Eduvelop: Journal of English Education and Development

Exploring the impact of the Genre-Based Approach on Academic Writing Proficiency

Abdul Rahman R, Chairil Anwar Korompot, Chaerul Fadlan Saud, Yusran, Badriah — Tue, 30 Sep 2025 00:00:00 +0800

This research presents a comprehensive exploration of the implementation and potential impact of the Genre-Based Approach (GBA) on academic writing proficiency among English Language Education (EFL) students at Universitas Tomakaka, Indonesia. Utilizing a case study methodology, the report examines the theoretical foundations of GBA, its pedagogical stages, and its alignment with the specific needs of the Indonesian English as a Foreign Language (EFL) context. Findings suggest that GBA, rooted in Systemic Functional Linguistics (SFL), can significantly address common challenges in academic writing, such as limited vocabulary and rhetorical structures. However, its successful implementation is highly dependent on enhancing instructor expertise and careful curriculum integration. The report concludes with practical recommendations for the integration of GBA at Universitas Tomakaka and identifies further research directions to enrich the understanding of the effectiveness of GBA in the specific context of a BBA university. The report implicitly highlights the complex interrelationships between pedagogical theories, unique institutional contexts, and chosen research methodologies. By clearly identifying the “what” (GBA), “where” (Tomakaka University), and “how” (case study methodology), the report immediately establishes its scope and practical relevance. This concise synthesis shows how theoretical pedagogical approaches can be tested for real-world application in a specific educational setting, underscoring the applied nature of the proposed research.

Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School

Adi F. Mahmud, Murni Mahmud, Sukardi Weda, Munir — Tue, 30 Sep 2025 07:42:32 +0800

This ethnographic study investigates the integration of digital literacy in EFL classrooms in an Indonesian senior high school. Although digital literacy is essential in contemporary Education, research in rural or under-resourced environments is scarce, especially on its cultural and pedagogical aspects. The study employed a qualitative ethnographic methodology, conducted over six months at SMA Negeri 10 Kota Ternate, which incorporated participant observation, semi-structured interviews, document analysis, and field notes. The findings indicated that Education based on digital literacy was executed in three fundamental phases: planning, implementation, and evaluation. Educators incorporated available digital resources, such as YouTube, Canva, Google Forms, and Kahoot, to create engaging and interactive learning environments. Nonetheless, infrastructure limitations and varied levels of digital proficiency posed ongoing obstacles. Three emerging cultural themes—pedagogical adaptation, negotiated involvement, and reflective assessment—highlighted how educators tailored digital practices to their sociocultural setting. The study suggests that digital literacy in EFL education is both a technical process and a contextual social practice, influenced by factors such as context, agency, and resource availability. It advocates for improved teacher professional development and infrastructure to facilitate equitable and contextually relevant digital instruction in marginalised educational environments.

From Confusion to Confidence: A Narrative Inquiry into ESP Students’ Learning through Google Sites E-Portfolios

Salasiah Ammade, Nurhasanah, Shakira Herman — Tue, 30 Sep 2025 07:43:31 +0800

E-Portfolio has been widely used for academic preference for higher education. Yet, limited study on ESP students using E-portfolio still occur as well as study on English learning confidence for ESP. This study aims to explore the narrative confidence story of four students majoring in Nutrition Science at Universitas Muhammadiyah Parepare in using e-portfolios with the assistance of Google Sites in learning English. Using a narrative approach, the study focused on how this learning process affected their confidence in learning English. Data was collected through questionnaire responses from the four participants, who revealed their experiences from the initial confusion when learning English in the English for Specific Purpose (ESP) class to finally feeling proud and satisfied because of their improved English skills and successfully completing an English E-Book project as a final project. Thus, it continued to interview the participants to get in depth data. In analyzing data, the narrative analysis of Riessman (2008) and Barkhuizen (2013) was applied. The results showed that although they initially faced language challenges such as lack of vocabulary, low self-esteem in presenting English, lack of ability to write simple sentences as well as technical difficulties and lack of familiarity with the google sites platform for creating E-portfolio assignments, they gradually developed skills and confidence. E-portfolios helped them organize their assignments, improve their English language skills (especially speaking and writing), and enrich their knowledge in nutrition and culture. These findings highlight the potential of e-portfolios as a pedagogical tool that not only supports the learning of material, but also empowers students to feel more competent and confident in their learning process.

