IJLHE: International Journal of Language, Humanities, and Education

Challenges and Strategies in English Preparatory Program (EPP) Language Planning: An EPP Director’s Perspective

Renz Ferrera — 2025-07-16

This study aims to explore the challenges experienced by an EPP director and the strategies that she applied in language planning during the EPP director’s first year of appointment in an international higher education institution in The Kingdom of Cambodia. In this qualitative research, case study was employed. Data were gathered via semi-structured interview conducted using Google Meet. The findings reveal that the EPP director encountered the three C’s of language planning challenges; namely, 1) cultural conflicts, 2) classroom challenges, 3) and coordination concerns. Amidst the challenges experienced by the EPP director during her first year of appointment, the she utilized the following strategies known as the three C’s of language strategies: 1) curriculum customization, 2) classroom engagement, and 3) communication. Despite ongoing challenges, the director's strategic adjustments have driven program growth such as the improvement of learning materials, student engagement, and decision-making procedures by meeting evolving student needs through curriculum customization, engagement enhancement, and collaboration. The program's flexibility and stakeholder focus have built resilience, enabling it to thrive despite limitations.

Analyzing Coherence and Cohesion in Eleventh Graders’ Descriptive Paragraphs at SMA N 1 Sawan

Ni Kadek Kasandra Dewi — 2025-07-25

This study aimed to analyze how eleventh-grade students of SMA Negeri 1 Sawan in the 2024/2025 academic year construct coherent paragraphs and how they apply cohesive devices in their writing. This study employed a mixed-methods approach, which combines qualitative and quantitative descriptive techniques. Data collection was carried out through the documentation of 22 paragraphs written by students, but only 20 of these paragraphs met the analysis criteria. The main instruments in this study were the coherence assessment rubric and the cohesion frequency table. According to the findings of this study, 90% of the paragraphs were found to be coherent, with an average coherence score of 84.35%. However, 10% did not have adequate coherence. The most frequently used cohesive devices included references, substitutions, ellipsis, conjunctions, and lexical cohesion, with references and conjunctions being the most prevalent. These findings highlight the importance of targeted teaching strategies in enhancing students' writing competence, particularly in developing logical flow and sentence connectivity within an academic context. Therefore, this study concludes that although most students can construct coherent and cohesive descriptive paragraphs, there is still a need for improvement in the application and variation of cohesive devices.

Social Media’s Impact on Indonesian Language Literacy Among SDN 1 Purbalingga Lor Students

Siwi Tami Wuryanti — 2025-07-25

Literacy skills in the Indonesian language are defined as an individual's ability to understand, use, and analyse Indonesian in various contexts. With diverse features such as text, images, and videos, social media is considered capable of providing an interactive space for reading, writing, discussing, and enriching vocabulary and language comprehension. However, the use of social media by students is predominantly dominated by entertainment activities that offer minimal educational value. The content consumed often employs non-standard language, excessive abbreviations, or even disregards grammatical rules. This study employs descriptive qualitative research. The subjects of this research are 34 fifth-grade students from SDN 1 Purbalingga Lor, comprising 22 female and 12 male students. Data will be collected through three methods: observation, interviews, and literature review. The findings of this research indicate that social media has a complex influence on the Indonesian language literacy skills of students at SDN 1 Purbalingga Lor. The positive impacts of social media include the enhancement of language skills such as increased accessibility, language opportunities, and content creation. However, the challenges faced include the use of non-standard language, a decline in language skills, and difficulties in processing information, which can hinder formal learning.

Evaluating the Impact of Diverse Writing Practices on EFL Learners’ Proficiency and Writing Anxiety

Setiana Sri Wahyuni Sitepu — 2025-08-07

This study examines how varied writing practices influence the writing performance and emotional responses of English as a Foreign Language (EFL) learners. Given that writing is widely regarded as one of the most demanding language skills, particularly in foreign language contexts, the research focuses on the integration of project-based learning, dialogue journals, automated writing evaluation (AWE), and self-regulated learning (SRL). The aim is to assess their effects on key aspects of writing: grammar, vocabulary, content, coherence, text length, and writing anxiety. Employing an explanatory sequential mixed methods design, the study involved 20 B2-level EFL students, equally assigned to experimental and control groups. Over an eight-week period, both groups completed structured weekly writing tasks, but the experimental group received supplementary instruction incorporating the four targeted writing strategies. A holistic scoring rubric was used to assess writing performance, and focus group interviews were conducted to capture learners’ perceptions. Quantitative analysis revealed that the experimental group demonstrated statistically significant improvement in grammar and vocabulary, with no notable gender differences. Thematic analysis of the qualitative data yielded two main themes: (1) challenges in the writing process, such as idea generation and coherence, and (2) increased motivation and heightened grammar awareness. Students reported that despite initial difficulties—especially related to translation and coherence—the implemented practices enhanced their motivation and confidence. These findings highlight the pedagogical value of integrating structured, varied writing activities into EFL instruction. The study concludes by recommending broader adoption of such practices to promote both linguistic competence and affective growth in language learners.

