PANYONARA: Journal of English Education

Language Preferences in Note-Taking for Consecutive Interpreting: Insights from Indonesian EFL Students

Dian Budiarti — 2025-03-28

In the dynamic field of consecutive interpreting, language choice in note-taking is a critical skill that bridges cognitive processing and ensures the accurate delivery of messages. The present small-scale study investigates the language choice in note-taking for consecutive interpreting practices among Indonesian EFL (English as a Foreign Language) students. This aims to determine whether the students prefer to take notes in English or Indonesian when interpreting between these two languages and to reveal the reasons behind their preferences. This study employed a case study design, analyzing 45 note-taking samples, followed by conducting face-to-face interviews with 4 students to gain a deeper understanding. The findings reveal a significant preference for taking notes in English, irrespective of the direction of interpreting. This preference highlights the students’ inclination towards using English as a medium for cognitive processing and information retention in consecutive interpreting tasks. The results suggest that English proficiency plays a crucial role in the note-taking strategies adopted by Indonesian EFL students. These insights can inform teaching methodologies and curriculum design in interpreter training programs, emphasizing the importance of English proficiency in enhancing interpreting skills.

Enhancing Communication Skills through Translanguaging in Pesantren-Based English Club

Alifatul Umniyah — 2025-03-30

Translanguaging has become a significant concept in multilingual education, particularly in pesantren-based schools where students frequently use multiple languages, including Indonesian, English, Arabic and local languages. This study aims to explore how translanguaging is practiced by students in English Club activities and its effectiveness as a tool for enhancing communication. Using a qualitative approach, data were collected through observations, interviews, and audio recordings of students engaged in English Club activities at pesantren-based school. The findings reveal that translanguaging is a flexible and dynamic practice, enabling students to naturally mix languages to comprehend complex ideas, express emotions and build confidence. It also fosters active participation, creativity, and collaboration, helping students effectively navigate academic and personal discussions. This study draws on Vogel and Garcia’s (2017) theory, which emphasizes the use of students’ full linguistic repertoire, and Cenoz and Gorter’s (2017) distinctions between planned and spontaneous translanguaging. The results confirm these theories and extend their application to the pesantren context, illustrating how translanguaging enhances communication, supports collaborative learning, and promotes cultural understanding. Practical recommendations are provided for educators to integrate translanguaging into teaching strategies, creating an effective learning environment for multilingual students.

Factors Influencing Student Motivation in English for Specific Purposes at Eastern Indonesian Universities

Fitria Lapele — 2025-03-30

Motivation to learn English is essential for university students worldwide, as it impacts engagement and success in both general and specific academic contexts. However, prior research has seldom focused on motivation in English for Specific Purposes (ESP), especially in particular fields or majors, and is particularly limited in universities in Eastern Indonesia. This study aims to explore the factors of motivation among students in ESP programs and to identify which are most and least effective in supporting their learning. 150 students from universities in Eastern Indonesia participated in this study. Employing both qualitative and quantitative data collection methods, students completed a quantitative questionnaire on their learning motivation, with data analyzed using SPSS 27. Additionally, qualitative data were collected through focus group interviews with 16 participants who had completed ESP courses, providing further insights into their opinions on ESP learning. The findings reveal that students are highly motivated by factors such as encouragement to communicate and collaborate with peers, clarity and ease of classroom instructions, and fairness and consistency in assessments. Moreover, the lecturer’s role in creating a positive classroom atmosphere was noted as a significant motivational factor. However, a lack of alignment between classroom activities and students’ specific fields often leads to disengagement. These results offer valuable references for ESP lecturers seeking to adopt practices that better motivate students, particularly by emphasizing career relevance and supportive learning environments.

Developing Pocketbook Media to Enhance Students' Vocabulary Mastery and Pronunciation Accuracy in English for Business Course

Fenty Andriani — 2025-03-30

Due to limited familiarity with business terminology and challenges to connect the right letter-sound correspondences, a lot of students attending English for Business course encounter difficulties in both verbal and written communication. This is definitely a critical issue to be paid more attention as students’ language proficiency will lead to the success in achieving learning objectives and workplace expectations. Though some previous studies regarding the development of pocketbooks have been conducted, none has focused on the business English context. Therefore, this study aims to address this study gap by investigating the development of Business English pocketbook, specifically focusing on vocabulary mastery and pronunciation accuracy to meet the educational objectives and workplace demands. This pocketbook was developed based on the ADDIE model, which consists of five phases including Analysis, Design, Development, Implementation, and Evaluation. This study highlights the valuable assistance of ADDIE framework in developing a well-organized pocketbook to boost vocabulary mastery and pronunciation accuracy for business English needs.

