International Journal of Research in Education
Journal Title International Journal of Research in Education (IJRE) Frequency 2 issues per year (January & July) DOI Prefix 10.26877 by ISSN 2745-3553 (online-Elektronik) Editor-in-chief Prof. Dr. Achmad Buchori, M.Pd. Publisher LPPM Universitas PGRI Semarang Indexing Google Scholar | Garuda | SINTA | Dimensions This page is a new page for an old journal https://journal.upgris.ac.id/index.php/ijre/index International Journal of Research in Education (IJRE) is a leading peer-reviewed journal for the publication of articles of interest to researchers in education. The journal has rapidly become a major focal point for the publication of educational research from throughout the world. It disseminates original, peer-reviewed studies covering all subfields, disciplines, and levels of analysis in the field of education research. Additionally, it promotes submissions from all fields of study and educational levels throughout life. IJRE seeks the highest quality submissions that represent a variety of viewpoints, subjects, settings, and methodologies, including interdisciplinary and multidisciplinary work. The Journal welcomes research articles focusing on the following current issues in (but not limited): 1. Sciences Education, 2. Mathematics Education, 3. Technology Information in Education, 4. Early Childhood Education, 5. Economics Education, 6. Languages Education, 7. Linguistic and Culture, 8. Social Education, 9. Physical Education, 10. Civics Education, 11. Counselling, and 12. Other issues in the Teachers Preparation Program.
From the Lecture Hall to the Food Office: Best Practice in Stunting Management and Food Safety Supervision in Pontianak City
Higher education in the era of Industry 4.0 and Society 5.0 is expected to produce graduates who are competent, adaptive, and work-ready. The Merdeka Belajar Kampus Merdeka (MBKM) certified internship offers one pathway toward this goal, yet how such internships integrate with partner institutions’ real needs and what students actually gain still deserve closer documentation. This article describes and analyses the participation of Biology Education students of Universitas PGRI Pontianak in food security and food safety programmes at the Food, Agriculture and Fisheries Office (DPPP) of Pontianak City, covering the Diverse, Nutritious, Balanced and Safe Food (B2SA) programme for stunting prevention and fresh-food safety supervision. Using a descriptive qualitative case-study approach, data were collected over four months through participatory observation and documentation, then analysed following the Miles, Huberman and Saldaña interactive model. The findings show that students were actively involved in preparing and distributing B2SA food packages, delivering nutrition education, taking anthropometric measurements, conducting qualitative formalin and pesticide-residue tests on fresh produce, and supporting administrative tasks. Through these activities they built a contextual understanding of food, nutrition and food-safety issues while developing both technical and non-technical skills, and translated their experience into a community-based follow-up plan. The internship proved effective in connecting classroom theory with field practice and produced mutual benefits for the students and the partner institution, supporting its continuation with structured monitoring and evaluation.
Copyright (c) 2026 International Journal of Research in Education
Students’ Smartphone Use and Reading Interest Beyond Class Hours: Qualitative Study of Bosowa University Students
The rapid development of digital technology has influenced learning behavior in higher education, particularly in smartphone usage and reading activities. This study aimed to explore English Education students’ experiences and perceptions of smartphone usage and reading interest outside classroom hours at Bosowa University. The study employed a qualitative descriptive design involving 10 participants selected through purposive sampling. Data were collected through open-ended questionnaires and follow-up interviews and were analyzed thematically through data reduction, data display, and conclusion drawing based on Miles, Huberman, and Saldaña’s framework. The findings revealed that most participants spent more time using smartphones for entertainment purposes such as social media, short videos, and online communication than for academic reading activities. Participants also preferred instant and visually attractive digital content because it was perceived as more practical and enjoyable than reading lengthy academic texts. Excessive smartphone usage was perceived to contribute to students’ reading habits, concentration, time management, and motivation to engage in literacy activities outside classroom hours. In addition, limited literacy support within students’ social environments contributed to low reading interest. The study concludes that excessive smartphone usage for entertainment purposes may contribute to lower reading engagement and weaker academic literacy habits. Therefore, balanced smartphone usage and stronger literacy support are needed to encourage more productive reading activities outside classroom learning.
The Impact of ELSA Speak on Improving English Speaking Skills and Reducing Speaking Anxiety Among Junior High School Students
This study investigates the effect of using the artificial intelligence (AI)-based application ELSA Speak on enhancing English speaking skills and reducing speaking anxiety among 25 junior eighth-grade students at SMP Negeri 32 Semarang, Indonesia. This study used a mixed-methods approach with a single-group pretest-posttest design. Quantitative data were collected through speaking tests and the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and analyzed using the Wilcoxon Signed-Rank Test, while qualitative data were gathered through interviews and subjected to thematic analysis with the support of MAXQDA software. The results demonstrated a significant improvement in students' speaking skills from pre-to post-test, with a very large effect size and reduced speaking anxiety. Qualitative findings revealed that ELSA Speak enhanced students’ speaking abilities, particularly in pronunciation and vocabulary mastery, while effectively reducing speaking anxiety and fostering greater confidence in oral communication.
