JOURNAL INFORMATION Journal title Journal of English Education Initials JEE ISSN Online e-ISSN Portal / e-ISSN Perpusnas / Number e-ISSN: 2988-6511 ISSN Print p-ISSN Portal / p-ISSN Perpusnas / Number p-ISSN: 3024-9902 Frequency 2 issues per year (June and December) DOI 10.61994/jee Publisher Collaboration between CV. Doki Course and Training (Publisher Legality) with Asosasi Periset Bahasa Sastra Indonesia (Document MoU), and Universitas Islam Ogan Komering Ilir (Document MoU) Editor-in-chief Darmawan Budiyanto Subject Areas English Education Accreditation Sinta 3 ranking based on the Decree of the Director General of Science and Technology of the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia. Number: 355/Dst/D.D1/Hm.01.01/2026 (Document Accreditation) Indexing Garuda | Google Scholar | Dimensions | Crossref Journal of English Education is a scientific journal published by a collaboration between CV. Doki Course and Training (Publisher Legality) with Asosasi Periset Bahasa Sastra Indonesia (Document MoU), and Universitas Islam Ogan Komering Ilir (Document MoU). The papers to be published in JEE are research articles (Qualitative, Quantitative, and Mixed-Method Approaches), literature reviews, or original ideas that are considered to contribute to scientific studies in English Education. It covers problems in English education, including English Language Pedagogy, English Language Literacy, English for Specific Purposes, ELT Materials Development and Evaluation, English Language Testing and Assessment, Teaching English to Young Learners, English Literature, Language Policy and Planning, and Second Language Acquisition. It is published twice a year, in June and December. There are two versions of publication: print (p) with ISSN and electronic (e) with ISSN Online. Journal of English Education (JEE) is at New Accreditation SINTA 3 from Volume 1 Number 2 Year 2023 to Volume 6 Number 1 Year 2028 (Keputusan Direktur Jenderal Riset dan Pengembangan Kementerian Pendidikan Tinggi, Sains, dan Teknologi Republik Indonesia NOMOR 355/DST/D.D1/HM.01.01/2026
Journal of English Education by https://jurnal.dokicti.org/index.php/JCSS/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensel
Unpacking Student Engagement in Gamified English Learning: Teachers’ Perspectives on the Pedagogical Use of Kahoot
Student engagement has become a critical factor in achieving successful English language learning outcomes, particularly in technology-enhanced learning environments. Among various gamified learning platforms, Kahoot has gained increasing attention for its potential to promote active participation and classroom interaction. However, studies exploring teachers’ lived experiences in using Kahoot to support student engagement remain limited. Therefore, this study aimed to explore teachers’ perspectives and experiences regarding the pedagogical use of Kahoot in English language learning This study employed a qualitative method using a phenomenological design. Two English teachers from Bhakti Pertiwi Junior High School were purposively selected as participants based on their experience in implementing Kahoot in English classrooms. Data were collected through semi-structured interviews and classroom observations and analysed using Miles and Huberman’s interactive model, including data collection, data reduction, data display, and conclusion drawing and verification. The findings revealed three major themes. First, teachers experienced Kahoot as a tool that created an enjoyable learning atmosphere and fostered classroom interaction. Second, Kahoot contributed positively to students’ behavioral, emotional, and cognitive engagement by increasing participation, motivation, enthusiasm, and attention to learning content. Third, teachers encountered several challenges, including unstable internet connectivity, limited access to digital devices, and classroom management issues during game-based activities. The study concludes that Kahoot is an effective gamified learning platform for enhancing student engagement in English language learning. The findings provide practical insights for teachers and contribute to the growing literature on gamification, student engagement, and technology-enhanced language learning
Copyright (c) 2026 Khoirotul Juniper https://creativecommons.org/licenses/by-sa/4.0
Unpacking the Conscientiousness–Reading Achievement Relationship Among Junior High School Learners
This research aimed at (i) examining the correlation between conscientiousness personality traits and reading comprehension achievement among students; (ii) investigating the extent to which conscientiousness contributes to reading comprehension achievement. This quantitative research applied a correlational design involving 60 students selected through criterion sampling based on their dominant conscientiousness trait. Data were collected through a conscientiousness questionnaire adapted from Goldberg (1992) and a multiple-choice reading comprehension test covering narrative and recount texts, both of which were tested for validity and reliability prior to the study. The data were analyzed using the Pearson product-moment correlation and simple linear regression. The results indicated that (i) there was a significant positive correlation between conscientiousness and reading comprehension achievement (r = 0.364; p < 0.05) which was categorized as moderate; (ii) conscientiousness contributed 11.8% to reading comprehension achievement, showing a significant yet relatively small effect with other factors likely playing a greater role. In conclusion, the findings emphasize the importance of fostering the six facets of conscientiousness identified by Costa and McCrae competence, order, dutifulness, achievement striving, self-discipline, and deliberation as key personal attributes that can support the improvement of students’ reading comprehension skills.
