The Impact of Realia to 10th Grade Students’ Speaking at SMAN 1 Gurah in Academic Year 2025-2026
This research explores the use of realia as an instructional medium to enhance the speaking skills of tenth-grade students at SMA Negeri 1 Gurah. Many students initially experienced difficulties in speaking due to limited vocabulary, low fluency, and a lack of engaging learning materials. Realia were introduced to provide more contextual, meaningful, and interactive learning experiences. The study employed pre-test and post-test design and analyzed the results using SPSS. The results indicated a substantial improvement in students’ speaking after the use of realia. The mean pre-test score of 6.53 increased to 9.73 in the post-test, and the paired samples t-test revealed a significant difference between the two assessments (t = –18.232, p < 0.001). The strong correlation between pre-test and post-test scores (r = 0.878) further supports the consistency and reliability of the improvement. The findings show that students’ speaking abilities improved after being taught with realia, indicating that authentic objects can support better participation, confidence, and communication in the classroom. Overall, this study suggests that realia serve as an effective medium for improving speaking in senior high school learners.
Copyright (c) 2026 ELTT https://creativecommons.org/licenses/by-sa/4.0
The effect of english songs subtitles on tenth grade students’ speaking at smk pgri 4 kediri in the academic year 2025/2026
This research examines whether using songs in English with subtitles can improve the speaking of tenth-grade students at SMK PGRI 4 Kediri in the 2025/2026 academic year. Many students still face difficulties in speaking English, especially in terms of pronunciation, fluency, vocabulary, and confidence. This is mainly due to the fact that they more often learn using methods that tend to rely more on textbooks. In this research, songs in English with subtitles were used as learning media to address these issues because they provide enjoyable learning experiences, natural models of pronunciation, and repeated vocabulary. For this quantitative research, a one-group design pre-test and post-test involving 30 selected students was used. Students took a pre-test, had a few treatment sessions with songs in English with subtitles, and then took a post-test. Pronunciation, fluency, grammar, and vocabulary were used to evaluate their speaking performance. A paired t-test was used to determine whether there was a significant improvement after the treatment. Based to the results of the research, songs with subtitles in English will make it easier for students to understand spoken language, speak more confidently, and improve their accuracy and fluency. Additionally, the findings are expected to provide useful insights for teachers on how to use more creative, engaging, and effective media in English speaking classes.
The impact of shadowing on eighth grade students’ speaking at smpn 4 kediri in the academic year 2025/2026
This study focuses on improving speaking of eighth-grade students at SMPN 4 Kediri through the implementation of shadowing technique. Based on preliminary research, many students face difficulties in developing their speaking, particularly in pronunciation, fluency, grammar, and vocabulary. Traditional teaching methods often fail to address these interconnected components effectively. The study objectives were to measure speaking performance before and after shadowing technique application. This study uses a quantitative approach with quasi-experimental design. The researcher conducted a pre-test and post-test on one group of eighth-grade students at SMPN 4 Kediri. This study involved 30 eighth-grade students who participated in shadowing activities during the teaching-learning process. The data were obtained from students' speaking scores from the pre-test and post-test, which measured their speaking across four indicators: pronunciation, fluency, grammar, and vocabulary. The data obtained were analyzed using the SPSS application to measure the impact of shadowing technique on improving students' speaking. The study concluded that shadowing technique is an effective method to improve students' speaking significantly. By combining intensive listening and simultaneous speaking practice, shadowing helps students develop automaticity in speech production and improve their overall communicative competence.
THE EFFECTIVENESS OF FANFICTION IN IMPROVING 11TH GRADE STUDENTS' READING COMPREHENSION AT SMAN 7 KEDIRI
This study investigates the effectiveness of fanfiction in improving the reading comprehension of 11th grade students at SMAN 7 Kediri. Many students initially struggled with identifying main ideas, making inferences, answering WH-questions, and finding detailed information due to low motivation and monotonous learning materials. Using a quantitative quasi-experimental design, the researcher administered pre-tests and post-tests to 34 students, with fanfiction used as the primary reading material during the treatment. The data were analyzed using SPSS and showed a significant improvement in students’ reading comprehension after the intervention. The findings indicate that fanfiction is an effective and engaging medium that enhances students’ understanding of English texts by providing relatable and enjoyable content.