Reducing Dependence on AI-Generated Text through Contextual Writing Assessment
Although generative artificial intelligence (GAI) increasingly impacts academic writing and integrity in higher education, empirical evidence on assessment strategies to reduce students' reliance on AI-generated texts remains limited. This study aimed to examine the effectiveness of the Contextual Writing Assessment in reducing AI-generated text dependence and improving writing performance, writing originality, academic integrity, and learner agency. A quasi-experimental mixed-methods design with an embedded explanatory approach was employed in an English course at the Faculty of Engineering at the University of Muhammadiyah Tangerang. The participants comprised 150 second-semester students from six classes and four lecturers. Three classes were assigned to the experimental group and received Contextual Writing Assessment, while three classes served as the control group and received the conventional writing assessment. Data were collected through writing tests, AI-dependence questionnaires, academic integrity and learner agency questionnaires, originality scores, AI-use logs, reflective journals, draft analyses, observations, and interviews. The results demonstrated the effectiveness of the intervention, as the experimental group outperformed the control group in reducing AI-generated text dependence and exhibited substantial improvements in writing performance, originality, academic integrity, and learner agency. Qualitative evidence indicated more transparent AI use, meaningful revisions, stronger reflections, and reduced copy-paste behavior. The study concludes that Contextual Writing Assessment offers an ethical, process-based, and AI-resilient approach to writing assessment.
The Use of HOTS-Oriented Project-Based Learning Model to Improve Grade XI Students’ English Speaking Performance tt SMAN 8 Bengkulu City
This study examined changes in Grade XI students’ English speaking performance following participation in HOTS-oriented Project-Based Learning (PjBL) activities at SMAN 8 Bengkulu City. This study employed a quantitative approach using a pre-experimental method with a One Group Pretest-Posttest Design. The participants were 32 Grade XI students. Data were collected through oral presentation tests administered before and after the intervention. Students’ speaking performance was assessed using a rubric consisting of five components: pronunciation, fluency, vocabulary, grammar, and comprehension. The instrument validity was evaluated through expert assessment, while reliability was examined using inter-rater reliability analysis with a coefficient of 0.87. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired sample t-test, Cohen’s d effect size, and normalized gain analysis. The findings showed that students’ mean speaking scores increased from 58.44 in the pretest to 81.31 in the posttest, with a mean gain of 22.87 points. The paired sample t-test revealed a significant difference between pretest and posttest scores, t(31)=61.000, p<0.001. The effect size analysis indicated a very large standardized difference (Cohen’s d=10.783), while the normalized gain score was 0.55, indicating moderate improvement. Descriptive analysis showed improvements across all speaking components, with fluency demonstrating the highest gain. These findings suggest that HOTS-oriented PjBL provided opportunities for students to engage in contextual communication through problem analysis, idea development, project presentation, and reflection. However, the findings should be interpreted cautiously due to the limitations of the one-group design.
The Implementation of Total Physical Response (TPR) Method in English Learning For Fourth Grade Students at SDN Pesawahan 1
This study aims to investigate the implementation of the Total Physical Response (TPR) method in English learning at SDN Pesawahan 1, explore students' responses to the method, and identify challenges encountered during its implementation. This study used qualitative methods with a descriptive design. Participants consisted of one English teacher and 20 fourth-grade students at SDN Pesawahan 1, located in Pesawahan Village, Tiris District, Probolinggo Regency. Data were collected through classroom observations, interviews, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing. The findings indicate that the implementation of the TPR method was carried out through several stages, including providing verbal instructions, demonstrations of movements, students' physical responses, and repetition activities. The use of TPR created a more active and interactive classroom atmosphere. Most students responded positively to the method. They felt more enthusiastic, motivated, and interested in learning English through physical movements and games. This method also helped students understand and memorize English vocabulary more easily. However, several challenges were encountered during implementation, such as classroom management difficulties, differences in student comprehension, limited vocabulary mastery, and limited learning time. In conclusion, the Total Physical Response (TPR) method is effective in increasing student participation, motivation, and vocabulary comprehension in English learning at the elementary school level. Therefore, this method can be considered an alternative teaching strategy to create a more enjoyable and interactive English learning environment for early childhood students.
