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Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School
Full text linkThis 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
Unlocking English Vocabulary Mastery: An Innovative Learning with the Wordwall Platform
No full textThis study aimed to improve English vocabulary mastery using the Wordwall platform for Grade VIII students at SMPN 1 Bontomarannu. Conducted as classroom action research, it comprised two learning cycles involving 38 students as participants. Each cycle presented students with a Wordwall-displayed vocabulary list relevant to the studied topic. Students engaged with the Wordwall by pronouncing words and associating them with relevant images or sentences. Data collection methods included observation, field notes, documentation, and evaluation tests at the end of each cycle. Data were analyzed qualitatively using an interactive approach involving data reduction, presentation, and conclusion drawing. The results showed a significant improvement in students’ English vocabulary mastery after implementing the Wordwall platform. This was evident from the vocabulary test results, which showed increased average scores from one cycle to the next. Observations also highlighted students’ active participation and enthusiasm in engaging with the Wordwall. Furthermore, the improvement in vocabulary mastery positively correlated with better learning outcomes. In conclusion, the use of the Wordwall platform effectively enhanced students’ English vocabulary mastery. It visually supported vocabulary development and helped students build stronger associations between words and their contexts. Teachers are encouraged to use the Wordwall platform in English teaching to improve students' vocabulary skills.
Keywords: Wordwall Platform, English Vocabulary Mastery, Student Engagemen
Unlocking potential: The role of differentiated instruction in shaping English learning outcomes among EFL students in Takalar, South Sulawesi, Indonesia
Full text linkThis study examined the effectiveness of differentiated instruction (DI) in improving English reading comprehension and attitudes among Grade XII students at SMA Negeri 3 Takalar, South Sulawesi, Indonesia. Notwithstanding the Indonesian government’s focus on English language instruction, numerous learners encountered considerable obstacles in attaining competency. The research adopted a mixed method with a quasi-experimental design comprising 216 students, categorized into DI and Non-DI groups, to evaluate the effects of differentiated instruction compared to conventional teaching methods. Analyses of preliminary test and post-test results indicated that the DI group, which utilized a differentiated instruction strategy, exhibited substantial enhancements in reading comprehension, attaining superior mean scores relative to the non-DI group. Qualitative evidence obtained from teacher observations and student surveys revealed favorable impressions of differentiated instruction, emphasizing heightened involvement and motivation among students. Nonetheless, problems, including time restrictions and budget limitations, were observed. The Findings highlight the need for a differentiated instruction strategy to address varied learning requirements, enhancing English language training in Indonesian educational settings. The findings emphasize the necessity of employing customized instruction methodologies to meet varied learning demands, hence improving English language education in Indonesian settings. Research implications suggest that teachers require specialized professional development in differentiated instruction to adeptly customize instructional techniques and resources, thereby enhancing student outcomes and promoting a more inclusive learning environment. The study underscores the necessity for educational policymakers and curriculum developers to integrate differentiated instruction into national teaching frameworks, especially in English language education. Educational institutions should prioritize the provision of training programs and practical workshops to equip teachers with the skills needed to implement DI effectively. Additionally, resource allocation should be improved to support the adaptation of instructional materials to suit students’ varying readiness levels, interests, and learning profiles. Future research is encouraged to explore the long-term impact of DI across different subjects and educational levels, as well as to investigate scalable models for its implementation within resource-constrained school systems in Indonesia
Language, Meaning, and Pedagogy: An Analysis of Derivational and Compounding Morphology in Khalil Gibran’s Poetry
Full text linkIn 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 art
An Investigation of EFL Students’ Attitudes Toward Culturally Responsive Pedagogy in Speaking Classes
Full text linkParticularly in multicultural classrooms like those in Indonesia, culturally responsive teaching (CRT) provides inclusive practices that serve a variety of learners. With an emphasis on positive and negative answers across four aspects: experience, attitude, feeling, and belief, this research investigates students' perceptions of culturally responsive teaching implementation in an English-speaking class at Universitas Muslim Indonesia’s English Education Department. A qualitative case study design was used to gather information from 12 students using field notes, observations, interviews, and documentation. Miles and Huberman's interactive model was used in the analysis. According to the findings, most students thought culturally responsive teaching improved their motivation, cultural sensitivity, and involvement in class. Due to emotional discomfort or a lack of knowledge of artistic content, some students did, however, express fear and limited engagement. The research emphasizes how culturally responsive teaching may be both powerful and challenging for some people and contributes to improving it for consistent, emotionally inclusive teaching methods. In theory, this research advances culturally responsive teaching in higher education; in practice, it gives lecturers guidance on how to create speaking exercises that are inclusive of all cultures while addressing their students' anxiety and engagement issues. The findings suggest that higher education institutions should integrate Culturally responsive teaching (CRT) as a core component of teacher training and curriculum development, particularly in English language education. Lecturers need continuous professional development to effectively design and facilitate culturally inclusive speaking activities that reflect students’ diverse backgrounds, mitigate anxiety, and foster meaningful engagement. Institutional policies must support culturally responsive pedagogy by encouraging reflective teaching practices, developing culturally rich teaching materials, and creating safe classroom environments where emotional discomfort can be addressed constructively. Future studies are recommended to examine CRT in larger and more diverse populations and to explore the impact of specific CRT strategies on different language competencies beyond speaking
From Confusion to Confidence: A Narrative Inquiry into ESP Students’ Learning through Google Sites E-Portfolios
Full text linkE-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.
