Premise: Journal of English Education and Applied Linguistics
Welcome to Premise Journal Welcome to the official website of Premise: Journal of English Education and Applied Linguistics (PJEE), a distinguished publication committed to sharing high-quality, peer-reviewed research. Our journal is dedicated to publishing rigorous and insightful studies in English Language Teaching (ELT), English Education, and English Applied Linguistics (EAL). By exploring our website, you will gain access to valuable research and scholarly articles that have undergone a meticulous peer-review process. PJEE has published printed articles since 2011 and online articles since 2015. The legal standing of this journal is based on a letter issued by LIPI under SK No. 0005.006/JI.3.2/SK.ISSN/2011.12 - December 5, 2011 (begun from December 5, 2011) and its barcode 9772089334000 for printed version and issued a letter by LIPI under SK no. 0005.2442482X/JI.3.1/SK.ISSN/2015.02 - 03/1/2015 (February 18, 2015) and its barcode 9772442482003 for an online version. The current indexation is in SINTA 3, dated December 30, 2020, by the issued letter No B/1796/E.5.2/KI.02.00/20. A new indexation status renewed it. It is currently indexed in SINTA 3, dated October 3, 2022, by the issued letter No 204/E/KPT/2022. This status is valid until Volume 15 No 2, June 2026. Whether you are a researcher, academic, or educator seeking authoritative publications, PJEE provides a platform to showcase cutting-edge research and advance knowledge in the field. Browse our collection of peer-reviewed articles and experience the excellence that PJEE has to offer. Journal Information Title: Premise: Journal of English Education and Applied Linguistics Abbreviation: PJEE Publication Frequency: 3 issues per year (February, June, and October). Deadline for February is on November 30th, for June is February 28th, and for October is on June 30th DOI: 10.24127/pj. P-ISSN: 2089-3345 (since 2011) E-ISSN: 2442-482X (since 2015) Language: English (since 2011) Editor-in-Chief: Dr. Dedi Turmudi, S.Pd., MATESOL Publisher: Universitas Muhammadiyah Metro Citation Indexing: SINTA I Garuda I Crossref I Google Scholar I Base I Dimension I Sciengate I Scilit I WorldCat I Publon I Eric I Copernicus I Aims and Scope PJEE is an international, peer-reviewed journal that publishes original research papers and reviews in English Education and Applied Linguistics. We welcome contributions from scholars in both EFL and ESL contexts, covering a wide range of topics, including: Analysis of English Literature in English Education Discourse Analysis in English Education ELT Material Development (K-12 and Higher Education) English Applied Linguistics (EAL) English for Specific Purposes (ESP) in Higher Education English for Young Learners (K-12) and Adults (Higher Education) English Language Teaching (ELT) in Listening, Speaking, Reading, and Writing English Language Testing and Evaluation Second Language Acquisition (SLA/SLL) Translation in English Education ELT Teachers’ Professional Development (ELT & TPD) Authors can submit manuscripts of 3,000-5,000 words (IMRAD format) and are encouraged to submit longer papers (5,000-7,000 words) for in-depth studies. We adhere to APA formatting and require references managed using Mendeley, with a minimum of 20 recent sources (75% journal articles and 25% books). The submitted article should meet the minimum standard and use Mendeley otherwise it will be rejected. Premise does not apply quota or no limits for submission. Any author has submitted before deadline of each period is welcomed to get publihsed as long as the authors are serious to revise the reviewed articles. Publication Ethics and Malpractice Policy PJEE upholds the highest ethical standards in scholarly publishing. We have a zero-tolerance policy for publication malpractice and adhere to the following principles: Plagiarism Prevention: Manuscripts must have a maximum Turnitin or Crossref Similarity Check should be maximum 20% upon submission and below 15% in the final version. Plagiarism will lead to immediate rejection. Data Integrity: Fabrication or falsification of data is strictly prohibited. Original Submissions: Manuscripts must not be under review elsewhere. Authorship Accuracy: All authors must be accurately credited. Disputes must be resolved before submission. Peer Review Integrity: Any attempt to manipulate the review process will result in rejection. Corrections and Retractions: Errors and misconduct in published articles will be promptly addressed through corrections or retractions. Reporting Misconduct: Authors, reviewers, and readers are encouraged to report ethical violations, which will be thoroughly investigated. PJEE is committed to maintaining the integrity of academic publishing and ensuring that our platform remains a trusted source for high-quality research. We invite you to contribute to our journal and be part of a global community advancing research in English Education and Applied Linguistics.