Formative Assessment Practices in an Elementary EFL Classroom: Implementation and Challenges
This study explored the implementation of formative assessment practices in an elementary English classroom at MI Perguruan Mu’allimat. The study aimed to identify how formative assessment was implemented during the teaching and learning process and to examine the challenges faced by the teacher during its implementation. This study employed a qualitative descriptive design involving one English teacher and classroom interaction in Grade 5C as the focus of the study. The data were collected through classroom observation, interviews, and documentation, and were analyzed using the interactive model proposed by Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that formative assessment was implemented through oral questioning, prompting and corrective feedback, and classroom monitoring during classroom activities. These practices were used not only to identify students’ understanding but also to encourage participation and maintain classroom interaction during the lesson. The study also identified several challenges in implementing formative assessment, including students’ passive participation, differences in students’ understanding, and limited classroom continuity caused by school activities and schedule interruptions. The findings indicate that formative assessment practices in elementary English classrooms are strongly influenced by classroom context and students’ participation patterns. Therefore, teachers need to apply flexible formative assessment strategies that support both students’ learning and classroom engagement.
The Implementation of Interactive Learning Media in Improving Students’ Learning Enthusiasm in Economics Learning
The low level of students ' learning spirit in economic learning is the main problem in this study. Students tend to show low participation during class discussions and learning activities due to monotonous teaching methods, boredom during lessons, and limited comprehension of learning materials. Therefore, the use of Interactive Learning media is considered necessary to create a more active, interesting, and student-centered learning process. This study aims to improve students ' learning spirit in economic subjects through the application of Interactive Learning Media. This study used a Class Action Research (CAR) design conducted in two cycles. The subjects of this study were students of Class XI IPS 4 and XI IPS 5 SMA Negeri 1 Telaga Biru totaling 66 students. Data collection techniques include observation, student learning enthusiasm sheet, teacher activity observation sheet, and student activity observation sheet. The results showed that the application of Interactive Learning Media successfully improve students ' learning spirit. In the first cycle, IP Class XI 4 reached 66.90%, while IP Class XI 5 reached 70.21%. In the second cycle, the score increased significantly to 83.41% for IP XI Grade 4 and 83.46% for IP XI Grade 5, both categorized as high. Therefore, it can be concluded that Interactive Learning Media successfully improved students’ learning enthusiasm in economics learning.
Developing Speaking Fluency through Metaverse-Assisted Learning in Engineering Students
Speaking fluency is one of the important communication skills that engineering students must master in the era of globalization and Industrial Revolution 5.0. However, engineering students still experience difficulties in speaking English fluently because of limited vocabulary, lack of speaking practice, low confidence, and limited use of interactive learning media. This study aimed to improve students’ speaking fluency through metaverse-assisted learning. The research employed Classroom Action Research (CAR) using the Stephen Kemmis and Robin McTaggart model consisting of planning, action, observation, and reflection stages. The study was conducted in two cycles involving first-semester students at Bumigora University. The data were collected through observation, interviews, speaking tests, and field notes. The speaking assessment focused on pronunciation, vocabulary usage, grammatical accuracy, and fluency. In Cycle I, students became more active and confident during speaking activities through virtual self-introduction, role-play, group discussion, and project presentation using Roblox avatars and YouTube short-story videos. However, some students experienced difficulties in pronunciation and vocabulary usage. Therefore, the researcher revised the learning activities in Cycle II by adding pronunciation practice, vocabulary scaffolding, simulations, and collaborative discussion activities. The results of Cycle II showed significant improvement in students’ speaking performance. Students communicated more fluently, used more varied vocabulary, and actively participated in classroom interaction. The average speaking score improved from 62.4 in the preliminary study to 84.2 in Cycle II, categorized as good. The findings also indicated that metaverse-assisted learning created a more interactive, collaborative, and enjoyable learning environment.
A Descriptive Study of Grade XII Students' Ability to Write Javanese Paragraphs at SMK Negeri 2 Semarang
This study aims to describe grade XII students’ ability to write paragraphs in the Javanese script at SMK Negeri 2 Semarang during the 2025/2026 academic year based on eight aspects of assessment: content and paragraph length, aksara pasangan, aksara sandhangan, aksara angka, aksara murda, aksara rekan, aksara swara, and the form and neatness of writing. The research method used was quantitative descriptive research with a total of 142 students. The instrument is a performance test for writing paragraphs with three theme choices. The data was analyzed using descriptive statistics. The results showed that the average score of writing Javanese paragraphs was 57.17 (Less category), with the highest score of 93.75 and the lowest score of 25.00. Overall, 64.1% of students fell into the less and very less categories. The content and paragraph length aspect was the strongest aspect with an average of 3.30 (82.6%), while the aksara murda was the weakest aspect with an average of 0.92 (22.9%). Aksara rekan and aksara swaraalso showed low performance, at 34.3% and 37.3%, respectively. These findings indicate the need to revitalize Javanese script learning, especially in the complementary script aspects (murda, swara, rekan) through a more contextual and technology-based approach.
Analysis of Speech Acts in School Radio Broadcast Programs as a Resource for Learning Junior High School Students' Speaking Skills
This research explains and describes (1) types of speech acts in school radio broadcast programs; (2) the meaning and intent contained in the speech acts of school radio broadcast programs; (3) The relevance of speech acts in school radio broadcast programs as a source of learning speaking skills for junior high school students. This research uses a qualitative descriptive research type. The results of this research show that speech acts in school radio broadcast programs include locutionary, illocutionary and perlocutionary speech acts. The results of the research conducted show that school radio broadcast programs can be used as a source of learning speaking skills for junior high school students.