Copyright (c) 2026 Mirna Anggun, Renny Kurniasari, Eko Saputra https://creativecommons.org/licenses/by-sa/4.0
Beyond Information Exchange: Academic Politeness and Identity Construction in Student–Lecturer WhatsApp Communication
The increasing use of digital messaging platforms in higher education has transformed the ways students communicate with lecturers. While WhatsApp offers a convenient and efficient medium for academic interaction, it also raises important questions regarding the linguistic practices employed by students in maintaining professionalism and appropriateness in digital communication. This study investigates the linguistic patterns found in students’ academic short-message communication with lecturers through WhatsApp. Employing a descriptive qualitative design, the study analysed 60 academic messages produced by four undergraduate students during the 2025 academic year. The data were collected through documentation techniques and analysed using content analysis. The findings reveal six prominent linguistic features: greetings, honorifics, apology expressions, indirect requests, gratitude expressions, and compliance statements. These linguistic patterns demonstrate that students strategically employ language not only to convey information but also to construct academic identities, negotiate institutional relationships, and maintain professional communication. The findings further indicate that politeness remains a central component of digital academic discourse despite the informal nature of WhatsApp as a communication platform. Drawing on Politeness Theory, Computer-Mediated Communication (CMC), Academic Discourse, and Critical Discourse Analysis perspectives, the study argues that students’ linguistic choices are shaped more strongly by institutional norms and sociocultural expectations than by technological affordances. The study contributes to the growing body of research on digital academic communication by providing empirical evidence from the Indonesian higher education context and highlighting the interaction of language, identity, authority, and technology in academic messaging practices. The findings offer insights for students, lecturers, and educational institutions seeking to promote effective and professional digital communication.
Copyright (c) 2026 Alexi Sapta Pratama https://creativecommons.org/licenses/by-sa/4.0
Integrating Graphic-Enhanced, Interactive Triple R (GEI3R) Strategy to Foster Reading Comprehension in EFL
This research employed the Graphic-Enhanced Interactive Triple R (GEI3R) Strategy as an intervention to enhance the reading comprehension of Grade IV pupils in their English classes. Total sampling was utilized in the schools where teaching interns conducted their practice teaching, as all the Grade IV pupils were observed to have poor reading comprehension. Specifically, it aimed to determine the level of pupils’ reading comprehension through a pretest and posttest and to identify improvements after the implementation of the GEI3R strategy. To achieve these objectives, the study employed a mixed-methods approach, collecting both quantitative and qualitative data using a researcher-developed pretest and posttest questionnaire, an interview guide, and an observation checklist, all of which were validated by experts. Descriptive statistics were applied to analyze the pretest and posttest results, while thematic analysis following the protocol of Braun and Clarke (2021) was used to analyze data from interviews. The study's findings confirmed the effectiveness of the GEI3R strategy, as evidenced by a significant increase in the posttest mean score (9.27) compared to the pretest mean score (2.27), with a significant mean difference of 7.00. Thematic analysis further revealed distinct themes that show how the strategy contributed to improvements in pupils' reading comprehension. This implies that the GEI3R intervention effectively enhanced the reading abilities of Grade IV pupils at Filipinas East, Santo Cristo, and Subec Elementary Schools, where the teaching interns conducted their practice teaching. Thus, the strategy is recommended for use in other schools, as it can be adapted to meet the diverse needs and contexts of learners within the Philippine basic education system.
Copyright (c) 2025 Hannah Joyce N. Aguete, Angeline Norm Y. Abella, Rommel T. Amancio, Almarie Jaen A. Constantino, Mariecar A. De la Cruz, Stella D. Lucas, Fheiby A. Ribac, Madeline T. Fernando https://creativecommons.org/licenses/by-sa/4.0
Innovating Listening Pedagogy through English Story with Audio Application in EFL Contexts
English Story with Audio is a downloadable and playable audio-based learning application featuring recordings by native speakers. This application is used by teachers to improve students’ listening comprehension. The purpose of this study was to determine: (1) whether or not there was a significant improvement of the ninth graders' listening achievement at MTs Negeri 1 Palembang using English Story with Audio Application, and (2) whether or not there was a significant difference on listening achievement between the ninth graders of MTs Negeri 1 Palembang who were taught using English Story with Audio Application and those who were not. This study used a quasi-experimental design involving 60 students, divided equally into experimental and control groups. Listening tests were given before and after the treatment. Data were analyzed using paired and independent sample t-tests through SPSS. The results showed significant improvement. In the experimental group, 43.3% of students achieved an “Excellent” level, while only 20% in the control group reached the average level. The application proved effective, interactive, and a modern alternative for teaching listening skills at the junior high school level
Copyright (c) 2026 Jamilul Insan, Heru Setiawan, M.Pd, Rio Ahmad Wildan https://creativecommons.org/licenses/by-sa/4.0
Enhancing Eleventh-Grade Students’ Speaking Proficiency through the ELSA Speak Application: A Pre-Experimental Study
This study aims to determine the effect of using the ELSA Speak application on the English-speaking skills of 11th-grade students at SMK Tri Sukses Depok. The method used is a pre-experimental design with a one-group pre-test and post-test design. The sample consisted of 30 students selected using purposive sampling. The instrument used was an English-speaking test administered before and after the use of the ELSA Speak application. The data were analyzed using descriptive statistics to obtain the mean scores of the pre-test and post-test, followed by an inferential analysis employing a paired sample t-test to determine whether the improvement in scores was statistically significant. The results showed that the average pre-test score was 48.63, while the post-test average was 69.03. The t-test showed that tcount (5.30) > ttable (1.67), meaning that H₁ is accepted. Thus, it can be concluded that the use of the ELSA Speak application has a significant effect on improving students’ English-speaking skills. The application is effective as a supplementary learning tool in English language instruction.