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MANAGING COHERENCE AND FLUENCY THROUGH DISCOURSE MARKERS IN UNIVERSITY EFL STUDENTS’ ACADEMIC ORAL PRESENTATIONS: A PRAGMATIC DISCOURSE ANALYSIS
EFL university students frequently struggle to maintain coherence and fluency simultaneously during academic oral presentations, yet the pragmatic role of discourse markers in addressing this challenge remains underexplored in the Indonesian EFL context. This study investigated the types of discourse markers employed by EFL students, their pragmatic functions in supporting discourse coherence, and their contribution to fluency maintenance during academic oral presentations. A qualitative descriptive design was employed, applying Pragmatic Discourse Analysis as the analytical framework, drawing on the theoretical foundations of (Fraser, 1990) and (Schiffrin, 1987). The participants were 14 fifth-semester undergraduate students of the English Language Education Program at Universitas Islam Darul Ulum (UNISDA), Lamongan, Indonesia, at an intermediate level of English proficiency. Data were collected through audio recording and verbatim transcription of classroom presentations, using a researcher-developed Discourse Marker Identification Checklist and Coding Scheme. Data were analyzed through systematic identification, classification, and pragmatic interpretation across all transcripts. The findings revealed five functional categories: additive (31.19%), causal (21.56%), sequential (17.43%), elaborative (16.51%), and contrastive (13.30%), across 218 total instances. These markers functioned to organize discourse structure, signal logical relationships, and sustain speech fluency simultaneously. A key limitation is the small, institution-specific sample. The study concludes that discourse markers serve as integrative pragmatic devices managing coherence and fluency concurrently. EFL educators should integrate explicit instruction on all five discourse marker categories into academic speaking curricula. While future research should expand to larger, multi-institutional samples using mixed-method designs.
Copyright (c) 2026 Authors http://creativecommons.org/licenses/by/4.0
THE ROLE OF AI PRACTICE IN ENHANCING VOCATIONAL HIGH SCHOOL EFL LEARNERS' SPEAKING SELF-EFFICACY IN YOGYAKARTA
Research on the use of artificial intelligence (AI) in language learning has grown rapidly in recent years. Most existing studies focus on higher education and involve multiple intervention sessions. However, empirical evidence regarding the impact of a single-session AI-based intervention on students’ speaking self-efficacy remains very limited. This study examines how AI-assisted speaking practice affects the speaking self-efficacy of EFL students at a vocational high school in Yogyakarta. Using a one-group pretest-posttest pre-experimental design, the study involved 63 students selected through convenience sampling. Data were collected via a speaking self-efficacy questionnaire administered before and after structured speaking practice sessions using ChatGPT, then analyzed using a paired-sample t-test. The results indicate that students demonstrated high levels of speaking self-efficacy across all four dimensions: linguistic self-efficacy, self-regulatory, delivery, and performance. The most significant improvement occurred in the performance self-efficacy dimension, while the smallest improvement was found in the linguistic dimension. These findings indicate that AI has the potential to boost students’ self-efficacy in speaking English and can serve as a valuable tool to support the psychological well-being of EFL learners.
THE IMPACT OF ICT-BASED INTERACTIVE STRATEGY ON SENIOR HIGH SCHOOL (SMA) STUDENTS’ SPEAKING SKILLS IN PEKANBARU INDONESIA
Traditional teaching methods often provide limited opportunities for meaningful oral interaction; therefore, integrating ICT-based interactive strategies is expected to create more student-centered and communicative learning environments. This study aimed to investigate the effect of ICT-based interactive strategies on senior high school students’ speaking performance. A quasi-experimental design was employed involving an experimental and a control group at SMA Negeri 12 Pekanbaru, Indonesia, with a total of 40 students. The experimental group received instruction using ICT-based interactive strategies, while the control group was taught using conventional methods. Data were collected through speaking performance tests administered as pre-tests and post-tests and analyzed using IBM SPSS Statistics version 25, including descriptive statistics and ANOVA. The results showed a statistically significant improvement in students’ speaking performance over time (F(3,76) = 74.758, p < .05), with a large effect size (η² = 0.747). However, no significant difference was found between the post-test scores of the experimental and control groups, indicating that both instructional approaches contributed to students’ speaking development. In conclusion, ICT-based interactive strategies can support the improvement of students’ speaking skills by enhancing engagement and interaction. However, their effectiveness depends on pedagogical implementation rather than technology alone. Therefore, teachers are encouraged to integrate ICT meaningfully to create more interactive learning environments.
