Darussalam English Journal (DEJ)

English Language Acquisition by 6-Year-Old Child through Youtube Channel “Blippi”

Haris Hamdani, Danti Pudjiati, Dery Tria Agustin — Tue, 30 Dec 2025 00:00:00 +0700

Language acquisition occurs in the acquisition of the second language, namely English language acquisition. Language is obtained because of the continuous practice factor. The aims of this study are to find out the process of English language acquisition by 6-year-old child through YouTube Channel “Blippi”, know the vocabularies mastered by 6-year-old child through YouTube Channel “Blippi”, and get information about the perception of child’s mother towards the 6-year-old child mastery of English vocabularies through YouTube Channel “Blippi”. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject of this research gained a lot of vocabularies and had the ability to dialogue quite well using English. The results of the vocabularies spoken by the subject in this study were 8 fruits, 10 animals, and 5 vegetables. The subject's English language skills can be seen from his understanding of the shows he watched. His mother supports his language acquisition by providing the chances to her son to gain more English vocabularies through YouTube Channel “Blippi”.

Foreign Language Reading Anxiety of Indonesian EFL Senior High School Students

Irza Yuzulia — Mon, 29 Dec 2025 00:00:00 +0700

This research was conducted to investigate students’ reading anxiety in the EFL classroom in a Senior High School. The respondents of this study were 40 students of a Senior High School in Pekanbaru. This study used a qualitative descriptive method which investigated the levels of students’ anxiety and the causes of students’ anxiety in English reading class. The data were collected using the Foreign Language Reading Anxiety Scale (FLRAS), a set of questionnaires adopted from Ahmad et al. (2013), and interviews to clarify the responses from the questionnaires. The study revealed that most of the students perceived moderate to high levels of anxiety while reading English texts. It is found that the causes of students’ reading anxiety were mainly related to limited vocabulary knowledge, over-reliance on translation, difficulty in pronouncing words when reading aloud, and encountering unfamiliar or difficult topics. These findings indicate the importance of providing appropriate strategies and learning materials to reduce students’ anxiety and improve their reading comprehension in English.

EFL Students’ Perception on The Use of TED Talks to Enhance Speaking Skills

Hasna Azzahra, Rahma Aulia Usysyifa, Fadhilatul Maulidha — Tue, 30 Dec 2025 00:00:00 +0700

Learning English for EFL students requires more than just vocabulary and grammar; it also needs confidence and fluency. This study explores how students view TED Talks as a tool to help improve their speaking skills. A qualitative descriptive method was used, with data gathered from university students through semi-structured interviews. The results show that TED Talks help them improve pronunciation, fluency, and speaking confidence. They also learn from authentic English input, noticing how speakers use intonation, gestures, and organize their ideas in presentations. Students reported feeling more motivated to practice speaking because they could see real examples of effective communication. They also appreciated being able to manage their own learning by choosing talks and strategies that suited them. However, they faced some challenges, such as fast speech, unfamiliar vocabulary, and varied accents. To handle these difficulties, they used strategies like replaying videos, using subtitles, taking notes, and practicing independently. Overall, the study concludes that TED Talks can be an effective supplementary resource for speaking practice when combined with supportive activities and guidance from teachers to help learners maximize the benefits.

Keywords: TED Talks; EFL; Speaking Skills; Student Perception; Language Learning

Canva Effectiveness in Teaching Writing Procedure Text

Mon, 29 Dec 2025 00:00:00 +0700

This study aimed to investigate the effectiveness of using Canva application as a learning media to enhance ninth-grade students’ writing skills in procedure texts at junior high school. It adopted quasi-experimental approach using quantitative research design. The main research instrument was written test including pre-test and post-test. Data were analyzed by using t-test and the results showed significant increase from average post-test score (95.00) compared to the average pre-test score (74.00). The finding supported t-test analysis, whereas Sig. (2-tailed) value of 0.000, below 0.05 significance level. From the result above, it was concluded that the use of Canva application was very effective to improve students' writing skills in procedure texts. Canva application was proved as innovative and interactive tool that facilitated teaching and learning process. It helped students overcome their writing difficulties.

