Scope : Journal of English Language Teaching
📢 Pemberitahuan Penting Penyerahan naskah baru (New Submission) kini dialihkan ke laman baru. Silakan mengakses https://newjournal.lppmunindra.ac.id untuk proses pengiriman naskah dan informasi terkini. Terima kasih atas perhatian dan kerja sama Bapak/Ibu. Salam hangat dari kami. Initials Abbreviation DOI ISSN (Print) ISSN (Online) Editor-in-Chief Managing Editor SJELT j.Engl.lang.teach. Prefix 10.30998 by 2541-0326 2541-0334 Doni Anggoro A. S., M.Pd. 1. Dr. Ira Miranti, S.S., M.Hum. 2. Puji Anto, M.Pd. Subjects Area 1. Education 2. Linguistics 3. Literature 4. Translation First Published Frequency Publisher City Country Latitude Longitude Contact Accreditation Status September 2016 (On Going) Biannually (March & September) Universitas Indraprasta PGRI Jakarta Indonesia -6.2979 106.8502 scope.journal25@gmail.com Sinta 3
Pusat Studi Pendidikan Bahasa dan Sastra Inggris
Scope: Journal of English Language Teaching allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions Authors are allowed to archive their submitted article in an open access repository Authors are allowed to archive the final published article in an open access repository with an acknowledgment of its initial publication in this journal. Scope: Journal of English Language Teaching is licensed under a Creative Commons Attribution 4.0 International License.
Collaborative Strategic Reading (CSR): Its Impact on Students' Reading Comprehension
The study intends to examine the efficacy of Collaborative Strategic Reading (CSR) in improving students' reading comprehension. This study employed a quantitative research methodology, namely a quasi-experimental design. The study included of 27 students in the experimental class and 24 students in the control class of the English Literature department at a private college in Jakarta. The researchers utilized a multiple-choice reading assessment to gather data for this inquiry. The results suggest that the use of collaborative strategic reading processes has a substantial influence on students' capacity to understand textual content. At a significance level of <0.05 (0.000 <0.05), the null hypothesis (H0) is rejected, indicating a statistically significant disparity in reading comprehension between the experimental class and the control class. By enhancing the quality of learning and improving reading results, collaboration is a crucial component of the teaching and learning process for the reading class.
Copyright (c) 2025 Delis Meta Tiana http://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of Multilingualism at Tourism Brochure: A Sociopragmatics Study
Copyright (c) 2025 Tri Pujiati, Meria Zakiyah Alfisuma http://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Meria Zakiyah Alfisuma, Tri Pujiati, Bahtiyar Rifa'i http://creativecommons.org/licenses/by-nc/4.0
Using the Merdeka Curriculum for English Language Instruction
This research explores the application of the Merdeka Curriculum to the teaching of English at SMAN 1 Cilegon and SMAN 2 Krakatau Steel Cilegon. Using a qualitative descriptive method proposed by Creswell, the study investigates teaching planning, material development, instructional strategies, and student achievement. Data obtained through observation and in- depth interview. The findings reveal essential aspects of the implementation: Firstly, teachers meticulously design lesson plans based on differentiated learning principles. They thoroughly understand Learning Outcomes (CP), formulate corresponding Learning Objectives (TP), and create Learning Objectives Flows (ATP) to establish a logical teaching sequence. This planning aims to create an inclusive and effective learning environment catering to diverse student needs. Secondly, English teaching materials in the Merdeka Curriculum emphasize varied content, including the use of technology and the internet as crucial information sources. Active student engagement is encouraged through diverse media, and teachers adapt strategies for complex materials. Additionally, teachers customize learning materials and employ strategies like Jigsaw and project-based learning to meet students' diverse needs. Both schools prioritize initial and final assessments to gauge prior knowledge and track progress, promoting tailored teaching. Finally, students in both schools show progress, notably in speaking and writing skills, with the Merdeka curriculum. The inclusion of project-based learning, specifically the P5 project, distinguishes the Merdeka curriculum and captivates students. This research has implications about practical Merdeka Curriculum implementation in English instruction, offering guidance for teachers and institutions in optimizing the curriculum for diverse student populations.