Investigating Pre-Service Teachers’ TPACK Competence in ELT Practicum Settings: A Mixed-Method Exploration
This study investigates the Technological Pedagogical Content Knowledge (TPACK) competence of pre-service teachers during their English Language Teaching (ELT) practicum using a mixed-method design. Five pre-service teachers participated in a one-month teaching practicum at MTs N 2 Banyuwangi. Quantitative data were collected through a 15-item TPACK self-assessment questionnaire, measuring four core domains: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and the integrative TPACK construct. Qualitative data were obtained from document analysis of lesson plans, instructional materials, teaching media, and reflective reports. The results show that participants demonstrated strong CK (Mean = 4.3) and solid PK (Mean = 4.05), while TK emerged as the weakest domain (Mean = 3.3). The integrative TPACK score (Mean = 3.55). These findings indicate clear differences across TPACK domains, with CK being the strongest and TK the weakest after the one-month practicum. The study contributes to understanding TPACK development in Indonesian ELT practicum settings and underscores the importance of institutional support for meaningful technology integration.
Using games to teach vocabulary for grade 4 class at mis mambaul ulum dahu
This study focuses on evaluating the effectiveness of two specific educational games, Word Bingo and Charades, as tools for teaching English vocabulary. The research is conducted with Grade 4 students at MIS Mambaul Ulum Dahu, an Islamic elementary school in a rural setting. Word Bingo, an interactive activity that involves matching vocabulary words to their meanings or contextual usage, is designed to enhance word recognition and recall. Charades, on the other hand, encourages students to act out vocabulary words, fostering creativity, physical engagement, and comprehension. The methodology involves a quantitative pre-test and post-test experimental design, comparing an experimental group taught using games with a control group taught using traditional methods. Data collection included tests and questionnaires to assess vocabulary mastery and student engagement. The results showed that the mean score of students’ pre-test (45.2%) increased to 78.6% in the post-test, reflecting a notable enhancement in their vocabulary skills. These improvements were observed across all aspects of vocabulary learning: grammar, vocabulary, pronunciation, and fluency. the t-score was higher than t-table both in the level of significance 5% (14,101 > 2,063). It means the Ho was rejected and the Ha was with significant level. Conclusion: The study identified notable differences in the learning process before and after the intervention. Prior to using the games, students were passive learners and often struggled with vocabulary retention. After the intervention, students became more active and demonstrated higher proficiency in vocabulary mastery. The games not only enhanced their linguistic skills but also promoted a positive learning environment and better peer interaction.
The Strategies of Teaching Writing to Promote Creativity at University of Nusantara PGRI Kediri
The purpose of this research is to analyze the instructional process and assessment of an Essay Writing course, specifically examining the integration of technical Writing and ideational Creativity indicators. Employing a qualitative case study design, data were collected from one lecturer and six students categorized into high, medium, and low achievement groups through semi-structured interviews, classroom observation, and document analysis of lesson plans and student essays. The study utilized data triangulation to ensure validity. Findings reveal a discrepancy between the formal lesson plan and classroom implementation, particularly where low-achieving students frequently neglected the pre-writing planning stage. The analysis demonstrates that technical Writing competencies, such as organization and grammar, serve as essential prerequisites for Creativity. Students who mastered technical foundations demonstrated higher originality and elaboration, whereas those who bypassed the planning phase failed to produce creative content due to cognitive overload on technical errors. The study concludes that effective essay writing instruction must strictly enforce pre-writing stages to bridge the gap between technical proficiency and creative ideation, ensuring that creativity is grounded in appropriate academic structure.
The relationship between listening practice and speaking skill among second-grade students of ittc
This research aims to reveal the relationship between listening practice with speaking skills in second-graders of ITTC (Islamic Teacher Training College). Being aware that speaking and listening skills are basic components in two-way communication, this study emphasizes the importance of listening practice routinely. This research used the quantitative method with a correlational approach. The data are collected through observation with a questionnaire that contains 30 questions, of which 23 are valid, reliable, and have been further analyzed. The number of samples is 30, which were chosen by the cluster sampling technique. Data analysis consists of descriptive statistics, validation and reliability test, normality and linearity test, and hypothesis test using Spearman correlation due to the non-normal distribution of the data. The result of the research shows the existence of a positive relation with P value = 0,004, which is statistically significant, between listening practice and speaking skill. It means the better and more often listening practice is done, the higher the students’ capability in speaking is. This finding is in accordance with the theories and previous research, which emphasize that listening is an important input in language development. Practically, this study recommends the integration of the active listening practice with reflections to maximize the results. However, there are several limitations, such as the small size of the sample and the limited data field; therefore, it is recommended to conduct the following research with a larger number of samples and mixed approaches to obtain further understanding.