Copyright (c) 2025 Shofiyah Dinda Yudiramanda, Elyza Martiarini, Dwi Rorin Mauludin Insana https://creativecommons.org/licenses/by-sa/4.0
From Silent Learners to Confident Speakers : The Effect of AI Voice Chat with ChatGPT on EFL Speaking Skills
The integration of artificial intelligence tools such as ChatGPT into English as a Foreign Language (EFL) instruction has gained increasing attention for its potential to enhance speaking skills. This study explores EFL students’ perceptions and experiences regarding the use of ChatGPT to develop English-speaking proficiency. This research used mix method with the 60 students at eleventh grade of SMAN 10 Palembang as sample for quantitative, and 5 participants as randomize as participants for the qualitative, to collecting the data used t-test and interview and analysisng data used paired and independents sample t-test and thematic analysis. The findings indicate that students generally perceive ChatGPT positively, reporting improvements in fluency, vocabulary, grammar, and confidence during spoken interactions. ChatGPT’s ability to provide personalized feedback, simulate real-time conversations, and create a low-anxiety environment contributes to its pedagogical value. However, issues such as cognitive load, technological dependence, and limited contextual understanding also emerged as concerns. This study underscores the importance of aligning AI tools with instructional design and learner needs to optimize their effectiveness. It contributes to the growing body of literature on AI in education and offers insights for educators, policymakers, and curriculum designers aiming to incorporate ChatGPT into EFL speaking instruction.
Copyright (c) 2025 Aisyah Diah Salsabil, Lathifa Aliya Rakhmawati, Febtwenesty https://creativecommons.org/licenses/by-sa/4.0
Gemini AI as a Writing Catalyst: Boosting Fluency, Coherence, and Confidence in EFL Composition
Google now has its own AI, Gemini AI, which can be used in various sectors of the learning education, industry, medicine, science and can still be explored more. In this study investigates how Gemini AI will impact on students' learning of writing skills, effectiveness, advantages and disadvantages in language learning. The researchers used the quasi-experimental method for 60 students from the eleventh grade in senior high school 10 Palembang. The result of this study indicate that the use of Gemini AI can serve as an effective tool in improving students' writing skills, provided that its use is done judiciously and under the supervision of teachers. It is important to maintain a balance between the utilization of technology and the development of students' natural abilities. Teachers have a crucial role in guiding students not only to rely on AI, but also to develop their creativity and writing skills independently. We can concluded that the use of Gemini AI has a significant impact on the writing skills of eleventh grade students at SMAN 10 Palembang. Students who engaged in learning with the help of Gemini AI showed more significant improvement in writing skills compared to students who were not taught using Gemini AI. This improvement was seen in various aspects, including writing structure, language grammar, coherence, and vocabulary selection.
Copyright (c) 2025 Evi Hasanah, Siti Nurul Azizah, Febtwenesty Febtwenesty https://creativecommons.org/licenses/by-sa/4.0
The Anatomy of AI-Assisted Scientific Writing: Comparative Insights into Generative, Retrieval, and Language Enhancement Technologies
The rapid advancement of Artificial Intelligence (AI) has transformed scientific writing practices in higher education by providing innovative support for literature exploration, content generation, paraphrasing, grammar correction, and manuscript refinement. Despite the increasing adoption of AI-powered writing platforms, comprehensive comparative studies examining their strengths, limitations, and educational implications remain limited. Therefore, this study aimed to investigate the roles, capabilities, and challenges of six widely used AI tools Perplexity.ai, Braintext, QuillBot, Claude, Gemini AI, and Grammarly in supporting scientific writing. This study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 framework. Relevant studies published between 2019 and 2025 were retrieved from Google Scholar, Scopus, ScienceDirect, SpringerLink, and Taylor & Francis Online. The initial search identified 126 records. After removing duplicate records, 108 studies were screened based on titles and abstracts. Subsequently, 78 full-text articles were assessed for eligibility, and 35 peer-reviewed studies met all inclusion criteria and were included in the final synthesis. The findings revealed four major themes: (1) efficiency and productivity enhancement, (2) improvement of writing quality and linguistic accuracy, (3) ethical and academic integrity concerns, and (4) pedagogical implications for higher education and English education. The review demonstrated that each AI platform offers distinct advantages in supporting scientific writing; however, no single tool comprehensively addresses all writing requirements. Furthermore, challenges related to hallucination, factual accuracy, transparency, and overreliance remain significant concerns. The study concludes that AI should function as a cognitive support tool rather than a substitute for human intellectual engagement.
