Teaching English and Language Learning English Journal

Digital Technology used By English Students In Learning English Skills

friska dwinda fitri03, Ria Angraini, Epi Wadison — Tue, 17 Jun 2025 00:00:00 +0800

Digital technology that is used to improve students' English learning skills currently has the aim of developing an English application, such as YouTube, learning application, social media, web, and etc. The students can access from handphone or laptop/computer everywhere, so that they can easier to learning English. It is also can improve the students motivation to learn, because with digital technology the students feel enjoy and not bored to improve their English skills. The objective of this research was to find out digital learning technolgy used by English students in learning English skills. The method used in this research was descriptive qualitative method. The instrument of this research was questionnaire about digital technology in learning English skills. It found that in Speaking skill the students used digital technologies: Social Media (Instagram, Tiktok and Facebook),Youtube, movie,music and Google Translate. In Listening the students used digital technologies: Youtube, Music, Movie. In Reading Skill the students used digital technologies: Social Media (Instagram, TikTOk Facebook), Video and Google Translate. In Writing skill the students used digital technologies: Google translate and Social Media. The dominant digital technology useb by students is Social Media. It is suggested for Englsih students to use more digital technology to improve their English Skills.

Key words: Digital Technology, Four Skills, Digital Technology in English Skills

SEMIOTIC STUDY OF THE FILM “AKU PENGGAK MIMPI” AND ITS RELEVANCE AS AN INDONESIAN LANGUAGE TEACHING MATERIAL IN SCHOOLS

Bela Yosika Oktavia, Dalman , Saleh Faharudin — Tue, 17 Jun 2025 00:00:00 +0800

This study aims to analyze the film “Aku Penggerak Mimpi” using a semiotic approach and evaluate its relevance as Indonesian language teaching material in schools. Roland Barthes’ semiotic approach is used to explore the denotative, connotative, and mythical meanings contained in the film. This study also uses a qualitative descriptive method to understand how this film can support Indonesian language learning, especially in improving students’ analytical skills towards narratives, morals, and culture conveyed through visual media. The results of the study show that this film contains various signs, symbols, and meanings that are relevant to learning. The signs found not only depict struggles and hopes but also reflect moral values that are important to students, such as the spirit of hard work, the importance of education, and family warmth. The relevance of this film to Indonesian language teaching materials can be seen from its ability to teach students to analyze narrative texts visually and contextually, as well as hone students’ understanding of the socio-cultural context reflected in the story. Thus, this film has great potential as an innovative teaching material that motivates students to think critically and creatively. Educators are advised to utilize this film as part of a learning strategy that supports the Indonesian language curriculum and enhances students’ learning experiences.

Keywords : Semiotics, Teaching Materials, Indonesian, Film, Education.

A Study of Syntactic Errors in English Produced by Non-Native Speakers Using Social Media Platforms

Novriyani, Rizki Anugrah PR — Tue, 17 Jun 2025 00:00:00 +0800

The study investigated syntactic errors in English produced by non-native speakers using social media platforms. To collect the data, the researcher analyzed based on the students’ opinions in Whatsapp group. The partcipants of the research were the students of Islamic Institute Darul A’mal Lampung. There were 15 participants of English Education Department. The results showed that there were 15 syntactic errors based on their chatting. Syntactic error could be caused by intralingual factors, which are limited vocabulary knowledge, weak grasp of English grammar, sentence structure mistakes, punctuation errors, and confusion about different types of clauses. To reduce students' sentence errors, teachers can increase students' awareness of the differences between first and second language rules. Additionally, it is recommended that teachers explicitly teach sentence types and common sentence errors through sentence combination tasks. These strategies can be effectively implemented if teachers use engaging teaching methods and techniques.

An Analysis of Students’ Grammatical Errors in Writing Descriptive Texts at Senior High School Level

Lidia Natalia Lumban Gaol, Yenita Br Sembiring, Elita Modesta Br Sembiring — Tue, 17 Jun 2025 00:00:00 +0800

This study investigates the grammatical errors made by tenth-grade students in writing descriptive texts at SMK Telkom Medan. Adopting a descriptive qualitative approach, the research aimed to identify the types and sources of grammatical errors found in students’ writing. The data were collected through students’ written tasks and analyzed using the Surface Strategy Taxonomy by Dulay, Burt, and Krashen (1982), which classifies errors into omission, addition, misformation, and misordering. The findings revealed that misformation was the most frequent error (40.2%), followed by omission (33.7tc%), addition (16.8%), and misordering (9.2%). In terms of error sources, intralingual transfer was the dominant factor, indicating students’ overgeneralization of grammatical rules. Other sources included interlingual transfer, context of learning, and communication strategies. The results highlight the need for more targeted grammar instruction and feedback in EFL writing classes. This study contributes to improving grammar pedagogy and promoting more effective teaching strategies in descriptive writing instruction.

