transformed English language teaching practices, requiring teachers to adopt effective strategies to maintain student engagement and learning outcomes in virtual classrooms. Although numerous studies have examined online language learning, limited research has specifically explored the teaching strategies employed by individual English teachers in authentic classroom contexts. Therefore, this study aims to investigate the teaching strategies used by an online English teacher and to examine how these strategies support the teaching and learning process. This research employed a qualitative case study design involving one online English teacher as the participant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using thematic analysis following the framework proposed by Braun and Clarke (2006). The findings revealed that the teacher implemented several key strategies, including interactive questioning, multimedia integration, collaborative learning activities, immediate feedback, and learner-centered instruction. These strategies were used to enhance student participation, maintain motivation, and facilitate language comprehension during online lessons. The study also found that the effective use of digital platforms and learning resources played a significant role in supporting instructional delivery. The findings suggest that strategic planning and the integration of interactive teaching approaches are essential for creating meaningful online English learning experiences. This study contributes to the growing body of research on online English language teaching and provides practical insights for educators seeking to improve instructional effectiveness in virtual learning environments.
Translation Anxiety Among Junior High School EFL Learners: A Qualitative Exploration of Affective Barriers When Translating English Expository Texts
Anxiety in efl learning has been discussed for decades, yet its role as a specific barrier within translation tasks at the junior high school level has received disproportionately little scrutiny. At this stage, students are already exposed to texts that demand cognitive abilities as a standard part of their curriculum. This study takes that gap seriously, focusing on how anxiety surfaces and functions when eighth-grade indonesian efl students are asked to translate english expository texts, alongside identifying the affective forces that shape those experiences. A qualitative case study design was employed. Semi-structured interviews, direct classroom observation, and a supportive atmosphere for students to enhance their english were the three concurrent sources of data. This research used an inductive theme approach rather than a pre-established coding scheme, enabling patterns and categories to naturally arise from what participants said, wrote, and did. The findings resist easy summarization. Anxiety did not appear as a single, stable state. Students exhibited discomfort when confronting lexical ambiguity, a nagging internal pressure to locate semantically exact equivalents, and a sense of linguistic insufficiency that persisted well into the task, not just at the beginning. Expository texts proved especially destabilizing. Their argumentative density is part of the reason, but more precisely, it is the layered structural logic of such texts that forces students to work across two cognitive operations at once: grasping what the source text argues and reconstructing that argument within an entirely different linguistic system. That is not a small ask. Describing it as simply “challenging” underestimates the difficulties some students experienced during the observation sessions. Pressure did not originate from the text alone. Fear of being negatively judged, whether by the teacher assigning a grade or by peers overhearing a wrong answer, generated a distinct strand of anxiety that operated independently from the cognitive load of the translation itself. Time constraints tightened everything further. In multiple observed instances, students who appeared to understand the text well still defaulted to mechanical, word-for-word strategies, not out of ignorance, but because the conditions of the classroom simply did not permit slower, more deliberate meaning-making. That distinction matters. This study does not resolve every question about affective experience in translation-integrated language learning, and it does not pretend to. What it does establish is that treating translation tasks as purely linguistic exercises misrepresents what actually happens in the room. Learner engagement is shaped by the psychological architecture of these tasks who assesses them, under what time constraints, and with what degree of emotional safety, in ways that cannot be addressed by language assistance alone.
Promoting Inclusive EFL Learning through Differentiated Instruction: A Literature Review
Inclusive education demands instructional approaches that accommodate the diverse cognitive, linguistic, and socio-cultural needs of learners. In the context of English as a Foreign Language (EFL), differentiated instruction (DI) has emerged as a pivotal pedagogical framework that enables teachers to tailor content, process, product, and learning environment to meet individual students' needs. Despite growing interest, a comprehensive synthesis of how DI promotes inclusive EFL learning remains limited. This study presents a literature review of 28 peer-reviewed articles published between 2019 and 2026, drawn from major databases including Scopus, ERIC, and Google Scholar. Using thematic synthesis guided by the PRISMA framework, the review identifies four major themes: (1) theoretical foundations of DI in EFL; (2) strategies and implementation practices; (3) effects on learner outcomes, motivation, and engagement; and (4) challenges and barriers to effective DI implementation. Findings reveal that DI consistently enhances student engagement, proficiency gains, and psychological well-being when systematically applied. Meta-analytic evidence confirms large effect sizes on EFL achievement (Hedges’ g = 1.92; pooled MD = 2.92). However, persistent barriers, including time constraints, large class sizes, limited teacher training, and inadequate institutional support, impede widespread adoption. The review concludes with implications for teacher professional development, curriculum policy, and future research on context-sensitive DI frameworks for EFL settings.