Efforts to Improve Students Listening Comprehension Skills through Classroom Action Research in English Class
This classroom action research aimed to improve eighth-grade students’ listening comprehension by implementing a structured cycle of listening practice supported by observation and practice questions. The study was conducted in ten cycles, each consisting of planning, action, observation, and reflection. The participants were 39 students from Class VIII of a public junior high school in Kuningan. Data were collected through teacher observations, student performance on listening practice questions, and field notes. The interventions included the use of conversation texts, interactive listening tasks, vocabulary scaffolding, and guided practice questions designed to enhance students’ ability to identify main ideas, specific information, and inferred meanings.
The effect of quizizz on 11 grade students’ reading Comprehension in smkn 1 kota kediri academic 2025-2026
The purpose ofthis studywas to evaluate the effectiveness ofusing the Quizizz application in improving the reading comprehension skills of grade XI students at SMK 1 Kota Kediri in English lessons. This study used a descriptive quantitative design with one pre-test and post-test group. A total of 33 grade 11 vocational school students participated in this study during reading comprehension lessons. The data were analysed using SPSS 25. The results showed that the average pre-test score was 72.44 and the average post-test score was 87.48. The results showed a t-test value of -5.854 and a degree of freedom (df) of 32. The conclusion of this study is that the Quizizz learning media can help students significantly improve their reading comprehension. This study is expected to contribute to interactive and attractive learning for both students and teachers.
Implementing the Audiolingual Method with Authentic Material Leaflets in Teaching Prepositions of Time to Seventh-Grade Students at SMP 1 Sinjai
The quantitative pre-experimental study, titled Implementing the Audiolingual Method with Authentic Materials (Flyers/Leaflets) in Teaching Prepositions of Time to Seventh-Grade Students (Grade Vll two) at SMP 1 Sinjai, investigates the effectiveness of integrating the Audiolingual Method (ALM) with authentic printed materials to enhance students' mastery of English prepositions of time (in, on, at). The primary objective was to measure the significant difference in students' understanding of prepositions of time before and after the intervention. The study adopted a One-Group Pretest-Posttest Design involving 30 seventh-grade students selected through purposive sampling. The intervention utilized intensive pattern practice and drilling (ALM), contextualized using information and schedules extracted from authentic local flyers and leaflets. Data were collected using a written test with maximum score of 15 and administered as a pre-test and a post-test. The results demonstrated a significant improvement in student performance. The average score increased from (8.50) Pre-test to (12.17) Post-test. The Paired Sample T-Test confirmed this increase was statistically significant (p = 0.000 < 0.05). Analysis of individual scores revealed that 24 students (80%) showed a clear increase, supporting the intervention's success. The decline in the standard deviation (from 3.51 to 1.69) indicated greater score homogeneity after treatment. In conclusion, the integration of the Audiolingual Method with authentic materials is highly effective in teaching prepositions of time. The findings support the renewal of structural methods when combined with contextual relevance, providing a practical model for teachers to address specific grammatical challenges.
The effect ofar-drivenaugmented reality in enhancing efl students' descriptive writing skills in eleventh grade at sma negeri 1 grogol
Technological advancement in education has opened new opportunities for creating learning experiences that are more dynamic and meaningful. Oneof the emerging innovations attract-ing considerable attention is Augmented Reality (AR), a technology that brings three-dimen-sional objects to life in an interactive and realistic manner. In the context of foreign language (EFL) learning, students often continue to face challenges in writing descriptive texts, par-ticularly in presenting a detailed depiction, selecting appropriate vocabulary, and construct-ing coherent sentences. Traditional learning media frequently lack strong visual simulation, resulting in underdeveloped creativity and limited student engagement. This study investi-gates the effectiveness of augmented reality (AR) in enhancing the descriptive writing skills of eleventh-grade EFL students at SMA Negeri 1 Grogol. Using a quantitative pre-test and post-test design, the research compared learning outcomes between a control group and an experimental group taught with AR-based media. Both groups showed improvement, yet with different levels of progress. The control group’s score increased from 58.29 to 67.48 (gain 9.19; t 5.923; p 0.000), while the experimental group experienced a greater improve-ment from 70.58 to 84.77 (gain 14.19; t 8.118; p 0.000). The results are particularly in pre-senting clearer, more structured, and also more creative descriptions. In summary, AR serves as an active instructional tool that enhances vocabulary use descriptive accuracy, and student engagement. The findings provide valuable insights for educators aiming to integrate inno-vative technologies into EFL writing instruction.
