Vol. 2 No. 2 (2025): Journal of English Language Proficiency (JELAP)

Editorial Notes

JELAP Volume 2 Issue 2 (2025) presents a rich collection of studies that reflect current trends, challenges, and innovations in English language education, applied linguistics, and communication studies across Indonesian contexts. The articles in this issue collectively highlight learner-centered strategies, instructional innovations, skill development, and real-world communication practices, demonstrating how English learning and communication extend beyond classrooms into broader educational and social domains.

The first article, An Analysis of Writing Strategy Use among English Education Students at Universitas PGRI Wiranegara, explores how university-level EFL students employ various writing strategies in academic writing. Drawing on established theoretical frameworks, the study reveals that students utilize a wide range of strategies to support their writing processes, offering valuable insights for lecturers in aligning instruction with students’ actual writing practices.

The second article, Challenges and Supporting Factors in Implementing the STAD Strategy in English Language Teaching at SMP Pesantren As Salam Pontianak, examines the application of the Student Team Achievement Divisions (STAD) cooperative learning strategy at the junior high school level. This qualitative study highlights practical constraints such as limited time and technological resources, while also emphasizing the importance of teacher competence and instructional support in the successful implementation of cooperative learning in EFL classrooms.

The third contribution, Enhancing EFL Learners’ Speaking Skills through the Mingle Activity, focuses on interactive speaking activities and learners’ perceptions of their effectiveness. Through classroom observation and participant feedback, the study demonstrates that the Mingle Activity fosters confidence, fluency, and motivation, reinforcing the role of communicative and sociocultural approaches in developing speaking skills.

The fourth article, The Effect of Project-Based Learning on Students’ Reading Skills, investigates the impact of Project-Based Learning (PBL) on junior high school students’ reading abilities. Using a quasi-experimental design, the study confirms the effectiveness of PBL in improving reading skills and highlights its pedagogical value regardless of students’ levels of grammatical competence and vocabulary mastery.

The fifth article, Pop Songs as a Creative Learning Tool to Improve Students’ Listening Abilities, addresses the use of authentic multimedia resources in EFL listening instruction. The study reveals that English pop songs enhance students’ listening comprehension, motivation, and enjoyment, while also identifying linguistic, cultural, and religious challenges that need careful pedagogical consideration.

The final article, The Interpersonal Communication Skill of the Unlicensed Trekking Guides, extends the scope of the issue beyond formal education into tourism and professional communication. By examining unlicensed trekking guides in Mount Rinjani National Park, the study highlights the practical importance of interpersonal communication skills in real-life settings and underscores the need for structured communication training to improve service quality and intercultural interaction.

This issue of JELAP marks the dynamic nature of language learning and communication, showcasing diverse methodologies, educational levels, and contexts. The studies offer meaningful implications for teachers, researchers, practitioners, and policymakers who seek to enhance English language teaching, learning strategies, and communication practices in both academic and real-world environments.