Flipped Active Learning with Padlet: Developing Engagement and Metacognitive Skills

Zahra Sadat Roozafzai — 2025-08-08

This study examines the impact of integrating Padlet, a web-based collaborative tool, into flipped learning environments to enhance active engagement and metacognitive development among students. A mixed-methods design was employed, combining pre- and post-course surveys, focus group discussions, and classroom observations. Participants included 50 undergraduate students enrolled in an Educational Science course, where Padlet was used for in-class activities in a flipped classroom setting. Quantitative data were collected using adapted scales (NSSE for engagement, SRQ for motivation, MAI for metacognitive skills) and academic performance metrics. Qualitative data were gathered through semi-structured focus groups and structured classroom observations. Descriptive statistics, paired t-tests, and thematic analysis were used for data analysis. Results indicated significant improvements in engagement (mean increase from 3.6 to 4.1, p = 0.02), motivation (3.8 to 4.3, p = 0.01), and metacognitive skills (3.4 to 3.9, p = 0.04). Qualitative findings highlighted enhanced collaboration, self-regulation, and critical thinking. The study concludes that Padlet-enhanced flipped classrooms effectively support active learning and metacognition, recommending its integration for student-centered instructional design.

OBE Curriculum and EFL Learning: A Comparative Study between Khulna University and NUBTK

Hasan Shaikh — 2025-08-09

The alignment between OBE curricula and EFL learning outcomes plays a crucial role in shaping students’ language proficiency and academic success. This study aims at exploring the effectiveness of OBE in EFL context at KU and NUBTK through a comparative analysis of 80 undergraduate students’ perceptions. And their perceptions were collected through a survey questionnaire. The results suggest that KU students perceived clearer learning outcomes, better English proficiency, and a more structured integration of course materials. The effectiveness of feedback mechanisms, critical thinking enhancement, and real-world applications was also perceived to be higher at KU. In contrast, NUBTK students exhibited more varied responses, with a higher proportion of neutral perceptions, suggesting inconsistencies in curriculum implementation. Despite these differences, both institutions showed no statistically significant variation in reading and writing skill development, indicating comparable effectiveness in these areas. However, KU students perceived significantly stronger improvements in speaking confidence and analytical skills, reinforcing the notion that well-structured OBE implementation enhances student learning experiences. Nevertheless, to address the limitation of this study, future works should explore faculty perspectives, conduct longitudinal studies, and include qualitative methods. Moreover, institutions should refine their OBE frameworks to ensure that students acquire the linguistic and cognitive skills necessary for academic and professional success.

Developing Vocabulary Learning Cards with Islamic Contexts for Indonesian Muslim Young Learners

Ahmad Sakti Alhamidi Hasibuan — 2025-08-10

This study explores the development of English word cards integrated with Islamic perspectives as vocabulary learning media for Muslim young learners in Indonesia. Using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—the research aims to provide culturally relevant materials that align with learners’ religious values. The resulting product consists of 26 double-sided alphabet-based cards featuring Islamic vocabulary, visual aids, and contextual Quranic references. Conducted in three Islamic elementary schools, the development process included needs analysis, expert validation, and trials involving students and teachers. Data were collected through questionnaires, interviews, observation, and pre-test/post-test instruments. Results showed significant improvement in vocabulary acquisition, student engagement, and learning motivation. Expert validation yielded an average score of 89%, and practicality assessment reached 80.6%. The paired sample t-test confirmed the effectiveness of the media. This research contributes to the integration of language instruction with character and faith development in Islamic educational settings.