The learning strategies ofthefirst winner to prepare english speech competitions
Speaking ability in English learning does not only depend on mastery of linguistic elements, but also on communicative competence. It is the abilityto apply language knowledge appropriately and effectively in real situations. This study examined the learning strategies employed by a student from MAN 1 Kediri, who won first place in an English speech contest. The research was conducted using a qualitative approach and case studydesign, with dataobtained throughobservation, in-depth interviews, and document analysis. The findings show that the student applied various mutually supportive strategies in his effortsto develop his abilityto deliver the speech in the contest. He utilized various adaptive learning strategies to prepare for the competition. The strategies include simplifying vocabulary that is considered complex, and conducting repeated revisions to ensure that the flow and clarity of the message are maintained. He also conducted self-evaluations, such as practicing in front of a mirror to monitor facial expressions, intonation, and body movements. In addition, he utilized technology, such as DeepL for pronunciation checks and the Oxford Dictionary to enrich their vocabulary.
Developing Students’ Creative Writing Skills through Project-Based Learning
This study investigates the effectiveness of Project-Based Learning (PjBL) in enhancing the creative writing skills of EFL students through a quasi-experimental design employing pre-test and post-test measurements. The research utilized a quantitative approach with a one-group pre-test post-test design. The sample consisted of 32 students from class X-2 (Excellent Class) at SMA 3 Kota Kediri in the 2025/2026 academic year, selected through purposive sampling technique. The main instrument was a creative writing test assessed using an analytic rubric covering five components: content, organization, language use, creativity, and coherence. The PjBL treatment was implemented over six instructional sessions across three weeks, involving stages of brainstorming, drafting, revising, and publishing. Data were analyzed using descriptive statistics and paired sample t-tests. The results demonstrated a significant improvement in students' writing ability. Pre-test scores ranged from 13 to 18, while post-test scores increased to 19 to 21. The mean improvement reached 4.94 points with a standard deviation of 1.64. The paired sample t-test yielded a t-value of 16.98 (df = 31) with a p-value of < 0.0001, indicating a highly significant difference between pre-test and post-test scores. The findings provide strong empirical evidence that Project-Based Learning is effective in improving EFL students' creative writing skills. The improvement occurred consistently across all participants, indicating that PjBL benefits not only high-achieving students but also provides essential support for those with lower initial writing competence. This study contributes valuable insights into the role of structured instructional techniques in fostering writing development among English language learners.
Exploring Students’ Experiences in Watching English Subtitled Films and Their Perceived Listening Skills
The growing popularity of English subtitled films has created newforms of informal listening exposure for language learners. However, most existing studies on this topic rely heavily on quantitative approaches that focus on measuring learning outcomes, leaving a limited qualitative understanding of how learners internally experience subtitled viewing and construct meaning from it. Consequently, little is known about the subjective experiences, emotional responses, and cognitive strategies that EFL learners employ to manage the interaction between listening and reading during film viewing. To address this gap, this qualitative explorative study investigates the experiences and perceptions of English Education students at the University of Nusantara PGRI Kediri regarding their use of English subtitledfilms as a learning medium. Four participants were purposively selected based on their documented listening proficiency levels. Data were collected through semi structured interviews, supported by listening achievement records, and analyzed using thematic analysis to generate recurring patterns of meaning. The findings reveal that learners’ experiences are shaped by differences in proficiency, emotional engagement, and the strategic ways they utilize subtitles. Higher proficiency students employed active meaning-making strategies such as pausing, predicting meaning from context, and focusing on audio before subtitles which contributed to more positive perceived gains in listening comprehension. In contrast, lower proficiency learners tended to depend more heavily on subtitles, struggled with fast speech, and experienced cognitive overload that constrained their listening development. Overall, the study suggests that English subtitled films offer meaningful listening input in informal learning settings when supported by effective learner strategies. These insights highlight the importance of fostering more intentional and strategic subtitle use to promote autonomous listening improvement.