DIGITAL MEDIA INTEGRATION AND STUDENT ENGAGEMENT IN INDONESIAN EFL CLASSROOMS
Although digital media have been widely implemented in EFL learning, empirical evidence regarding their impact on students’ engagement across cognitive, emotional, and behavioral dimensions in Indonesian junior high school contexts remains limited. This study looks at how digital media are integrated into EFL classrooms and how it affects students' participation in an Indonesian junior high school. A mixed-method approach with an explanatory sequential design combined quantitative and qualitative data was used in the study. Participants were selected by purposive sampling. Data dikumpulkan melalui semi-structured interviews, observations di kelas, dan questionnaires. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed through reduction, display, and drawing conclusions. Among the three dimensions of engagement, the results showed that emotional engagement had the highest level, with a mean score of 3.87 on a five-point Likert scale. Engagement in behavioral and cognitive dimensions was the highest, followed by emotional engagement. Observational and interview data supported the findings. In summary, including digital media into EFL instruction effectively raises student involvement. According to this study, educators should make the most of digital media in order to develop more engaging and student-centered learning environments.
EXPLORING IRREGULAR VERB ACQUISITION IN INDONESIAN EFL LEARNERS’ SPEAKING THROUGH NARRATIVE AND RECOUNT LESSON: A QUALITATIVE STUDY
The using of irregular verbs still remains challenges for Indonesian high school students, especially in spontaneous oral communication. Although learners often recognize irregular verb forms in written contexts, they frequently fail to apply them accurately in speaking. This qualitative case study investigates how Indonesian secondary school EFL learners acquire and use irregular verbs in speaking activities, identifies common error patterns, and examines the role of comprehensible input in supporting this acquisition. Data were collected from ten classroom observation videos of narrative and recount text lessons across different Indonesian high schools. The videos were purposively chosen based on the participants who are 10 grade senior high school students that learn narrative and recount text. Furthermore, the videos were transcribed and analyzed using IRF (Initiation–Response–Feedback) classroom discourse analysis and error analysis within an interlanguage framework to find how the students’ repertoire in speaking irregular verbs through narrative and recount text topics. Acquisition was inferred from recurring pattern of students oral production. The findings reveal that students were generally able to convey past events fluently but demonstrated unstable control of irregular verb forms, frequently relying on base forms, overgeneralization, and inconsistent tense marking. Pedagogically, irregular verbs acquisition in speaking requires sustained instructional support alongside meaningful speaking practice. The implication of this study suggests that meaningful speaking activities may not be sufficient to facilitate irregular verbs acquisition. It is important to integrate communicative practice that are complemented by systematic grammatical support and language input. Keywords: irregular verb, interlanguage ,second language acquisition (LS), speaking skill, EFL learners
AN ANALYSIS ON THE UTILIZATION OF CHATGPT IN ENHANCING STUDENTS’ ENGLISH LANGUAGE KNOWLEDGE FOR THESIS WRITING: A CASE STUDY OF TWO BEST GRADUATES
The rapid development of artificial intelligence technology has encouraged the use of ChatGPT in academic contexts, particularly in students’ thesis writing processes. This study aims to analyze the utilization of ChatGPT in improving students’ English language knowledge during thesis writing through a case study of two high-achieving graduates. This study employed a qualitative research design using a case study approach. The participants were two best graduates from the English Department who had completed their undergraduate theses and actively used ChatGPT during the writing process. Data were collected through in-depth semi-structured interviews, documentation of thesis drafts and final manuscripts, and indirect observation of writing outputs. The data were analyzed using the interactive model proposed by Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. The findings indicate that ChatGPT was utilized as a supportive tool in writing English abstracts, correcting grammar, constructing academic sentences, and selecting appropriate academic vocabulary. The use of ChatGPT contributed positively to the improvement of students’ English language knowledge, particularly in vocabulary mastery, sentence structure, and grammatical accuracy. These findings suggest that ChatGPT functions as a learning assistant that supports independent learning and enhances students’ academic writing quality, provided that it is used critically and in accordance with academic ethics
Copyright (c) 2026 Aulia Firdausyiah, Muhammad Yunus http://creativecommons.org/licenses/by/4.0