Contextual Meaning Analysis of Narrative Texts in The 10th-Grade English Textbook Siap Merdeka Belajar Bahasa Inggris

Syifa Kamilah Nur-Aqidah, Yayan Suryana, Nida Amalia Asikin — Mon, 29 Dec 2025 00:00:00 +0700

This study aims to analyze the contextual meanings found in three narrative texts—Timun Mas, The Two Elves, and Titanic—from the 10th-grade English textbook SIAP Merdeka Belajar Bahasa Inggris. Based on Mansoer Pateda’s (2010) theory of contextual meaning, this study identifies and interprets eleven types of contextual meaning: Personal Context, Situational Context, Purposive Context, formal or informal context, Mood Context, Context of Time, Context of Place, Object Context, Completeness of Context, Linguistic Context, and Language Context. A descriptive qualitative method was employed, with data gathered from selected narrative texts in the textbook. The analysis involved the stages of data reduction, data verification, and drawing conclusions. The findings revealed that all three texts contained multiple types of contextual meaning, with situational and Mood Context being the most frequently identified across the texts. The analysis shows that understanding contextual meaning is essential for interpreting narratives deeply, as meaning is influenced by characters' identities, emotional states, intentions, cultural background, and narrative settings. This research contributes to the semantic study of English learning materials and highlights the value of context-based interpretation in narrative comprehension.

Keywords: semantics, contextual meaning, narrative texts, English textbook

Exploring Pre-Service Teachers’ TPACK Competence during Teaching Practicum

Adib Ahmada, Moh. Mahmud — Tue, 30 Dec 2025 00:00:00 +0700

This study investigates the Technological Pedagogical Content Knowledge (TPACK) competence of five pre-service teachers during a one-month teaching practicum at MTs N 2 Banyuwangi. The study aimed to measure their overall TPACK competence and identify which domain is strongest and weakest. A descriptive quantitative design was employed using a 15-item self-assessment questionnaire on a 5-point Likert scale, complemented by document analysis of lesson plans, teaching materials, and reflective reports. The findings show that the participants demonstrated a generally high level of TPACK, with CK emerging as the strongest domain, followed by PK, whereas TK remained the weakest. The integrative TPACK score suggests that the pre-service teachers possessed moderate confidence in combining technology, pedagogy, and content during instruction. Document analysis further supported these findings by confirming strong content mastery and adequate pedagogical preparation, while also revealing limited integration of digital tools in classroom practice. These findings highlight the need for more structured technological training and earlier exposure to educational technology within teacher education programs to strengthen pre-service teachers’ technological competence.

Enhancing Students’ Achievement in Writing Text Using Group Investigation Method

Jenny Ika Misela, Mahendra, Khoiriyah — Mon, 29 Dec 2025 00:00:00 +0700

Group Investigation (GI) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes.This study is aimed to investigate the implementation of GI to enhance the students’ writing ability.

This study was conducted by using classroom action research that has two cycles within. The subject of the research was first grade students of English Department UNP Kediri. The instruments of collecting data were quantitative (writing test) and qualitative data (observation sheet, and field notes).

Based on the writing test scores, the students’ score kept improving in every test. In the pre-liminary study, there was only 43% of the students who passed the minimum standard score. After giving treatment to the students using GI, 91% of the students passed the test in cycle 1 and 100% of the students passed the test in cycle 2. The students can be more active in group work and they can follow the process of writing well-ordered by implemented the steps of GI. The result of the research showed that GI method could enhance students’ achievement in writing instruction text.

Students' Perceptions on The Use of Artificial Intelligence (AI) as English Learning Tools at SMK Model Patriot IV Ciawigebang

Sri Rahayu Pebriani, Yayan Suryana , Yuniarti — Mon, 29 Dec 2025 00:00:00 +0700

This study investigates students’ perceptions of Artificial Intelligence (AI) as a tool in English language learning at SMK Model Patriot IV Ciawigebang. With AI tools like ChatGPT, Grammarly, and ELSA increasingly used in education, understanding how students respond to these technologies is essential, particularly in vocational school contexts. The study employed a quantitative survey method involving 134 11th-grade students selected purposively based on their AI usage in English learning. Data were collected through a 16-item Likert-scale questionnaire and analyzed using descriptive statistics. The results show that 71.6% of students frequently used AI, and 74.7% believed AI could help improve their English proficiency. Most students expressed positive attitudes, 45.5% felt happy using AI, and 49.3% agreed it benefited their learning. Additionally, 54.5% found AI explanations helpful for understanding material. However, only 39.5% fully trusted AI’s writing corrections, and 42.5% were neutral or unsure, reflecting a cautious attitude toward its accuracy. Overall, students hold favorable but critical perceptions of AI. While they appreciate its role in enhancing comprehension and engagement, their trust in AI output remains measured. The findings suggest that AI integration in English learning should be supported with proper guidance and critical digital literacy.

Keywords: Artificial Intelligence; English learning; students’ perception; vocational high school