English Students’ Engagement and Perceptions of Wordwall in Prose Learning
This study investigates the use of Wordwall as a gamification tool to enhance student engagement in prose courses and to explore students’ perceptions of its pedagogical value. Using a descriptive qualitative design, the research collected data through classroom observations, questionnaires, and semi structured interviews involving seven undergraduate students in an English Education program. The results indicate that integrating Wordwall into prose learning promotes active participation and fosters a more supportive classroom atmosphere. Students reported feeling more motivated and less anxious when engaging with course materials through interactive tasks. The tool also helped them better visualize plot structures and understand character development, although it was less effective for tasks requiring deeper critical analysis. Overall, participants found Wordwall easy to use and expressed interest in applying similar digital tools in their future teaching practice. The study demonstrates that gamified learning activities can support meaningful technology integration in literature classes, while emphasizing the need to carefully align digital tools with instructional objectives to optimize learning outcomes.
Roblox as an Interactive Platform to Enhance Student Motivation
This study investigates the use of Roblox as an interactive digital platform to enhance student motivation in higher education. The study explores engagement, persistence, and self-regulation among learners who utilized Roblox as part of academic activities. Using a quantitative descriptive design, data were collected using a questionnaire adapted from Self-Determination Theory and the Motivated Strategies for Learning Questionnaire. Findings indicate that Roblox-supported learning fosters enthusiasm, engagement, persistence, and reflective thinking, although challenges were found in distraction management and responses to failure. Overall, the study highlights the potential of game-based learning environments in supporting student-centered and motivating academic practices.
The Effect of Collaborative Strategic Reading (CSR) on Reading Comprehension of the Second Semester Nursing Students of Kadiri University Academic Year 2023–2024
Reading is a skill to understand the meaning of the content of text by interpreting it appropriately. In understanding the meaning in the text, one of strategies that can be used in teaching reading is Collaborative Strategic Reading (CSR). In this strategy, students study in groups and each group member has different role so that the students are active in reading activity and they will study to cooperate to help one another in understanding texts. This research answers the question: is there any significant difference the reading comprehension of the second semester nursing students before and after being taught by using Collaborative Strategic Reading (CSR)? This research used quantitative approach and experimental method with one-group pre- test and post-test. The sample of the research was the second semester nursing class consisting of 20 students. In collecting the data, the researcher held twice meetings which involved pre-test, twice treatments and post-test with narrative material. Then the data was analyzed using SPSS version 21 by t-test. The researcher used t-test because the researcher wanted to know about the significant difference from pretest and posttest. The result of post-test showed that the students’ reading comprehension increased after being taught Collaborative Strategic Reading. It was proven by the mean score post-test (65.75) which was higher than mean score pre-test (49.85). Furthermore T-score (23,115) > T-table 5% (2,093). It means that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It can be concluded that there is significant effect on reading comprehension before and after being taught by using Collaborative Strategic Reading (CSR) to the Second Semester Nursing Students of Kadiri University.
A Systematic Review of AI-Assisted Writing Tools: Impacts, Perceptions, and Challenges in EFL Academic Writing
This article synthesizes ten empirical studies published between 2022 and 2025 that examine the integration of artificial intelligence-based writing tools (AIWTs) including Grammarly, ChatGPT, and various paraphrasing platforms in the context of academic writing in English as a foreign language (EFL). The primary objective of this review is to consolidate the latest empirical evidence on the extent to which these technologies influence students' writing performance, motivation, and learning dispositions. Using a qualitative literature review framework, the selected studies were analyzed based on their methodological features, participant profiles, types of AI tools used, and key findings. The evidence that has been consistently reviewed shows that AIWTs contribute to significant improvements in linguistic accuracy, grammar mastery, text coherence, overall organization, vocabulary development, and overall writing quality. In addition, most students report positive perceptions of using these tools, including increased confidence, higher motivation, and reduced anxiety related to writing. However, these studies collectively highlight several critical issues, such as learners' overreliance on AI-generated feedback, the potential weakening of critical thinking and self-editing skills, occasional inaccuracies produced by these tools, and ethical issues related to plagiarism and academic integrity. Overall, these findings indicate that artificial intelligence (AI)-based writing tools have significant pedagogical value when used as supplemental instructional support. Their use should complement teacher feedback and encourage independent writing development, rather than replace essential pedagogical processes or students' independent writing efforts.
