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  • Journal of English Language Proficiency (JELAP)
    Vol. 2 No. 1 (2025)

    Editorial Notes

    JELAP Volume 2 Issue 1 (2025) brings together a rich collection of studies that reflect current innovations, challenges, and perspectives in English language teaching and learning. The articles in this issue explore classroom practices, learner difficulties, linguistic awareness, and the growing role of technology and feedback in EFL contexts.

    The first article highlights the use of the Snake and Ladder board game as a creative instructional medium to improve junior high school students’ speaking skills, showing how game-based learning fosters interaction and confidence. The second study focuses on the Falou AI application, presenting students’ experiences and perceptions of AI-assisted pronunciation practice, including its motivational benefits and technical limitations.

    A cognitive linguistic perspective is offered in the third article, which discusses toponymy and word association as innovative strategies for enriching English vocabulary learning while enhancing cultural and geographical awareness. The fourth article addresses speaking problems faced by university students during the National University Debating Championship selection, revealing common linguistic and psychological challenges and the strategies used to overcome them.

    The fifth study examines students’ morphological awareness, particularly in the use of prefixes and suffixes, and underscores the need for stronger instructional approaches to word formation. The sixth article explores undergraduate students’ experiences using ChatGPT in EFL academic writing classes, balancing its advantages in idea generation and grammar support with ethical and reliability concerns.

    Finally, the seventh article investigates students’ perceptions of lecturer feedback in writing thesis proposals, emphasizing the importance of direct and detailed feedback in improving writing quality and learner confidence. Collectively, these studies contribute valuable insights into contemporary EFL pedagogy and research.

  • Journal of English Language Proficiency (JELAP)
    Vol. 2 No. 2 (2025)

    Editorial Notes

    JELAP Volume 2 Issue 2 (2025) presents a rich collection of studies that reflect current trends, challenges, and innovations in English language education, applied linguistics, and communication studies across Indonesian contexts. The articles in this issue collectively highlight learner-centered strategies, instructional innovations, skill development, and real-world communication practices, demonstrating how English learning and communication extend beyond classrooms into broader educational and social domains.

    The first article, An Analysis of Writing Strategy Use among English Education Students at Universitas PGRI Wiranegara, explores how university-level EFL students employ various writing strategies in academic writing. Drawing on established theoretical frameworks, the study reveals that students utilize a wide range of strategies to support their writing processes, offering valuable insights for lecturers in aligning instruction with students’ actual writing practices.

    The second article, Challenges and Supporting Factors in Implementing the STAD Strategy in English Language Teaching at SMP Pesantren As Salam Pontianak, examines the application of the Student Team Achievement Divisions (STAD) cooperative learning strategy at the junior high school level. This qualitative study highlights practical constraints such as limited time and technological resources, while also emphasizing the importance of teacher competence and instructional support in the successful implementation of cooperative learning in EFL classrooms.

    The third contribution, Enhancing EFL Learners’ Speaking Skills through the Mingle Activity, focuses on interactive speaking activities and learners’ perceptions of their effectiveness. Through classroom observation and participant feedback, the study demonstrates that the Mingle Activity fosters confidence, fluency, and motivation, reinforcing the role of communicative and sociocultural approaches in developing speaking skills.

    The fourth article, The Effect of Project-Based Learning on Students’ Reading Skills, investigates the impact of Project-Based Learning (PBL) on junior high school students’ reading abilities. Using a quasi-experimental design, the study confirms the effectiveness of PBL in improving reading skills and highlights its pedagogical value regardless of students’ levels of grammatical competence and vocabulary mastery.

    The fifth article, Pop Songs as a Creative Learning Tool to Improve Students’ Listening Abilities, addresses the use of authentic multimedia resources in EFL listening instruction. The study reveals that English pop songs enhance students’ listening comprehension, motivation, and enjoyment, while also identifying linguistic, cultural, and religious challenges that need careful pedagogical consideration.

    The final article, The Interpersonal Communication Skill of the Unlicensed Trekking Guides, extends the scope of the issue beyond formal education into tourism and professional communication. By examining unlicensed trekking guides in Mount Rinjani National Park, the study highlights the practical importance of interpersonal communication skills in real-life settings and underscores the need for structured communication training to improve service quality and intercultural interaction.

    This issue of JELAP marks the dynamic nature of language learning and communication, showcasing diverse methodologies, educational levels, and contexts. The studies offer meaningful implications for teachers, researchers, practitioners, and policymakers who seek to enhance English language teaching, learning strategies, and communication practices in both academic and real-world environments.

  • Journal of English Language Proficiency (JELAP)
    Vol. 1 No. 1 (2024)

    Editorial Notes

    This inaugural volume showcases varied perspectives on English language education, highlighting feedback, academic writing, vocabulary instruction, and learner cognition across Indonesian and international contexts.

    Moh. Arsyad Arrafii and Kasyfurrahman investigate secondary English teachers’ feedback practices, revealing limited theoretical understanding and predominantly general, normative feedback that constrains students’ opportunities for meaningful improvement.

    Muhammad Reza Pahlevi presents an autoethnographic narrative illustrating how dialogic feedback supports doctoral students’ research writing by fostering critical thinking, motivation, and interactive engagement throughout the article development process.

    Christian Totti, Tri Kurniawati, Ageung Darajat, and Hamzani Wathoni report classroom action research demonstrating that Finding Word Games significantly improve students’ vocabulary learning through engaging, student-centered activities.

    Aldi Prabowo, Ahmad Munawir, Amrang, and Mohamed Shaheen examine the Flip Words Game, finding it more effective than conventional methods in enhancing eighth-grade students’ English vocabulary mastery.

    Annisa Luthfiana, Dedi Irwan, Muhammad Iqbal Ripo Putra, and Masrokhin explore metacognitive awareness among English education students, identifying high awareness levels alongside specific cognitive strategies needing further development.