The Analysis of Word Formation in Coffee Shops’ Menus in Bintaro

May Triranto Maharini — 2025-08-10

This study aims to find the word formation employed in coffee shop menus in Bintaro, Tangerang, Indonesia. By examining word formation processes, naming conventions, and menu item types. This research aims to understand how coffee shops effectively communicate their offerings to customers through word formation processes. It adopts a qualitative research approach, utilizing purposive sampling to select representative coffee shops in the area. Through in-person visits and online sources, menus were collected and analyzed for their linguistic features. The findings reveal that coffee shops in Bintaro utilize word formation processes. Compounding involves combining two or more words to create a new term, such as "chicken katsu" or "milkshake." Affixation, on the other hand, entails adding prefixes or suffixes to existing words, as seen in "salted" or "grilled." Blending, a more creative process, involves merging portions of two or more words to form a new word, such as "croffle" or "moccacino.". The insights gained from this research have practical implications for the readers. It is expected that the finding would show the word formation processes predominantly used in coffee shop menus in Bintaro that can be valuable for understanding how language is used to create a specific brand image. This highlights the importance of considering cultural and linguistic factors when developing menu.

Teaching Strategies Preferences of Male and Female English Teacher in SMPN 4 Singaraja

Made Dian Juliani — 2025-08-10

The aim of this research is to obtain a profile of the most frequently used teaching strategies most frequently used by teachers based on the perspectives of two different genders; male and female. The strategies being observed were focused on the teaching strategies recommended by the new curriculum; Merdeka Curriculum. Data collection were done within 3 different instruments; teaching strategy checklist, observation checklist, and in-depth interview guide. This research involved one male teacher and one female teacher, conducted in SMPN 4 Singaraja. The findings showed that male teacher is tend to applied Deductive Application of Rules, a strategy part of Grammar Translation Method. On the other hand, female teacher sowed preferences in Guided Discovery strategy. Both of the teacher stated that the reason underlying their preferences is because of the material taught on the day and the students’ characteristics. This research also found that both of the teacher frequently applied social affective strategy, where teacher maintain students’ learning process by emphasizing the socio-emotional aspects. The findings can inform teacher training programs to tailor strategy selection based on both curriculum demands and the diverse instructional preferences of educators.

The Effect of a Flipped Classroom with Youtube Integration Towards Students’ Listening Skill in SMAN 1 Seririt

Luh Aprilia Utami — 2025-08-11

This study investigated the impact of integrating YouTube into a flipped classroom model to improve students’ listening skills at SMAN 1 Seririt. The aim was to determine whether this strategy significantly improved students’ listening comprehension compared to conventional teaching. This study was motivated by the observed challenges that students faced in comprehending English listening materials using traditional teaching methods. The focus of this study was on the implementation of the flipped classroom approach, where students watched educational videos from YouTube before class, so that class time could be used for interactive and practical activities. Two eleventh-grade classes were selected as the experimental and control groups, using a quantitative method with a quasi-experimental approach. The experimental group received instruction through the flipped classroom method using YouTube videos, while the control group followed traditional instruction. Data were collected through pre-tests and post-tests assessing listening skills and were analyzed using descriptive and inferential statistics, including t-tests. Supported by a medium effect size (Cohen’s d = 0.61), the findings indicated that the experimental group showed statistically significant improvements in listening skills. Thus, integrating YouTube in a flipped classroom setting effectively improved students’ listening comprehension and offered a student-centered, engaging, and flexible learning experience.

The Use of Animated Video Media in Teaching Fairy Tales to Lower Grade Students at MI Ma’arif NU 01 Kajongan

Annisa Auwla Rahma — 2025-08-12

The use of fairy tale materials in Indonesian language instruction is aimed at achieving predetermined competency standards. To meet these standards, a solid understanding of theoretical concepts is essential. In order to minimize misunderstandings in the delivery of theoretical content, the use of appropriate instructional media is necessary. This study aims to describe the implementation of animated video media in teaching fairy tale content to lower grade students. Employing a qualitative research method with a case study approach, the study was conducted at MI Ma’arif NU 01 Kajongan. Data were collected through observation, interviews, and documentation. Data analysis was carried out using an interactive model comprising data reduction, data display, and conclusion drawing. The findings indicate that teachers are able to integrate animated video media effectively in the instruction of fairy tales by adhering to key principles of media utilization during the planning, implementation, and evaluation phases. These findings imply that incorporating engaging multimedia resources can enhance young learners’ comprehension and motivation in language learning.