The effect of using script on tenth grade students’ speaking at sman 2 kediri in the academic year 2025/2026
This study investigates the effect of script-based instruction on the speaking performance of tenth-grade students at SMAN 2 Kediri in the academic year 2025/2026. Speaking remains one of the most challenging language skills for Indonesian high school learners, particularly due to limited vocabulary, speaking anxiety, and difficulty organizing ideas during oral communication. Script-based learning is introduced as a structured technique that supports students in preparing linguistic content before speaking, thereby promoting fluency, accuracy, and confidence. This research employed a quantitative pre-experimental design using a one-group pre-test–post-test model. Thirty-six tenth-grade students participated, completing a pre-test, receiving two sessions of script-based treatment, and taking a post-test. Students’ performances were assessed using an analytic rubric adapted from Brown (2016) and Harmer (2015), measuring pronunciation, fluency, grammatical accuracy, and vocabulary. The data were analyzed using a paired sample t-test to determine whether significant improvement occurred after the treatment. The findings indicated a statistically significant increase in students’ speaking scores, demonstrating that script-based instruction positively contributes to speaking development. The study concludes that script-supported practice is an effective strategy to enhance students’ oral performance and can be integrated into classroom speaking activities to support the implementation of the Merdeka Curriculum.
Conversational analysis: turn-taking in debonair podcast featuring gita wirjawan
This study investigates turn-taking strategies in the Debonair Podcast episode featuring Gita Wirjawan, hosted by Deborah Henry on August 14, 2025, with a duration of 59 minutes. Using Stenström’s (1994) framework of turn-taking strategies, the research focuses on the sub-strategies of taking the turn, including starting up, taking over, interrupting, and overlapping. The findings reveal that Deborah Henry frequently employed the starting up strategy to introduce topics and guide the flow of conversation, while Gita Wirjawan often applied the taking over strategy, particularly during pauses or hesitations, to assert his role as a dominant speaker. Both participants used interruptions and overlaps, reflecting a balance between competition and cooperation in managing the conversational floor. The results demonstrate that turn-taking in this podcast was effectively managed, producing a dynamic and engaging dialogue. However, this study is limited to analyzing only the taking the turn strategy, while the holding the turn and yielding the turn strategies were not examined due to time constraints. Future research is recommended to include all three strategies for a more comprehensive understanding of turn-taking systems in podcast conversations.
Comparing Quizizz, Kahoot, and Duolingo for Enhanced English Vocabulary Learning Among Students
This study aims to analyze and compare students’ perceptions of three gamified learning platforms Quizizz, Kahoot!, and Duolingo in English vocabulary learning. Using a descriptive quantitative comparative design with a survey approach, data were collected through a Google Form questionnaire completed by 51 senior high school and vocational school students (SMA/SMK) in Indonesia. The respondents were selected based on their experience using at least two of the three platforms. The questionnaire consisted of 15 Likert-scale items focusing on three dimensions: (1) effectiveness in improving vocabulary mastery, (2) motivation and engagement during learning, and (3) usability of each platform. The data were analyzed using descriptive statistics (mean and percentage) and comparative analysis to identify differences in students’ perceptions across the platforms. The findings show that Duolingo is the most widely used platform among respondents and is generally perceived as the most effective, motivating, and accessible for independent vocabulary learning, particularly due to its repeated practice, example sentences, and gamified features such as streaks, XP, and levels. Quizizz is perceived as highly effective for vocabulary retention and is considered the most enjoyable and easiest to use in classroom settings, especially because of its humorous visual design and immediate feedback. Kahoot! is viewed as moderately effective and engaging, with strong competitive elements that increase motivation for some students but can also create time pressure for others. Overall, each platform demonstrates distinct strengths depending on the learning context and student needs. These results provide useful implications for teachers in selecting appropriate gamified tools for vocabulary instruction and for developers seeking to optimize gamification features in language learning applications.
The Effectiveness of Self-Regulated Learning Strategies in Enhancing English Achievement among 11th Grade Students SMA Negeri 7 Kediri
This study investigates the effectiveness of Self-Regulated Learning (SRL) strategies in enhancing English achievement among 11th-grade students. Using a quantitative correlational design, data were collected from 34 respondents through a 30-item SRL questionnaire and academic performance records, including PTS, formative assessments (LM1, LM2, TP), and final scores. The SRL instrument demonstrated strong validity and excellent reliability (Cronbach’s α = 0.913). Descriptive results indicated generally high SRL levels and strong English achievement. Normality, homogeneity, and linearity assumptions were met, allowing the use of parametric analyses. Pearson correlation revealed a moderate and significant positive relationship between SRL and English achievement, particularly for PTS and final scores. Regression analysis confirmed that SRL significantly predicts English performance, explaining 28% of the variance. These findings suggest that students who actively plan, monitor, and evaluate their learning tend to achieve higher English outcomes. The study reinforces the importance of promoting SRL-based learning practices to improve academic achievement in English.
