Getsempena English Education Journal

ENHANCING NARRATIVE WRITING SKILLS THROUGH ANIMATION VIDEOS IN THE EFL CLASSROOM

Sat, 31 May 2025 16:53:16 +0700

This study examined the use of animation videos to teach narrative text writing to SMP Negeri 21 Pontianak eighth-grade students. The study used the 8B class of SMP Negeri 21 Pontianak as the research sample, consisting of 35 students taken from cluster random sampling from a population of 209 students. This pre-experimental study also used a group pre-test and post-test design, consisting of three procedures: pre-test, treatment, and post-test. This study was conducted in two treatments for 120 minutes per meeting by using animation videos to teach narrative text. Two methods were used in the treatment: the first was a full viewing, in which learners watched the entire video without pausing to learn about the plot, characters, and moral lessons. The second method is freeze with text, in which the teacher paused the video and explained each of the generic structures and language features in the narrative text based on the video scenes. The data were gathered through a narrative writing test for the pre-test and post-test, and as for the assessment, a rubric consisting of content, organization, vocabulary, grammar, and mechanics. The finding revealed that animation videos effectively taught students narrative text writing skills. The t-test result was higher than the t-table (10.90>1.691), indicating the effectiveness. The effect size was also categorized as a “very strong effect” with a calculation value of 1.74. These findings imply that animation videos can be used as media support to teach narrative text writing to students, especially those at SMP Negeri 21 Pontianak.

INDONESIAN EFL STUDENTS’ WRITING CHALLENGES: A QUALITATIVE META-ANALYSIS

Muhammad Hasan Hamdani, Nuskhan Abid — Sat, 31 May 2025 00:00:00 +0700

Numerous Indonesian EFL students have difficulty with their writing because the process is complicated. This study aims to determine various writing challenges of Indonesian EFL students over the last ten years. This study used qualitative meta-analysis through journal articles about students' writing challenges from 2014-2024. The primary data comes from Google Scholar because reputable and managed by credible and competent institutions in their respective fields. This study was analyzed using a checklist flow diagram PRISMA, which consists of identification, screening, and include. The results of keyword searches found articles totalling (n=6.791). Then, the researcher was identified based on the title and abstract, and screening through inclusion and exclusion criteria was conducted by the researchers. The researchers found (n=21) articles to be discussed. The results of this study show several aspects of writing problems, including affective (38.71%), linguistic (45.16%), and cognitive (16.13%). Researchers found grammar dominates in linguistic challenge, writing anxiety dominates in affective challenge, and difficult to developing ideas in cognitive challenge. This study suggests that educators using a textual approach to emphasize the understanding of language, an error analysis learning approach in linguistic. Building a positive atmosphere, providing constructive psychological support in an affective challenge. Emphasize students using writing processes as a cognitive strategy. Another recommendation for policymakers is to ensure that writing a teaching curriculum is more integrated and holistic between cognitive, linguistic, and affective aspects. In conclusion, this study highlights the various Indonesian writing challenges to integrating these aspects into teaching strategies and curriculum design to achieve educational success.

EVALUATING THE EFFICACY OF DIGITAL AUTHENTIC MATERIALS: CHALLENGES IN TAILORED LANGUAGE LEARNING IN ESP CONTEXTS

Khainur Jannah, Dadang Sudana, Fathin Anjani Hilman — Sat, 31 May 2025 00:00:00 +0700

This research analyzes the effectiveness of tasks based on digital authentic materials (DAM) in custom language instruction in English for Specific Purposes (ESP). The study analyzes the barriers to applying DAM to enhance ESP learners' linguistic and professional skills. A case study approach was used with data triangulation to address the problems associated with using DAM in self-paced learning programs. The participants consisted of six ESP lecturers across diverse disciplines at one public university with established ESP programs across various faculties. The results indicate that although DAM enhances engagement and contextual understanding, issues of content scope, technological barriers, and learner diversity regarding proficiency levels are still present. This study advances the discourse on the optimal use of digital authentic materials by considering the parameters defined by ESP frameworks, particularly for pedagogical strategies geared towards efficient language acquisition customization. The authors offer suggestions that can be put into immediate action by educators and material creators who want to mitigate the concerns reinforced in this study while trying to harness the full capabilities of digital tools resources within an ESP teaching and learning context.