 
Confucian Local Wisdom in English Teaching: Higher Education Lecturers' Views on Engaging Z Generation
Full text linkThe purpose of this study is to find out how university instructors feel about incorporating Confucian local knowledge into English Language Teaching (ELT) for Generation Z students in higher education. Semi-structured interviews were used to gather data from six English lecturers at universities in Palembang, South Sumatra, using a qualitative case study design. Six interrelated themes emerged from the thematic analysis of Sumatra: the perceived applicability of Confucian values, pedagogical modifications for Generation Z, integration practices in ELT, implementation difficulties, lecturer beliefs and professional identity, and student. The results showed that when reframed to fit the traits and expectations of digital-native students, Confucian values like discipline, humility, respect for teachers, and lifelong learning remain pedagogically relevant. Various strategies, such as cross-cultural comparisons, the use of digital media, and storytelling, were employed by lecturers to render traditional wisdom accessible and meaningful. In addition to student resistance, curriculum inflexibility, and institutional constraints, the consistent application of value-based pedagogy was complicated by several challenges. The study emphasizes the dual function of lecturers as cultural mediators and language instructors who mediate conflicts between traditional values and modern learning environments. It is concluded that the integration of Confucian local wisdom in ELT not only improves linguistic proficiency but also cultivates ethical and intercultural awareness. This information contributes to the ongoing conversation regarding the localization of ELT practices in higher education, lecturer agency, and culturally responsive pedagogy
The Effect of Discovery Learning Method on Students' Reading Comprehension
Full text linkReading comprehension is the ability of the students to interpret and understand the facts and information expressed in the reading. Discovery learning method is a strategy that encourages students to arrive at a conclusion based upon their own activities and observation. This study was aimed to examine the effect of discovery learning method on students’ reading comprehension at the second grade of MAN 2 Parepare. The results of this study are useful for teachers and students because they can get information about learning methods that can be used in learning reading. The research use pre-experimental research design with pre-test, treatment and post-test design. The sample of this research was 26 students from 86 participants students who become population. The researcher used technique random sampling in this research to get data. The results showed that the discovery learning method can improve the reading comprehension at the second grade of MAN 2 Parepare. It was indicated by the students’ mean score of post-test (77,88) was greater than the pre-test (46,54). Even, for the level significant (p) 5% and df = 25, and the t-table value is 1,708, while the value of t-test is 8,65. It means that the t-test value is greater than t-table (8,65 ≥ 1,078). Thus, it can be concluded that students’ reading comprehension is significantly better after getting the treatment. Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted
The interplay of Students’ Habit On Watching English Movie And Listening In Toefl Test
No full textThe habit of watching English movies provides an opportunity to learn language skills. Movies can be difficult for students to understand because they speak more quickly than they do in everyday conversation or English, but they can also be entertaining and help to improve specific English language skills, like listening. To measure English language skills, especially listening, reading, and structure, the English language test or TOEFL has recently become a very important thing to master in facing global competition and has become a prerequisite for graduation on various campuses in Indonesia. The study aimed to determine whether students' habits of watching English-language films and their listening comprehension on the TOEFL were related. The students were members of the English Education Department at UIN Alauddin Makassar.The study design used a quantitative approach and the correlation method. The researcher employed tests and questionnaires to gather data. The study's participants consisted of third-semester English Education Department students at UIN Alauddin Makassar. There were one hundred students in the study's sample. Random sampling was used for this study.The method of using a questionnaire to gather information about students' viewing habits of English-language films. The TOEFL exam was the method used to gather listening data. This data analysis method made use of the Pearson product-moment correlation. The results of the study indicate a significant positive correlation (rxy = 0.826 > rtable = 0.196) between students' listening and watching habits in English during the TOEFL exam at UIN Alauddin Makassar. As a result, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. This statement indicates that there is a positive and significant relationship between students' habit of watching English-language movies and their ability to listen on the TOEFL exam
Existence of English Meeting Club in Supporting the English-Speaking Skill of University Students: Their Constructive Voices
Full text linkThis study aimed to find out the students’ perception on English meeting club to support their English-speaking skill. The subject of this study were students at Institut Agama Islam Negeri (IAIN) Parepare who are the members of English meeting club in LIBAM (Lintas Imajinasi Bahasa Mahasiswa). This study was case study of descriptive qualitative. There are seven students participated as research respondent. This study used interview as a research instrument. From the result of interview, majority of students had the perception that the English club was able to improve their speaking skill. They experienced development when speaking English in English meeting club such as no longer filler words anymore, can pronounce words properly, speaking correctly and know more about grammar. In addition, after joining English meeting club, they become more confident to speak in front of people. They also taught and trained to teach English at the junior and senior high school which is called TOT (Training of Trainer) in preparation for becoming tutor in the school-built program and English camp provided by LIBAM in several schools. The researchers concluded that the students had the perception that the English club was able to improve and support in developing English speaking skill. They are also more interested being taught by cheerful tutors in informal situations preferred in regular class, so the English meeting club provides students with a place to practice speaking English well without fear of making mistakes and it is appropriate media to improve students' speaking skill