Negotiating English-Only Ideology: Translanguaging and L1 Integration in a Multilingual Indonesian EFL Classroom
This study examines translanguaging and first language (L1) integration in an English as a Foreign Language (EFL) classroom in Pamekasan, Madura, an underrepresented multilingual region of Indonesia. Although translanguaging is increasingly recognized as a resource in multilingual pedagogy, EFL policies and classroom practices in Indonesia often remain aligned with English-only ideology, creating tension between theory and practice. The study aimed to explore how translanguaging is enacted, how teachers and students perceive it, and what learning impacts emerge. Using a qualitative case study design, data were collected through classroom observations, teacher interviews, and student focus group discussions in a public junior high school. Findings show that translanguaging involving Madurese (L1), Bahasa Indonesia (L2), and English (L3) is naturally embedded in classroom interaction and used strategically to explain complex grammar, clarify tasks, and manage participation. Students drew on L1 and L2 to co-construct meaning, collaborate on problem-solving, and express understanding more confidently. Teachers perceived translanguaging as beneficial for comprehension, engagement, and anxiety reduction, yet remained cautious due to institutional pressure for English-only instruction. The results demonstrate significant cognitive benefits, specifically enhanced conceptual clarity and improved retention of specialized vocabulary, alongside affective gains such as increased learner agency and reduced communicative apprehension. The study underscores the necessity of legitimizing students' full linguistic repertoires and recommends greater policy alignment and teacher education to support context-responsive, inclusive EFL pedagogy.
An Analysis of Speech Acts in Think Globally Act Locally Textbook For 9th Grade Studentsa
This research is motivated by the importance of pragmatic competence in English language learning at the junior high school level, where students often master grammatical structures but struggle to interact naturally in real-life situations. There is a noticeable gap in textbooks which frequently emphasize linguistic aspects over sociopragmatic dimensions. The purpose of this study is to identify the types of speech acts, describe their realization across various text types, and examine their potential in supporting students' pragmatic competence within the 9th-grade English textbook "Think Globally Act Locally." The method employed is qualitative content analysis with a library research approach. Data in the form of utterances from the textbook were collected through document observation and note-taking techniques, then analyzed using Searle’s classification of speech acts. The research findings reveal four types of speech acts: Directives, Expressives, Representatives, and Commissives. Directives emerged as the most dominant type (49.4%), reflecting the instructional nature of the textbook. The realization of these speech acts highly depends on the text genre; for instance, Directives appear as imperatives in procedure texts, while Expressives are frequently found in interpersonal dialogues. In conclusion, this textbook holds significant potential for supporting pragmatic competence through rich situational contexts, although explicit explanations regarding politeness strategies remain limited.
Development of Environmentally Friendly Table Tennis Rackets as an Alternative for School Sports Equipment
This study aims to develop an environmentally friendly table tennis racket made from plastic waste as alternative sports equipment for schools, specifically to address the limitations of physical education learning facilities. The method used is Research and Development (R&D) with the Borg and Gall model through the stages of preliminary study, planning, product creation, trials, revisions, and final product improvements. This study was conducted at SMA Negeri 1 Pamotan involving physical education teachers and students as research subjects. Data were collected using a five-point scale questionnaire from 1–5 given to media experts, subject matter experts, and students in small and large-scale trials. Furthermore, the data were analyzed descriptively quantitatively by calculating the average value to determine the level of product feasibility based on aspects of appearance, strength, comfort, ease of use, and learning benefits. The results showed that the assessment of media experts obtained an average of 4.00 in the good category, while the subject matter experts obtained an average of 4.75 in the very good category. In the trial stage for students, the small scale obtained an average value of 4.86 and the large scale 4.62, both included in the very good category. These results indicate that the developed product has good quality and is acceptable to users in the learning process at school. Based on these results, table tennis rackets made from plastic waste are declared suitable for use as alternative training tools and learning media in schools. In addition to its good function, this product is also educational because it can raise students' awareness of the importance of recycling and environmental care. Thus, this product can be an economical, innovative, effective, and sustainable solution to support table tennis learning in schools.
