JoELS : Journal of English Language Studies

EXPLORING STUDENTS’ LEARNING STYLE IN READING DESCRIPTIVE TEXT: A STUDY ON JUNIOR HIGH SCHOOL

2025-03-31T23:49:41+08:00

The objective of this research was to identify the preferred learning styles of junior high school students when reading descriptive texts. A qualitative approach was employed, utilizing a descriptive research design. To gather data, research instruments such as an observation checklist and interviews were used, with participants selected through random sampling. The findings revealed that students demonstrated a preference for different learning styles—Auditory, Visual, and Kinesthetic—when engaging with descriptive texts. Among these, Auditory learning emerged as the most dominant learning style among junior high school students.

AI in Language Learning Process

2025-04-01T00:44:15+08:00

Abstract: This study explores the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) learning, focusing on its potential to create personalized learning pathways for university students in Indonesia. With rapid advancements in AI technology, educational settings increasingly utilize AI-driven tools to enhance language acquisition, yet few studies have examined their effectiveness in Indonesia’s unique cultural context. Using a descriptive qualitative, this research gathered qualitative data from a questionnaire distributed to 200 university students. Findings reveal a generally positive perception of AI’s potential in personalizing EFL learning, with students highlighting AI’s adaptability, real-time feedback, and autonomy support as primary benefits. However, challenges remain, particularly regarding AI’s cultural sensitivity, accuracy in language output, and students' concerns about data privacy. Students emphasized the need for a hybrid model combining AI with human instruction to achieve balanced, culturally relevant learning outcomes. This study concludes that while AI holds promise for personalized EFL education, future implementations should consider the nuanced cultural and linguistic needs of Indonesian learners. The findings provide valuable insights for educators, AI developers, and policymakers seeking to enhance language learning in diverse, multilingual contexts.

Phonological Variations in English among Gen Z Learners: A Sociophonetician Perspective

2025-09-10T13:55:03+08:00

This study investigated the phonological variations of English among Generation Z learners from a sociophonetic perspective. Data were collected from classroom recordings, reading tasks, and sociolinguistic interviews with 30 university students. The analysis focused on vowel quality, consonant articulation, and prosodic features. The results revealed that vowel shifts, particularly the realization of /æ/ as /ɛ/, reflected strong exposure to American English through digital media. Consonant variations were also observed, including the substitution of interdental fricatives with alveolar stops and the reduction of consonant clusters, which were influenced by both first language transfer and the demands of rapid online communication. Moreover, participants frequently used rising intonation in declarative sentences, a feature associated with global youth identity. Attitudinal data indicated that learners perceived their pronunciation not as a deficiency but as a reflection of identity and global belonging, with intelligibility prioritized over native-like accuracy. These findings suggested that Gen Z learners’ phonological practices were shaped by both linguistic and sociocultural factors. The study contributed to sociophonetic research by illustrating how digital exposure and generational identity influenced speech variation. Pedagogically, it underscored the need for pronunciation teaching that emphasizes intelligibility and respects the diversity of global English.

Designing English Lesson Activities to Strengthen the Pancasila Student Profile

2025-09-10T17:07:56+08:00

This study explores the design of English lesson activities that integrate the Pancasila Student Profile (Profil Pelajar Pancasila, PPP) as a national framework for character education in Indonesia. The PPP emphasizes six dimensions: faith and devotion, global diversity, cooperation, independence, critical thinking, and creativity. Drawing from recent studies (2020–2025), this study highlights strategies for embedding PPP values into English classrooms through project-based learning (PjBL), intercultural communicative tasks, and creative writing. Findings show that such integration strengthens both English proficiency and character education. This approach not only fosters global competence but also maintains students’ cultural identity.