Integrating Local Culture-Based Learning Media in Multilingual Classrooms: An Analytical Study of Implementation and Educational Impact

Tue, 30 Sep 2025 07:45:00 +0800

This study investigates the implementation of local culture-based learning media, specifically grounded in Toraja culture, within multilingual English classrooms at Universitas Kristen Indonesia Toraja. Using a qualitative case study approach, data were collected through classroom observations, document analysis, and in-depth interviews with English lecturers who actively integrate Torajan cultural elements—such as traditional narratives, rituals, and symbolism—into English language instruction. The findings reveal that such integration fosters culturally responsive instructional strategies, enhances student engagement, supports linguistic and intercultural competence, and affirms learners’ cultural identities. Lesson materials and teaching practices proved a successful bridging of content knowledge and cultural relevance, making English learning more accessible and meaningful. While the approach yielded clear pedagogical benefits, it also highlighted challenges including limited access to culturally adapted materials and the need for institutional support. The study concludes that with proper structural backing, the integration of local cultural media has transformative potential for inclusive, identity-affirming language education in multilingual contexts.

The Impact of Lecturer Talk on EFL Context: Student’s Attitudes in Focus

Asma Ibrahim, Wahyuni Sakka, Reny Ruswanti — Tue, 30 Sep 2025 07:46:33 +0800

One of the most important pedagogical tools in English language training is lecture discourse, which has a significant impact on how students approach learning. Having a positive outlook is essential for improving motivation, involvement, and language skills. But nothing is known about how Lecturer Talk could encourage these kinds of views. In addition to identifying efficient communication techniques to improve motivation and engagement, this study explores the effects of Lecturer Talk on students' attitudes towards studying English. 40 students and one lecturer in the management program at STIE Yapman Majene were given questionnaires as part of a mixed-methods approach, which also included video recordings of classroom interactions. The Miles and Huberman framework was used to analyses the qualitative data, and SPSS software was used to evaluate the quantitative data. An analysis of two classroom sessions showed that lecturers' primary topics of conversation during the first session were teaching (30.64%) and giving directions (24.65%), whereas in the second session, the percentage of lecturers giving directions rose to 45.94%. An ANOVA significance value (p < 0.05) corroborated the statistical analysis's finding that lecturer talking and students' attitudes had a substantial positive connection (R = 0.317). Good lecturers encourage positive attitudes and increase students' interest in studying English, especially when they provide clear instructions and use structured teaching methods. This study supports the journal's emphasis on cutting-edge teaching methods by highlighting the crucial role that lecturer discourse plays in influencing students' attitudes and offering practical advice for teachers looking to improve communication techniques in language instruction.

Trilingual-Based Instruction in English for Tourism: Empowering Students with Cultural Knowledge and Communication Competence

Nilma Taula'bi, Yakub Tangdibiri, Markus Deli Girik Allo, Dimas Rio — Tue, 30 Sep 2025 07:47:34 +0800

This study holds significant urgency in the context of language learning development and the enhancement of students’ communication skills, aiming to prepare high-quality and competitive human resources for the workforce—particularly in the tourism sector. Additionally, the study serves as a preventive effort to ensure that younger generations are still informed about, take pride in, and can preserve and promote the rich cultural heritage of Toraja. In this regard, the implementation of the trilingual method in the English for Tourism course is expected to help both lecturers and students in the English Language Education Study Program at Universitas Kristen Indonesia (UKI) Toraja. The primary aim of this study is to investigate the implementation of the trilingual method in the English for Tourism course. This research employs a qualitative approach using a descriptive qualitative design. The findings show that the trilingual method is implemented through five main activities: the integration of Toraja local culture into the learning materials, simulation-based learning, fieldwork projects, translation of cultural texts, and the production of trilingual tourism promotional video.