The Effect of Outdoor Education Activities at SMK Negeri 2 Semarang on Physical Education Instruction to Enhance Student Motivation
This study aims to determine the effect of outdoor education activities on students learning motivation in Physical Education, Sports, and Health (PJOK) classes at SMK Negeri 2 Semarang. The background of this study is based on the low level of students learning motivation, as evidenced by a lack of active participation, enthusiasm, and engagement in PJOK classes, which are still dominated by conventional methods. This study employed a quantitative method with a quasi-experimental design, specifically a pretest-posttest control group design. The sample consisted of two groups: an experimental group that received outdoor education and a control group that used conventional teaching methods. Data were collected using a learning motivation questionnaire, and statistical analysis was conducted using a paired-sample t-test and a test for differences between groups.The results of the study indicate that there was a significant increase in learning motivation in the experimental group, with a significance level of 0.004 (p < 0.05), whereas no significant increase was observed in the control group (p > 0.05). This suggests that outdoor education activities have a positive effect on students learning motivation. Outdoor-based learning creates a more engaging and challenging learning environment and increases students active participation.Thus, it can be concluded that outdoor education is an effective alternative learning strategy for enhancing students motivation in physical education classes. It is hoped that this study will serve as a reference for teachers in developing innovative and context-based teaching methods.
Analysis of Students' Creative Thinking Skills in E-Portfolio-Based Economics Instruction
This study aims to analyze students' creative thinking skills in e-portfolio-based economics learning. Measurements were conducted using Torrance's creativity indicators, namely fluency, flexibility, originality, and elaboration. This quantitative descriptive study involved 30 grade X1 students at Jayapura State Senior High School who had studied material on banking and non-bank financial services institutions and the use of one class to maintain uniformity of learning treatment. Data collection techniques included observation and documentation. The instrument used in this study consisted of a creativity assessment rubric using a Likert scale of 1-4 with 16 creative thinking indicator items. The results of the study with the level of creative thinking ability in e-portfolio-based economics learning concluded that it had an average of 47.53 with a standard deviation of 2.83. The results of the project product assessment showed that the quality of the student group's product was in the good category with an average score of 81.25. Based on the results of the study, it was concluded that e-portfolio-based economics learning was able to encourage students to explore and develop creativity. This research is expected to provide an empirical basis for improving student creativity in accordance with the demands of the independent curriculum.
Implementing the Guided Inquiry Approach in IPAS Learning at the Elementary Level: A Literature Review (2021–2026)
The Guided Inquiry approach provides students with opportunities to actively engage in the learning process through investigation, data collection, and drawing conclusions. This approach directly fosters critical thinking skills, including interpretation, analysis, evaluation, and inference. This study aims to analyze the effectiveness of the Guided Inquiry model in teaching Natural and Social Sciences (IPAS) at the elementary school level. The research method employed is a Systematic Literature Review (SLR) by analyzing 796 articles from Scopus and Google Scholar databases published between 2021 and 2026. Based on the literature review, the findings indicate that this model significantly improves students’ critical thinking skills, conceptual understanding, and learning motivation. The results show that these improvements occur due to the shift in students’ roles from passive recipients to active discoverers through systematic learning stages. Furthermore, the integration of digital technologies such as video media, PhET Simulations, and Google Sites enhances learning outcomes by making abstract concepts more concrete. Therefore, the Guided Inquiry approach can serve as a strategic solution in developing science learning aligned with the demands of 21st-century education in elementary schools.
Implementing Strategic Communication Training to Overcome Student’s Speaking Difficulties in English Among Eight Grade Students at SMPN 1 Krejengan
Many EFL students at the junior high school level struggle with communication breakdowns due to limited vocabulary and high anxiety, yet traditional speaking instructions often overlook the explicit teaching of strategic competence. This study aims to examine how Strategic Communication Training can help EFL students at SMPN 1 Kerejengan overcome speaking difficulties, focusing on improving their ability to manage communication breakdowns, enhance fluency, and increase confidence. This study employed a qualitative case study design, with data collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The findings reveal that Strategic Communication Training significantly improved students’ speaking fluency, confidence, and interaction ability. Students demonstrated effective use of strategies such as paraphrasing, circumlocution, clarification requests, and confirmation checks. Classroom participation also increased through role-plays and group discussions, while students became more capable of maintaining conversations despite linguistic limitations and showed reduced speaking anxiety. This study is applicable in EFL classrooms, particularly in junior high schools and teacher education programs, providing practical insights for curriculum developers. The novelty of this study lies in integrating Strategic Communication Training into classroom-based speaking instruction, offering new insights into how strategic competence can enhance students’ communicative proficiency and overall engagement in EFL learning.
Enhancing Listening Skills with Popular Songs by Bruno Mars as The Teaching Media to English Foreign Learners
This study investigates the improvement of using songs by Bruno Mars as instructional media to enhance listening skills among English as a Foreign Language (EFL) learners at the senior high school level. The research employed a quantitative pre-experimental one-group pretest–posttest design involving 29 Grade X students selected through criterion-based purposive sampling. The instrument consisted of an objective listening comprehension test measuring word recognition, listening for specific information, and general comprehension. The data were analyzed using the Shapiro–Wilk normality test and a paired-sample t-test. The findings reveal a significant improvement in students’ listening performance, with the mean score increasing from 60.07 in the pre-test to 80.52 in the post-test. The paired-sample t-test result (t(28) = 14.024, p < 0.05) indicates a statistically significant difference between pre-test and post-test scores, confirming the effectiveness of song-based instruction. The improvement is theoretically supported by Krashen’s Language Acquisition Theory, particularly the concepts of comprehensible input and affective filter, as well as bottom-up and top-down listening processes. The consistent exposure to the English in Bruno Mars songs contributed to enhanced phonological awareness and accent familiarity, which are essential components in EFL listening development. These findings suggest that accent-aligned popular songs, when integrated with structured listening activities, can serve as an effective pedagogical strategy to improve students’ listening comprehension in secondary-level EFL classrooms.