Copyright (c) 2026 Gaya Tridinanti, Nurul Maskana, Irvan Maulana, Yovanka Faradila https://creativecommons.org/licenses/by-sa/4.0
Curriculum Reform in Practice: Novice English Teachers’ Adaptation and Challenges under the Merdeka Framework
This study examined the experiences of novice English teachers in implementing the Merdeka Curriculum in Indonesian public school. Using a qualitative method through case study approach, data were collected from three early-career English teachers through interviews and document analysis. Thematic analysis revealed three key themes: implementation challenges, support systems, and effective teaching techniques. Teachers faced obstacles such as limited technical skills, inadequate facilities, and passive student behavior. However, they adapted by modifying tasks, using multimedia, grouping students flexibly, and using assessments to plan lessons. Support came mainly from digital platforms and peer groups, while formal mentoring was lacking. The study concludes that successful curriculum implementation requires strong institutional support, sufficient infrastructure, and teacher readiness. These insights provide practical guidance for new teachers facing curriculum reform.
Copyright (c) 2025 Miftahul Jannah, Rahma Ibtida Saumi, Novia Fitrian, Tria Angela Kusumaningrum, Zaitun Qamariah https://creativecommons.org/licenses/by-sa/4.0
Read and Understand: How a Simple Strategy Transforms Pupils’ Reading Skills
This research examined the effectiveness of the READ (Read, Examine, Analyze, and Deliver) strategy in enhancing reading comprehension among Grade IV pupils. A total of 45 participants were purposively selected from Caraitan Integrated School, Nagrebcan Elementary School, Mariano Marcos Memorial Elementary School, and Garnaden Elementary School in Ilocos Norte, Philippines, based on their low pre-assessment scores. The primary objectives were to assess pupils’ reading comprehension levels through a pretest and to explore their learning experiences and improvements after the strategy’s implementation. A mixed-methods research design was employed. Quantitative data were collected from pretest and posttest results and analyzed using descriptive statistics. Qualitative data, obtained from interviews and pupils’ journals, were analyzed thematically. The findings indicated a marked improvement in reading comprehension of English stories following the application of the READ strategy. The posttest mean score (13.64) substantially exceeded the pretest mean score (5.80), resulting in a significant mean difference of 7.84. Thematic analysis revealed key insights into pupils’ learning experiences, highlighting increased engagement, improved comprehension skills, and greater reading confidence. Pupils reported that the strategy’s structured, step-by-step process facilitated deeper understanding of texts and fostered active participation in reading activities. In conclusion, the READ strategy proved to be a highly effective pedagogical approach for improving reading comprehension among elementary pupils, particularly those with initially low proficiency levels. The integration of quantitative gains and qualitative feedback underscores its potential applicability in broader educational contexts to promote literacy development in primary education.
Copyright (c) 2025 Ma. Arabella Avril I. Cabiera, Jesus O. Aurellano, Hashlyn Joy T. Bacnat, Florence D. Cacuyong, Christine Mae D. Palaspas, Madeline Fernando https://creativecommons.org/licenses/by-sa/4.0
Viral Voices in Language Learning: The Role of TikTok English Songs in Enhancing EFL Learners’ Vocabulary Retention
TikTok has evolved as one of the most influential internet platforms in recent years. TikTok, recognized for its brief videos and viral phenomena, provides a diverse array of audio-visual content, including music-centric material that frequently incorporates popular English songs. This study investigates the use of popular English TikTok songs as authentic digital materials to enhance vocabulary retention in an EFL (English as a Foreign Language) context. With the growing integration of digital media in students’ daily lives, platforms like TikTok offer engaging and context-rich opportunities for language learning. Adopting qualitive method through case study design, this research explored the experiences, perceptions, and learning behaviors of students at SMAN 1 Pamekasan who actively used TikTok and engaged with English songs on the platform. Data were collected through semi-structured interview with 3 participants, Thematic analysis revealed three main findings: (1) the songs significantly increased learners’ motivation and engagement; (2) vocabulary retention improved due to repeated and contextualized exposure to language; and (3) emotional and social interactions supported deeper learning. The results suggest that integrating familiar and enjoyable content such as TikTok songs into classroom instruction can bridge the gap between formal education and students’ digital experiences, leading to more meaningful and effective vocabulary acquisition. These findings highlight the pedagogical value of leveraging students' media habits to support learner-centered and engaging language instruction.