Copyright (c) 2025 Sarah Lidya Balqis http://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of Teacher Learning to Improve Teaching Capability in The Society 5.0 Era : an Epistemological Perspective
Copyright (c) 2025 Wiwik Yully Widyawati http://creativecommons.org/licenses/by-nc/4.0
This study analyzed the correlation between students' reading motivation and reading habits on their reading comprehension. This study used survey research methods with correlation techniques. The subject of this study was senior high school students in Surabaya. In collecting the data, the instruments used in this study were questionnaires and tests. The students' reading motivation and reading habit score was taken from the questionnaire using Google form, whereas the reading comprehension was taken from the reading test using multiple choices. The study used multiple linear regression analysis. Based on the result of the data analysis, there was a significant correlation between reading motivation and reading comprehension with a p-value of 0.030 < 0.05, and the tcount value was 2.199 > ttable 1.97960. In addition, there was no correlation between reading habits and reading comprehension because the significance value was 0.707 > 0.05, and the tcount value was 0.377 < ttable 1.97960. However, when analyzed simultaneously, the p-value was 0.031 < 0.05, and the Fcount value was 3.586 > Ftable 3.07. Thus, the correlation between reading motivation and reading habits was significant to reading comprehension. Although, the correlation between the variables was categorized as low because students' reading motivation and reading habits are not the only aspects that influence their reading comprehension. Therefore, further research can analyze students' reading comprehension with other variables.
Copyright (c) 2025 Nensy Salam, Gusti Nur Hafifah, Pramudana Ihsan http://creativecommons.org/licenses/by-nc/4.0
The Correlation Among Students' Motivation, Self-Regulated Learning, and English Academic Performance of Non-English Major Students of Private University in Samarinda
Copyright (c) 2025 Novira Anjani, Febiyani Febiyani, Noor Rachmawaty, Weningtyas Parama Iswari, Syamdianita Syamdianita, Susilo Susilo http://creativecommons.org/licenses/by-nc/4.0
This study aims to find students' perceptions and acceptance of using the Busuu application to learn English. This study used a mixed methods design with 82 students as participants. Data were collected through closed-ended questionnaires and structured interviews. Data analysis used the Likert scale and three-stage analysis from Miles and Huberman. The results showed that students had a positive response and acceptance of the Busuu application, with an overall average percentage index of 80.4% for student perceptions and 88.0% for student acceptance. The findings indicated that students found the app easy to operate, comfortable to use, and an effective learning medium for improving English language skills. The app was also perceived as an effective learning tool with easy-to-understand English materials and features that can be used anywhere and anytime. This study concluded that the Busuu app was effective for learning English and provided a fun and engaging learning experience.
Copyright (c) 2025 Anida Susanti http://creativecommons.org/licenses/by-nc/4.0
Students Perception On Mike the Chameleon Tiktok for Speaking Skill
Copyright (c) 2025 icha nurul harisha, Tia selnistia hidayani, Dini fitriani fitriani http://creativecommons.org/licenses/by-nc/4.0
Vocabulary acquisition is crucial for students' academic success, yet many students struggle to expand their word knowledge, which negatively impacts literacy skills. To address this challenge, the Build-A-Sentence instructional technique encourages students to create unique, grammatically accurate sentences using new vocabulary words. This qualitative study employed semi-structured interviews with ten literacy teachers from SDIT Nurul Ilmi and SMPIT Nurul Ilmi Schools to explore their perspectives on implementing this technique. Using inductive thematic analysis, researchers systematically coded and categorized interview data to identify emerging themes and insights. The analysis revealed several key findings: teachers perceived the method as beneficial for fostering intrinsic motivation and student ownership of learning. The generative sentence construction process was viewed as promoting vocabulary retention through deeper cognitive processing. However, the study also uncovered challenges, including difficulties in managing high student error rates and providing sufficient individual feedback during writing assignments. Teachers recommended scaffolding the technique through modeled samples, templates, and targeted small group instruction to mitigate monitoring challenges. The research contributes valuable insights into the strengths, barriers, and best practices of implementing the Build-A-Sentence approach. By highlighting its potential to enhance vocabulary growth, the study offers guidance for developing more effective vocabulary teaching strategies essential for improving literacy and comprehension.