EXPLORING THE IMPACT OF AR/VR TECHNOLOGIES ON LANGUAGE PROFICIENCY DEVELOPMENT AMONG EFL LEARNERS

Andi Dhiyaul Rahman, Nofvia De Vega, Syarifa Rafiqa — Sat, 31 May 2025 00:00:00 +0700

The studies on the subject do not often use enough precision or methodology when collecting statistics. Due to this shortcoming, it becomes harder to show that new programs provide solid results. To resolve this issue, this study worked on making and examining a new educational program planned to increase students' language abilities. Mainly, it was concerned with determining how well the program worked using data and examining its progress as set by the deadline. This research use quantitative study at SMKN 2 Tarakan. Both reading, writing, listening, and speaking were tested using the standardized test to assess language proficiency. An assessment was done before the lessons and exercises, and repeated after 6 meetings. The data were analyzed using paired sample t-tests in the SPSS software. The results suggest that the participants' language improved after they joined the study. The paired sample t-test shows that the t-value was -27.255 and the p-value was 0.000, meaning the difference occurred with a high level of statistical significance. In addition, the findings suggest that the benefits noted were likely due to the education program, as the 95% confidence interval confirmed the mean difference ranged from -38.398 to -33.220. This shows that interventions based on structure can help improve children's language abilities.

ENGLISH MATERIALS-BASED JEPARA LOCAL WISDOM; THE EFFECT ON STUDENTS’ READING COMPREHENSION

Siti Azza Ulin Ni'mah, Husni Mubarok — Sat, 31 May 2025 00:00:00 +0700

This research analyze the effect of English materials based on Jepara Local wisdom on student’s reading comprehension skills. The test was conducted at one of junior high school in Jepara in the 7 grade class. The method that use is quantitative true experimental method with random samping. The pre-test result indicated there is no statistically significant differences between the control group and the experimental group, as substantiated by (p = 0.122); means that the degree of comprehension among students in both groups was comparable. The Findings indicated that the experimental class demonstrated a more significant enhancement, exhibiting an average augmentation of 11.23 in comparison to the control class. This enhancement is align with schema theory, which maintain that when learners integrate new information with their prior knowledge and cultural frameworks, their understanding is enhanced. The results emphasize the necessity of context-specific educational resources in fostering student motivation and engagement, consequently upholding the principles of culturally relevant pedagogy. The analyst asserts that further research should prioritize extended teaching durations in relation to persistent consequences and improved proficiency.

MULTIMODALITY IN THE ENGLISH TEXTBOOK IMAGES : GENDER REPRESENTATION ANALYSIS

Fithrah Nurul Hidayah, Maslathif Dwi Purnomo, Sholihatul Hamidah Daulay — Sat, 31 May 2025 19:45:14 +0700

Gender representation in educational materials plays a crucial role in shaping students’ perceptions of societal roles. Previous studies have predominantly examined gender representation through written text, often overlooking the visual dimension, particularly in English textbooks. This study investigates gender representation through images in a tenth-grade English textbook using a multimodal discourse analysis, specifically focusing on representational aspects. A total of 131 images were examined, but only three met the criteria for analysis—each featuring both male and female human participants. These images were analyzed based on the roles, actions, and contexts in which each gender was portrayed. The findings indicate a balanced and non-stereotypical representation. In the first image, a male and a female student appear as academic equals without hierarchical cues. The second image features two women and one man in a professional environment, where one woman assumes a leadership position. The third image depicts a mixed-gender social setting with equal participation and non-hierarchical interaction. These portrayals challenge conventional gender stereotypes and suggest a shift toward more equitable and inclusive gender representation. The results underline the importance of visual analysis in identifying and promoting gender balance in learning materials. It is recommended that educational content developers incorporate more images that reflect gender equality across various domains to support a more inclusive learning environment.

A FLIPPED CLASS ON ENHANCING EFL ACADEMIC VOCABULARY ACQUISITION FOR NON-ENGLISH MAJOR COLLEGE STUDENTS

Xuanxuan Zhou, Nur Ainil Sulaiman, Hanita Hanim Ismail — Sat, 31 May 2025 22:25:10 +0700

This study develops a flipped class aimed at enhancing academic vocabulary acquisition among EFL non-English major college students in China, utilizing the ADDIE instructional design framework, which encompasses Analysis, Design, Development, Implementation, and Evaluation. In the Needs Analysis phase, 85 students from an international programme completed a 4-point Likert scale questionnaire to identify vocabulary learning needs. During the Design and Development phases, 26 voluntarily participating students employed mind map techniques alongside the flipped class approach to enhance vocabulary instruction. In the Implementation and Evaluation phases, students participated in the flipped class and provided feedback through a semi-closed questionnaire to assess the teaching method’s effectiveness. The findings reveal that 98.72% of students rated their vocabulary proficiency as average or poor, highlighting a significant need for targeted instruction. Students attached significance to dimensions such as meaning (mean=3.44) and pronunciation (mean=3.24), while they valued aspects like connotation (mean=3.08) to some extent, indicating gaps in current teaching practices. Also, this research demonstrates the detailed ways of peer interaction and structured learning to meet students’ study needs. In the end, 96% of students expressed that the flipped class effectively enhanced their academic vocabulary acquisition. For future studies, researchers could extend practice duration, and explore more potential ways to take fully advantages of the vocabulary cards made by students.