Copyright (c) 2025 Nabila Rana Hanansi, Nuri Fitriyah, Konitatul Maghfirah, Nasrullah, Musbehah, Henny Uswatun Hasanah https://creativecommons.org/licenses/by-sa/4.0
Cross-Linguistic Insights into Idiomatic Expressions: A Case of Human Body Idioms in English and Indonesian
Idiomatic expressions are essential parts of natural language use, helping speakers express complex ideas, emotions, and cultural values more effectively. However, they can pose difficulties for language learners due to their figurative nature and cultural dependency. This study aimed at finding out the similarities and differences between English and Indonesian idiomatic expressions. of human body. In this study, the researchers used a qualitative research design. The documentation technique was used to collect the data from primary and secondary data sources related to English and Indonesian Idiomatic expression books and journal. To analyse the data, thematic analysis was applied. The results showed that there were seventeen similarities in terms of nine in meanings and eight in forms, as well as six differences in word choices in terms of three in meanings and three in forms. In conclusion, the similarities between English and Indonesian idiomatic expressions. of human body make no problems for students to learn English and Indonesian idiomatic expressions. Yet, the differences between English and Indonesian idiomatic expressions. of human body make students difficult to learn English and Indonesian idiomatic expressions.
Copyright (c) 2025 Masagus Sulaiman, Indawan Syahri, Mutiara Fadhilah https://creativecommons.org/licenses/by-sa/4.0
Bridging Gaps in English Writing: Syntactic, Lexical, Discourse, and Cognitive Challenges among Thai University Students
Writing in English is widely regarded as the most demanding communicative ability among Thai undergraduates because it requires simultaneous control of grammar, lexis, rhetorical organization, and content, while also mobilizing the cognitive processes used in listening, reading, and speaking. To identify how this competence can be strengthened, the present quantitative study investigated eighty students whose degree programmes are delivered exclusively in English, making them an appropriate cohort for analysing difficulties in four domains: (1) syntactic competence, (2) lexical competence, (3) discourse competence, and (4) cognitive competence. Descriptive statistics, one-way analysis of variance (ANOVA), and Pearson correlation were applied. Self-assessment data revealed strong positive correlations among all competence indicators on both ANOVA and Pearson tests, suggesting that perceived proficiency in one domain is closely linked to proficiency in the others. Reported writing challenges similarly showed significant interrelationships through Pearson analysis, yet ANOVA detected no significant group differences, indicating wide individual variation. When overall self-assessed competence was correlated with overall perceived challenges, the Pearson coefficient showed no meaningful relationship, implying that students who feel highly competent may still experience specific obstacles, and vice versa. These findings highlight the need to reassess and refine pedagogical approaches to English writing for Thai university learners, with targeted, domain-specific support aimed at integrating syntactic, lexical, discourse, and cognitive skills to foster balanced, sustainable growth in academic writing performance. Therefore, curriculum designers, language teachers, and policymakers should collaborate in developing adaptive writing curricula informed by data-driven insights.
Copyright (c) 2025 Dr. Don August de Guzman - Delgado https://creativecommons.org/licenses/by-sa/4.0
The Students' Perceptions of Bee Application in Learning Speaking at the Eleventh Graders
This study investigates the effectiveness of the Bee Application, a mobile-assisted language learning (MALL) tool, in enhancing speaking skills and engagement among the eleventh graders of 200 students at SMA Negeri 7 Prabumulih. The aim was to evaluate user satisfaction, usability, and improvements in speaking proficiency. A quantitative method with a survey approach was employed, utilizing data collected from questionnaires and total sampling method to provide a comprehensive analysis of the application’s impact. Results indicated a significant 30% improvement in students' speaking skills, with usability scores averaging 4.5 out of 5. Additionally, 75% of participants reported increased motivation to practice English, attributing their engagement to the application's interactive and gamified features. However, challenges such as technical issues and a desire for more diverse content were identified, necessitating further development. These findings underscore the positive effects of MALL applications on language acquisition. In conclusion, the Bee Application shows promise as an effective educational tool, and ongoing enhancements are recommended to address identified challenges and maximize its potential in language learning.
Copyright (c) 2025 Vyna Yuniarti, Dwi Dona https://creativecommons.org/licenses/by-sa/4.0
Assessing English Proficiency of Management and Accounting Students Using Linguaskill Business Tests Aligned with CEFR Standards
This study aims to analyze the English language proficiency of students in Management and Accounting programs using the Linguaskill Business test and the CEFR standards. The research sample consists of 10 undergraduate students from the Management program and 10 students from the Diploma program in Management. Data, represented by test scores, were collected through the Linguaskill Business assessment. Subsequently, the data were statistically analyzed to determine the minimum, maximum, mean scores, and frequency distribution. This data was then converted into a CEFR standard table for further analysis of English language proficiency according to CEFR criteria. The findings indicate that the majority of Management and Accounting students possess basic English language skills, primarily at or below the A1 level. Some students demonstrated relatively good proficiency at the A1, A2, and a maximum of B1 levels. Therefore, it is essential to enhance the English language skills of these students, as they have not yet reached the higher levels of B2 and C1.