The Effect of Subtitled Videos Combined with the Flipped Classroom Method on Students’ Reading Comprehension

Ni Kadek Refi Marsita Yani — 2025-08-12

This study aims to explore the effect of integrating subtitled videos with the flipped classroom method on students' reading comprehension. This is because many Indonesian students still face challenges due to limited vocabulary, poor grammar mastery, and low motivation, even though reading comprehension plays a crucial role in English language acquisition. A quasi-experimental design was used in this study, involving two groups of eleventh-grade students at SMA Negeri 1 Seririt. The two groups were an experimental group treated with subtitled videos using the flipped classroom method and a control group receiving traditional printed text instruction. The findings of this study showed a statistically significant difference in post-test scores between the two groups, with the experimental group being higher than the control group. Thus, the implementation of subtitled videos allows students to access the content repeatedly and engage visually and textually. Meanwhile, the flipped classroom approach increases students' active participation and self-directed learning. These results indicate that combining subtitled videos with flipped classroom instruction effectively improves reading comprehension. Also, these results demonstrate the potential of student-centered, multimedia-enhanced strategies to enrich language learning and offer practical implications for future instructional design.

Communicating Ideal Social Institution: A Reading of Francis Bacon’s Of Judicature

Alka Singh — 2025-08-17

Francis Bacon's essay "Of Judicature" is a probe into valuable insights regarding the office of a judge and the concept of justice. Bacon emphasizes the importance of judges being knowledgeable, impartial, and courageous in their decision-making. They should possess a deep understanding of the law and its applications. He considers a Judge’s position as a reasonable centre holding the faith and trust of the people in a society. Judges play a crucial role in upholding justice and ensuring that the legal system functions fairly and efficiently. Bacon stresses the need for judges to maintain their integrity and independence, avoiding external influences and personal biases. The Essay “Of Judicature”, views justice as a fundamental principle of society, which is essential for maintaining order and stability, where he highlights the importance of justice. The present paper offers a reading of Bacon’s ‘Of Judicature’ in understanding the Office of Judges as an important social institution in guiding the people to opt for the right action on the right path and constructively strengthening the human psychology in institutionalizing faith and trust of the people in the legal system.

The Implementation of Differentiated Instruction Integrated With Technology in English Class

Made Candrika Widya Astawa — 2025-08-17

The implementation of differentiated instruction is the focus of the Merdeka Curriculum in Indonesia, especially when integrated with technology. The aim is to adapt education to the needs, abilities, and interests of each student. This study explores how English teachers at SMK Negeri 3 Denpasar implement differentiated instruction integrated with technology in the classroom and how this affects students' beliefs in learning English. The method approach used in this study is a mixed-method approach, where qualitative data were collected through classroom observations, while quantitative data were collected through student questionnaires adapted from Horwitz's BALLI framework. The observation results showed that teachers differentiated content, process, and product based on student profiles and learning contexts. As a support for various learning strategies, this study integrated technological tools such as WhatsApp, Google Translate, Quizizz, and Canva. The questionnaire results showed that students had very high beliefs in their language learning abilities when faced with differentiated instruction supported by technology. These findings indicate that the learning model increased students' motivation and self-perception in learning English. This study highlights the importance of teacher adaptability and strategic use of technology to foster a student-centered learning environment that is aligned with the principles of the Merdeka Curriculum.

The Influence of Metacognitive Strategies and Critical Thinking Skills on the Reading Comprehension of Eighth-Grade Students

Miftahu Rizqoh Yarniati — 2025-08-18

This study investigates the influence of metacognitive strategies and critical thinking skills on reading comprehension among eighth-grade students at MTsN 6 Kampar. The research addresses students’ difficulties in identifying main ideas, making inferences, and applying reading strategies, which contribute to low comprehension levels. A quantitative approach with multiple regression analysis was employed, involving 60 students selected through random sampling. Data were collected using reading comprehension tests, a metacognitive strategies questionnaire, and a critical thinking skills test. The results revealed that both metacognitive strategies and critical thinking skills significantly influenced reading comprehension individually and simultaneously. Students who effectively applied metacognitive strategies and demonstrated higher critical thinking skills achieved better reading comprehension scores. The findings underscore the importance of integrating these skills into instructional practices to foster independent, reflective, and strategic readers. Future research is recommended to explore similar approaches in different educational contexts and with larger samples to validate the findings.

