Getsempena English Education Journal

CHARACTER VALUES IN THE MENGANGGUN VERSES OF BABY-CRADLING TRADITIONS IN SUBULUSSALAM

Epriadi Kombih, Jusrin Efendi Pohan, Dian Syahfitri — Tue, 30 Dec 2025 00:00:00 +0700

This research is aimed to investigate the character value contained in the menganggun verses that used in the ritual of baby-cradling in the province of Subulussalam, Indonesia. This study, therefore, try to: (1) identify the character values present in the menganggun verses which are related to individual character values, social character values, and religious character values, and (2) describe the techniques used to convey these character values in the menganggun verses. This study used a qualitative descriptive method. The data were collected using the observation and note-taking technique from popular menganggun verses manuscripts. The data were analyzed by exploring the chosen menganggun verses to identify the character values inherent in their linguistic and thematic components. The analysis data also observed at the ways the verses were delivered, showing how these methods help get moral messages across in the tradition. The result showed that the character values in the menganggun poetry were related to individual character values, social character values, and religious character values. In terms of individual character, the menganggun poetry teaches the importance of healthy self-esteem without arrogance. Regarding social character, the poetry emphasizes values such as compassion, empathy, tolerance, and social responsibility. In terms of religious character, the menganggun poetry instills values of obedience, piety, gratitude, sincerity, and spiritual well-being. These values integrate the local wisdom of the Singkil culture, which is deeply rooted in Islamic teachings, thus reflecting holistic character education. The techniques for conveying character values in the menganggun poetry include the use of poetic and symbolic language rich in metaphors, advice and prayer approaches, repetition and rhythm techniques, and the incorporation of Islamic values.

INTEGRATING TECHNOLOGY-BASED LEARNING IN ENHANCING STUDENTS’ INTEREST IN ENGLISH LANGUAGE LEARNING

Wilda Tuljannah; Suryani Suryani; Ugahara Ugahara — Sun, 30 Nov 2025 00:00:00 +0700

The aim of this study was to explore students' interest in learning English using technology-based learning. This research uses mixed methods that collect data combining quantitative and qualitative data. Data was collected through direct observation and questionnaires distributed to students, which covered aspects such as motivation, involvement, and preferences for the use of technology in learning English. The participants consist of 28 students from SMA 1 Indrapuri. The data were analyzed using a combination of qualitative and quantitative techniques. Observation notes were examined through content analysis to identify patterns of student motivation, engagement, and responses to technology-based learning. Questionnaire data were processed using descriptive statistics and thematic coding to capture overall trends and reinforce the qualitative findings. The result from observation revealed the use of technology, such as PowerPoint and Quizziz, is able to create a more interactive and interesting learning environment, with increased active participation and student involvement. The result from questionnaire indicated that the majority of students had a positive view of using technology in learning English. 75.7% of students enjoyed learning English using technology and 77.1% students stated that technology made learning English more engaging. However, only 58.5% of students' showed awareness of the importance of English for their future. Although technology succeeded in increasing interest in learning, the findings also revealed that its impact was not felt equally by all students. Therefore, teachers need to integrate technology effectively to meet the diverse needs and preferences of students. This research concluded that the use of technology in English language learning has great potential to increase students' interest in learning. It requires adequate infrastructure and training for both teachers and students to maximize the use of this technology.

SPEAK-BOT AND GROUP DYNAMICS: EXPLORING COLLABORATIVE INTERACTION QUALITY IN AI-ASSISTED SPEAKING PEDAGOGY

Veni Nella Syahputri, Nyak Mutia Ismail, Cut Nabilla Kesha — Sun, 30 Nov 2025 00:00:00 +0700

