Journal of English Education Studies

Reconceptualizing Presentation Pedagogy in EFL Contexts: A Multimodal Communication Approach

Rezza Fatwassani, Aisyah Hafshah Saffura El-Muslimah — Mon, 24 Nov 2025 12:59:14 +0700

This article explored the reconceptualization of presentation pedagogy in English as a Foreign Language (EFL) contexts by integrating multimodal communication strategies. Grounded in multimodal theory and communication style frameworks, the study investigated how combining linguistic, visual, aural, gestural, and spatial modes enhanced students' presentation competencies. Using a mixed-methods research design involving classroom observations, video analyses, and survey data, the study focused on sixth-semester EFL students at Universitas Islam Negeri (UIN) Walisongo Semarang. The findings revealed that students who employed multimodal strategies performed more effectively, displaying increased clarity, engagement, confidence, and audience interaction. The article argued for a pedagogical shift in EFL presentation instruction, emphasizing the need to embed multimodal competence in curricula to meet the communicative demands of contemporary global contexts.

The Effect of Charades Game Toward Students’ Vocabulary Mastery at the Ninth Grade Students of MTs Muhammadiyah Kubangkondang, Cisata, Pandeglang, Banten - Indonesia

Prinaldi Aditya, Ade Sudirman, Ari Fajria Novari — Tue, 25 Nov 2025 00:00:00 +0700

This research aims to investigates the effect of the Charades Game toward students’ vocabulary mastery at the ninth grade of MTs Muhammadiyah Kubangkondang in the academic year 2025/2026. The research employed a quasi-experimental design with a pre-test and post-test control group. A total of 36 students participated, with 18 students in the experimental group and 18 students in the control group. The experimental group was taught using the Charades Game, while the control group received instruction through a conventional method. Data were collected using a multiple-choice vocabulary test and analyzed through descriptive statistics, normality and homogeneity tests, and independent samples t-test. The Shapiro–Wilk test confirmed that the data were normally distributed, and Levene’s test indicated homogeneity of variances. The results of the independent samples t-test further confirmed a significant difference in post-test scores between the experimental and control groups (p = 0.038, Cohen’s d = 0.718), favoring the experimental group. It can be concluded that the Charades Game is an effective teaching strategy for enhancing vocabulary mastery among junior high school students. The research recommends integrating game-based learning into English language teaching to foster engagement, motivation, and improved learning outcomes.

Promoting Learner Autonomy through University E-Learning Platforms in an English for Specific Purposes (ESP) Course

Ledy Nur Lely, Welliam Hamer — Fri, 28 Nov 2025 00:00:00 +0700

This study evaluates how a university online learning platform supports learner autonomy among first-year English Department students at Sultan Ageng Tirtayasa University taking an English for Specific Purposes course. Using a mixed-method design, the study combines pre-test and post-test data with students’ reflections and questionnaire results. A total of 75 students (40 from Class C and 35 from Class D) participated in a 16-week online program that focused on vocabulary, reading comprehension, and scientific writing. The results show clear improvement in students’ English abilities, supported by higher post-test scores. Qualitative data also show that students became more independent, especially in planning, goal setting, and managing their study time. Overall, the results suggest that a well-designed online platform can effectively support both language learning and learner autonomy for English majors in specific fields.

An Analysis of Educational Value in Moana Movie

Widha Adriana, Ari Fajria Novari, Tatu Munawaroh — Sat, 29 Nov 2025 09:34:44 +0700

This study aims to analyze the educational values and core character traits represented in the animated film Moana. The research focuses on two main questions: (1) what types of educational values are portrayed in the film, and (2) how the main characters embody key character traits. A qualitative descriptive method was employed, involving repeated viewing of the film and analysis of its transcript using two theoretical frameworks: the 18 national character values proposed by Zaqiah and Rusdiana (2014), and the Character Education Framework by the Indonesian Ministry of Education and Culture (2017).The findings revealed that 16 out of 18 national character values were present in the film, including values such as responsibility, independence, social care, honesty, and religious commitment. However, tolerance and love for reading were not identified. In addition, the character analysis showed that the main character, Moana, consistently exemplifies the five core character values outlined by the Ministry: religiosity, nationalism, independence, mutual cooperation, and integrity. These results suggest that Moana serves not only as a source of entertainment but also as an effective medium for character education, especially for young learners. The film has the potential to be used as a supporting material in educational settings to promote national character development through engaging and meaningful content.

Gallery Walk in Action: Pre-Service Teachers' Visions for Enhancing Speaking Skills in an Indonesian EFL Classroom

Nadiah Ma'mun, Zahra Al Fauziah — Sat, 29 Nov 2025 09:51:20 +0700

This study explores pre-service English teachers’ perspectives on implementing the Gallery Walk strategy to enhance EFL students’ speaking skills. Using a qualitative case study design, the participants consisted of five pre-service teachers who conducted their teaching practicum at one of public schools in Central Java. Data were collected through open-ended questionnaires, and classroom observations. The findings reveal that the Gallery Walk strategy was perceived as an effective, interactive, and student-centered approach that encouraged students’ participation, boosted confidence, and improved fluency, vocabulary use, and argument structure. Despite challenges related to time management, student shyness, and material preparation, the teachers adapted through reflection and instructional adjustment. These results suggest that Gallery Walk is a feasible and beneficial strategy for enhancing speaking skills in EFL contexts.