https://ojs.cahayamandalika.com/index.php/jelap <p>The Journal of English Language Proficiency (JELAP) is an academic, peer-reviewed journal that focuses on advancing the field of English language education through the exploration of effective pedagogy, instructional methods, and language learning strategies. The journal serves as a platform for researchers, educators, and language practitioners to share their insights and findings on teaching and learning English, offering critical perspectives on both theoretical and practical aspects of English language proficiency. Its aim is to foster a deep understanding of how English can be taught and learned more effectively, particularly in diverse educational contexts, from primary education to higher education. JELAP is published binnually in <strong>June</strong> and <strong>December</strong></p> Mell Baou Publisher en-US Journal of English Language Proficiency https://ojs.cahayamandalika.com/index.php/jelap/article/view/3870 <p>Feedback is crucial aspect of instruction and teacher understanding of feedback determine the quality of practices in classroom. This study involved four English teachers who teach at a public secondary school in Central Lombok Regency, Indonesia. Interviews were conducted with these teachers to investigate their theoretical understanding of feedback, and classroom observations were carried out to observe and evaluate their feedback practices. Analysis reveals that the teachers’ theoretical understanding of feedback and its typologies remains very limited. Teachers still struggle to formulate a conceptual or operational definition that underlines effective feedback. The study also indicates that the teachers’ ability to deliver feedback is not yet optimal. This is evident from the nature of the feedback provided, which remains very general, without detailed descriptions of students’ achievements that could serve as references for students to improve their performance. The quality of teacher feedback to students is still largely normative, consisting primarily of verbal praise, symbols, and approving expressions. Although there are efforts to enhance individual consultations and two-way dialogue with students, these efforts are not fully realized and tend to overlook other students, as teachers focus only on the students they are engaging with in dialogue. These findings are consistent with results from previous studies.</p> Moh. Arsyad Arrafii Kasyfurrahman Copyright (c) 2024 Moh. Arsyad Arrafii, Kasyfurrahman https://creativecommons.org/licenses/by-sa/4.0 2024-12-07 2024-12-07 1 1 1 13 https://ojs.cahayamandalika.com/index.php/jelap/article/view/3871 <p>This descriptive study examined metacognitive awareness levels among students in the English Education Study Program at IKIP PGRI Pontianak. Using a cross-sectional survey, data was collected from 420 students across various academic years and backgrounds. The Metacognitive Awareness Inventory (MAI) by Schraw &amp; Dennison (1994), consisting of 52 items across eight indicators and two main factors, was used to assess students' metacognitive skills. Analysis with descriptive statistics revealed that 86% of the students reported a high level of metacognitive awareness. This is significant as metacognitive awareness is linked to academic success, such as higher-grade point averages. The most frequently reported indicators were Debugging Strategies, Conditional Knowledge, and Evaluation, while Information Management Strategies emerged as the least used. Notably, students scored lower on items related to remembering information and using visual aids like diagrams. These results highlight both strengths and areas for growth in students' metacognitive awareness, highlighting specific skills that could be further developed to enhance their academic performance.</p> Annisa Luthfiana Dedi Irwan Muhammad Iqbal Ripo Putra Masrokhin Copyright (c) 2024-12-07 2024-12-07 1 1 50 61 https://ojs.cahayamandalika.com/index.php/jelap/article/view/3872 <p>This study aimed to enhance eighth-grade students' vocabulary acquisition using Finding Word Games, employing a Classroom Action Research approach. Data was collected using observation sheets and vocabulary tests and analyzed with content analysis and measurement techniques. The study was conducted with 20 students (11 male and 9 female) in Class VIII C at SMP Santa Monika, Kubu Raya, West Kalimantan. In the first cycle, the average vocabulary test score was 65.4, with a 10% completion rate, and the highest score was 78. By the second cycle, the average score improved to 77.1, with an 80% completion rate, and a peak score of 85. This represented an 11.7-point increase in average scores and a 70% improvement in completion rates between cycles. Findings suggest that the integration of Finding Word Games as an instructional tool can significantly improve students' vocabulary learning, offering an engaging and effective method for vocabulary instruction.</p> Christian Totti Tri Kurniawati Ageung Darajat Hamzani Wathoni Copyright (c) 2024-12-07 2024-12-07 1 1 25 37 https://ojs.cahayamandalika.com/index.php/jelap/article/view/3873 <p>This study aimed to examine the impact of the Flip Words Game on English vocabulary mastery among eighth-grade students at SMP Negeri 1 Wonomulyo using a quasi-experimental design. The sample included 60 students, divided into a control group (conventional methods) and an experimental group (Flip Words Game), each comprising 30 students. Both groups participated in four 40-minute sessions, and vocabulary mastery was assessed through pre- and post-tests. Data analysis using an independent sample t-test revealed a significant improvement in vocabulary mastery for the experimental group (t = 0.008, p &lt; 0.05), with an N-Gain score in the medium category (0.5) compared to the control group’s low category (0.1). These results indicate that the Flip Words Game significantly enhances students' vocabulary mastery, supporting the hypothesis that this interactive method is effective for English language learning.</p> Aldi Prabowo Ahmad Munawir Amrang Mohamed Shaheen Copyright (c) 2024-12-07 2024-12-07 1 1 38 49 https://ojs.cahayamandalika.com/index.php/jelap/article/view/3880 <p>One of the requirements of doctoral students is the ability to research and write scientific articles. Even though there has been a lot of research on article writing among doctoral students, it is still limited to using autoethnography designs. This paper reflects on a doctoral student’s experience in writing scientific articles during the intake of doctoral study. The design of this research is to use autoethnography which examines in depth the author's experience when writing articles during his doctoral studies. To collect data, this research uses reflective journals, photographs, and article document progress. Meanwhile, data analysis uses thematic analysis. The author's experience is operationalized by experiences, practices, and interesting episodes in the journey of writing articles presented meaningfully and in-depth. It is expected that this will have implications for becoming an alternative for writing scientific articles during doctoral studies or at other levels. The result of this study showed that dialogic feedback in writing an article promoted open-minded in accepting feedback that creates interactive discussion; stimulated problematizing dialog raises critical thinking in writing a research paper; and dialogic feedback enhances students’ motivation in refining a research article</p> Muhammad Reza Pahlevi Siusana Kweldju Copyright (c) 2024-12-07 2024-12-07 1 1 14 25