Comparing Grammar Gains of Absolute Beginners vs. Learners with Non-Grammar Prior Exposure in a Short-Term Intensive EFL Program
Grammar acquisition remains a central concern in EFL contexts, particularly within short-term intensive programs where learners arrive with highly varied linguistic backgrounds. In Kampung Inggris Pare, a well-known intensive English learning hub in Indonesia, classrooms frequently consist of a mix of absolute beginners and learners who have had informal prior exposure to English through media consumption such as songs, films, and online gaming, yet without any formal grammar instruction. Despite the prevalence of this phenomenon, no quantitative comparative study has examined whether such non-grammar prior exposure yields measurable advantages in grammar gains over the course of an intensive program. This study aimed to compare grammar improvement between absolute beginners and learners with non-grammar prior exposure following a short-term intensive EFL program at Kresna Course, Kampung Inggris Pare. A quantitative comparative design was employed using a pre-test and post-test grammar instrument administered to two purposively selected groups of participants enrolled in the two-month package program. Grammar improvement scores were calculated as the difference between pre-test and post-test results and analyzed using an independent samples t-test. The findings revealed a statistically significant difference in grammar gains between the two groups, with learners who had non-grammar prior exposure demonstrating higher improvement scores compared to absolute beginners. These results suggest that even informal, non-systematic English exposure may facilitate the formation of implicit linguistic schemas that support explicit grammar learning. The study contributes empirical evidence to the role of prior exposure in EFL grammar acquisition and offers practical implications for learner placement and instructional strategies in intensive course settings.
Living with AI: Digital Native Experiences in Navigating Artificial Intelligence and UNESCO AI Ethics
The rapid integration of Artificial Intelligence (AI) into educational contexts has transformed how students access information, create learning materials, and complete academic tasks. While AI offers significant opportunities for enhancing learning, it also raises ethical concerns related to information accuracy, plagiarism, privacy, critical thinking, and human agency. Guided by UNESCO’s Recommendation on the Ethics of Artificial Intelligence (2021), this study explores how digital-native students experience and navigate AI in their everyday learning practices. Employing a qualitative narrative inquiry approach, the study involved three undergraduate students from different academic disciplines who regularly used AI tools for educational purposes. Data were collected through semi-structured interviews and analyzed through transcription, coding, chronology building, restorying, and cross-narrative thematic analysis. The findings reveal that participants viewed AI not as an unquestionable source of knowledge but as a learning companion that supports understanding, idea generation, and academic productivity. The narratives further demonstrate that participants actively evaluated AI-generated information through verification practices, source checking, and critical reflection. Ethical concerns regarding plagiarism, credibility, privacy, and overreliance on AI emerged consistently across the narratives. Moreover, participants maintained intellectual agency by adapting, contextualizing, and rewriting AI-generated content rather than accepting it passively. These findings align with key UNESCO AI Ethics principles, particularly human oversight and determination, awareness and literacy, responsibility and accountability, and human-centered AI. The study concludes that effective and ethical AI use among digital-native students depends not merely on technological familiarity but on the development of AI literacy, critical thinking, and ethical awareness. The findings highlight the need for higher education institutions to integrate AI literacy and digital ethics into educational practices to support responsible human–AI collaboration.
The Exploring EFL Students’ Experiences in Using Digital Technology for English Language Learning at Universitas Islam Kadiri
The rapid development of digital technology and artificial intelligence (AI) has significantly transformed English language learning in higher education contexts. This study aimed to explore the experiences of English Education students at Universitas Islam Kadiri in using digital technology and AI tools for English language learning.
