http://hdl.handle.net/123456789/4686 2026-04-25T13:16:08Z 2026-04-25T13:16:08Z Herawati, Meira http://hdl.handle.net/123456789/61465 2026-04-13T05:15:05Z 2025-01-01T00:00:00Z

Differences in EFL Learners’ Motivation Across Socioeconomic Status Groups Herawati, Meira Socioeconomic status (SES), which includes income, occupation, and parental education, is often linked to students’ learning motivation. While many studies in Indonesia have investigated students’ motivation to learn English, only a small number have focused on how variations in SES, particularly parents’ occupations affect the motivation of EFL learners. Therefore, this study aims to examine whether SES influences motivation to learn English as a foreign language (EFL) among secondary school students in Indonesia. Data were collected from 104 students using questionnaires that measured SES and English learning motivation, and analyzed using a One-Way ANOVA in SPSS. Grounded in Gardner’s (1985) theory, the results showed no significant relationship between SES and motivation to learn English (r = 0.012, p = 0.905). This finding is consistent with the ANOVA results, which indicated no significant differences in motivation across the three SES groups (F = 1.441, p = 0.241). The high mean scores in the orientation domain (M = 5.61) and the integrativeness domain (M = 5.52) suggest that students have clear goals and strong enthusiasm for learning English. This study has limitations because SES was measured only through parents’ jobs, so it did not fully reflect students’ real economic conditions. The research was also conducted in a school where most students come from middle-to-upper economic backgrounds.

2025-01-01T00:00:00Z Lukman, Bintang Arifan http://hdl.handle.net/123456789/61450 2026-04-13T04:23:15Z 2025-01-01T00:00:00Z

Digital Gaming and Incidental Learning of English: Students’ Perspective Lukman, Bintang Arifan The existence of digital games can provide challenges and benefits. This study explores students’ perception on the benefits of playing games for incidental English as a Foreign Language (EFL) learning. The main focus is on EFL learning that is unintentionally acquired from digital games used in non-classroom or independent settings. Three high school students participated in in-depth interviews using a descriptive qualitative approach to explore their perceptions how digital games contributes to the unplanned acquisition of English language skills particularly listening, speaking, reading, and writing. The interview results were transcribed and then analyzed based on incidental learning outside classroom that happened while they were playing digital games, especially in the listening, speaking, reading and writing aspect. The results show that playing digital games supports incidental learning of English in the listening, speaking, reading and writing aspect. In learning listening, students got facilitated by actively listening to and processing voice chat with other players. In terms of speaking, Roblox helps students develop their speaking skills by actively responding to interactions through voice chat and trying to understand what other players are saying. Writing aspects shows the chat box feature helped them get used to writing and interacting in English. Lastly, reading aspects shows that students are encouraged to actively read and understand text messages from other players as they need to understand instructions from other players. Based on research findings, digital games have potential as powerful language learning tools, but their potential varies greatly depending on the individual.

2025-01-01T00:00:00Z Nareswari, Kintan Fadiya http://hdl.handle.net/123456789/60687 2026-02-14T04:06:32Z 2025-01-01T00:00:00Z

Examining Academic Stress in Writing EFL Theses: A Photovoice Study of University Students in Indonesia Nareswari, Kintan Fadiya College students often experience academic stress that negatively affects their performance and well-being, particularly during thesis writing due to its heavy demands, workload, and time constraints. This study employs a qualitative photovoice methodology to address this gap, enabling students to visually depict and narrate their actual experiences of academic stress while writing their thesis. Examining the primary sources of academic stress among Indonesian college students when they were writing their theses was the aim of this study. Focus groups, SHOWED-guided captions, and photos were used to gather information from two final-year English education students. Recurring themes in the verbal and visual tales of the participants were found using thematic analysis. Seven main themes emerge from the findings: (1) thesis looms all the time, (2) emotional coping strategies and motivational search, (3) friend’s support, (4) social pressure and self-comparison, (5) burden of expectations and family responsibilities, (6) academic challenges and adapting to the thesis process, (7) time management and deadline pressure. By employing photovoice, it provides a fresh methodological contribution that enhances our comprehension of academic stress while also elevating students' voices to better convey their challenges.

2025-01-01T00:00:00Z Widodo, Mutiara Amalia http://hdl.handle.net/123456789/60679 2026-02-14T03:09:23Z 2025-01-01T00:00:00Z

Assessing Students Speaking Skill through Digital Video Project: A Content Analysis Study Widodo, Mutiara Amalia The increasing use of technology in EFL has changed the assessment process in English learning. Assessment nowadays includes the assesssment of video projects, digital worksheets, posters, etc. However, every teacher has a separate speaking assessment, and they all utilize different rubrics. As a result, ensuring the validity of each rubric or assessment is challenging. The purpose of this study is to evaluate various speaking abilities using particular speaking rubrics. This research employs qualitative approach in form of content analysis study. Data was collected from four video projects gathered in the English 2 course of the Islamic Economics Department. The best videos that met the criteria of this research were then analyzed and evaluated using a speaking assessment rubric adapted from Latifa et.al (2015), which includes aspects from (Brown 2001), such as vocabulary, grammar, fluency, pronunciation, delivery, and content organization. The results of the study show that students demonstrate the ability to generate ideas and organize presentations. Some of them still face challenges in pronunciation, fluency, and formality in English language. Therefore, students need more practices to achieve better communication skills.

2025-01-01T00:00:00Z