Echoes of the “Keraton”: Translating Javanese Court Culture for local and Global Viewers

Rahmanti Asmarani, Bayu Ade Prabowo , Sri Oemiati — Tue, 30 Sep 2025 07:48:40 +0800

This study analyzes translation strategies employed in subtitling the "Marak" short film from Javanese to Indonesian and English, focusing on challenges of translating Javanese court culture for dual audiences with different cultural proximities to the source culture. Using qualitative descriptive approach with content analysis, the research examines 47 cultural terms across three subtitle versions, categorizing them according to Newmark's cultural classification framework and analyzing translation strategies through integrated theoretical frameworks of Gottlieb's subtitling strategies, Pedersen's cultural reference translation strategies, and Venuti's foreignization-domestication paradigm. The findings reveal significant differences in translation approaches between target languages: Indonesian translations predominantly employ transfer/retention strategies (59.57%), indicating cultural preservation orientation, while English translations favor direct translation (31.91%) and specification (25.53%) strategies, demonstrating accessibility orientation for international audiences. Social culture terms dominate the cultural vocabulary at 38.30%, reflecting the central importance of hierarchical relationships and honorific language in Javanese court interactions. The research contributes empirical evidence that effective dual-audience cultural translation requires strategic differentiation based on audience cultural proximity rather than uniform translation solutions, with implications for audiovisual translation practice and cultural preservation in contemporary media contexts.

Unlocking Speaking Potential: The Power of the Problem Posing Approach

Tue, 30 Sep 2025 07:49:49 +0800

The research explores about Problem Posing Approach in enhancing speaking skill at the second grade students at SMP Negeri 3 Mare in 2024/2025 academic year. Utilizing a pre experimental design featuring a single group with both pretest and posttest phases, the study focused on a population of 120 students distributed across four classes: 2A, 2B, 2C, and 2D. Through purposive sampling, class 2B was selected as the sample group, as most of its students were identified as having lower speaking proficiency. Initially, participants underwent an oral assessment to gauge their baseline speaking skills. This was followed by six instructional sessions applying the Problem Posing Approach, after which a post-test was administered. Speaking performance was assessed using several key indicators such as fluency, word choice, articulation, and overall clarity. The results indicated a notable enhancement in average performance scores, which increased from a mean score of 6.87 (SD = 0.71) before the intervention to 10.77 (SD = 0.62) afterward. A paired-sample t-test confirmed the statistical significance of this increase at the 0.05 level (t = 21.06; df = 29; critical t = 2.045). These results suggest that incorporating learner-formulated questions into classroom practice significantly enhances classroom dialogue, improves language production, and strengthens student confidence in speaking. The study concludes that the Problem Posing Approach is an effective pedagogical strategy for elevating speaking proficiency in EFL contexts where student participation is traditionally limited. Educators are encouraged to integrate structured problem formulation and peer dialogue into speaking curricula to cultivate both communicative competence and critical thinking.

Language, Meaning, and Pedagogy: An Analysis of Derivational and Compounding Morphology in Khalil Gibran’s Poetry

Rini Listyowati, Ina Daril Hanna, Beny Hamdani, Haida Umiera Hashim — Tue, 30 Sep 2025 07:50:55 +0800

In the current research, complex relationship between meaning, language, and pedagogy was seen by examining derivational bound morphemes and compound words used in the poems of Khalil Gibran. Khalil Gibran's poetry uses linguistic frameworks with profound meaning and makes use of spirituality, love and values-oriented themes. The research will establish how the derivational bound morphemes and the compound words selected by Khalil Gibran can enhance the depth meanings of his poems and enhance his expression. Structural descriptive linguistics is the research approach employed in this work since it analyzes specific poems by Gibran, particularly the morphological processes of his poetical language. With the use of literary analysis and linguistic structure in data analysis, this research indicated that usage of compound words and derivational bound morphemes contributes to aesthetic effect and serves as a pedagogical tool for grasping intricate emotional and philosophical concepts. Morphological analysis may uncover additional inside meaning and assist in preserving more appreciation of Gibran's work as an artist. This research adds to advance knowledge of the connection between literature and language, for example, morphology constructs meaning in poetry. This research supports interdisciplinary practice that provides scope for linguistic analysis as augmented by literary interpretation thus enhancing the learning of poetry and language arts