Students’ perception of the utilization of the feynman learning method in teaching english at smpn 1 sukomoro
This research aims to describe students' perceptions of the utilization of the Feynman learning method in teaching English at SMPN 1 Sukomoro, with a specific focus on class IX-B. The Feynman method, known for its emphasis on deep understanding and the ability to explain concepts in simple language, was applied to support English learning in the classroom. This study employed a qualitative descriptive approach. The data were collected through observation, questionnaire, and documentation involving 20 students as respondents. The findings revealed that most students held a positive perception of the Feynman learning method. They stated that this method helped them understand the material more clearly, encouraged them to be more active in class, and increased their confidence in explaining English concepts to others. Additionally, students felt more engaged and responsible for their learning process through peer teaching and self-explanation, which are central elements of the Feynman approach. In conclusion, the Feynman learning method was perceived as an effective and enjoyable strategy for learning English among the students of class IX-B. The results suggest that incorporating this method can enhance students' comprehension and participation in English learning activities.
Feynman learning method, English teaching
Teaching vocabulary using movies to the fifth grade students at sdn lirboyo 2 in the academic year 2024/2025
This study explores the implementation of movies as a medium for teaching vocabulary to fifth-grade students at SDN Lirboyo 2 during the academic year 2024–2025. The research aims to provide a comprehensive description of how movies can be integrated into vocabulary instruction to enhance students’ engagement, motivation, and vocabulary mastery. Utilizing a qualitative case study approach, data were collected through detailed field notes and documentation during classroom activities, focusing on the teaching process, students’ responses, and the effectiveness of movie-based instruction. The instructional framework was systematically organized into preparation, teaching, and assessment stages, with careful attention to age-appropriate movie selection, interactive classroom activities, and speaking assessments that emphasized pronunciation and confidence. The findings reveal that the use of movies significantly increased students’ enthusiasm and participation in English lessons. Repetition activities, particularly those involving pronunciation practice with movie characters, led to noticeable improvements in students’ spoken accuracy and confidence. The visual and contextual cues provided by the movies helped students better understand and retain new vocabulary, especially in self-introduction tasks. Students responded positively, expressing that learning with movies felt more enjoyable and less tedious compared to traditional methods. The integration of multimedia tools such as movies not only created a dynamic and engaging classroom atmosphere but also supported the development of both receptive and productive language skills. The study concludes that movies are highly effective and developmentally appropriate tools for vocabulary instruction, aligning well with the cognitive, social, and linguistic characteristics of young learners. The results offer practical implications for teachers seeking innovative strategies to enhance vocabulary learning, for curriculum developers aiming to incorporate multimedia resources, and for future researchers interested in exploring media-based language instruction in elementary education. The study further highlights the importance of thoughtful lesson planning, careful selection of movie clips, and the provision of interactive activities to maximize the benefits of multimedia in the classroom.
The Implementation Of Audio-Visual Media To Teach Vocabulary At Sdn Setonopande 1
Vocabulary teaching at the elementary school level is essential for building a strong foundation in English language skills. However, many students still struggle to retain new vocabulary, which affects their ability to understand and communicate in the language. One potential solution to this issue for teachers is the use of audio-visual media in instruction. This article explores the concept of implementing audio-visual media for vocabulary teaching at SDN Setonopande 1 as a means to enhance student engagement and improve vocabulary retention. Audio-visual media such as videos, animations, and sounds create a more interactive and enjoyable learning experience, helping students better grasp the context in which vocabulary is used in real-life situations. Furthermore, this media supports students in associating words with specific objects or actions, thereby enhancing comprehension and retention. The proposed approach aims to enrich students’ learning experiences and enable teachers to foster a more dynamic classroom environment. By incorporating a range of sensory stimuli, including visual and auditory elements, this method accommodates various learning styles. The article also discusses the potential benefits and challenges of implementing this approach, including the need for adequate infrastructure and curriculum adjustments. With effective use, audio-visual media can become a valuable tool for enhancing vocabulary learning at SDN Setonopande 1, providing students with a more meaningful and contextualized learning experience.
Teaching Vocabulary Using Audio-Visual Media.