HIGH SCHOOL STUDENTS’ PERSPECTIVES, GAMING HABITS, LEARNING EXPERIENCES, AND ENGLISH ACHIEVEMENT IN USING COMMERCIAL DIGITAL GAMES FOR ENGLISH LANGUAGE LEARNING
The increasing use of commercial digital games in students’ daily activities provides opportunities for informal English language exposure in meaningful contexts. This study aims to explore students’ perceptions of the use of commercial digital games in supporting English learning. This study employed a descriptive quantitative design supported by qualitative data involving 283 senior high school students. Data were collected through an online questionnaire consisting of closed-ended and open-ended questions distributed via Google Forms. The data were analyzed using descriptive statistics with the support of qualitative thematic analysis. The findings show that students generally have positive perceptions of digital games, particularly in enhancing motivation, vocabulary development, and confidence in using English. Students also experience contextual language exposure through instructions, dialogues, and interactions during gameplay. However, challenges were identified, including difficulties in understanding unfamiliar vocabulary and game instructions. Overall, commercial digital games can serve as effective informal learning resources that complement formal instruction. The findings imply that integrating students’ digital gaming experiences into classroom learning may support more meaningful language learning.
BRITISH COUNCIL LEARNENGLISH KIDS AS ASYNCHRONOUS LEARNING TO IMPROVE YOUNG LEARNERS’ WRITING
To improve the English writing abilities of fifth-grade primary school students in Kebumen Regency, Indonesia, this study examines the efficacy of using the British Council for Kids application within a deep learning-based Mobile Assisted Language Learning (MALL) in asynchronous learning model. This study used a pre-experimental one-group pretest-posttest design using a quantitative methodology. A cluster sampling strategy was used to choose 74 kids as participants. A pre-test, two therapy sessions with activities from the British Council for Kids, independent practice, a post-test, and a perception questionnaire made up the four-week intervention. A Paired t-test and N-gain score computation using SPSS were used for statistical data analysis. The mean score increased significantly from 65.95 in the pre-test to 87.97 in the post-test. The mean score rose from 65.95 in the pre-test to 87.97 in the post-test, signifying a significant enhancement in students' writing proficiency. The N-gain analysis showed a mean score of 0.6371, indicating moderate efficacy. In conclusion, including the British Council for Kids into a MALL-based deep learning paradigm successfully improves writing abilities and cultivates a love of learning. To give young students more interesting and fulfilling educational experiences, the study promotes the use of MALL platforms in English classes. REFERENCES Agyeman, N. Y. B. (2024). Deep learning in high schools: Exploring pedagogical approaches for transformative education. Humanika, 24(2), 111–126. https://doi.org/10.21831/hum.v24i2.71350 Alhadiah, A. (2023). Undergraduate EFL learners’ use and acceptance of mobile-assisted language learning: A structural equation modeling approach. World Journal of English Language, 13(3), 253. https://doi.org/10.5430/wjel.v13n3p253 Alnujaidi, S. (2021). Adoption of mobile assisted language learning (MALL) in Saudi Arabian EFL classrooms. 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MACHINE TRANSLATION IN ENGLISH LANGUAGE LEARNING: EXPLORING TEACHER AND STUDENT PERCEPTIONS IN INDONESIAN SECONDARY SCHOOLS
The increasing presence of machine translation (MT) tools has caused both opportunities and challenges for English language education. This mixed-method case study examines teachers’ and students’ perceptions of machine translation (MT) use in a secondary school in Bandar Lampung, Indonesia. Data were gathered by a supervised Google Forms questionnaire combining closed items (n = 76; teachers n = 4; students n = 72) and open-ended responses. Descriptive analyses indicate that the major group of students (≈91.6%) used MT sometimes or often, while teachers reported moderate confidence in guiding students’ responsible use (mean = 3.25 on the reported scale). Thematic analysis of open responses generated five principal themes: (1) MT as scaffolding for comprehension and production; (2) time-saving and accessibility benefits; (3) accuracy and trustworthiness issues; (4) a tension between dependence and strategic engagement; and (5) assessment integrity and curricular guidance needs. Supervised administration improved data completeness but may have influenced some responses. Findings suggest MT is embedded in student practice and that teachers favor guided integration rather than prohibition. The study contributes context-sensitive evidence from a Southeast Asian secondary-school setting and provides recommendations for MT literacy instruction, assessment adaptations, and teacher professional development. Limitations are discussed, and directions for future research are proposed.