Copyright (c) 2024 Ade Kristianus Kaloeti https://creativecommons.org/licenses/by-sa/4.0
The Impact of Listening Comprehension on Reading Comprehension: A Correlational Research
The aim of this research was to find out whether or not there was any correlation between students reading comprehension and students listening comprehension. The population was the tenth-grade students with the total 630 students from 14 classes at SMA N 10 Palembang. To the sample of this research, intake sampling technique was implemented. There were 90 students as a sample from class X.7 and X.8. The data were selected from students reading comprehension and students listening comprehension. In analysing the data, correlation analysis, regression analysis and normality test was used. Based on the statistical, it was found that the correlation coefficient or the R-value (0.000) with significant coefficient (p-value) was 0.422, which was higher than 0.05. It means that significant value (2-tailed) was higher than alpha value (0.422> 0.05). It could be concluded that there was a significant correlation between students' reading comprehension and listening skill. Since the Pearson correlation coefficient was 0.000, it indicated that there was correlation between students' reading. Also, for the contribution of listening comprehension to reading comprehension it was only 17.8%. It means that listening comprehension has no influence to reading comprehension. In conclusion, the findings indicate that students who have high listening comprehension does mean that they will also have good reading comprehension. Also, reading comprehension can be used to help listening skills because listening is the ability to capture sounds, complete, speak, syntax, jargon, and obtain data.
Copyright (c) 2024 Okta Rianti Hasim, Yuyun Hendrety, Nita Ria https://creativecommons.org/licenses/by-sa/4.0
Using Paired Reading Method to Improve Tenth Grade Students' Reading Comprehension
The objective of this study was to find out whether or not there was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang. this study's sample consisted of 71 students chosen using a purposive selection approach. they were placed into two groups: experimental and control groups. this study used a quasi-experimental design. the data collection tool was reading comprehension a using paired reading method, which was administered twice to the sample (pretest and posttest). there were 30 valid multiple-choice questions. the test resulted in a two-tailed significant difference (p=0,309) above the significance level (0.05). hence, the hypothesis was accepted, signifying a noteworthy distinction in reading comprehension between students was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) confirmed. there was a substantial to there was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang.
Copyright (c) 2024 Ismail Zaid Arzam, Heru Setiawan https://creativecommons.org/licenses/by-sa/4.0
Utilizing the One Stays Rest Stray Strategy to Teach Reading Comprehension
This study aimed at finding out whether or not one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang. This study used pre-experimental method. The samples of this study were 38 persons of the eighth-grade students of SMP Muhammadiyah 6 Palembang. The data was obtained from pretest and posttest and calculated by using t-test. The result showed t-obtained was 4.608, higher than the critical value of t-table was 1.689 at the significant level of p<0.05 for two tailed and degree of freedom (df) is 35 which means that Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In conclusion, one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang
Copyright (c) 2024 Masagus Sulaiman, finza larasati, Ade Putri Lestari https://creativecommons.org/licenses/by-sa/4.0
A Case Study on Teachers' Strategies for Teaching Reading Comprehension in the Context of Emancipated Curriculum
An efficient classroom learning process is typically necessary to produce good lesson outcomes. The purpose of this study was to look into how teachers use the Merdeka Curriculum to teach reading comprehension. This study used a qualitative method with a case study approach, involving two English teachers who were selected as participants through a purposive sampling technique. Data were collected through triangulated with interview, then analyzed thematically. The results showed that the teachers used the following strategies: (1) Think Aloud, (2) Reciprocal Teaching, and (3) SQ3R. This study contributed to provide an overview of the strategies used by teachers to teach reading comprehension and provide a reflection of how English teachers' teaching strategies reflect the implementation of the Emancipated Curriculum. Therefore, teachers need to understand the needs and characteristics of students and relate their teaching strategies to this Emancipated Curriculum.
Copyright (c) 2024 Nurhusliya, Eko Saputra https://creativecommons.org/licenses/by-sa/4.0
Teaching Writing to Eighth Grade Students Using Semantic Mapping
This study investigates the effectiveness of semantic mapping as a teaching strategy to enhance the writing skills of eighth-grade students at SMPN 1 Bumi Agung. Semantic mapping, a visual tool that illustrates relationships between concepts, is hypothesized to aid students in organizing their thoughts and generating ideas for writing. The research employs a quantitative method through quasi-experimental design, collecting data by using writing test and analysing data with pre-test and post-test assessments to evaluate the impact of semantic mapping on students' writing proficiency. Results indicate a significant improvement in the writing abilities of students who were taught using semantic mapping compared to those who received traditional instruction. The findings suggest that semantic mapping is a valuable pedagogical tool in teaching writing to middle school students.
Copyright (c) 2024 Ahmad Basuni https://creativecommons.org/licenses/by-sa/4.0
Figurative Language Used in King Lier Novel by Willian Shakespeare: Explorer Literary Appreciation
This study explores the use of figurative language in William Shakespeare's "King Lear," examining how literary devices such as metaphors, similes, personification, hyperbole, and irony contribute to the play's thematic and emotional depth. Through a comprehensive analysis, the research highlights how Shakespeare's linguistic choices enhance the narrative complexity and deepen the audience's engagement with the characters and themes. Metaphors succinctly convey complex ideas and emotions, similes vividly depict characters' experiences, personification imbues abstract concepts with human characteristics, hyperbole emphasizes emotional intensity, and irony underscores the contradictions and tragic outcomes within the play. The findings have practical implications for literary education, providing a framework for educators to enhance students' analytical skills and appreciation of Shakespearean drama.