Copyright (c) 2025 Bajuri Sahnan, Sholihatul Hamidah Daulay http://creativecommons.org/licenses/by-nc/4.0
This research aimed to enhance students' writing skills by incorporating colorful semantics. The primary objectives were to improve sentence construction among pupils and to enhance the researcher's teaching methods in sentence construction. The study involved 28 students (12 males and 16 females) at elementary school in Kotapinang. Data collection included pre- and post-writing tests, student work, and the teacher's reflective journal. The researcher introduced colorful semantics following the sequence of 'who,' 'what doing,' 'what,' and 'where.' The findings revealed that colorful semantics significantly contributed to students' sentence construction by improving their understanding of words in each sentence part and facilitating correct sentence order. The pre- and post-intervention language measures were analyzed quantitatively, including the comparison of means and standard deviations at a group level and the change in the test scores at an individual level. The statistical significance of the difference in scores post-intervention was analyzed via paired t-tests (SPSS).
Copyright (c) 2025 Aisyah Arfani Rambe, Sholihatul Hamidah Daulay http://creativecommons.org/licenses/by-nc/4.0
Exploring the Use of Semantic Mapping in English Language Teaching Classroom
The study examined the efficacy of employing semantic mapping as a method for comprehending and enhancing students' vocabulary proficiency. This study was conducted at SMA Swasta Al-Fattah Medan in the tenth grade students. This study investigates the implementation of semantic mapping as a vocabulary instruction strategy in English language teaching classrooms at the senior high school level, specifically focusing on Grade X students. Using a qualitative research design, the study explores both teacher implementation practices and student perceptions of semantic mapping through classroom observations, semi-structured interviews, and document analysis. Data were collected from three English teachers and their respective classes over one semester. The findings reveal that students demonstrate positive perceptions toward semantic mapping, with the majority reporting enhanced comprehension and vocabulary retention. Analysis of student responses indicates that semantic mapping facilitates vocabulary acquisition by creating meaningful connections between words and promoting higher cognitive engagement. The research also identifies successful implementation strategies and challenges faced by teachers, including time management and varying student participation levels. The study concludes that semantic mapping is an effective instructional tool that not only improves vocabulary acquisition but also increases student engagement and motivation in English language learning. These findings contribute to the understanding of effective vocabulary instruction methods in English language teaching and provide practical insights for educators implementing semantic mapping in their classrooms.
Copyright (c) 2025 Melisa Khoyyiroh Harahap, Sholihatul Hamidah Daulay, Muhammad Dalimunte http://creativecommons.org/licenses/by-nc/4.0
Classroom Management and Demonstrating in Giving Feedback in EFL Class Workshop for English Teachers Professional Development
Copyright (c) 2025 Anggi Syariah, Utami Dewi http://creativecommons.org/licenses/by-nc/4.0
The English VS Non-English Leaning Strategies Used by The Students In Learning English: A Survey On International Classroom in One Public University in Indonesia
Copyright (c) 2025 saharudin saharudin http://creativecommons.org/licenses/by-nc/4.0
Online Hate Speech Targeting Celebrities: An Analysis of Hailey Bieber's Instagram Posts
Copyright (c) 2025 Nur Azizah Al-Khoiriah Harahap, Putu Nur Ayomi http://creativecommons.org/licenses/by-nc/4.0
A Study on the Relationship Between Students' Motivation and Their Listening and Reading Comprehension
Effective language learning requires a variety of traits, but three things are absolutely necessary: motivation, listening comprehension, and reading comprehension. This study investigates the complex relationships between the motivation of senior high school students and their comprehension of reading and listening. The goal of the study is to determine whether there is a substantial correlation between students' motivation to read and listen comprehension and their actual reading and comprehension scores. To do this, a quantitative research approach employs surveys and standardized reading and listening comprehension exams. A random selection of fifty senior high school pupils was made from one of Bontang's private schools. Through data analysis using Pearson's correlation coefficient, the direction and strength of the relationship between motivation and listening and reading comprehension were determined. The findings show that while reading comprehension and listening comprehension have a strong link, students' motivation for listening and reading comprehension does not have a significant influence.