Bridging Pedagogy and Technology: Stress Triggers and Strategies Among English Language Teachers

Rizka Indahyanti, Ali Wira Rahman, Andy Hamzah Fansury — Tue, 30 Sep 2025 07:52:13 +0800

This study explores the stress experienced by English language teachers in educational settings, with a focus on identifying the key stressors and the coping strategies they employ. A qualitative approach was used, involving semi-structured interviews and classroom observations with 32 participants selected through purposive sampling. The data revealed that English language teachers face a range of stress-inducing factors, including inadequate student competence and discipline, insufficient learning support facilities, regulatory pressures, low salaries, increased workloads, and limited teacher competence. These stressors negatively impact their performance, motivation, and overall well-being. In response to these challenges, teachers adopt various coping strategies to manage stress effectively. These include efforts to improve their pedagogical knowledge and professional skills, integrating technology into the teaching and learning process, applying better time management practices, and fostering a more positive and supportive classroom environment. Additionally, teachers demonstrated resilience by attempting to exert control over stress-inducing factors within their professional context. The study underscores the complex and multifaceted nature of teacher stress, emphasizing the importance of institutional support in addressing these issues. It advocates for the development and implementation of targeted support programs aimed at improving the mental health and well-being of EFL teachers. By understanding the sources of stress and how teachers cope with them, stakeholders in the education sector can better design interventions to create a more supportive and sustainable teaching environment.

Artificial Intelligence-Supported English Language Instruction: Impacts on Student Achievement

Veri Hardinansyah Dja'far, Lia Agustina, Fitria Nur Hamidah — Tue, 30 Sep 2025 00:00:00 +0800

In the continuously evolving digital era, mastering English in a professional context has become a primary necessity, especially for accounting students who are required to understand technical terminology and effectively communicate financial information. This research aims to explore the effectiveness of artificial intelligence tools in enhancing the teaching of English for Accounting, specifically within the framework of English for Specific Purposes education. Utilizing a quasi-experimental design, the study incorporates a pretest and posttest control group, comprising two distinct groups of accounting students. One group receives conventional instruction, while the other benefits from AI-enhanced teaching methods. The findings suggest that the group that participated in the experiment showed notable enhancements in their knowledge of technical terms, ability to comprehend financial documents, and proficiency in both writing and communication related to accounting when compared to the group that did not participate. Additionally, the use of AI proved to help reduce cognitive load and enhance learning motivation among students. These findings imply the need for systematic integration of artificial intelligence technology into the ESP curriculum, as well as training for instructors to optimize its use. Thus, AI technology plays not only a supportive role but also serves as an adaptive learning strategy relevant to current industry needs.

Interactive Media in English Vocabulary Instruction: Types and Pedagogical Challenges

Syamsinar, Mulyani Mulyani, A. Kamariah, Nihla Afdaliah — Tue, 30 Sep 2025 00:00:00 +0800

Nowadays, the use of learning media has essential role in teaching. The lecturer should use interesting media to attract the students’ attention. The media should be innovative and interactive especially in teaching English vocabulary. The objective of the study was to find out the types and challenges of various interactive media in teaching English vocabulary. The subject of the research was the first semester students of English Education at STAIN Majene. The instruments were classroom observation and interview. This research used qualitative research. The data were collected by using lecturer’s interview, observation sheet for students and lecturer. The data were analyzed in four stages namely data collection, data display, data condensation and conclusion drawing. The result of the research showed that the lecturer used 4 types of Interactive media in form of interactive quiz, video, books, and flash card The implementation of various media was interesting and attracts the students’ attention. The students were active to take a part in learning because the medias were interactive. The students were more active than the use of textbook. Besides, there were some challenges in implementing the media. They are limitations of technological devices, time constraints in preparation, resistance of users, distraction of students’ focus, and irrelevant of Instructional materials and media.