This study investigates how the SPEAK-BOT framework shapes group dynamics and collaborative interaction quality in EFL speaking pedagogy. Tthis study addresses the underexplored social dimension of language learning. Specifically, it examines how chatbot-generated prompts, when embedded in a pedagogical framework, influence turn-taking, elaboration, responsiveness, and cohesion during group discussions. A qualitative research design was employed with 20 third-semester English education students at Universitas Teuku Umar, Indonesia. The Students were organized into four small groups and engaged in structured speaking tasks that required consulting chatbot prompts as discussion starters. The instruments used in this research were an audio recorder for data collection, a thematic coding framework for discourse analysis, and a rubric-based scoring sheet to evaluate participants’ performance. The data were analyzed using discourse analysis and rubric-based scoring supported by descriptive statistics. The findings revealed a clear variation across groups. One group achieved very high interaction quality, marked by equal participation, deep elaboration, and strong cohesion. Two groups performed moderately, each showing strengths in some dimensions but gaps in others. One group demonstrated weak collaboration, relying heavily on chatbot output and producing fragmented discussions. The results suggest that the SPEAK-BOT framework has the potential to foster richer collaboration when learners use AI critically, but risks weakening interaction when prompts are adopted passively. The study contributes by reframing AI not as a substitute for peer dialogue but as a pedagogical mediator that can strengthen collaborative speaking pedagogy.

DIGITAL COMICS (WEBTOON) FOR EFL READING COMPREHENSION: LEARNER PREFERENCES AND PERCEPTUAL FACTORS

Muhammad Rizal Afandi, Putu Dian Danayanti Degeng — Sun, 30 Nov 2025 00:00:00 +0700

This research investigates the preferences and perceptions of English learners toward the use of digital comics as a medium for enhancing reading comprehension. Using a descriptive quantitative approach, the data were collected from 100 participants mixed between 50 high school students and 50 university students with prior experience in digital comic usage. A four-point Likert scale questionnaire was used to collect the data, then the data that was collected explained by a descriptive quantitative method. The data were analyzed using a descriptive quantitative to provide a clear overview of participants’ perceptions based on the Likert-scale. The findings revealed that the majority of the students preferably use webtoon instead of other digital comics for learning. The findings can be reported that digital comics significantly improve reading comprehension, facilitate vocabulary acquisition, and engage more compared to traditional reading materials. More than half of the respondents agreed or strongly agreed with statements across all of the statements, indicating consistently positive perceptions. Engagement and motivation were strongly influenced by the visual and interactive features of digital comics, while language proficiency and prior experience emerged as key factors shaping perceptions. The results highlight the potential of digital comics as an innovative learning media that makes reading more interesting. These findings highlight the pedagogical value of digital comics especially webtoon in language education to improve both comprehension and learner motivation.

BRIDGING LANGUAGE BARRIERS IN RURAL TOURISM: A STRATEGIC COMMUNICATION MODEL FOR KADUGENEP VILLAGE

Ria Saraswati, Malabay Malabay, Yulianti Yulianti — Sun, 30 Nov 2025 00:00:00 +0700

This study aims to develop a strategic communication model for Kadugenep Village to enhance cross-language interactions between local residents and tourists. Employing a mixed-method approach, the research collected qualitative data through interviews and focus group discussions with villagers, tourism stakeholders, and language educators, while a quantitative survey assessed the current linguistic capabilities and communication barriers. The data were also analyzed using using thematic analysis to summarize the villagers’ linguistic abilities and identify the most common communication barriers. The findings revealed that villagers express enthusiasm for engaging with tourists, limited access to formal language education and a lack of practical communication tools pose significant challenges. The proposed model incorporates a combination of basic language training, non-verbal communication strategies, and mobile translation applications to facilitate more effective interactions. The study concludes that a structured yet flexible approach to language learning, adapted to local needs and resources, can significantly improve rural communities’ participation in the tourism economy. Implementing this model in Kadugenep Village has the potential to not only enhance visitor experiences but also promote sustainable tourism development. Future research should explore how similar models can be adapted to other rural tourism destinations with varying linguistic and cultural contexts.