Factors Affecting Students’ Misuse of English Tenses in Speaking at Simple English Course, Kampung Inggris Pare
The misuse of English tenses is a frequent problem among EFL learners, especially in speaking tasks that require spontaneous oral production. Many learners can answer written tense exercises correctly, but they often fail to apply tense rules consistently when speaking in real time. This gap suggests that knowing grammar rules does not automatically become accurate spoken performance, because speaking requires learners to manage ideas, vocabulary, fluency, and grammatical monitoring at the same time. This qualitative study explores the factors that affect students’ misuse of English tenses in speaking at Simple English Course in Kampung Inggris, Pare, Kediri. The participants were five basic-level students of mixed ages. Data were collected in two course sessions through observation of speaking activities, targeted speaking tasks, and semi-structured interviews. Spoken data were transcribed and analyzed to identify recurring tense misuse patterns, and interview data were coded thematically to interpret learners’ reasons and contextual influences. The study uses interlanguage and speaking-performance perspectives to explain tense misuse as the result of interacting factors, including limited functional grammar control, limited speaking practice and feedback, first-language transfer, attention limits during speech, and affective variables such as anxiety and confidence. The study is expected to help tutors design speaking activities that keep communication meaningful while supporting tense accuracy through brief focus on form, feedback, and confidence-building interaction.
An Analysis of Students' Grammar Mastery in the Final Written Test
Grammar mastery plays an important role in English language learning because it enables students to understand and produce accurate language structures in both written and spoken communication. However, many English as a Foreign Language (EFL) students still experience difficulties in mastering complex grammar components. Previous studies on grammar mastery have predominantly employed researcher-made tests and focused on formal school settings. In contrast, studies examining students’ grammar mastery through authentic final written tests in intensive English course programs remain limited. Therefore, this study aims to analyze students’ grammar mastery as reflected in their final written test at Basic English Course (BEC), particularly in the TC Program Batch 172. This study employed a descriptive quantitative research design. Four classes, namely Gold, Hawkeye, Ironstone, and Crystal, were selected through random sampling from twelve classes. The data were obtained from the second type of final written test, which assessed adjective clauses, gerunds, and participles. The findings revealed that the students’ mean score was 34.17, indicating a relatively low level of grammar mastery. Based on the percentage of correct answers, adjective clauses achieved 54%, participles 45%, and gerunds 14%. Among the three grammar components, gerunds were identified as the most difficult component, while adjective clauses showed the highest level of mastery. The analysis also revealed various grammatical errors related to the use of relative pronouns, gerund constructions, and participial forms. In conclusion, students’ grammar mastery still requires improvement, particularly in applying complex grammar structures accurately in written tasks.
Exploring EFL Students’ Needs Toward An Ai-Based Mobile Application For Speaking Practice
Speaking remains one of the most challenging skills for English as a Foreign Language (EFL) learners due to speaking anxiety, lack of confidence, pronunciation difficulties, limited vocabulary, and insufficient opportunities for speaking practice. Although Artificial Intelligence (AI) has been widely integrated into language learning, most previous studies have focused on evaluating the effectiveness of AI-assisted tools rather than examining learners’ needs toward such technologies. Therefore, this study aims to identify EFL learners’ needs toward AI-based mobile speaking applications through a Systematic Literature Review (SLR). This study employed a qualitative approach using the SLR method. Twenty peer-reviewed studies published between 2021 and 2026 were selected from Google Scholar, Scopus, and Publish or Perish databases and analyzed using thematic analysis.The findings revealed three major themes: (1) common speaking challenges experienced by EFL learners, including anxiety, low confidence, pronunciation difficulties, and limited speaking opportunities; (2) learners’ needs for immediate feedback, personalized learning support, flexible access, autonomous practice, and anxiety-reducing learning environments; and (3) technology acceptance factors, particularly perceived usefulness and perceived ease of use. Based on these findings, a learner-centered conceptual framework called SpeakEZ is proposed to support future AI-based speaking applications. This study contributes to AI-assisted language learning by providing a comprehensive synthesis of learners’ needs and practical implications for developing learner-centered speaking technologies.