Analyzing the Influence of Japanese Language Proficiency and Internship Experience on Students’ Readiness for Professional Engagement

Tue, 30 Sep 2025 00:00:00 +0800

This study explores the influence of Japanese language proficiency and internship experience on students’ readiness for professional engagement within Japanese-speaking tourism service environments. Focusing on students from the Diploma 4 Tourism Business Program and the Diploma 3 Travel Program at Makassar Tourism Polytechnic, the research addresses the persistent gap between academic language instruction and real-world communicative competence in Japanese Language Skills contexts. A quantitative method was employed, involving 124 students who had completed internships and enrolled in elective Japanese language courses. Data were analyzed using SmartPLS version 4.1.1.4, incorporating outer and inner model assessments such as convergent validity, discriminant validity, composite reliability, R², f², and hypothesis testing for both direct and indirect effects. The findings indicate that internship experience has a significantly strong influence on students’ readiness to interact with Japanese partners (f² = 0.8398; p < 0.001), while general Japanese language proficiency exerts a moderate yet meaningful impact. Conversely, basic text mastery and formal Japanese communication skills show weak and statistically insignificant effects. These results underscore the vital role of experiential learning in enhancing functional language application in professional settings. The study recommends integrating practical language activities into internships and strengthening collaboration between academic programs and industry. Future research should examine the quality of internship placements and evaluate ESP outcomes across different hospitality and tourism programs

SQ3R Method as an Alternative Pedagogical Strategy to Enhance Students’ Reading Comprehension

Nurlaily Sofyan, Farsha Basyarewan — Tue, 30 Sep 2025 00:00:00 +0800

SQ3R Method is systematic method that can enhance students’ reading comprehension. This method has five steps that should completely implement it. Firstly, survey step which we are surveying the table of contents and the tittle of the book or text will be read. Secondly, question step which we are questioning the unclear sentences in the previous step. The last step is 3R (Read, Recite and Review). Read is the main step of this method which we are reading the whole text. Recite step is the step which we must jot down the answers of unclear sentences we met before. And the last step is Review which we try to conclude what we read and write. The design of this research is descriptive research. The samples are from the first semester of English Department students at UMMU amounted to18 students. The students are following the research as long as 7 meetings and they are reading 6 texts and answering 30 questions of pre-test and post-test given by the researchers. Three students are interviewed by the researchers and they are asked 10 of interview questions. The result of the research showed that the students’ reading comprehension through SQ3R method at English Department of UMMU is in the good category. Dealing with the score that the students achieve, it can be seen from the result of the test that is 66.45%. According to the result, it can be seen that the implementation of SQ3R method has been enhancing students’ reading comprehension because the students could understand the steps of the method itself although this is still a new method for them.

Digital Literacy and Writing Proficiency: Integrating Networking Email in Higher Education for EFL Classroom

Saiful, Nur Qalby, Lusy Angraeni, Burhanuddin — Tue, 30 Sep 2025 00:00:00 +0800

This research investigates the use of the Networking Email Strategy (NES) as a pedagogical tool to enhance writing skills among first‑semester Department of Public Administration students at Universitas Muhammadiyah Makassar (Unismuh Makassar) in the 2024/2025 academic year in an English as a Foreign Language (EFL) context. The objective is to examine the strategy's impact on five core writing components: content, organization, vocabulary, language use, and mechanics. A pre‑experimental, one‑group pretest–posttest design (N = 32) was applied involving pre-tests and post-tests over three instructional treatments using email writing tasks. Students engaged in real-time communication, received feedback, and revised their drafts through structured email exchanges. Results demonstrated a significant improvement in students' writing performance, with notable gains in vocabulary and organization. The post-test scores revealed that email-based writing fostered greater engagement, critical thinking, and grammatical accuracy. Students transitioned from informal, disorganized writing to more coherent, structured compositions. Findings align with literature suggesting that authentic writing contexts promote metacognitive development and linguistic competence. Additionally, the intervention supported digital literacy, empowering students to utilize technology responsibly for academic communication. This study provides empirical evidence supporting the integration of digital tools in language instruction, particularly in resource-limited educational settings. It suggests that email communication is a cost-effective, scalable strategy for improving both writing proficiency and digital skills. The implications are vital for educators seeking innovative methods to enhance student engagement and performance in EFL writing.