Copyright (c) 2024 'Sisca Amalia, Sulistyani https://creativecommons.org/licenses/by-sa/4.0
The Implementation Of Chinese Whisper Game For Teaching Speaking To Elementary School Students
Speaking is the basic ability in learning a new language that elementary school students have to learn. In fact, the characteristics of elementary school students are still playful, easily bored and have short memory. In addition, many teachers still teach by conventional media so that students are easily bored and less interested in actively participating in learning. For this reason, the researcher proposes to apply joyful learning using Chinese whisper game to teach speaking. The purpose of this research is to update the learning media to be suitable for teaching English speaking to elementary school students. The contribution of this research is to provide references to teachers in updating or developing previous English learning media. This study used an observational research method with a qualitative approach. This research involves the process of teaching speaking using Chinese whisper game to MI Mambahul Ulum 5th grade students with a total of 24 students. The data were obtained from observation, interview and documentation. This study concludes based on observation that Chinese whisper game is an effective media in teaching speaking to elementary school students. By using Chinese whisper games, students can more easily remember vocabulary, pronunciation, and the meaning of a word. And students are more enthusiastic in participating in learning and the classroom atmosphere is more fun. Based on the results of student interviews, almost all (80%) students felt helped in learning speaking by using Chinese whisper games.
Copyright (c) 2024 'Juliana Ting Pit Lee , Sulistyani, Khoiriyah, Agung Wicaksono https://creativecommons.org/licenses/by-sa/4.0
A Review of Seamless Learning on Research Publications
This research aims to analyze the content in a number of articles that research "seamless learning". 57 articles were collected using “publish or perish”. Through the PRISMA screening protocol, 39 seamless learning articles were obtained that studied schooling and lectures. The results of the review show that the number of articles published online with the reputation of Scopus about seamless learning has been going on since 1996 until this year. The most research method used is quantitative, the sample most often used is university students, the number of authors who publish the most consists of one author, the country of origin of researchers who most dominantly research "seamless learning" is China. Through this analysis it is known that "seamless learning "which uses research respondents from kindergarten, secondary school and junior high school students is the latest research opportunity
Copyright (c) 2024 Fatimah, Atin. https://creativecommons.org/licenses/by-sa/4.0
Teaching Speaking of Recount Text using the Crisscross Game
The study aims to describe the teaching of speaking a recounted text using the crisscross game, its problems, and its solutions. The research design is descriptive qualitative. The sample in this research was chosen by applying a purposive sampling technique, and the data sources were social situations, participants, and documents. The researcher uses observation, interview, and documentation techniques for collecting data. The data analysis technique includes reducing, displaying, and creating a conclusion. The result of the research shows that the implementation of the crisscross game in teaching speaking a recount text gives some examples: introduce the Crisscross Game, divide students into groups and stand in a circle, ask students to experience in the form of recount text, students answer and submit a question from the teacher, students create a simple monologue recount text, students present the text. However, the students still face problems with vocabulary. The solution to the problem is to practice listening and vocabulary tasks.
Copyright (c) 2024 'Alfiyatu Nuuriyyah Aa Minatul Imaamah, Samsul Arifin https://creativecommons.org/licenses/by-sa/4.0
The Implementation Of Teaching Vocabulary Using Board-Game To The Third-Grade Students At Sdn Sambirejo 1
This study described a game-based learning tool, board-game: Spin Mini Zoo, in vocabulary acquisition to the third grade students at SDN Sambirejo 1. Teaching vocabulary to young students is challenging, especially due to their limited attention span. This study utilized qualitative research methods, using data collection techniques such as field notes and document analysis to describe how to implement board-game Spin Mini Zoo in teaching vocabulary. Field notes played an important role in capturing the dynamics of classroom interaction during the implementation of the game. The findings showed that incorporating Spin Mini Zoo game into vocabulary teaching significantly encourages students' enthusiasm and active participation in learning activities. The students expressed excitement and showed improved retention of vocabulary related to zoo animals through the game. This article discusses the methodology of implementing the game, detailing how it was integrated into existing lesson plans and adapted to meet the diverse needs of students. By fostering a fun learning environment, Spin Mini Zoo can not only be used in vocabulary acquisition but also encourage collaboration and social interaction among students. This research contributes to the growing body of evidence supporting game-based learning as an effective pedagogical strategy in elementary education. Ultimately, this study underscores the importance of innovative teaching methods in promoting language development and creating engaging learning experiences for students.
Copyright (c) 2024 'Miftah Dwi Putri Maulidiyah, Suhartono https://creativecommons.org/licenses/by-sa/4.0