Investigating EFL Students’ Language Awareness of English-Indonesian Code-Switching on Social Media Platforms
ABSTRACT This study investigates language awareness toward English–Indonesian code-switching on social media among EFL learners in Kampung Inggris Pare. Using a qualitative content analysis design, the research analyzed bilingual expressions found in captions, comments, memes, and online conversations on platforms such as TikTok, Instagram, WhatsApp, and X through thematic analysis. The findings revealed that English–Indonesian code-switching is frequently used as a communication strategy to express emotions, follow digital trends, and build social identity, while also contributing to learners’ vocabulary awareness, contextual understanding, and familiarity with English expressions. However, excessive exposure to informal bilingual language may influence learners’ understanding of formal English usage. Therefore, the study suggests that social media can function as an alternative environment for language awareness development and informal English learning among EFL learners. Keywords: Language Awareness, Code-Switching, Social Media, EFL Learners, Bilingual Communication, Digital Communication.
Why They Come to Pare: Understanding Motivation Among English Learners at Gaza English Course
English has become an essential global language, yet Indonesia continues to rank low in English proficiency, placing 79th out of 113 countries in the EF English Proficiency Index 2023. While motivation has been widely recognized as a central factor in second language acquisition, most existing studies have focused on formal educational settings such as schools and universities, leaving non-formal learning environments largely underexplored. This study aims to investigate learners’ motivation in learning English at Gaza English Course, an English language institution located in Kampung Inggris Pare, Kediri, East Java, which is well known for its immersive learning environment. Specifically, this research explores the motivational factors that drive participants to learn English, describes their learning experiences at Gaza English Course, and examines the factors that support and hinder their motivation throughout the program. This study employs a qualitative approach using an instrumental case study design. Data were collected through semi-structured in-depth interviews, non-participant observation, and document analysis involving 6–8 purposively selected participants who were actively enrolled in the program. Data were analyzed using reflexive thematic analysis guided by (Nowell et al., 2017) The findings are expected to reveal that participants are driven by a combination of intrinsic and extrinsic motivations as conceptualized in Self-Determination Theory by (Ryan and Deci, 2000) with the immersive environment of Kampung Inggris Pare playing a significant role in shaping their learning experiences. This study contributes to the understanding of English learning motivation in non-formal contexts and offers practical implications for course designers and instructors.
Teacher Readiness for English Bilingual Program Implementation in Islamic Boarding Schools: A Case Study at Yanbu'ul Quran Pati
English bilingual programs in Indonesian Islamic boarding schools (pesantren) have expanded rapidly in recent years, yet their effectiveness remains constrained by a persistent and underexplored challenge: the uneven readiness of teaching staff to deliver bilingual instruction. While existing studies have examined bilingual outcomes among students or focused narrowly on designated English teachers, little attention has been given to the readiness of all teaching staff in newly established bilingual programs, particularly those involving teachers from diverse non-English academic backgrounds. This study addresses that gap by examining teacher readiness at Yanbu'ul Quran Islamic Boarding School in Pati through a qualitative case study approach. Drawing on Freeman's (1989) Knowledge, Awareness, Skills, and Attitude (KASA) framework, this paper examines the four core dimensions of teacher readiness and analyzes how internal factors such as prior educational background and English proficiency, and external factors such as institutional support and professional development access, collectively shape teachers' capacity to implement bilingual instruction. The study further identifies the distinctive pedagogical and cultural challenges that teachers in pesantren bilingual settings must navigate, including the tension between religious identity preservation and the demands of English language use across all subject areas. Based on this analysis, the paper proposes a framework that maps the relationship between teacher readiness dimensions, contextual factors, and bilingual program implementation outcomes. The findings of this study are intended to inform both institutional efforts to strengthen teacher preparation and future research on bilingual program development in newly established bilingual pesantren programs across Indonesia.