DEVELOPMENT OF GOOGLE SITES-BASED INTERACTIVE MEDIA ON FOLKTALE MATERIAL FOR FIFTH-GRADE STUDENTS AT SD NEGERI TANGGUNGAN

Sundari Wati, Adi Bandono, Achmad Noor Fatirul — Sun, 30 Nov 2025 00:00:00 +0700

A goal of this research is to set up learning media suitable for folktales like Google Sites did. the fifth grader students at SDN Tanggungan will be better at telling stories after reading this material. In this study, we attempt to solve the lack of digital media that Merdeka Curriculum-Framework speaking poses to students' skills and endeavours. This paper reports on a study using expert validation as well as individual (3 students), small-group (6 students) and large-group (25 students) trials. The ADDIE model was followed, which guided each stage of media development: needs assessment, design, development or production of materials, installation and use, and evaluation. Data were collected through expert validation questionnaires and student practicality questionnaires. The medium scored 92% total on expert validation, with its contents, design and media elements all receiving excellent evaluations. Again, the practicality test showed a very high score of 97%, proving that students liked and found it useful in learning storytelling. They also felt the media helped them to understand the proper procedures greatly; most of them were able to tell their own stories after some guidance from training programs supported through use of this technology. These findings are consistent with previous studies that indicate Google Sites are very well received by users at an institute. The results offer new evidence of the usefulness and applicability to oral storytelling—an area heretofore underutilized within Indonesian language education. In conclusion, the Google Sites-based interactive multimedia materials developed in this investigation are very accessible and adaptable to the Merdeka Curriculum, helping nur ture creativity, communications competencies and digital know-how in primary school children.

GAYO’S LINGUA TOURISM: AN EMPIRICAL STUDY ON ENGLISH NEEDS AND STRATEGIES

Sun, 30 Nov 2025 00:00:00 +0700

This study explores the English language proficiency of tourism players in the Gayo Highlands and suggests strategic training paths under the English for Tourism (EfT) model. The design that was used was a quantitative, cross-sectional design using a Likert-scale questionnaire to measure the four core skills, which are listening, speaking, reading, and writing. The results indicated that there was a high difference between the receptive and productive skills, with listening and reading being much better compared to speaking and writing. The Pearson correlation analysis also revealed that listening and speaking skills (r = 0.95) were highly correlated, and it is worth discussing the pedagogical significance of the integrated input-output strategies. The findings highlight the importance of communication and culturally responsive training programs, which address the authentic language utilization that is necessitated in the ecotourism and heritage settings of Gayo. This is in accordance with previous studies that underscored the expectations of the society of the tourism actors not only to apply English functionally but also to project cultural identity by means of language. Practical suggestions are the use of mobile-assisted learning devices, participatory training creation, and stakeholder collaboration among local agencies and training institutions. The research has both theoretical contributions to the ESP/EfT scholars and practical usefulness to the policymakers and tourism developers who are concerned with sustainable language learning.

IMPROVING STUDENTS’ DESCRIPTIVE WRITING SKILLS THROUGH THE GENRE-BASED WRITING APPROACH

Jusnaini Hasni, Ana Elvia Jakfar, Lijah Adena Hasibuan — Sun, 30 Nov 2025 00:00:00 +0700

All university students are required to have adequate English writing skills. This is true, particularly for students in Agro-Marine field, because they are expected to write and present scientific information in a structured and accurate manner. However, a number of students have challenges relating to English writing skill. This research aimed to investigate the implementation of Genre-Based Writing (GBW) in improving the descriptive writing skills of Agro-Marine students at Teuku Umar University. Fifty participants from the faculties of Agriculture, Fisheries, and Marine Sciences took part in the study. The method used in this study was descriptive approach. The data were collected from the participants’ writing tests for the pre-test and post-test, as for the assessment, a rubric consist of content, organization, vocabulary, grammar and mechanics. The researchers also conducted a semi-structured interviews and observations before, during and after the implementation of the genre-based writing. The data was examined by using descriptive qualitative framework proposed by Miles and Huberman (1994) which divided the process into three steps such as data reduction, data display and conclusion drawing. The result showed that participants’ text structure, coherence, and linguistic precision improved from 50 to 76,25 after the implementation of the genre-based writing. The results suggest that GBW is an effective pedagogical approach for enhancing Agro-Marine students’ writing skills.