The Impact of Wordwall.net on Vocabulary Achievement of Junior High School Students
This study aims to assess the effectiveness of Wordwall.net in improving seventh-grade students' vocabulary in junior high school. Vocabulary is an essential element of language learning because it helps students understand and express ideas in English. However, many students still struggle to master vocabulary due to limited practice and less engaging learning materials. Therefore, the use of interactive digital tools such as Wordwall.net is expected to help create a more interesting learning environment and support students’ vocabulary development. This study employed a quantitative quasi-experimental design with two groups: the experimental and control groups. The research samples consisted of class VII B (35 students) as the experimental group, which learned vocabulary using Wordwall.net, and class VII A (33 students) as the control group, which learned without using Wordwall.net. The instruments used to collect the data were a pre-test and a post-test with different questions but based on the same test grid to ensure consistency in measurement. The data were analyzed using SPSS 29. The results show a significant difference in post-test scores between the experimental group (79.29) and the control group (56.97). The significance value (Sig. 2-tailed) was < 0.001, which is lower than 0.05, and the effect size was 1.45, indicating a strong effect. Thus, Wordwall.net significantly improved seventh-grade students’ vocabulary.
Enhancing EFL Listening Through Structured Autonomous Use of British Council Learn English Audio Materials
Listening proficiency often lags behind other English skills for EFL university students, particularly in engineering programs where limited class hours restrict systematic practice. While previous studies have highlighted the benefits of podcasts and online audio resources for developing listening skills, most of these studies have relied on short-term, teacher-led classroom interventions and have rarely structured learners’ autonomous engagement with a specific platform. This study aimed the effect of independent engagement with the British Council LearnEnglish audio series on the listening proficiency of autonomous EFL learners in an informatics engineering program. Furthermore, there is limited quasi-experimental evidence on the impact of guided independent listening programs using the British Council LearnEnglish audio series on university students' listening proficiency, especially in Indonesian higher education contexts. The experimental group (n = 15) received eight weeks of independent listening alongside regular instruction, while the control group (n = 15) received only regular instruction. A 40-item standardized listening test was administered pre- and post-test, and gain scores were analyzed using an independent samples t-test. The results revealed substantially greater proficiency gains for the experimental group, demonstrating the intervention's superior efficacy over conventional approaches. These results suggest that a structured, autonomous listening program using the British Council's LearnEnglish series can significantly improve listening proficiency in engineering-based English as a foreign language (EFL) programs with limited classroom time. Therefore, future research should examine long-term retention and cross-disciplinary scalability.
Islamic Education Learning Motivation: How the STAD Cooperative Model Impacts Students
This study aims to analyze the effect of the Student Teams Achievement Division (STAD) cooperative learning model on students’ learning motivation in Islamic Religious Education (Pendidikan Agama Islam/PAI) at SMA Muhammadiyah 2 Bandar Lampung. The research employed a quantitative approach using a quasi-experimental design involving two groups: an experimental class implementing the STAD model and a control class receiving conventional instruction. The research instrument was a PAI learning motivation questionnaire consisting of 20 items. The validity test indicated that 18 items were valid, while the reliability test yielded a Cronbach’s Alpha coefficient of 0.848, indicating high reliability. The result of data analysis was preceded by the Shapiro–Wilk normality test, which demonstrated that the data were normally distributed (Sig. experimental class = 0.140; control class = 0.752). However, the homogeneity test revealed that the data variances were not homogeneous (Sig. < 0.05). Consequently, hypothesis testing was conducted using the Mann–Whitney U test. The results of the Mann–Whitney U test showed an Asymp. Sig. (2-tailed) value of 0.000 (< 0.05), indicating a statistically significant difference in learning motivation between the experimental and control classes. The novelty of this study lies in the application of the STAD model in Islamic Religious Education by integrating cooperative group work with Islamic values to enhance students’ learning motivation. These findings underscore the importance of employing innovative instructional models in PAI learning to foster a conducive, student-centered learning environment. Theoretically, this study contributes to the enrichment of cooperative learning literature within the context of Islamic education.
