https://jurnal.uniraya.ac.id/index.php/Relation/issue/feed 2026-10-17T10:26:58+07:00 Tatema Telaumbanua relation@uniraya.ac.id Open Journal Systems <p align="justify">Relation Journal: Research on English Language Education adalah akses terbuka, jurnal peer-review yang menerbitkan penelitian asli dan tinjauan sastra di bidang pendidikan dan ilmu bahasa Inggris yang diterbitkan oleh LPPM Universitas Nias Raya. Jurnal ini bertujuan untuk mengakomodasi artikel hasil penelitian di bidang pendidikan bahasa Inggris serta mempromosikan pengembangan pengetahuan dan pemecahan masalah di lapangan dan untuk membuat karya ilmiah di bidang penelitian yang relevan dapat diakses oleh publik. Relation Journal: Research on English Language Education memiliki E-ISSN&nbsp; 2828-5522 dan P-ISSN 2715-1638 yang dikeluarkan oleh LIPI. Relation Journal: Research on English Language Education terdaftar di BRIN dan Juga GARUDA. Relation Journal: Research on English Language Education terbit dua kali setahun yakni bulan April dan Bulan Oktober.</p> https://jurnal.uniraya.ac.id/index.php/Relation/article/view/5588 2026-10-06T00:14:52+07:00 Budi Nur Rahman budi.nur.rahman@email.com

Low motivation to learn English among junior high school students is still associated with the dominance of lectures and textbooks and the scarcity of interactive media. This study aimed to develop gamified interactive learning media using Genially to enhance the learning motivation of eighth-grade students at SMP Al-Islam Krian, and to test its validity, practicality, and effectiveness. It was a research and development (R&D) study using the ADDIE model. Validation involved subject-matter, media, and instructional design experts. Trials involved nine students in a small group and 36 students in a large group using a pretest–posttest design on reading material. Data were collected through validation sheets, questionnaires, observation, and tests, and analyzed descriptively. Results showed a validity score of 96.07% (highly feasible) and a practicality score of 96.78%. Mean reading comprehension rose from 68.7 to 90.1, with an N-Gain of 0.69. Observations and student comments indicated increased enthusiasm, participation, and motivation. The media were declared valid, practical, and effective, making them a feasible option for English teachers.

2026-10-04T12:37:13+07:00 Copyright (c) 2026 Budi Nur Rahman https://jurnal.uniraya.ac.id/index.php/Relation/article/view/5716 2026-10-13T15:20:20+07:00 Mohamad Yunus Laia yunuslaia21@gmail.com Efendi Barus efendiuisu@gmail.com Purwanto Siwi purwanto.siwi@sastra.uisu.ac.id Nuzwaty nuzwaty@sastra.uisu.ac.id

This research aims to reformulate the understanding of epistemic justification through a comparative analysis of revisional foundationalism and coherentism in the contemporary epistemological literature. The main focus of the research is directed at how basic assumptions regarding foundation, coherence, epistemic regression, and justification normativity are revised, what conceptual and metajustificative limitations remain, as well as how comparative synthesis allows for the formulation of a framework of justification that goes beyond classical dichotomies without falling into dogmatism or epistemic relativism. The method used is a non-systematic literature review of relevant Scopus indexed journal articles, with conceptual content analysis and argumentative comparison as the main techniques. The results show that foundationalism and coherentism are both significantly revised: foundations are understood as a fallible and revisable source of initial legitimacy, coherence is reconstructed as a multidimensional normative structure, and epistemic regression is treated as a reflexively managed structural phenomenon. However, the study also found that these revisions have not completely solved the problem of epistemic justification because they still leave metajustificative limitations, especially related to the basis of normativity. This study concludes that epistemic justification in contemporary epistemology is best understood as a dynamic and pluralistic normative process, and contributes by systematically mapping patterns of conceptual revision that go beyond the foundationalism–coherentism dichotomy.

2026-10-13T15:20:20+07:00 Copyright (c) 2026 Mohamad Yunus Laia, Efendi Barus, Purwanto Siwi, Nuzwaty https://jurnal.uniraya.ac.id/index.php/Relation/article/view/5717 2026-10-13T16:00:48+07:00 Elizabeth Meiske Maythy Lasut elizabethmmlasut@unklab.ac.id

Generative artificial intelligence (GenAI) is increasingly used in English language learning, but its educational value depends on how learners judge, trust, and rely on generated outputs. This systematic review synthesizes empirical evidence on learner trust and reliance in GenAI-supported English language learning. Following PRISMA 2020 reporting principles, Scopus was searched on 6 October 2026 for peer-reviewed journal articles published from 2022 to 2026. Five studies met the final eligibility criteria. Trust was associated with perceived usefulness, continued use, behavioral intention, and patterns of reliance. Inaccurate or contextually inappropriate outputs weakened trust, while excessive trust could encourage over-reliance, reduced monitoring, and weaker independent learning. The findings suggest that the educational goal should be calibrated trust: learners should benefit from GenAI while critically evaluating its outputs and retaining human judgment. The small, heterogeneous evidence base warrants cautious interpretation.

2026-10-13T16:00:48+07:00 Copyright (c) 2026 Elizabeth Meiske Maythy Lasut https://jurnal.uniraya.ac.id/index.php/Relation/article/view/5735 2026-10-17T10:26:58+07:00 Ni Putu Ritra Trees Ari Kartika Hadi Saraswati ritrakartika@pnb.ac.id Ni Kadek Herna Lastari hernalastari@pnb.ac.id Sang Ayu Made Krisna Dewi Natalia krisnadewi@pnb.ac.id

This study investigated vocational students' listening needs, difficulties, and learning preferences for developing higher-order thinking skills in an English for Food and Beverage course. A mixed-methods needs analysis was conducted using a questionnaire administered to 187 vocational hospitality students, semi-structured interviews with lecturers and alumni, and analysis of the curriculum and Semester Learning Plan. Quantitative data were analyzed descriptively, while qualitative data were examined through an interactive analysis model. The findings showed very high communicative and cognitive listening needs (grand M = 4.56), with the highest priorities involving understanding customer complaints, resolving miscommunication, and engaging in listening activities that stimulate critical thinking. Students also reported high listening difficulties (grand M = 3.48), particularly when processing rapid speech, different English accents, and appropriate responses in service situations. Learning preferences were very high overall (grand M = 4.29), with strong preferences for authentic workplace interactions, contextually relevant materials, adaptive technology-assisted activities, and analytical listening tasks. Complaint handling was the most frequently requested workplace scenario, reported by 53.5% of respondents. Curriculum and Semester Learning Plan analysis further showed that although the course includes occupationally relevant Food and Beverage topics and generic critical-thinking outcomes, listening instruction remains predominantly procedural and has not yet been fully contextualized to require systematic analysis, evaluation, and solution generation. These findings indicate the need for authentic, progressively scaffolded, technology-assisted listening materials that integrate workplace problem-solving, accent and speech-rate variation, interactive feedback, and case-based higher-order thinking assessment.

2026-10-31T00:00:00+07:00 Copyright (c) 2026 Ni Putu Ritra Trees Ari Kartika Hadi Saraswati, Ni Kadek Herna Lastari, Sang Ayu Made Krisna Dewi Natalia