English Edu: Journal of English Teaching and Learning

STUDENTS’ READINESS AND PERCEPTION ON BLENDED LEARNING IMPLEMENTATION IN ESP CLASSROOM

2025-10-09T12:55:21+00:00

The introduction of blended learning in ELT has brought various positive impacts to the leaners. However, a study related to the utilization of blended learning in ESP environment is rarely undertaken. Thus, this paper provides an investigation of blended learning implementation in ESP classroom, a teaching approach that integrates between internet-based activity and the traditional daily teaching and learning. The investigation was carried out in the form of survey involving 200 ESP students as the samples of university of Muhammadiah Malang. The finding explored that the majority of the students have been ready to implement the blended learning in the learning process. it was also found that most of the students showed good perception on the blended learning implementation.

Exploring EFL Students’ Psychological Well-Being in Boarding University Environment

2025-11-27T14:10:36+00:00

This research focuses on the psychological well-being of EFL students living in university dormitories. Entering university marks the transitional period for the young generations. Through this transition, students faced new challenges such as making independent decisions about their lives and their studies, and engaging with various new people in the academic environment of a non-synchronous learning environment. In this context, research into the wellbeing of EFL students during university intermission is necessary to understand the impact of university environments and specific programmes such as compulsory residence on the well-being of students, especially those studying English as a foreign language (EFL). this study utilized a quantitative descriptive approach, with questionnaires as the primary data collection tool. Through this approach, the researcher aims to objectively describe the perspectives and experiences of the participants. The quantitative data obtained from structured questionnaires were analyzed to provide a comprehensive overview of the theme of student well-being within the context of this research. The findings from this study provide valuable insights into the psychological well-being of EFL students in a boarding university environment, analyzed through Ryff''s six dimensions of psychological well-being: autonomy, environmental mastery, personal growth, self-acceptance, purpose in life, and positive relations. Overall, the results indicate that students exhibit a high level of autonomy, environmental mastery, and self-acceptance, with particularly strong scores in personal growth. However, areas such as environmental mastery (specifically campus resource utilization), social engagement, and self-expression highlight opportunities for further support and improvement.

THE IMPACT OF GROUP-TO-GROUP EXCHANGE (GGE) METHOD IN GRAMMAR LEARNING

2025-11-27T14:19:45+00:00

This study rigorously examines the pedagogical efficacy of the Group-to-Group Exchange (GGE) method in enhancing grammar acquisition among a cohort of twenty-eightth-grade students at a junior high school in Banyuwangi, Indonesia. Employing a concurrent mixed-methods design, quantitative data were gathered via standardized classroom observations—measuring Johnson andJohnson’s five cooperative-learning elements—and pre- and post-test grammar assessmentsdeveloped from the official school syllabus and cross-checked against CEFR rubrics by subjectteachers. Qualitative insights were derived from semi-structured interviews with both students andtheir instructors. Over an eight-week intervention, observation scores averaged 4.20 on a 5-point Likert scale (promotive interaction M = 4.50; social skills M = 4.25), indicating high levels ofcollaborative engagement. Paired-sample t-tests revealed a statistically significant improvement in grammar proficiency (pre-test M = 50.50 vs. post-test M = 69.25; Δ = +18.75, SD = 7.76, t(19) = –10.81, p < .001), with a large effect size (Cohen’s d ≈ 2.41). Interview themes highlightedincreased motivation, peer-supported scaffolding, and positive shifts in classroom dynamics, alongside challenges such as passive participation and vocabulary constraints. Triangulation ofthese data sources confirms that GGE not only promotes syntactic mastery but also cultivatesmetacognitive awareness and learner autonomy. The findings advocate for the strategic integrationof GGE within EFL curricula, recommending structured cross-group rotations, facilitator training, and targeted vocabulary supports to optimize cooperative grammar instruction in contexts similarto Indonesian secondary schools.

ANALYSIS OF DEIXIS IN THE COLLECTION OF SHORT STORIES DUSK, RAIN, AND THE STORY THAT NEVER ENDS BY BOY CANDRA

2025-11-27T14:30:37+00:00

This study investigates the use of deixis in the short story collection Senja, Hujan, dan Kisah yang Tak Kunjung Usai by Boy Candra, focusing on how various types of deictic expressions contribute to narrative construction and emotional depth. Employing a descriptive qualitative approach within the framework of pragmatics, the research identifies and analyzes five categories of deixis: personal, temporal, spatial, discourse, and social. The data were collected through document analysis of two selected stories, where linguistic units containing deictic elements were extracted and interpreted contextually. The findings reveal that personal deixis is the most dominant, with frequent use of first- and second-person pronouns that build a strong emotional connection between the narrator and the reader. Temporal deixis helps in mapping the flow of time and emotional transitions, while spatial deixis evokes memory-laden locations that symbolize emotional states. Discourse deixis maintains textual cohesion and guides the reader through the narrative structure. Although less frequent, social deixis reflects interpersonal relationships through the use of familiar address terms. Overall, the study demonstrates that deixis in Boy Candra’s stories functions not merely as a linguistic device but as a narrative strategy that enhances intimacy, emotional resonance, and narrative coherence. This research contributes to the growing body of literature on literary pragmatics and offers insight into the linguistic artistry embedded in contemporary Indonesian popular fiction.

Keywords: Deixis; Pragmatics, Short Story, Boy Candra, Literary Analysis

TEACHERS’ TEACHING STRATEGIES IN IMPLEMENTING MERDEKA CURRICULUM AT ELEMENTARY SCHOOL

2025-11-27T14:35:40+00:00

Merdeka Curriculum is a curriculum with diverse intracurricular learning, so that students have enough time to learn concepts and strengthen their abilities. Teachers have the freedom to choose various teaching tools so that learning can be tailored to the learning needs and interests of students. Teachers utilize technology to design more creative and innovative teaching methods. Teachers must have strategies in teaching, such as applying various methods, media and games to develop students' interest in learning English. Creative and innovative teachers are teachers who are able to create various learning activities that are fun and not boring for students and teachers are able to create new learning activities for students. The subjects of this research were English teachers who taught grades one to six. The research method used by researchers is a qualitative method. The data collection techniques are interviews and questionnaires. The aim of this research is to analyze how the teaching strategies used by English teachers are implemented and to evaluate the reasons why teachers use certain English teaching strategies in implementing the Merdeka Curriculum at SD Kreatif Khairu Ummah 'Aisyiyah Cilegon. Based on the research results, the teachers used the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy. The reason is, because the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy make students more active in participating in the learning process, students can learn together and share knowledge with each other.