Didascein: Journal of English Education

INTEGRATING COOPERATIVE LEARNING AND MUSIC

Fibria Cahyani — 2025-09-26

Grammar mastery, particularly the simple present tense, is crucial in developing students’ English proficiency. However, many junior high school students still face challenges in applying this tense accurately, leading to low achievement and reduced motivation in grammar lessons. Combining music and the Talking Stick creates a pedagogical synergy that targets the affective, social, and cognitive aspects of learning. This study aimed to examine the effect of integrating the Talking Stick technique with music on students’ achievement in the simple present tense. This research employed a quantitative quasi-experimental design with a one-group pre-test and post-test format. The sample of the study consisted of 12 seventh-grade students of SMP Taman Harapan Sidoarjo in the 2024/2025 academic year. Data were collected through simple present tense tests and analysed using the Wilcoxon test. This is evidenced by the increase in their average scores, from 60.3 in the pre-test to 74.7 in the post-test, indicating a meaningful academic gain. These findings demonstrated that combining the Talking Stick technique with music can effectively enhance students' achievement in the simple present tense, encourage active participation, and create a more engaging learning atmosphere. This approach can be a valuable alternative to traditional teaching methods, especially in junior high school.

FORMATIVE GRAMMAR ASSESSMENT IN BLENDED LEARNING ENVIRONMENTS

Hastin Yoka Ariyani — 2025-09-26

Formative grammar assessment is crucial in English language learning, especially in building students' accuracy and awareness of language structure. In the modern era of education, blended learning approaches, which combine face-to-face and online learning, have become a popular strategy in increasing student flexibility and engagement. However, implementing formative grammar assessment in a blended learning environment faces several challenges, such as limitations of real-time feedback, difficulties in monitoring individual development consistently, and limitations of automated evaluation tools. The subjects in this study are students of the D3 Hospitality Study Program, who are in semesters II and IV, and are taking English courses emphasizing grammar. A total of 30 students were purposively. This study uses a qualitative case study approach to describe the practice of formative grammar assessment in blended learning. This article presents the results of a case study conducted at the Prasetiya Mandiri Polytechnic, involving D3 Hospitality students who took grammar courses in a blended system. Various assessments include interactive quizzes, weekly assignments, self-reflection, and online grammar discussions. The results show that integrating digital platforms such as Google Forms, Moodle, and learning analytics features can increase the effectiveness of formative assessments. In addition, micro-assessment and peer feedback strategies are practical solutions for overcoming the limitations of direct interaction. This article recommends adaptive approaches and the use of technology to strengthen the grammar assessment process in blended learning.

COGNITIVE MAPPING IN THE WRITING CLASSROOM

Fitrianti Putri — 2025-09-26

Many senior high school students struggle with initiating and organizing their ideas, applying grammar accurately, and maintaining cohesion in their writing. Mind mapping is a visual technique that enables students to brainstorm ideas, establish connections, and structure content in a non-linear format. This study investigated the effect of using mind mapping on the writing ability of tenth-grade students at SMA Negeri 14 Palembang. The study used a quantitative method comparing a group taught using mind mapping (the experimental group, 34 students) and a group taught in the usual way (the control group, with 34 students) before and after the treatment. The students’ writing ability was measured with a writing test before and after the treatment. Because the test results were not normally distributed, nonparametric statistical tests were used to analyze the data. The Wilcoxon Signed-Rank Test revealed that the writing ability of the experimental group improved significantly after using mind mapping. Furthermore, the Mann-Whitney U test showed a significant difference in writing test scores between the experimental and control groups after treatment, with the experimental group scoring better. The findings of this research indicated that using mind mapping greatly helped to improve the tenth-grade students’ writing ability in recount text. This study suggests that teachers could use mind mapping as a way to enhance students’ writing skills.

STUDENTS’ PERCEPTION OF USING QUIZIZZ APPLICATION IN READING CLASS

Lina Iswanda — 2025-09-26

Integrating technology into the classroom is essential for enhancing student engagement and learning outcomes. Quizizz is widely adopted to promote interactive and student-centered instruction. This study investigates students’ perceptions and the perceived benefits of using the Quizizz application in reading lessons at SMA Negeri 11 Palembang during the 2024/2025 academic year. A quantitative approach was used, involving 132 tenth-grade students selected through purposive sampling. Data were collected via a closed-ended questionnaire based on five aspects: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude (A), Skill Engagement (SKE), and Interaction Engagement (IE), using a Likert scale. The findings indicate that students generally have positive perceptions of Quizizz. They appreciate its interactive interface, multimedia features, instant feedback, and gamification elements like leaderboards, which enhance motivation and engagement. Students reported that Quizizz made reading activities more enjoyable, accessible, and dynamic, contributing to improved participation and focus. Quantitative data show that 55.74% and 56.90% of students chose "Agree" and "Strongly Agree" on key items, indicating overall positive responses. The study concludes that Quizizz is an effective, user-friendly tool that fosters motivation, confidence, and meaningful interaction, while reducing mental effort in learning. Pedagogically, the results suggest that teachers can integrate Quizizz to create more engaging reading environments, curriculum designers can incorporate game-based learning elements into literacy programs, and schools can use such platforms to foster motivation and comprehension in English reading. These results support the integration of game-based learning applications to improve reading comprehension and classroom experiences.