BRIDGING GLOBAL AND LOCAL VALUES IN AN INTERNATIONAL EFL CURRICULUM: EXPLORING STUDENTS’ COMMUNICATIVE COMPETENCE AND IDENTITY FORMATION
This study investigates how the integration of global and local values within an international English as a Foreign Language (EFL) curriculum supports students’ communicative competence and identity negotiation. A qualitative case study was conducted involving 20 Grade 7 students and three teachers at a private Islamic junior high school in Surabaya, Indonesia. Multiple datasets were generated through a 20-item questionnaire, semi-structured interviews, classroom observations, and curriculum document analysis. The questionnaire dataset was analyzed descriptively using frequencies, percentages, means, and standard deviations, while interview, observation, and document data were analyzed using thematic analysis. The findings indicate that global and local values were integrated across classroom interaction, learning materials, and instructional practices, creating opportunities for students to develop communicative competence while maintaining their local cultural identity. Rather than experiencing identity conflict, students negotiated their identities positively by combining global perspectives with pride in their Indonesian cultural values. This study contributes to EFL research by demonstrating that the integration of global and local values serves as a contextual mechanism linking communicative competence and identity negotiation within an international curriculum. The findings also provide practical implications for designing culturally responsive international EFL curricula that simultaneously promote global competence and local cultural sustainability.
Copyright (c) 2026 Nunung Nurjati, Nanik Ratnawati, Endah Yulia Rahayu http://creativecommons.org/licenses/by/4.0
IMPROVING ELEMENTARY STUDENTS’ GREETING VOCABULARY MASTERY THROUGH ENGLISH SONGS : ACTION RESEARCH AT SD MUHAMMADIYAH METRO
In the digital era, excessive technology use often triggers media saturation, which ultimately makes it difficult for students to focus when learning vocabulary through conventional methods. This research was conducted to improve the vocabulary mastery as a fundamental communication skill for children. The main focus of this study lies in greetings as a basic communicative competence for young learners. The primary objective is to evaluate the effectiveness of English songs in boosting both student engagement and memory retention. By applying a Classroom Action Research (CAR) design following the Kemmis and McTaggart spiral model, this study was conducted over two cycles. This research involved 33 participants consisting of 16 males and 17 females during the 2025/2026 academic year. Data were collected comprehensively through validated researcher-made vocabulary tests, observation sheets, field notes, and visual questionnaires to ensure the validity of the findings. Data analysis was conducted by combining descriptive statistics for quantitative results and qualitative descriptive analysis to capture student behavior patterns. The results showed that the integration of combining English songs and movement significantly improved student engagement and memory, with 90% of students successfully achieving a minimum mastery score of 80 or higher. This figure exceeded the research’s success indicator of 85%. In conclusion, English songs proved to be effective as reliable cognitive and affective tools for restoring students focus amidst a tech-saturated learning environment in early childhood English education. The implications of this research suggest that elementary school educators should integrate musical elements and combined with movement to create a more interactive and enjoyable learning environment.