Exploring Non-English Major Students' Use of Artificial Intelligence in English Course Assignment
This qualitative study explored how non-English major undergraduate students at Universitas Islam Kadiri Kediri utilize Artificial Intelligence (AI) to complete English course assignments. While prior research often emphasizes statistical effectiveness or general perceptions, this study employed a descriptive qualitative design to examine authentic, day-to-day academic practices. Data were gathered from eight purposively selected participants through Google Forms questionnaires and classroom observations, subsequently analyzed using thematic analysis. The findings identified four primary themes: (1) AI as a multifaceted support tool for assignments, (2) critical evaluation strategies for AI outputs, (3) perceived educational benefits, and (4) encountered challenges. Students frequently integrated tools like ChatGPT, Grammarly, QuillBot, and DeepL to assist with grammar, vocabulary, idea generation, and translation. Observations confirmed immediate AI usage via smartphones upon receiving tasks. Although students valued AI for enhancing efficiency and fostering autonomous learning, they remained wary of "AI hallucinations," prompt engineering difficulties, and academic integrity risks. Crucially, all participants practiced critical verification of AI-generated content rather than passive acceptance. The study concludes that AI serves as a valuable learning companion that supplements, rather than replaces, the learning process. Effectiveness depends on a student’s ability to critically and ethically mediate technology. Consequently, higher education institutions should prioritize AI literacy and ethical awareness to ensure responsible integration in language education. Keywords: Artificial Intelligence, AI-assisted learning, English course assignments, non-English major students, critical thinking, higher education.
A Speaking Anxiety in Private One-on-One Online English Classes: A Qualitative Case Study of EFL Learners
Speaking anxiety remains one of the most persistent barriers in English as a Foreign Language (EFL) learning, particularly in oral communication. Although extensive research has examined this phenomenon in traditional and group-based classroom settings, very little attention has been given to how anxiety operates in private, one-on-one online instruction — a setting that theoretically removes peer pressure and audience judgment, yet in practice continues to produce visible anxiety behaviors. This study addresses that gap by exploring speaking anxiety among EFL learners in a private online English class conducted synchronously via Zoom. The study aims to identify the forms of speaking anxiety students experience, analyze the contributing factors, and examine how students respond to speaking activities in this context. A qualitative case study design is employed, following Creswell (2013) and Yin (2018), with two participants aged 19 to 26 selected through purposive sampling. Data were gathered through in-depth semi-structured interviews, classroom observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). Grounded in the Foreign Language Classroom Anxiety framework by Horwitz et al. (1986), the findings reveal that anxiety in this setting manifests through vocabulary-related hesitation, fear of disappointing the teacher, and short-answer avoidance strategies. Despite the absence of peer pressure, anxiety persisted due to limited vocabulary confidence, concern about teacher evaluation, and platform-specific disruptions. Both participants reported that a close, supportive teacher-student relationship was the most effective anxiety-reducing factor, suggesting that relational closeness plays a central role in managing speaking anxiety in private online instruction.
Factors Affecting Students’ Attention in EFL Classrooms: A Descriptive Quantitative Study at SMPN 1 Plosoklaten
Students’ attention is widely recognized as a crucial element in the learning process, particularly in English as a Foreign Language (EFL) classrooms where learners are required to engage with unfamiliar linguistic input. However, maintaining students’ attention during classroom instruction remains a common challenge. Previous studies have predominantly focused on learning outcomes and academic achievement, while limited attention has been given to factors influencing students’ attention, especially in the context of Indonesian junior high schools. Therefore, this study aims to identify the factors affecting students’ attention in the English classroom at SMPN 1 Plosoklaten. This study employed a descriptive quantitative design involving ninth-grade students as participants. Data were collected through a structured questionnaire using a Likert scale, covering several factors, including teaching style, learning media, classroom environment, and students’ motivation. The data were analyzed using descriptive statistical techniques, such as mean scores and percentages, to describe the distribution and tendency of each factor. The results indicated that teaching style and students’ motivation were the dominant factors influencing students’ attention, while learning media and classroom environment showed a moderate level of influence. These findings suggest that engaging teaching strategies and strong student motivation play a significant role in maintaining students’ attention in EFL classrooms.