AI Integration in English Language Teaching: Junior High School Teachers’ Perceptions and Readiness in Ogan Ilir, South Sumatera
Artificial Intelligence (AI) is increasingly reshaping educational practices worldwide, particularly in language learning. This mixed-methods study investigates English teachers’ perceptions and readiness toward AI integration in junior high schools in Ogan Ilir, South Sumatra, Indonesia, an under-resourced and largely rural context that remains underrepresented in global AI-in-education research. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and technology acceptance perspectives, the study examines how teachers’ technological competence, pedagogical readiness, and institutional conditions interact to shape AI adoption in English language teaching (ELT). Data were collected through questionnaires, interviews, and classroom observations and analyzed using descriptive statistics and thematic triangulation. The findings indicate that teachers hold generally positive view on AI and recognize its potential to enhance instructional effectiveness, student motivation, and personalized learning. However, their readiness for AI integration remains moderate, constrained by limited professional development, inadequate digital infrastructure, insufficient AI literacy, and policy-related gaps. By foregrounding teachers’ voices from a rural context, this study extends international ELT and AI-in-education scholarship beyond technologically advantaged settings. This research adds empirical support to discussions of equitable AI integration while underscoring the importance of context-specific professional development, institutional infrastructure, and ethical governance in fostering sustainable AI-mediated ELT practices.
Integrating Tourism Marketing into ESP: Teachers’ Perspectives from a Vocational Education Context
This study examines teachers’ perceptions of integrating tourism marketing concepts into English for Specific Purposes (ESP) instruction at SMKN 1 Gerung, a vocational high school that offers a Tourism Destination major. As the tourism industry increasingly demands graduates with strong English proficiency and marketing communication skills, ESP programs are expected to provide learning experiences that reflect real professional practices. Teachers’ perceptions are crucial in this process because their beliefs, pedagogical knowledge, and instructional decisions directly influence the implementation and success of curriculum integration. Adopting a qualitative descriptive design, data were collected from 8 ESP teachers through semi-structured interviews, supported by document analysis and classroom observations to ensure methodological triangulation. Qualitative analysis revealed that teachers generally hold positive views toward integrating tourism marketing, as they believe it can improve students’ language proficiency, increase their motivation, and strengthen their ability to communicate effectively in workplace-related contexts. However, several challenges were identified, including limited availability of authentic and up-to-date teaching materials, insufficient professional development in tourism marketing, and weak collaboration between the school and tourism industry stakeholders. These challenges hinder teachers’ ability to design industry-relevant ESP lessons. The study highlights the need for curriculum updates, the development of authentic tourism marketing resources, and structured professional development programs. Overall, the findings offer important insights into improving curriculum design, teacher professional development and school-industry collaboration to enhance the quality, relevance, and industry alignment of ESP instruction in tourism-focused vocational education settings.
Roblox as Media for Students’ Language Output in Daily Conversation
This study investigates the use of Roblox as a medium to enhance students’ language output in daily conversation classes. The research was conducted at BBC Semarang with six students from the Dynamic Conversation class who had no prior experience using Roblox. Employing a mixed-methods design, the study combined quantitative assessment of speaking performance—covering content, pronunciation, vocabulary, and grammar—with qualitative insights from classroom observations, questionnaires, and interviews. The findings demonstrate that Roblox-based activities effectively improved students’ motivation, confidence, vocabulary, fluency, and collaboration. The interactive and task-based design of Roblox scenarios facilitated contextual language use. It supported real-time communication, aligning with the principles of the Interaction Hypothesis and Task-Based Language Teaching. Despite initial technical challenges, students reported positive experiences and increased willingness to communicate. These results highlight the potential of immersive game-based environments in supporting EFL learners’ speaking development.
Basic Concepts of Human Resource Management and Its Challenges in the Modern Era of Education
This study aims to analyze the basic concepts, functions, challenges, and strategies of human resource management in education in the modern era. This study uses a library research method with a descriptive-analytical approach, which examines various scientific literature, books, and journals published between 2015 and 2025 that are relevant to human resource management in education. The results of the study indicate that human resource management in educational institutions has evolved from an administrative function to a strategic function focused on developing teacher professionalism, digitizing work systems, and improving the welfare of educators. The main challenges identified include the acceleration of digital transformation, demands for teacher professionalism, and the need for global competencies balanced with moral and ethical values ​​in education. The conclusion of this study confirms that the success of educational institutions is highly dependent on the ability of human resource management to adapt to technological changes and globalization, while maintaining the humanistic dimension in the learning process. The urgency of this research lies in the importance of a sustainable transformation of HR management in education that is oriented towards strengthening teacher capacity so that they can face the dynamics of 21st-century education effectively and with dignity.