STUDENTS’ PERCEPTION ON USING ENGLISH WITH CoE FOR HOSPITALITY: A CASE STUDY IN UNIVERSITY OF MUHAMMADIYAH MALANG
This study examines students' perceptions of English language use in the Hospitality Center of Excellence (CoE) program at the University of Muhammadiyah Malang, highlighting how these perceptions shape their professional development. Many students view English language proficiency as crucial for improving customer service skills, adapting to multicultural environments, and enhancing self-confidence. This study explores how English language skills impact students' internship experiences and career aspirations. This study employed a qualitative descriptive method. The participants consisted of three students from the English Language Education Department who participated in hospitality internships in different hotel divisions, namely front office and housekeeping. Data were collected through semi-structured interviews with three students who participated in hospitality internships in different hotel divisions. The data were analyzed using thematic analysis based on Miles, Huberman, and Saldaña’s interactive model, including data condensation, data display, and conclusion drawing. Findings revealed positive perceptions. Students recognized English as a valuable skill for facilitating communication with international guests, boosting self-confidence, and enhancing career readiness. However, challenges included difficulty understanding diverse accents and initial anxiety in a professional environment. Despite these obstacles, students demonstrated resilience, using tools such as Google Translate to aid communication. The results suggest that real-world experiences through internships complement classroom learning, enhancing students' adaptability and competitiveness in a global workforce.
UNDERSTANDING ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING CLASSROOMS: EVIDENCE FROM INDONESIAN VOCATIONAL STUDENTS
Oral corrective feedback linking speaking skills to communicative competence as an outcome of undergraduate students is still underexplored. Therefore, this study investigates oral corrective feedback on speaking skills among vocational college students. This study investigated vocational college students’ preferences for oral corrective feedback (OCF) in EFL classes. Using a mixed-methods design, the study involved students in non-English departments at a vocational college. An online questionnaire with Likert-scale scoring was used as Qualitative data to assess preferences for various OCF strategies. In contrast, semi-structured interviews for in-depth exploration are considered quantitative data. Questionnaire data were analysed using descriptive statistics (means and standard deviations), and interview results were thematically analysed. Findings indicated that students generally had positive perceptions of all types of OCF; however, elicitation, explicit correction, and requests for clarification emerged as the most preferred strategies. These forms of feedback were considered effective in improving comprehension of linguistic forms by promoting clarity and active engagement in the correction process. Interview results further revealed that students valued feedback that supported cognitive processing and confidence in speaking. In conclusion, this study highlights the importance of integrating direct and interactive feedback strategies in vocational EFL classrooms to support the development of language and communication skills in the workplace. These studies also offer pedagogical implications for language teachers and instructors to foster more adaptive and student-centred feedback practices.
A CASE STUDY OF JAVANESE EFL STUDENTS’ EXPERIENCES IN PRONOUNCING THE ENGLISH /V/ SOUND
The pronunciation of English sounds that are absent in learners’ first language often becomes a challenge for EFL students and may affect both linguistic performance and emotional responses. This study explored Javanese EFL students’ experiences in pronouncing the English /v/ sound, focusing on their awareness, feelings, challenges, and learning strategies. This study employed a qualitative approach using an intrinsic case study design. Using semi-structured interviews as the primary research instrument, data were collected from six Javanese undergraduate students majoring in English Education at a public university in East Java, Indonesia, and analyzed through Braun and Clarke's thematic analysis. The findings revealed that students’ awareness of the distinction between /v/ and /f/ developed gradually through explicit instruction and corrective feedback rather than natural acquisition. Most participants experienced anxiety, hesitation, and self-doubt when pronouncing the /v/ sound due to articulatory unfamiliarity and phonological transfer from Javanese, which does not contain the /v/ phoneme. To overcome these difficulties, students applied several strategies, including repetitive practice, self-monitoring, teacher feedback, and exposure to audiovisual materials. The study concludes that pronunciation difficulties are influenced not only by phonological differences between languages but also by learners’ emotional experiences. These findings imply that pronunciation instruction should integrate explicit feedback, emotionally supportive classroom practices, and multimodal learning activities to foster both pronunciation accuracy and learners' speaking confidence.
Copyright (c) 2026 Andira Rukmana Dewi, Bambang Yudi Cahyono http://creativecommons.org/licenses/by/4.0
SOCIAL MEDIA ENGAGEMENT AND ADOLESSCENTS’ READING COMPREHENSION IN SENIOR HIGH SCHOOL
The rapid incorporation of social media into students’ daily lives has transformed it into a powerful learning medium. This shift raises important questions about its potential impact on their academic performance, especially reading comprehension. This study aims to investigate the correlation between senior high school students’ engagement with social media platforms –Instagram, TikTok, and YouTube –and their reading comprehension. A quantitative correlational research design was employed involving 36 senior high school students. Data were collected using a social media engagement questionnaire measuring behavioral, cognitive, and emotional engagement. Further, the reading comprehension test is conducted, consisting of 25 multiple-choice questions. The data were analyzed using Pearson Product-Moment correlation. The correlation analysis showed a significant positive relationship between social media engagement and reading comprehension, with TikTok showing the strongest correlation (r = .823), followed by YouTube (r = .675), and Instagram (r = .395). The results suggest that social media platforms, especially those providing short and multimodal content, may facilitate students’ reading comprehension.