Integrating Technology into Problem-Based Learning: A Practical Implementation

Putu Lydwin Githa Taranthy — 2025-08-23

In alignment with the Kurikulum Merdeka, Problem-Based Learning (PBL) has been widely promoted as a strategy to enhance critical thinking, collaboration, and problem-solving skills. The integration of technology into PBL further strengthens its potential by providing multimodal resources and interactive opportunities for learners. However, limited research has examined students’ readiness to participate in technology-enhanced PBL within Indonesian EFL classrooms, creating a gap in understanding the feasibility of its implementation. This study aims to investigate how technology integration is applied in PBL and to evaluate students’ readiness to engage in this approach. An exploratory sequential mixed-methods design was employed. Participants included one English teacher and ninety-seven tenth-grade students from three classes. Instruments consisted of observation sheets, field notes, and a readiness questionnaire adapted from Dalton and Gottlieb’s framework. Data collection began with classroom observations to identify teacher practices, followed by the administration of the questionnaire to measure student readiness. Qualitative data were analyzed using Miles and Huberman’s model, while quantitative data were analyzed descriptively. The findings revealed that the teacher successfully integrated videos and PowerPoint slides across PBL stages, supporting contextual understanding and engagement. Nevertheless, students demonstrated only moderate readiness across effort, willingness, and technological capacity.

Exploring Translanguaging Practices of English Teachers in Classroom Interaction

Sabila Puspita Ningrum — 2025-08-23

This study aims to explore the application of translanguaging by English teachers during learning activities. The primary focus is to identify the types of translanguaging employed by teachers, determine its frequency across different phases of learning, and examine the reasons behind its use. A descriptive qualitative method was employed, utilizing classroom observations and in-depth interviews with two English teachers as participants. The results reveal that translanguaging consistently occurred in three phases of learning: pre-activity (24 instances), core activity (65 instances), and post-activity (18 instances). Teachers primarily used translanguaging to provide instructions, explain materials, ask and answer questions, give affirmations, offer praise, and manage classroom interactions. The findings further indicate that translanguaging appeared most frequently during core activities, particularly when explaining grammar and facilitating discussions. The teachers’ reasons for using translanguaging included enhancing student comprehension, sustaining engagement, and fostering emotional connections. This study concludes that translanguaging is an effective pedagogical strategy in multilingual classrooms, as it supports students’ understanding and fosters an inclusive learning atmosphere. Nevertheless, the findings are limited by the small number of participants and the single-site context; therefore, further research with a broader scope is recommended.

Students’ Perception of the Use Serial-Image as an English Learning Media

Septa Aryanika — 2025-09-08

This study investigated students’ perceptions of serial-image media in English reading instruction at SMP Al Kautsar Bandar Lampung during the 2024/2025 academic year. Employing a quantitative descriptive method with a non-experimental survey design, data were collected from 96 ninth-grade students selected through purposive sampling. A closed-ended questionnaire consisting of 20 items, validated using Pearson Product Moment and tested for reliability with Cronbach’s Alpha (α = 0.892), was administered to measure four aspects: learning process and skill development, direct experience, challenges, and general perception. Findings revealed that students demonstrated a generally positive perception of serial-image media. The highest mean score was found in the aspect of learning process and skill development (M = 3.77), followed by direct experience (M = 3.71), challenges (M = 3.34), and general perception (M = 3.33). Students reported that serial images facilitated comprehension, enriched vocabulary, and stimulated classroom engagement, though some noted difficulties with unclear visuals. These results support Mayer’s Cognitive Theory of Multimedia Learning, emphasizing the benefits of integrating verbal and visual modalities. The study suggests that serial images are effective supplementary tools for enhancing reading comprehension and encourages their integration with teacher guidance and interactive methods.

Bridging the Gap: The Effect of Using the Mother Tongue in Bangladeshi ELT Classrooms

Lamiya Akter — 2025-09-10

This survey-based quantitative study investigates the role of the mother tongue (L1) in English language learning and its effects in English Language Teaching (ELT) classrooms at the tertiary level in Bangladesh. The research aims to explore how the use of L1 influences students’ comprehension, participation, and overall learning outcomes. A total of 80 students from the University of Global Village, University of Barishal, and Khulna University participated in the study through a structured questionnaire. Both quantitative and qualitative data (through open-ended questionnaire responses) were collected and analyzed to identify patterns and perceptions regarding L1 use. The findings reveal that a majority of students perceive the controlled use of L1 as supportive for understanding complex grammar and vocabulary, facilitating classroom interaction, and enhancing confidence. However, some participants indicated that excessive reliance on L1 might hinder English fluency. The study highlights the importance of a balanced approach or bilingual pedagogy suggesting that judicious integration of L1 can enhance learning effectiveness without compromising target language proficiency. These findings provide insights for ELT practitioners and policymakers to optimize classroom strategies that incorporate students’ mother tongue effectively.