Copyright (c) 2024 Frian Saputra, Ari Kurniawati, Vyna Yuniarti, Sri Hayati https://creativecommons.org/licenses/by-sa/4.0
The Cognitive Style Inventory, Reading Habit, and Reading Achievement Among Undergraduate EFL Students
Reading requires the ability to detect and evaluate words inside sentences, as well as extract underlying information. This research focused on finding out whether or not there was any significant correlation among cognitive style inventory, reading habit and reading achievement of undergraduate EFL students at Tridinanti University. This study used quantitative design with correlational approach and involved 65 students as the sample through total sampling. The data were collected by using cognitive style inventory questionnaire, a reading habit questionnaire, and a reading achievement test. The data were analyzed by using Rank-Spearmen to investigate the correlation among cognitive style inventory, reading habits and reading achievement. After analyzing and calculating the data, it was found that there was significant correlation among cognitive style inventory, reading habits and reading achievement of undergraduate EFL students at Tridinanti University, since the p-value (0,301) was higher than r-table (0,244). It means that, Ho (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. The degree of correlation coefficients was weak category.
Copyright (c) 2024 Hastin Yoka Ariyani, Darmawan Budiyanto, Jenny Elvinna Manurung https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Classroom Seating Position and Speaking Ability of a 9th Grader
English is regarded as an international language, one of the most widely used languages in all fields. In Indonesia, the government recognized that English proficiency had an impact on global development not only for education but also for career purposes. English is useful in a variety of fields. The limitation of the study was only focused on “The Correlation between Classroom Seating Position and Speaking Ability of 9th Grade Students of SMP Muhammadiyah 4 Palembang”. The objectives of this study were found out whether or not there is a significant correlation between Classroom Seating Position and Speaking Ability. This study used quantitative research design with correlational approach. The researchers used a purposive sampling, total of population were 172 students and the total of sample were 27 students. The data were collected by two instruments, (1) through ready-made questionnaires, (2) speaking test was analysed by using SPSS 26. The result of this study was that there was a correlation between two variables, with r-obtained (0.797) was higher than r-table (0.388). The conclusion of this study was that the alternative hypotheses (Ha) was accepted and the null hypotheses (H0) was rejected. Then there was a high correlation between the two variables.
Copyright (c) 2024 Happy Presti, Tri Rositasari Rasyid, Sri Hartati https://creativecommons.org/licenses/by-sa/4.0
Students' Perceptions of the Javanese English Accents through Extensive Listening Video
This research aimed at figuring out the students’ perceptions on the Javanese English accents through extensive listening video and also identifying the challenges occurred within the process of listening to the Javanese English accents both in extensive listening and interactive speaking classes. This research employed a qualitative research design in line with a case study. The participants of this research were the fourth semester students of English Department of STKIP PGRI Lubuk Linggau who took extensive listening and interactive speaking classes. To collect the data, the researchers used a documentation technique in term of giving questionnaires. To analyze the data, the researchers used a percentage analysis. The results showed that most of students had positive perceptions on the Javanese English accent. They perceived that understanding various kinds of English accents could give them many advantages in their learning process and the challenges and difficulties that students identified in listening to the Javanese English accent did not make all of them have a negative perception. In conclusion, understanding various kinds of English accents could give them many advantages in learning English.
Copyright (c) 2024 Indawan Syahri, Masagus Sulaiman, Abi Musa Azhari https://creativecommons.org/licenses/by-sa/4.0
The Relationship Impacting Coping Strategies, Anxiety, and Learning Stress in Eleventh-Grade English Students
The purpose of this research to coping method and anxiety has any kind of meaningful relationship, there was a connection between them that was meaningful coping strategy and anxiety of English is being taught to students in the eleventh grade at SMA Negeri 2 Palembang., there was any significant correlation between coping strategy and learning stress of the eleventh graders is in learning English at SMA Negeri 2 Palembang, how much did coping strategy contribute toward anxiety of the eleventh graders is in learning English, how much did coping strategy contribute towards anxiety and learning stress in students eleventh graders of learning English. This researched used experimental study with correlational approach, In order to collect data for this research, the writer used cluster sampling to select 420 students from the population of the study in the eleventh grade at SMA Negeri 2 Palembang. Questionnaire and analyzing the data used correlation study and spearman correlation. The result of this study was to found out the regression analysis and got score of 0,562. It can be concluded that there was correlation between students' coping strategy and anxiety. The result that the correlation using Shapiro-Wilk test for Anxiety 0,000, and the significance coefficient (Sig -2tailed) of Shapiro-Wilk for learning stress 0,000 and it’s lower than 0,05.It means that the normality of data was rejected because the data used Spearman correlation.