An Analysis of Junior High School Students’ Attitude in Learning English

Miranda Panjaitan, Jamaluddin, Srisna J. Lahay — Tue, 17 Jun 2025 00:00:00 +0800

This study explores the attitudes of junior high school students toward learning English and the factors influencing their engagement and performance in English classrooms. Adopting a descriptive qualitative approach, the research aims to identify students’ emotional, cognitive, and behavioral dispositions toward English as a foreign language. Data were collected through questionnaires and interviews, focusing on the nature of students’ attitudes (positive or negative), the underlying factors (such as teacher influence, parental support, peer environment), and the effects of these attitudes on classroom participation. The findings reveal that while many students show interest in learning English, negative perceptions related to difficulty and anxiety persist. Factors such as teaching strategies, classroom climate, and social support significantly shape student attitudes. The study highlights the importance of fostering positive learning environments and tailored instructional approaches to enhance student motivation and academic success in English language education.

Identifying the root Causes of Students' Comprehension Problems in Narrative Reading in EFL Education

Veronika Angelina Tampubolon, Natalia Widya Pasca Tarigan, Wariyati — Tue, 17 Jun 2025 00:00:00 +0800

This study aims to analyze the difficulties encountered by Grade 7 students at SMP Panca Budi Medan in understanding narrative texts in an English as a Foreign Language (EFL) classroom. Employing a qualitative case study approach, data were collected through classroom observations, student and teacher interviews, and document analysis. The findings reveal that students face various challenges, including limited vocabulary, lack of understanding of narrative text structure, difficulty in making inferences, and low motivation toward reading. These difficulties are influenced by both linguistic and non-linguistic factors, such as students’ limited exposure to English reading materials and the lack of effective reading strategies. The study highlights the need for more interactive and strategy-based teaching practices to improve students' reading comprehension skills. It also recommends increased support from schools and teachers in promoting reading habits and providing engaging narrative texts suited to students' language proficiency levels.

THE IMPACT OF KAMPUS MENGAJAR COLLABORATIVE ACTIVITIES ON STUDENTS' LITERACY: A NARRATIVE REVIEW

Muhammad Parli, Washlurachim Safitri — Tue, 17 Jun 2025 00:00:00 +0800

In an era where literacy is fundamental for personal and societal advancement, enhancing students’ literacy skills has become a pressing educational priority, particularly in Indonesia, where national assessments show consistently low literacy performance among elementary students. This study explores the role of collaborative activities in the Kampus Mengajar (Teaching Campus) program in improving students’ literacy competencies. Rooted in the rationale that engaging, student-centered environments—through initiatives such as library revitalization, the creation of wall magazines, and reading corner development—can foster reading interest and writing ability, this research aims to investigate how such interventions influence students’ literacy engagement and outcomes. Employing a qualitative methodology in the form of a narrative literature review, the study analyzes current literature and field reports from relevant educational initiatives conducted in 2024 in Bengkulu, Indonesia. The findings reveal that collaborative activities significantly improve literacy by increasing student motivation, promoting creativity, and supporting interactive learning environments. In particular, revitalized libraries attract more student visitors and encourage book borrowing, wall magazines nurture creative expression, and reading corners cultivate a habitual reading culture. These results underscore the importance of collaborative, community-based interventions in literacy development and offer valuable insights for education stakeholders seeking to enhance literacy at the elementary school level.

Teacher’s Strategies in Teaching Reading Comprehension: A Case Study at a Junior High School

Anjelina Malau, Yenita Br Sembiring, Ira Maria Fran Lumbanbatu — Tue, 17 Jun 2025 00:00:00 +0800

This study aims to explore the strategies used by an English teacher in teaching reading comprehension at a junior high school, focusing on how these strategies support students’ understanding and the challenges encountered in their application. Using a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews, and document analysis. The findings reveal that the teacher employed a combination of strategies, including pre-reading vocabulary activation, think-aloud modeling, reciprocal teaching, questioning techniques, and post-reading summarization. These strategies positively influenced students’ engagement, comprehension, and metacognitive awareness. However, the teacher also faced several challenges, such as time limitations, diverse student reading abilities, and lack of authentic materials. The study concludes that effective reading instruction requires not only teacher initiative and skill but also institutional support and resources. This research contributes to the understanding of real-life teaching practices and emphasizes the importance of strategy-based instruction in improving students' reading comprehension in EFL contexts.