A Sociolinguistic Analysis of Code-Mixing in YouTube Podcast Discourse: The Case of Naura Ayu
Code-mixing has become a pervasive linguistic phenomenon in both spoken and digital communication, where speakers combine elements from different languages in a single discourse. In multilingual contexts such as Indonesia, code-mixing reflects speakers’ linguistic creativity and social identity. However, despite its increasing occurrence on social media, limited research has examined how code-mixing practices are shaped by situational factors and communicative intentions in online podcast interactions. This study aims to identify the types and factors of code-mixing based on Hoffman’s (1991) framework found in a YouTube video podcast on the Puella ID channel, focusing on the speaker Naura Ayu, an Indonesian actress. Employing a qualitative descriptive method following Sudaryanto’s (2015) analytical model, data were collected through systematic recording and transcription techniques from a single episode entitled Masa Lalu Naura yang Gak Kamu Tahu (aired on May 16, 2021). A total of 45 instances of code-mixing were identified and analyzed through categorization, verification, investigation, and conclusion stages. The findings indicate that intra-sentential code-mixing is the most dominant (31 instances), followed by intra-lexical mixing (4 instances) and pronunciation changes (3 instances), with six complex cases involving overlapping features. The analysis further reveals two main influencing factors: the discussion of particular topics and the speaker’s intention to emphasize ideas. These linguistic choices demonstrate how code-mixing functions not merely as a linguistic habit but as a deliberate communicative strategy to enhance rhetorical effect, express identity, and achieve discourse fluency.
Integrating Genre Based Approach with Canva to Improve Twelfth Grade Students' Reading Comprehension
This study investigates the effectiveness of the Genre-Based Approach (GBA) integrated with Canva in enhancing students’ reading comprehension. Despite the growing emphasis on reading skills in English language learning, many students still struggle to understand text structures, identify key ideas, and recognize specific vocabulary. This gap highlights the need for innovative approaches that combine structured pedagogy with digital media. The objective of this study was to determine whether the integration of GBA and Canva could significantly improve students’ reading comprehension. The research was conducted at SMA Negeri 8 Bandar Lampung with 28 second-grade students as participants. A pre-test and post-test design was employed, and the instrument used consisted of 40 validated multiple-choice items. Data analysis was carried out using SPSS with a paired sample t-test. The findings showed a substantial increase in the mean score, from 24.46 in the pre-test to 33.57 in the post-test, resulting in a mean difference of 9.11 points. The statistical test confirmed the significance of this improvement, with a p-value of .000 (< .05). These results demonstrate that the application of GBA supported by Canva effectively enhances reading comprehension skills. It can be concluded that structured genre-based instruction, when combined with engaging digital tools, provides a meaningful and effective learning experience in secondary education.
The Impact of Task-Based Language Teaching on Students’ Listening Proficiency Using Song Lyrics
This research focuses on assessing the effectiveness of the Task-Based Language Teaching (TBLT) approach combined with English song lyrics in improving students' listening skills and analyzes the connection between students' perceptions and their listening outcomes. A quasi-experimental design was utilized with 59 tenth-grade students from a senior high school in Bandar Lampung, divided into an experimental group (n = 30) and a control group (n = 29).The experimental group participated in five TBLT-focused lessons that included English song lyrics, whereas the control group underwent traditional listening instruction. Data were gathered via pre- and post-listening assessments and a 15-item Likert-scale survey. Findings indicated that the experimental group demonstrated a substantially higher enhancement in listening performance, recording an average post-test score of 92.50 (SD = 9.53) versus the control group's average of 53.96 (SD = 18.63). Responses to the questionnaire revealed very favorable views across three areas (mean range = 4.5–4.7), such as the learning environment, the use of songs as educational tools, and teaching effectiveness. Pearson's correlation analysis revealed a highly strong and significant positive association between perception scores and listening performance (r = 0.992, p < 0.001). Results indicate that incorporating song lyrics into TBLT produces a synergistic impact where emotional involvement and cognitive understanding support one another, making it a particularly effective teaching approach for EFL classrooms.
Exploring Students’ Perception of Speech Practice in Academic Speaking Subject for Fifth-Year Students
In the era of globalization, public speaking is becoming increasingly important in various fields, especially for EED students as future educators, where they must present material and lead class discussions effectively. However, many struggle to develop it, such as with anxiety and a lack of confidence. This research aims to describe the perceptions of EED students at Muria Kudus University regarding speech practice in the Academic Speaking subject during the 2024/2025 academic year, in terms of the activities, benefits, and challenges. This research uses a qualitative method with a phenomenological approach. Data were collected from 10 fifth-semester students of the English Education Department (EED) at Muria Kudus University through open-ended questionnaires and analysis of the academic speaking syllabus (RPS) regarding speaking activities, learning outcomes, and teaching methods. Thematic analysis was used to examine the data, and credibility was ensured through data triangulation by comparing questionnaire results with the syllabus content. The findings indicate that overall, students have positive perceptions, highlighting increased confidence, fluency, and organization of their ideas, after participating in speech practice using repetition strategies. Additionally, five aspects of verbal behavior were found to align with Skinner's theory, while two aspects did not. However, there are challenges such as nervousness, limited vocabulary, and fear of making mistakes, but this does not hinder the improvement of skills.