Journal of English Language Proficiency

Students’ perceptions of lecturer feedback in writing thesis proposal

Taufik Suadiyatno — 2025-06-29

This study investigates the role of lecturer feedback in developing writing thesis proposal among foreign-language learners in the English Education Department at Mandalika University of Education. It explores students' perceptions of the types of feedback that best enhance their abilities writing thesis proposal. This study involved fourteen students of that have been conducting their thesis proposal. Two instruments were used to collect the data; questionnaires and interviews. The research reveals that students value feedback for error correction, improving grammar, and boosting writing quality. Feedback also plays a key role in motivating and building students' confidence. The findings show that students prefer direct feedback that targets detailed mistakes. Overall, the study highlights the importance of effective feedback in writing development and provides insights for lecturer to tailor their students.

Assessing Students’ Morphological Awareness on The Use of Affixation at English Education Study Program

Putri Endah Karunia Kurnia — 2025-06-26

This research employed a descriptive qualitative method. The participants were 16 students from the even semester students’ of morphological awareness class 2022 in the academic year 2023/2024 who joined English Morphology subject at English Education Study Program of Universitas PGRI Wiranegara. This research was done by researcher on 15th May, 2024. The data collection methods included a morphological awareness test and interviews. The overall score of the morphological awareness test was 52.75 which consisted of 50 words affirmation of affixation, 21 of them used prefixes and 29 used suffixes which meant class 2022 of academic year 2023/2024 at English Education Study Program were in the average category. The following data portion of the students, specifically 43.75%, demonstrated average proficiency in using prefixes and suffixes. In contrast, 37.5% of the students showed good proficiency. However, 18.75% of the students were categorized as below average. The interviews revealed that the students struggled with identifying and analyzing word formation of affixation by using prefixes and suffixes. The researcher concludes that the students’ morphological awareness on the use of affixation needs improvement. The researcher suggests for the future researchers to conduct similar research with different types of analytical strategies and method for morphological awareness.

A study on the students’ speaking problems faced in the national university debating championship (NUDC) selection at universitas PGRI Wiranegara

Irma Khusnia — 2025-06-26

Speaking involves conveying ideas verbally using language, but many students struggle with it, especially in public settings. This study explores the speaking challenges students face during debates and their strategies for overcoming these issues. Focusing on the 2022 National University Debating Championship (NUDC) selection at Universitas PGRI Wiranegara, the research aims to identify the speaking problems encountered by students and how they addressed them. Employing a qualitative descriptive method, the study involved 16 students from English Study Program department. Data was gathered through questionnaires and interviews conducted from May 20 to 25, 2024. The results showed that students struggled with limited vocabulary, bad grammar, and fear of mispronunciation. Additionally, many experienced anxiety about making mistakes and felt nervous when speaking English or in public. The study also identified several strategies students used to manage these problems: using similar word, practice, staying calm, learning about the topic, staying on topic, focusing, repeating key points, and maintaining confidence. In conclusion, students faced various speaking challenges but developed effective strategies to handle them during the NUDC selection. The researcher recommends that future studies broaden the scope to include a wider range of participants across Indonesia.

Toponymy and Word Association: A Cognitive Linguistic Approach to Enhancing English Vocabulary Acquisition

Seprianus A Nenotek — 2025-06-26

This article presents a literature-based inquiry exploring the potential of toponymy—the study of place names—as a medium for English vocabulary acquisition. Specifically, it examines how toponymy can be effectively utilized through the word association strategy, rooted in cognitive linguistic theory. This approach shifts vocabulary learning from rote memorization to a cognitively enriched process, emphasizing the formation of meaningful semantic networks within learners’ mental lexicons. Place names such as “London,” “Amazon,” or “Himalaya” carry semantic and cultural associations that naturally stimulate word connections—nouns, adjectives, idioms, and cultural imagery—that enhance vocabulary breadth and depth. Drawing on theoretical frameworks and previous studies, this paper argues that integrating toponymy into language instruction improves not only vocabulary retention but also learners’ cultural and geographical awareness. The strategy aligns with contextual and communicative language teaching approaches, which underscore the importance of authentic and meaningful language use. As such, toponymy emerges as a promising pedagogical tool for fostering richer, more engaging vocabulary learning experiences.