Copyright (c) 2025 Abdul Muid, Purnamawati Mohpul, Noor Rachmawaty, Weningtyas Parama Iswari, Syamdianita Syamdianita, Susilo Susilo http://creativecommons.org/licenses/by-nc/4.0
The purpose of this study is to find out the teachers' strategies in developing students' interest towards learning English as a foreign language at the eighth-grade students of a boarding school in Bandung. This research uses a qualitative descriptive method. The sample in this study was 30 eighth-grade students and 1 English teacher. In collecting data, the researcher used questionnaires given to students, English teacher interviews, and documentation. The findings in this study revealed that: 1) Eighth-grade students at the boarding school have a high interest in English; 2) Before starting the lesson, the teacher has prepared a lesson plan for one semester, and the teacher also makes a class agreement; 3) In learning activities in the classroom, teachers and students are active because the teacher also asks more questions and requires students to speak English; 4) The English teaching method used by the eighth-grade English teacher uses several methods, such as lectures method, discussion, question and answer, demonstration, and others. The teacher uses different methods every day so that students do not feel bored while learning. Furthermore, the teachers use ICT media such as quizizz, Kahoot! and others to make learning more fun and easier for students to understand.
Copyright (c) 2025 Nirna Nirmala http://creativecommons.org/licenses/by-nc/4.0
Problem-Based Learning Worksheets to Improve Concept Understanding Skills of Sixth-Grade Elementary School Students
This research is motivated by the lack of skills in understanding mathematical concepts among sixth-grade elementary school students. This study aims to develop Problem-Based Learning worksheets to improve the concept understanding skills of sixth-grade elementary school students. The research subjects are 30 sixth-grade students at SDN 2 Sido Binangun. The development stages of the method used in this research are Research and Development (R&D) with the ADDIE model. The instruments used in this research are validation sheets, student response questionnaires, and teacher response questionnaires. The research data consists of questionnaire results, the feasibility of the worksheets, and the responses of students and teachers, which are analyzed qualitatively and descriptively based on score criteria. The results show that Problem-Based Learning worksheets can improve students' concept understanding with an N-Gain of 0.63. Therefore, it can be concluded that Problem-Based Learning worksheets can enhance the concept-understanding skills of sixth-grade elementary school students.
Copyright (c) 2025 Fatkhur Rohman, Tiya Permana Putri, Dhea Ovita, Sattya Dewi Larasati, Nurhanurawati Nurhanurawati http://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Muhammad Asril Nasution, Utami Dewi Dewi http://creativecommons.org/licenses/by-nc/4.0
This study examines the translation of military terms in the classic Chinese book "Art of War by Sun Zi" from Mandarin Chinese into Indonesian. The focus of this research is to evaluate the accuracy, acceptability, and readability of the translation. The evaluation method is based on a theoretical framework that considers accuracy reflecting the correspondence between the original text and its translation, acceptability referring to the norms and rules of the target language, and readability assessing the ease of understanding the translated text. The results of this study are expected to provide a deeper understanding of the challenges in transferring cultural values and thoughts from the source language to the target language, particularly in the context of classical military literature. The findings indicate that first, the assessment of translation quality yields a comprehensive evaluation of the translation work. Second, the quality of the "Art of War by Sun Zi" translation in terms of accuracy, the translation achieves 22.45% accuracy, 18.37% moderate accuracy, and 21.43% inaccuracy. Regarding acceptability, 24.49% of translations were deemed acceptable, 18.37% moderately acceptable, and 15.31% not acceptable. In terms of readability, high readability was achieved at 47.96%, moderate readability at 12.24%, and low readability at 7.14%.