An Analysis of Writing Competence of Class VIII Students of SMP Negeri 3 Tanjung Pinang through English Recount Text

Tue, 17 Jun 2025 00:00:00 +0800

Abstract

This study aims to describe the writing competence of grade VIII students of SMP Negeri 3 Tanjungpinang through the analysis of English recount text. The method used was descriptive qualitative with data collection through interviews with English teachers and documentation of students' writing. The results showed that students' scores varied greatly, ranging from 10 to 100. A total of 31.8% of students obtained very good grades (90-100), which shows that some students have mastered the material well. However, 36% of students were in the less and very less categories, indicating that many students had difficulty in writing recount texts. Factors influencing the difference include learning style, motivation, as well as the support of the learning environment at home. Teachers also revealed that learning tends to be monotonous with minimal use of visual media and collaborative activities. This finding indicates the need to apply more varied and contextualized learning methods, such as genre-based approaches, the use of visual media, and active learning. In addition, special attention and remedial programs for students with low scores are needed to improve their writing competence. Synergy between teachers, schools and parents is also important to create a supportive and inclusive learning enviromental.

Exploring Listening Proficiency Among University Students

Theresia Yolanda Nababan, Natalia Widya Pasca Tarigan, Wariyati — Thu, 19 Jun 2025 00:00:00 +0800

This study aims to analyze the listening skills of students at STIKES Columbia Asia Medan and identify the factors that influence their listening comprehension. Employing a descriptive qualitative method, data were collected through an IELTS-format listening test provided by the British Council and semi-structured interviews. The results showed that 45% of students achieved an “Excellent” level, 25% were categorized as “Very Good,” 10% as “Good,” and 20% as “Fair,” with no students falling into the “Failed” category. The qualitative findings revealed several key factors affecting listening performance, including limited vocabulary, difficulties in understanding foreign accents, lack of concentration, minimal exposure to authentic English, unfamiliarity with test formats, and psychological aspects such as anxiety. The study concludes that British Council listening materials can effectively support listening skill development, but they must be complemented by comprehensive teaching strategies and consistent practice.

CHARACTERISTIC OF LINGUISTIC LANDSCAPE: A CASE STUDY OF HIGH EDUCATION SCHOOL IN TANJUNGPINANG

Tue, 24 Jun 2025 00:00:00 +0800

Landscape linguistics is a part of sociolinguistics that discusses how language is used and displayed in public places, and how it can indicate cultural identity, power relations, and communication purposes. This study aims to identify the linguistic characteristics found on boards and signs in the higher school environment in Tanjungpinang, and Tanjungpinang is known to have a strong Malay culture. The focus of this research includes language and phrase structure, layout and communication function of the linguistic signs found. This research uses qualitative description method with data collection techniques in the form of observation, documentation and note-taking. Documentation is done by taking photos as the main tool, then further analyzed based on language version (monolingual, bilingual, and multilingual). The results showed that most of the advertisements were bilingual, namely with Indonesian - English and on the intitution signage it showed that most were bilingual by using Indonesian = Malay. This study concludes that the linguistic landscape in the high school environment in Tanjungpinang reflects the existence of multilingualism and identity representation in the educational public space at the high school in Tanjungpinang.

THE IMPLICATION OF LINGUISTIC PARADIGM SHIFT IN DIGITAL COMMUNICATION OF GENERATION Z TOWARDS INDONESIAN LANGUAGE PRESERVATION

Parulian Sibuea, Nur Azzahra, Nida Aulia Azzahra, Rio Amanda — Tue, 24 Jun 2025 00:00:00 +0800

The linguistic paradigm shift that occurs in Generation Z (Gen Z) in the digital era has significant implications for communication practices and efforts to preserve the standard Indonesian language. Generation Z, who grew up in a digital and global environment, tends to use a relaxed, creative language style, and utilize abbreviations, acronyms, emoticons, and foreign terms in daily communication on social media and digital platforms. This phenomenon reflects an adaptation to the need for fast and expressive communication while also posing a challenge in maintaining the purity of the standard Indonesian language. This research highlights how digitalization and social media culture encourage shifts in language patterns, including the rampant use of non-standard language, code mixing, and the adoption of foreign terms that blur the boundaries between formal and informal language. Nevertheless, awareness of the importance of good and correct Indonesian remains, although it is often marginalized by the demands of instant digital communication. The implications of this paradigm shift demand adaptive language education and literacy strategies so that the preservation of standard Indonesian is maintained in the midst of digitalization and globalization. This research contributes to the understanding of Generation Z’s digital linguistic dynamics and the urgency of preserving standard Indonesian as a national identity in the era of digital communication.