Breaking Barriers: Integrating Padlet to Introduce Environmental Education to Pre-Service Teachers

Eva Nikmatul Rabbianty — 2025-03-28

This study explores the integration of Padlet, a web-based digital platform, into environmental education for pre-service teachers at Tadris Bahasa Inggris (TBI) of IAIN Madura, Indonesia, using a mixed-methods approach. A purposive sample of 98 pre-service teachers from 47 Teaching Practice 1 pre-service teachers and 51 TEYL pre-service teachers from TBI participated. The research aims to bridge the gap between environmental education theory and teaching practice by utilizing Padlet as a learning medium. Data collection included pre- and post-surveys on pre-service teachers' perceptions and knowledge of environmental education and technology, along with interviews, observations, and course material analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Findings indicate that Padlet significantly enhances student engagement, collaborative learning, and understanding of environmental concepts. The platform's versatility allows for interactive activities that cater to diverse learning styles, fostering critical thinking and environmental consciousness. Despite challenges such as resource constraints and varying levels of digital literacy, the study highlights the potential of digital tools like Padlet to enrich environmental education. The research contributes to the scholarship on innovative pedagogical approaches in sustainability education and offers recommendations for integrating technology into teacher training programs. Findings provide insights into how Padlet supports critical thinking, collaboration, and environmental awareness in teacher education, demonstrating its value as a transformative tool for preparing environmentally conscious future educators.

Unveiling the Role of Grammar Mastery: How Sentence Structure, Verb Usage, And Subject-Verb Agreement Shape Tenses Proficiency in English Learning

Faidah Yusuf — 2025-03-29

: This study looks at how well elementary school children can use language. It focuses on four main areas are basic sentence structure, proper verb use, subject-verb agreement, and the use of tenses. Since grammar is such an important part of teaching English, especially to elementary school teachers, the study's goals are to find out how well students are doing and how these skills relate to each other. A descriptive correlational method was used with a quantitative technique, and 117 bilingual students took part. A questionnaire was used to collect data, and Structural Equation Modeling-Partial Least Squares (SEM-PLS) was used to examine it. The results show that the subjects had different levels of competence, and there were significant correlations between the four parts of grammar. Basic Sentence Structure became an important factor that affected the correct use of verbs and subject-verb agreement, which in turn affected the use of tenses. The study shows how important it is for teacher education programs to teach grammar well and stress the value of combining subject knowledge with effective teaching methods to prepare bilingual teachers for their jobs. These data show how important it is to include focused interventions in teacher training programs to make sure that future elementary school teachers have the language and teaching skills they need to teach English well.

Unveiling English Speaking Competence: A Portrait of First-Semester Students in the Foreign Language Development Program

Abdul Wafi — 2025-03-29

This research delves into the English-speaking competence of first-semester students enrolled in the Foreign Language Development Program (FLDP) at IAIN Madura. Through a survey of 279 students across four faculties, the study investigates the current state of English-speaking proficiency and identifies factors influencing it. The findings reveal that a majority of students self-rate their speaking skills as basic, with limitations in vocabulary, pronunciation, and confidence hindering their fluency. This highlights the need for targeted interventions, including increased speaking practice, vocabulary instruction, and a supportive classroom environment to enhance students' English-speaking competence and prepare them for academic and professional communication in a globalized world. The study identifies key factors influencing speaking fluency, including lack of self-confidence, low motivation, and limited prior exposure to English. It emphasizes the importance of addressing these factors through effective language instruction, incorporating task-based learning, communicative approaches, and providing adequate institutional support. The research underscores the need for a comprehensive approach to language instruction that prioritizes increased speaking practice, vocabulary instruction, and a supportive classroom environment to improve students' English-speaking competence and prepare them for the demands of academic and professional communication in a globalized world.

Using a Digital Multimodal-Google Sites to Enhance Students' Reading Comprehension Proficiency in Narrative Text

Muhammad Sholahuddin — 2025-03-29

This study discusses students' challenges in reading narrative texts. In this study, we have discussed the effectiveness test of the Google Sites digital multimodal platform to improve students' comprehension in reading. This study used pre-experimental approach with a single-group pretest-posttest design. The subjects of this study were 79 ninth-grade students at SMP Ma’had Islam Semarang. They were selected using purposive sampling. In this method. Iit systematically explored basic comprehension through pretests, intervened students using Google Sites, and ended with a posttest to determine the improvement in reading comprehension achieved by students. The main findings of this study show an increase in students' understanding in reading narrative texts through the Google Sites digital multimodal platform. So it can be concluded that Google Sites' learning tools are significant for improving the reading comprehension of narrative texts. The limitation of this study is the absence of a control group, but the results of the study show that this method approach is highly recommended to maximize students' reading comprehension instruction.

The Effect of Tiktok Short Videos towards Students’ Vocabulry Mastery: A Quantitative Research Approach

Irawansyah — 2025-03-30

TikTok, apart from being an entertainment platform, holds a valuable function as a tool to assist students in acquiring new vocabulary. This study aims to examine the effect of educational videos on TikTok on students' vocabulary mastery. This study employed a quasi-experimental method, involving members of UKM Bahasa at Universitas Islam Negeri Raden Intan Lampung that contained 30 students. To get an appropriate sample, purposive sampling was used. This study used the pre-test and post-test as the instruments to measure students' vocabulary mastery before and after the treatments. The data were analysed by using validity, reliability, normality, and homogeneity tests. Along with that, there was a significant improvement: the average score on the pre-test was 49.96, and the average score on the post-test was 70.2. Additionally, this study successfully found a significant effect between between the use of TikTok educational videos and students’ vocabulary mastery. This highlights TikTok's potential as a useful learning tool.