Copyright (c) 2025 LIAO CHUNLIU, Rudy Sofyan, Kasa Rullah Adha http://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Jimmi - - http://creativecommons.org/licenses/by-nc/4.0
Balancing Workload and Thesis Guidance: How Supervisors Provide Effective Feedback to Students
Copyright (c) 2025 Masitha Rahma, Ekaning Dewanti Laksmi, Yusnita Febrianti http://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 SITI MARIA ULFA http://creativecommons.org/licenses/by-nc/4.0
Students Perceived Usefulness and Ease of Use on Quizizz in EFL Classroom
An educational portal called Quizizz provides a variety of resources to enhance student engagement and make studying enjoyable. The research objective was to identify (1) students' perceptions regarding the usefulness of the Quizizz learning media applied in the EFL Classroom, (2) students' perceptions regarding the ease of use of the Quizizz learning media applied in the EFL Classroom. This research uses a quantitative method with a statistical descriptive approach which aims to determine students' perceptions regarding the use of Quizizz learning media which is often used during the teaching and learning process. The sample in this study was Pharmacy Study Program students who took the English 2 course, with a total of 52 participants. This class was chosen because it uses Quizizz learning media more in its learning process. In collecting data, a questionnaire consisting of 10 questions with 5 Likert scales will be used in this research. The result showed that the students have good perception in accepting the use of Quizizz especially in perceived usefulness and perceived ease of use. Researchers hope that this research will be useful for both teachers and students, namely to create a more conducive learning atmosphere following technological developments without ignoring the principles of usability and ease of use of this technology. The findings of this study hold significant implications for educators, policymakers, and instructional designers in EFL (English as a Foreign Language) classrooms. By examining students' perceived usefulness and ease of use regarding Quizizz, several key insights emerge that can inform teaching practices and the integration of digital tools into language learning environments
Copyright (c) 2025 Septika Ariyanti, Dyah Fitri Mulati, Iin Inawati http://creativecommons.org/licenses/by-nc/4.0
This study investigates the anxiety levels in learning English as a foreign language among senior high school students in Indonesia, utilizing a quantitative research design namely descriptive survey method and qualitative study. A stratified random sampling method ensured a representative sample of approximately 300 students from various regions, types of schools, and grades. Data collection involved the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, adapted for the Indonesian context, with both quantitative and qualitative data gathered. Analysis using SPSS and thematic analysis revealed significant anxiety among students, particularly regarding speaking in class, making mistakes, and understanding the teacher. Key findings include that most of the students (90%) lack self-confidence meanwhile 83% of students worry about making mistakes, and 64% feel frightened when they do not understand the teacher, with 90% experiencing physical symptoms such as trembling. Comparative self-perception also contributed to anxiety, with 82% believing their peers were more proficient. The study highlights the detrimental impact of language anxiety on students' academic performance and participation, emphasizing the need for supportive classroom environments and positive teacher interventions. Students reported using various coping strategies, such as preparation and relaxation techniques, but these were often insufficient without supportive teacher practices. The study underscores the importance of addressing language anxiety to improve English language learning outcomes, recommending that educators create non-judgmental practice opportunities and provide positive reinforcement. These findings offer valuable insights for educators and policymakers in developing strategies to support students in overcoming language learning anxiety, ultimately leading to better engagement and academic performance.
Copyright (c) 2025 Yeni Rahmawati, Elisabeth Jessica, Zaenab Faradilla http://creativecommons.org/licenses/by-nc/4.0
The Use of English Literary Works in Teaching English for Language Class
Copyright (c) 2025 Nila Sari dewi, Juni Hartiwi, Sulas tri, Adhi Nurhartanto http://creativecommons.org/licenses/by-nc/4.0
An Analysis of EFL Student's Needs of a Critical Literacy Model
This study aims to analyze the needs of English as a Foreign Language (EFL) students regarding a critical literacy model. The research sought to identify gaps in current EFL curricula and determine how a critical literacy approach could enhance students' language skills and critical thinking abilities. This study employs qualitative approach. There are two kinds of instruments used to collect data. First, a needs assessment questionnaire administered to 82 undergraduate EFL students in two private universities in Yogyakarta. They were the third semester students who enrolled Critical Reading class in English Language Education Study Program. Second, semi-structured interviews conducted with 3 lecturers who handled Critical Reading classes. The study participants were selected through purposive sampling to ensure representation across different proficiency levels and academic backgrounds. The findings revealed that 78% of students expressed a strong desire for more opportunities to engage with authentic texts critically. Furthermore, 85% of instructors acknowledged the importance of integrating critical literacy skills into their teaching but cited a lack of resources and training as primary obstacles. Based on these findings, the current study would become the basis to develop a critical literacy model tailored to EFL contexts, emphasizing the need for targeted professional development for instructors and the creation of culturally relevant teaching materials.