ENGLISH LANGUAGE NEEDS AND COMPETENCY GAPS OF NATIONAL NARCOTICS BOARD PERSONNEL IN GLOBAL PROFESSIONAL COMMUNICATION DEMANDS
This study aims to analyze the English language needs of National Narcotics Board personnel in the context of international cooperation and to identify gaps between their current English proficiency and global professional communication demands. The study employed a qualitative design involving ten personnel from various work units, with five participants selected for in-depth interviews. Data were collected through questionnaires and semi-structured interviews. The questionnaire gathered information on frequency of English use, self-assessed proficiency, and perceived professional demands, while interviews explored experiences and communication challenges in international contexts. Data were analyzed using qualitative thematic analysis to identify patterns of language needs and competency gaps. The findings indicate that English is primarily required for formal professional tasks, including participation in international meetings, report writing, document comprehension, and official correspondence. Speaking, formal writing, and mastery of technical terminology emerged as priority needs and major challenges. The study concludes that a clear gap exists between current competencies and professional communication standards. These findings highlight the importance of aligning institutional language development initiatives with international operational demands to strengthen effective global collaboration REFERENCES Armnazi, M., & Alegasan, M. (2024). Target Situation Needs Analysis of English Language Skills Required by Syrians in the Arabian Gulf Area. Indian Journal of Information Sources and Services, 14(3), 77–85. https://doi.org/10.51983/ijiss-2024.14.3.11 Franchisca, S. (2020). Designing English Course Learning Material for Grand Zuri Hotel Padang Employees. 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ESP needs-based course design for the employees of government protocol department. English Language in Focus (ELIF), 3(2), 143–158. https://doi.org/10.24853/elif.3.2.143-158 Valensya Annisa Ikhsan, & Lilis Lamsehat Panjaitan. (2025). The Use of English as a Lingua Franca in Business Communication: A Case Study of Applied Foreign Language Students. Santhet (Jurnal Sejarah Pendidikan Dan Humaniora), 9(4), 1328–1342. https://doi.org/10.36526/santhet.v9i4.5679 Vanjinayaki, M., & Gayathri, M. (2024). Enhancing English Language Teaching through Interactive Learning Activities. Shanlax International Journal of Arts, Science and Humanities, 11(S5), 135–138. https://doi.org/10.34293/sijash.v11is5.7677 Yadav, P. (2024). Exploring The Impact Of English Language Proficiency On Cross-Cultural Communication Success. 12(3), 2320–2882. www.ijcrt.org Yusoff, M. S. B., Arifin, W. N., & Hadie, S. N. H. (2021). ABC of questionnaire development and validation for survey research. 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THE IMPLEMENTATION OF INTERACTIVE LEARNING MODEL BASED ON CHATGPT TO ENHANCE READING SKILLS OF ENGLISH AS FOREIGN LANGUAGE (EFL)UNIVERSITY STUDENTS IN METRO CITY
This study evaluates a ChatGPT-based interactive learning model with the aim of improving the reading skills of English Education students at STKIP Kumala Lampung. Using a quasi-experimental design method, 50 students were divided into an experimental group (with ChatGPT) and a control group (conventional) for eight weeks. The research instruments included comprehension tests, questionnaires, interviews, and observations. The results of the pre-test showed initial equality between the groups. However, post-test results revealed a significant improvement in the experimental group (M = 74.56) compared to the control group (M = 65.24), with a large effect size (Cohen's d = 1.30; t(48) = 4.69, p <.001). Observational data showed higher involvement in participation and discussion in the experimental group. Qualitative findings confirm that ChatGPT improves vocabulary comprehension, motivation, and active learning, despite the risk of reliance on AI. Overall, the findings indicate that the ChatGPT-based interactive learning model effectively improves students’ reading comprehension and engagement. The study implies that ChatGPT can support adaptive, interactive, and student-centered EFL learning in higher education.