Keywords: Generation Z, digital communication, linguistic paradigm, standard Indonesian language

DUOLINGO APPLICATION EFFECTIVENESS: IMPROVING ENGLISH LISTENING SKILLS AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT

Putri Nabila, Muhammad Hifdil Islam, Nina Agus Hariati — Tue, 24 Jun 2025 00:00:00 +0800

Listening skills are one of the key competencies in English language learning and are crucial to master in the era of globalization. Language learning applications such as Duolingo offer interactive learning methods that have the potential to enhance students' listening abilities, particularly in dealing with variations in accents and speech speed. This study aims to explore the effectiveness of using Duolingo in improving the listening skills of students in the English Education department at Zainul Hasan Genggong Islamic University. The method used is a qualitative case study with data collection techniques including participatory observation, semi-structured interviews, and documentation. The findings indicate that regular use of Duolingo can improve students' sensitivity to pronunciation, recognition of similar-sounding words, and comprehension of varying speech speeds. However, the limited range of accents available in the application poses a significant challenge, leading students to express the need for more diverse features and content. Overall, Duolingo has proven to be an effective technology-based language learning tool that supports independent learning and active engagement, although further innovation is needed to meet the demands of complex global communication.

Keywords: Duolingo, listening, accents, speech speed, English language learning

STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING REPORT TEXT AT SECOND SEMESTER STUDENTS OF STIE-SAK ACADEMIC YEAR 2024/2025

Sukarta Kartawijaya, Yelnim, Al-Padli — Tue, 24 Jun 2025 00:00:00 +0800

This research was a descriptive research which used to analyzed students’ ability and difficulties at second semester of accounting major at STIE-SAK academic year 2024/2025. The population of this research was students all the students at second semester of accounting major. The instrument used in this research was writing test. The research findings showed that the students’ ability were low in understanding report text because from the students’ score, there was 1 student got 80, 1 students got 70, 1 student got 60, and most of the students or there were 10 students got under 60. Then, after counting the students’ percentage score, it showed that only a students got A, 1 student got B, C, and D. There were 9 students got E. It could be concluded that the students at second semester of accounting major at STIE-SAK academic year 2024/2025 failed in writing report text. Moreover, in writing report text, the students faced some difficulties. The difficulties were: the understanding of paragraph, the understanding of generic structure, and the understanding of language features.

Effectiveness of Using the Moodle Platform in Developing Students’ Speaking Skills

EKA PRATIWI YUNIANTI — Wed, 25 Jun 2025 00:00:00 +0800

The growing integration of digital tools in language instruction has created new opportunities for improving speaking competence among EFL learners. This study aims to explore the effectiveness of Moodle, a widely used Learning Management System (LMS), in enhancing students’ speaking skills in an English course designed for non-English majors. The participants were 30 students from the Accounting Study Program at University of Aisyah Pringsewu, enrolled during the 2024/2025 academic year. A one-group pre-test and post-test design was employed to assess changes in performance following an eight-week Moodle-based intervention. Speaking tasks were delivered through Moodle features, including voice recordings, discussion forums, and peer feedback. Assessments were conducted using standard TOEFL/IELTS-based speaking rubrics. Descriptive statistical analysis revealed a significant improvement in speaking scores, with the average rising from 57.63 (pre-test) to 79.73 (post-test). The normality of the data was confirmed using the Shapiro-Wilk test, and a paired samples t-test yielded a statistically significant difference (p < 0.05), supporting the effectiveness of the intervention. The structured, asynchronous learning environment provided by Moodle enabled students to practice consistently, build confidence, and reduce performance anxiety. Furthermore, the integration of interactive and reflective speaking activities promoted greater learner autonomy. These findings suggest that Moodle can be a valuable platform for fostering speaking development in higher education, particularly for students outside language-related majors. It also highlights the potential of LMS-based instruction to support communicative competence in EFL contexts.

Keywords : Moodle, speaking skills, digital learning, EFL students