A Pedagogical Strategies for Enhancing Critical Language Awareness in Inclusive English Classrooms
Inclusive English classrooms require teaching approaches that not only support linguistic development but also encourage students to critically engage with language, identity, and social realities. However, many English language teaching practices still prioritize grammatical competence and standardized outcomes, while critical language awareness remains insufficiently integrated into inclusive learning environments. This study aims to explore pedagogical strategies that can enhance students’ critical language awareness in inclusive English classrooms and examine how these strategies contribute to more participatory and reflective learning experiences. The study employed a qualitative descriptive approach through classroom observations, semi-structured interviews, and document analysis involving English teachers and students in inclusive classroom settings. The findings reveal that dialogic teaching, collaborative learning, reflective discussion, culturally responsive materials, and multimodal learning activities play significant roles in fostering students’ critical engagement with language use and social issues. These strategies also create a more supportive classroom atmosphere where students from diverse backgrounds feel encouraged to express opinions and participate actively in classroom interaction. In addition, the integration of inclusive pedagogical practices was found to strengthen students’ confidence, empathy, and awareness of linguistic diversity. The study concludes that enhancing critical language awareness in inclusive English classrooms requires pedagogical approaches that combine language instruction with critical reflection, inclusivity, and meaningful social interaction. Such approaches can contribute to the development of more equitable and socially responsive English language learning environments.
Enhancing Students’ Vocabulary Mastery by Using Kids’ Songs on YouTube for Fifth Grade Students at MI Darul Muta’allimin Patianrowo Nganjuk
ABSTRACT Vocabulary is one of the important aspects of learning English because it supports students' ability to communicate and understand the language. However, many elementary school students still experience difficulties in memorizing and understanding English vocabulary. Therefore, interesting and interactive learning media are needed to increase students’ motivation in learning. One of the media that can be used is kids’ songs on YouTube. This study aims to determine whether the use of kids’ songs on YouTube can improve the vocabulary mastery of fifth-grade students at MI Darul Muta’allimin Patianrowo Nganjuk. This study is expected to use a quantitative approach with a pre-experimental design. The subjects of this study are fifth-grade students at MI Darul Muta’allimin Patianrowo Nganjuk. The data collection techniques are conducted through vocabulary tests and observations during the learning process. The findings are predicted to show that the use of kids’ songs on YouTube can improve students’ vocabulary mastery as well as increase their interest and motivation in learning English. This learning media is also expected to create a more enjoyable and interactive learning atmosphere. Based on these predictions, it can be concluded that kids’ songs on YouTube have the potential to become an effective learning medium for improving elementary school students’ English vocabulary mastery. Keywords: vocabulary mastery, kids’ songs, YouTube, English language learning.
Identifying Vocabulary Learning Problems in Lower Primary EFL Learners
Vocabulary learning in Grade 1 and Grade 2 plays a crucial role in developing students' future language competence. However, in the learning process, young learners often struggle to retain vocabulary because their focus in learning is still limited and it is still difficult for them to understand and pronounce English vocabulary, especially since in English there is a mismatch between spelling and pronunciation, unfamiliar sounds, and limited use of English outside the classroom. This study aims to identify the various problems that arise in vocabulary learning among lower primary school students. A descriptive qualitative method was employed, drawing on the Miles and Huberman framework for data analysis, which consists of three stages: data reduction, data display, and conclusion drawing/verification. The findings reveal that the research subjects encountered obstacles stemming from both internal and external factors. Internal factors include limited working memory capacity and short attention spans, as well as mixed ability levels in vocabulary comprehension. External factors include the low frequency of English use in students' daily lives, particularly outside the school environment, as well as inadequate teaching methods, instructional materials and media, and a lack of engaging learning activities. As a result, students face difficulties in retaining, comprehending, pronouncing, and accurately applying vocabulary, leading to generally low levels of vocabulary mastery and retention among lower primary school students. Keywords: vocabulary learning problems, spelling-pronunciation mismatch, unfamiliar sounds, limited exposure, lower primary school.
Integrating Technology, Critical Thinking, and Student-Centered Learning in EFL Classrooms
Language Awareness (LA) has become one of the most important approaches in English Language Teaching (ELT), especially in modern EFL classrooms that emphasize critical thinking, technology integration, and student-centered learning. The study uses a qualitative literature review method to analyze how Language Awareness contributes to communicative competence, learner autonomy, and digital learning practices. The findings reveal that Language Awareness improves students’ linguistic sensitivity, enhances reflective learning, supports critical language analysis, and encourages meaningful communication. Furthermore, integrating digital tools such as AI, online platforms, and multimedia resources strengthens awareness-based language learning. The review also highlights the importance of teacher language awareness as a professional competency in creating inclusive and effective EFL classrooms. The article concludes that Language Awareness should be widely implemented in ELT curricula and teacher education programs to prepare learners for communication in a digital and globalized world.