REFINING SCHOLARLY ARGUMENTS: THE ROLE OF TOULMIN’S QUALIFIERS AND REBUTTALS IN MASTER’S STUDENTS’ RESEARCH ARTICLES IN SINTA JOURNALS
Academic writing requires argumentative patterns to make it strongly appeal to readers. One argumentative pattern frequently used by writers is the Toulmin Argument Pattern. Some basic elements of the Toulmin Argument Pattern, such as Claim, Data, and Warrant, are often found in academic writing and articles, but many also neglect additional elements, such as qualifiers and rebuttals, so that the writing is not balanced. This article analyzes how Toulmin's additional elements, such as qualifications and rebuttals, strengthen the structure of an article, making it more complete, balanced, and complete, and thus more widely accepted by readers. Using a descriptive qualitative design, this study analyzed three articles written by Indonesian master's students in the 4-indexed Sinta Journal, using the Toulmin Argument Pattern (TAP) as a diagnostic framework. The results revealed and demonstrated that 100% of the articles analyzed by master's students successfully integrated qualifications and rebuttals. The use of these elements correlated significantly with higher quality argumentation, indicating greater rhetorical precision and dialectical balance. The study concludes that master's students demonstrate a developed awareness of rhetorical precision, utilizing qualifiers to limit overgeneralization and rebuttals to anticipate counter-arguments. These results suggest that Toulmin’s model is an effective diagnostic tool and should be explicitly integrated into academic writing curricula to bridge the gap between undergraduate and master's student writing proficiency.
THE EFFECTIVENESS OF CROSSWORD PUZZLES WITH VARIED CLUES TYPES ON VOCABULARY MASTERY AMONG SECONDARY SCHOOL STUDENTS IN JEMBER
This study examines the effectiveness of crossword puzzles that integrate various type of clues in improving vocabulary mastery among secondary school students in an EFL learning environment. Vocabulary learning in the classroom can be challenging, as students have limited opportunities to interact with English. On the other hand, empirical research focusing on teaching strategies with structured instructional support is also limited. Therefore, this study aims to examine whether using of crossword puzzles that integrate varied clue types can support vocabulary learning. This study employed a pre-experimental one group pretest-posttest design, supported by qualitative data collected through questionnaires. Because the distribution of vocabulary test scores was not normal, non-parametric analysis was performed. Qualitative findings indicate that clues integrated into crossword puzzles support students, including definitions, synonyms, antonyms, fill-in-the-blanks, and pictures with letter clues in each grid, which help students recall the target vocabulary they have learned, in turn increase their confidence during the activity. The results of the study indicate that crossword puzzles with varied clue types improved students’ vocabulary development and engagement in a rural EFL classroom. In practice, the findings suggest that teachers may adapt crossword puzzles with varied clue types as a low-cost accessible strategy to support vocabulary learning in contexts where exposure to English and instructional resources are limited.
MAPPING THE UNDEREXPLORED TERRAIN: A BIBLIOMETRIC ANALYSIS OF DIALOGIC FEEDBACK IN SENIOR HIGH SCHOOL EFL CLASSROOMS
Despite growing scholarly interest in dialogic feedback as a pedagogical strategy, no bibliometric study has systematically mapped its research landscape specifically in relation to senior high school English as a Foreign Language (EFL) classrooms (a context that remains substantially underrepresented in the global literature). This study addresses that gap by mapping research advancements and synthesizing the prospects and challenges of dialogic feedback in senior high school EFL settings. Scopus-indexed papers published between 2020 and 2026 were subjected to a combination of bibliometric analysis and qualitative thematic synthesis. After applying inclusion criteria, 368 pertinent publications were analyzed to identify prevailing research themes, publication trends, and pedagogical implications. The findings reveal a steady expansion of dialogic feedback research, with dominant concentration in higher education and technology-enhanced learning environments. Senior high school EFL contexts, particularly in non-Western countries such as Indonesia, are critically underrepresented. Enhanced student autonomy, feedback literacy, and learner engagement are identified as key opportunities, while curricular demands, time constraints, and insufficient teacher preparation represent persistent obstacles. These results indicate that more context-specific bibliometric and empirical research is needed to support effective dialogic feedback strategies in secondary EFL classrooms.