CHATGPT AS A TOOL FOR EFL LEARNING: ITS IMPACT ON MOTIVATION AND ENGAGEMENT

Ragiel Nandasyah, Sunarti Sunarti, Abdul Halim — Sun, 30 Nov 2025 00:00:00 +0700

This study focuses on the impact of ChatGPT, an artificial intelligence-based language model, on students’ motivation and engagement in learning English as a Foreign Language (EFL). The research employs both qualitative and quantitative research methodologies, combining data collected through questionnaires and semi-structured interviewing. The sample included 133 EFL students from Universitas Muhammadiyah Kalimantan Timur, with additional narratives gathered from three selected participants. Quantitative findings reflected high levels of motivation (M = 23.89) and engagement (M = 22.88), with a strong positive correlation (r = .767, p < .01) between the two variables. Motivation was significantly higher than engagement based on the Mann-Whitney test. The qualitative findings reveal the uses of ChatGPT by the students as grammar correction, translation, and writing, which improved their confidence and learning interest. In contrast, some of the students expressed dependence on the tool and encountered issues of incorrect generation and lack of access in the free version. Despite all this, the participants expressed the need of using ChatGPT as a support tool rather than a replacement for independent learning. This study aims to address gaps in prior studies that examined ChatGPT’s benefits but rarely compared students’ motivational and engagement levels using both quantitative and qualitative lenses, this research offers a more comprehensive analysis of how learners experience AI-assisted language learning. The study concludes that ChatGPT can be an effective tool when used strategically. It offers practical implications for integrating AI in language education and encourages the development of digital literacy and critical thinking among learners.

HIGH SCHOOL TEACHERS’ PERCEPTION AND ATTITUDE TOWARDS WORLD ENGLISHES: STUDY CASES IN LHOKSEUMAWE CITY, INDONESIA

Hanif Hanif, Kurniawati Kurniawati, Dini Rizki, Dewi Kumala Sari — Sun, 30 Nov 2025 00:00:00 +0700

ABSTRACT

This research explores the perceptions, attitudes, and teaching practices of senior high school English teachers in Lhokseumawe City, Aceh, Indonesia, regarding the concept of World Englishes (WE). As English continues to evolve as a global language, its use across diverse sociocultural contexts challenges traditional native-speaker norms—especially those based on British and American English. Despite this global shift, English education in Indonesia remains strongly influenced by native-speaker standards embedded within the national curriculum. Using a qualitative case study approach, the data were collected through semi-structured interviews, document analysis, and a literature review involving five English teachers from different schools in the area. The results indicate that although teachers recognize the existence of various English varieties, their comprehension of the theoretical and pedagogical principles underlying World Englishes is still limited. Most teachers continue to rely on inner circle varieties especially American and British English as the dominant teaching models, citing factors such as curriculum restrictions, insufficient exposure to global English varieties, and students’ relatively low proficiency levels. Consequently, the practical application of World Englishes in classroom instruction remains minimal. The study suggests that targeted professional development programs are essential to strengthen teachers’ sociolinguistic awareness and pedagogical skills in addressing English variation. Gradually incorporating non-native English varieties into classroom materials could foster more inclusive, realistic, and globally oriented English teaching practices in Indonesia.

Keywords: World Englishes, teachers’ perceptions, English language teaching, pedagogical practice

THE ROLE OF DIGITAL LITERACY AND LEARNING MOTIVATION ON STUDENTS’ CRITICAL THINKING

Uum Sri Utami, Nurrohmatul Amaliyah — Sun, 30 Nov 2025 00:00:00 +0700

This study aims to examine the role of digital literacy and learning motivation in students' critical thinking skills. This study employed a quantitative approach using a correlational design. The fourth-grade students at several public elementary schools in the Pegadungan subdistrict were selected as the sample of this research. The research sample consisted of 128 students. Data were obtained through tests measuring critical thinking skills and questionnaires assessing digital literacy and learning motivation. Data analysis was performed using multiple linear regression tests. The results showed a significant relationship between digital literacy (r = 0.331; p < 0.05) and learning motivation (r = 0.223; p < 0.05) with students’ critical thinking skills. Simultaneously, both variables had a positive and significant effect on students' critical thinking skills (R = 0.438; Sig. = 0.000). These findings indicate that students with higher levels of digital literacy and stronger learning motivation tend to demonstrate better critical thinking abilities. In conclusion, improving students’ access to digital resources and fostering intrinsic learning motivation can contribute significantly to the development of critical thinking skills. The findings of this study suggest that educators should integrate technology-based learning activities and motivational teaching strategies into classroom instruction to support the enhancement of critical thinking skills in elementary educatio