Falou AI In pronunciation practice: insights from students’ experiences

Nia Ramdhani — 2025-06-26

This research intends to study students' viewpoints on the Falou application as a tool in improving EFL students' English pronunciation skills at the State Islamic University of Mataram. The data were collected through interviews, observation, and documentation from 10 students who are in different semesters and are applied investigatively through a descriptive qualitative approach. Findings reveal that out of most students, the result is positive feedback concerning the Falou application because they are motivated by the fact that it is easy to access, real-time, and interactive with easy measuring pronouncing correctness and self-confidence in speaking with them. Other challenges are limited feature access, random AI misrecognition, and distracting advertisements. The present study discusses possibilities for the Falou application used as an effective supplementary mechanism for English language learning pronunciation practice.

Using snake and ladder games in teaching speaking skill to the nineth year students of SMPN 18 Surakarta

Rismasari — 2025-06-26

Abstract

The purpose of this study is to examine how the snake and ladder game can be utilized to teach English and enhance students' speaking abilities. Additionally, this study evaluates the classroom environment when these games are employed as teaching tools. This study used a two-cycle classroom action research approach. Beginning with the academic year in October 2023–2024, this study was carried out. Students from class IX A Smpn 18 Surakarta served as the study's subjects. Both qualitative and quantitative methodologies were used to gather the research data. While pre-test, post-test 1, and post-test 2 were used to gather quantitative data, observation, documentation, and questionnaires were used to get qualitative data. Miles and Huberman (1994) used the triangulation approach to analyze qualitative data, and the average test score was used to examine quantitative data. The outcomes demonstrated how well the snake and ladder game worked to help students become more fluent speakers. In the first test, the average score was 62, in the first and second final tests, it was 72 and 79, respectively. There was a noticeable improvement in the classroom setting; kids were more engaged, content, and cooperative during the teaching and learning process.

Exploring Undergraduate Student Experiences on Using ChatGPT in EFL Academic Writing Classroom

Dwi Devi Khoirotun Nisa — 2025-06-26

This study explores the experiences of Indonesian undergraduate students using ChatGPT in their English as a Foreign Language (EFL) academic writing classes. It begins by addressing the inherent challenges EFL learners face in academic writing, such as difficulties with grammar, coherence, and vocabulary. The research employs a qualitative methodology, specifically narrative inquiry, to gather insights from students through semi-structured interviews. The findings indicate that students find ChatGPT to be a valuable resource that assists them in various aspects of the writing process, including generating ideas, structuring sentences, and correcting grammar. This support leads to noticeable improvements in the quality of their writing, such as enhanced clarity and vocabulary diversity. However, the study also identifies several challenges, including inconsistencies in the responses generated by ChatGPT, issues with the validity of the information provided, and ethical concerns regarding plagiarism and originality. Overall, the thesis emphasizes the importance of critical engagement with AI tools like ChatGPT, suggesting that while they can significantly aid the writing process, students must be cautious and informed about their use. The research highlights the need for educators to provide clear guidelines on the ethical implications of using AI in academic writing, ensuring that students can maximize the benefits while minimizing potential drawbacks.

Evaluation of Teacher Feedback Quality in English Language Instruction at Secondary Schools

Moh. Arsyad Arrafii — 2024-12-07

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.

Investigating Metacognitive Awareness of Academic Learning Among Students of English Education Program of IKIP PGRI Pontianak

Annisa Luthfiana — 2024-12-07

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 & 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.

Improving Students’ Vocabulary Learning Using Finding Word Game: A Classroom Action Research

Christian Totti — 2024-12-07

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.