Copyright (c) 2023 Marliah Ananda Herman, Darmawan Budiyanto, Heru Setiawan, M.Rasyid Ridho https://creativecommons.org/licenses/by-sa/4.0
Picture Series Strategy and Motivation in Eleventh Grade Speaking Achievement: An Experimental Research Design
Despite the fact that speaking proficiency is essential for learning a foreign language, the majority of students struggle with it. This research set intended to discover: (1) whether or not students who trained to use the picture sequence approach and those who studied the presenting strategy had significantly different speaking abilities, (2) whether or not there was motivated and uninspired students perform significantly differently in speaking tasks, (3) whether or not there was the interact of picture series and motivation on speaking achievement. There were 60 students as sample and used purposive sampling, quantitative with factorial design approach, the information was gathered utilizing a speaking test and a questionnaire, paired sample t-test, independent sample t-test, and two-way ANOVA. Results, there is a big gap in speaking ability. It was proved by the result of paired t-test with t obtained (-13.950) was lower than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. Also, it was proved by the result of independent sample t-test with t obtained (4,516) was higher than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. In addition, the result of two-way ANOVA showed that A significant value was obtained of 0.003 < 0.05, that there was a difference between experimental group and the control group's speaking proficiency among students was motivated and uninspired. A significant value was obtained of 0.010 <0.05, Consequently, it could be said that there was a difference in speaking achievement between students who were motivated and those who weren't. A significant value of 0.355 > 0.05 was obtained, so it could be concluded there was no interact between learning methods and student motivation towards speaking achievement.
Copyright (c) 2023 Tomi Syaputra, Darmawan Budiyanto, Gaya Tridinanti, M. Rasyid Ridho https://creativecommons.org/licenses/by-sa/4.0
Interactive Vocabulary Technique in Vocabulary Mastery Teaching: A Quasi-Experimental Approach
Vocabulary is crucial in language learning. Vocabulary is also an important ability to learn to read, speak, write, and listen properly. This research aimed at figuring out whether or not the interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim. Quasi experimental approach was applied in this research. This research involved 81 students of VII.1, VII.2, and VII 3 classes as the population and 54 of them as the sample regarding as control and experimental classes. Pretest and posttest were used to collect the data in line with 35 items of 17 fill-in-the- blank, 10 unscramble letters, 8 multiple choices. The data were analyzed by using Paired t-test and Independent sample t-test. The results showed that the t-obtained was 6.101 at the significant level 0.05 (5%) and t-table was 2.020 which indicated that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It means that interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim.
Copyright (c) 2023 Sri Yuliani, Sri Hartati, Masagus Sulaiman, Saptika, Kurnia Saputri https://creativecommons.org/licenses/by-sa/4.0
The Eighth Grade Students' Vocabulary Mastery and Writing Descriptive Text Ability
The purposes of this research were to find out the correlation between students’ vocabulary mastery and writing descriptive text and the contribution of vocabulary mastery on writing ability. The population of the study was all of the 8th grade students in SMP Negeri 6 Lempuing. In choosing the sample, random sampling was used that involved 134 students. The data were collected by using vocabulary mastery and writing descriptive text ability tests. The data were analyzed by using Pearson Product Moment to investigate the correlation between both variables and regression analysis. The results showed that the coefficient of R-value was 0.557. The category of correlation between vocabulary mastery and writing ability showed a moderate correlation. It was found that there was significant correlation between students’ vocabulary mastery and writing descriptive text ability of the eighth-grade students in SMP Negeri 6 Lempuing. There was also contribution of vocabulary mastery to writing descriptive text ability of the eighth-grade students as much 31%. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In other words, having a rich vocabulary mastery can make students easier for students to write especially for writing descriptive text.
Copyright (c) 2023 Hari Agus Purnomo, Candra Irawan, Dedy Pratama https://creativecommons.org/licenses/by-sa/4.0
Extending Students' Speaking Skills in The Eleventh-Grade by Using Round Robin Technique (R2T)
This study was aimed to find out whether or not there was any significant difference in speaking skill between the students’ who were taught by using Round Robin technique and those who were not. There were 60 students of eleventh-grade students of SMA Negeri 7 Prabumulih involved in this study as the sample. They were divided into two groups, experimental and control groups, both groups consisted of 30 students. This study used quasi non-equivalent group design. The experimental group were taught by using Round Robin technique meanwhile the control group were taught by using lecturing method. The result showed that the mean score of experimental groups increased from 70,88 in pre-test to 78,67 in post-test. Furthermore, the result of independent t-test from experimental group and control group shown that the t-obtained was 2,625 and it was higher than t-table 1,9977. It means that there was any significant difference between experimental and control groups which was caused by Round Robin technique given to the experimental group. It can be concluded that there was significant difference between students who were taught using Round Robin technique and students who were not.
Copyright (c) 2023 Vyna Yuniarti, Yeni Anggeriani, Frian Saputra https://creativecommons.org/licenses/by-sa/4.0