Jadila: Journal of Development and Innovation in Language and Literature Education

Teacher Strategies in Teaching English Reading: Exploring Students' Perceptions

2026-07-26T13:24:19+07:00

Reading comprehension is a fundamental component of English language learning; however, many English as a Foreign Language (EFL) students continue to experience difficulties in understanding English texts. The effectiveness of reading instruction is therefore closely related to the instructional strategies employed by teachers. This study aimed to investigate the instructional strategies implemented by an English teacher in teaching English reading at MTs Balpetu, South Buru Regency, and to explore students' perceptions of these instructional practices. A qualitative descriptive research design was employed. Data were collected through classroom observations, semi-structured interviews with the English teacher and students, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings revealed that the teacher implemented four complementary instructional strategies: cognitive, social, psychomotor, and affective strategies, with cognitive strategy serving as the dominant instructional approach. Students generally perceived these instructional strategies positively because they enhanced reading comprehension, increased learning motivation, enriched vocabulary acquisition, promoted active classroom participation, and improved learning confidence. The study concludes that integrating multiple instructional strategies creates meaningful learning experiences that support students' reading development in EFL classrooms. These findings provide practical insights for English teachers, particularly in rural secondary schools, regarding the implementation of student-centered instructional strategies that promote effective reading instruction.

Emotionally Safe Collaborative Learning as a Non-Significant Predictor of Speaking Confidence in EFL Pre-Service Teachers

2026-07-27T05:47:15+07:00

Speaking confidence is an essential aspect of oral communication competence among EFL pre-service English teachers, as it influences their willingness to participate in classroom interactions and their readiness for future professional responsibilities. This study aimed to explore the relationship between emotionally safe collaborative learning and speaking confidence among EFL pre-service English teachers. A quantitative correlational research design was employed using an online questionnaire administered to 15 pre-service English teachers enrolled in an English Language Education Program at an Indonesian university. The questionnaire measured participants' perceptions of emotionally safe collaborative learning and their levels of speaking confidence using a five-point Likert scale. The collected data were analyzed using descriptive statistics and Pearson's Product-Moment Correlation. The findings revealed that participants perceived moderate levels of emotionally safe collaborative learning (M = 3.49, SD = 0.46) and moderate levels of speaking confidence (M = 3.39, SD = 0.33). Furthermore, the correlation analysis indicated a weak positive relationship between emotionally safe collaborative learning and speaking confidence; however, the relationship was not statistically significant (r = .285, p = .303). These findings suggest that emotionally safe collaborative learning alone may not be a strong predictor of speaking confidence among EFL pre-service English teachers. Future studies are encouraged to involve larger samples and examine additional factors that may contribute to the development of speaking confidence in EFL contexts.

Exploring Pre-Service EFL Teachers’ Perceptions of Online Learning in Higher Education

2026-07-29T11:41:01+07:00

This study explored pre-service EFL teachers’ perceptions of online learning in the context of higher education. Specifically, it examined (1) their perceptions of online learning, (2) the challenges they encountered, and (3) the strategies they employed to cope with learning difficulties. A qualitative interview design was adopted to gain an in-depth understanding of participants’ experiences. Data were collected through semi-structured interviews with four undergraduate pre-service EFL teachers enrolled at a private university in Indonesia and were analyzed using thematic analysis. The findings revealed that participants generally held negative perceptions of online learning, describing it as less effective, less engaging, and less motivating than face-to-face instruction. They also reported feelings of boredom, reduced concentration, and decreased motivation to learn. In addition, participants experienced several challenges, including unstable internet connectivity, distracting home environments, limited interaction and communication with lecturers and peers, and difficulties maintaining focus during online classes. To cope with these challenges, they adopted various strategies, such as seeking locations with more reliable internet access, managing their study schedules, minimizing environmental distractions, reviewing learning materials independently, and communicating with lecturers and classmates through online platforms. The findings provide insights into pre-service EFL teachers’ online learning experiences and suggest the need for pedagogical and technological support to enhance the quality and effectiveness of online learning in higher education.

The Effectiveness of Digital Poster in Project-Based Learning to Promote Speaking Skill

2026-07-27T05:52:56+07:00

This research aims to determine the effectiveness of digital poster in project-based learning to promote students' speaking skills. This research used a quantitative design. It was conducted at SMKN 1 Sindang in XI Fashion class using a pre-experimental design involving 25 students. To collect the data, the writers used purposive sampling with pre-test and post-test as the instruments. Based on the results of the research, the total value of the pre-test is 1699, while the total value of the post-test is 1952. After calculating the pre-test and post-test data, a significant result was obtained from the paired samples test (Sig. 0.000<0.05). The writers found that the use of digital poster project-based learning was effective to promote students' speaking skills at SMKN 1 Sindang. It can be interpreted that the null hypothesis (H₀) is rejected. The results showed that digital poster project-based learning was effective in promoting students' speaking skills. This research implies that students are able to become more active in expressing ideas during the learning process through the use of digital posters. It also suggests that teachers apply digital poster in project-based learning in teaching English. Furthermore, students are encouraged to overcome their difficulties in order to achieve better speaking performance.

The Use of Collaborative Video Projects in EFL Classroom: Insights From Higher Education Students

2026-07-31T22:33:27+07:00

The integration of digital technology into English as a Foreign Language (EFL) instruction has encouraged educators to adopt learning activities that support both language development and the acquisition of twenty-first-century skills. Among these, collaborative video projects have gained attention because they allow students to communicate, create, and work together in authentic learning contexts. This study explores higher education students’ perceptions of the benefits and challenges of collaborative video projects in EFL classrooms. A qualitative descriptive approach was employed, involving 18 undergraduate students who had completed a collaborative video project as part of an EFL course. Data were collected through an online questionnaire containing both Likert-scale items and open-ended questions. Supportive descriptive data were used to analyze the quantitative data, while the qualitative responses were examined using thematic analysis. Overall, students viewed collaborative video projects as a valuable learning experience. They reported increased interest in learning English, greater confidence and communication skills, improved creativity and digital literacy, as well as stronger collaboration and independent learning. At the same time, students highlighted several challenges, including managing time, coordinating group schedules, unequal participation among group members, technical issues, and difficulties in preparing and delivering English scripts during video production. These findings indicate that collaborative video projects can serve as an effective pedagogical approach for encouraging active learning, authentic language use, and the development of twenty-first-century skills in EFL higher education. To ensure successful implementation, however, lecturers should provide adequate guidance, technical support, and well-structured project management throughout the learning process.