Copyright (c) 2025 Diyah Ayu Rizqiani http://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Ananda Zulfatya Rahmah, Muhammad Hafiz Hafiz Kurniawan http://creativecommons.org/licenses/by-nc/4.0
Masters of English Study Program Curriculum Evaluation: A Review of Technology Integration inLearningProcess
Copyright (c) 2025 Bani Amirul http://creativecommons.org/licenses/by-nc/4.0
Enhancing Reading Abilities: Analysis of Blended Project Based Learning by Integrating Instagram and Google Classroom
In this era, education in Indonesia tends to be low compared to other countries. One of the causes of the lack of advancement of education in our country is the need for more interest in reading or literacy in students both from elementary school level to university students. This study investigates the effectiveness of Blended Project-Based Learning through the integration of Instagram and Google Classroom, employing a quasi-experimental design. The primary objective was to assess whether the Blended PBL approach leads to greater improvements in students' reading skills compared to traditional instructional methods. The research was conducted with 50 second-semester English Education Department students at UIN Malang. This study involved two groups: an experimental group that engaged in Blended PBL and a control group that followed conventional teaching practices. Reading proficiency was measured using pre-test and post-test assessments. The data analysis conducted was normality test, homogeneity, and independent sample t-test. The findings indicate a significant improvement in the reading skills of students in the experimental group, as opposed to those in the control group. These results suggest that integrating social media platforms, such as Instagram, alongside digital learning environments like Google Classroom, within a Blended Project-Based Learning framework, can substantially enhance reading comprehension in higher education contexts.
Copyright (c) 2025 Rendhi Fatrisna Yuniar http://creativecommons.org/licenses/by-nc/4.0
A Study of Formative Assessment Literacy in Indonesia: Insight from Pre-Service EFL Teachers
Copyright (c) 2025 Andri Suherman, Siti Ayu Surayya, Astrid Dwimaulani, Budi Setiawan http://creativecommons.org/licenses/by-nc/4.0
Patriarchal Ideology in Indonesian Social Media: A Critical Discourse Analysis
Copyright (c) 2025 Dzunie Masruroh http://creativecommons.org/licenses/by-nc/4.0
The Use of Name as Self-reference in WhatsApp Chats: A Sociolinguistic Perspective
Copyright (c) 2025 Marsandi Manar, Nona Dwi Iin, Bobby Octavia Yuskar http://creativecommons.org/licenses/by-nc/4.0
Indonesian EFL Teachers' Technology Integration in the Shifting of Online to Offline Learning
Copyright (c) 2025 Wahyu Indah Mala Rohmana http://creativecommons.org/licenses/by-nc/4.0
This study aims at analyzing borrowing words in an online newspaper, namely CNN, and to identify the types of borrowing words in it. The method works in this study is descriptive qualitative in analyzing three educational rubrics at CNN. On the basis of result of the study, there are 15,70 % of three educational rubrics online news use loan words and 84,30 % use loan blends words. In addition, there is no shift in the use of loan words in the rubrics. Loan blends consisted of instrumen, prioritas, and akses. Loan blends consisted of internet, modul and total. Cultural borrowing are words that duplicate elements that the recipient language already has in its word store. They are gratuitous- by definition, another layer on the cake, because the recipient language always has viable equivalents. This result shows that the most used loan words in education rubrics are loan word combinations and the least used are loan words.
Copyright (c) 2025 Eva Nurul Candra http://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Nia Kurniati http://creativecommons.org/licenses/by-nc/4.0
The Integration of ICT Literacy Skill in ELT Praxis at EFL Classrooms in Indonesia: A Systematic Literature Review
Copyright (c) 2025 Rizka Patrika Rizal, Neni Nurkhamidah http://creativecommons.org/licenses/by-nc/4.0
Insights into Reading Comprehension: A Qualitative Exploration of STAD and CIRC Learning Models among Students
Copyright (c) 2025 Juhana Juhana Juhana http://creativecommons.org/licenses/by-nc/4.0
Overcoming Challenges: First-Year College Students Struggling with TOEFL Structure Section
Copyright (c) 2025 luthfi awwalia, Burhanudin Rais http://creativecommons.org/licenses/by-nc/4.0