Editorial Board
Vol. 7 No. 1 (2026): March Issue
Articles
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Collaborative Writing with Padlet: A Strategy for Improving Writing Skill in Senior High School
Abstract View: 182 PDF Download: 181Collaborative writing is a method where students work in pairs or small groups to generate ideas, provide feedback to one another, and construct written texts together. The purposes of this research were (1) to find out whether or not it was effective to improve students’ writing skill achievement through collaborative writing using Padlet, and (2) to find out whether or not there was any significant difference in students’ writing skill achievement between students who were taught through collaborative writing using Padlet and those who were not. A quasi-experimental design was applied in this research. The population involved all tenth-grade students of SMA Negeri 11 Palembang during the 2024/2025 academic year. A total of 70 students were selected as the sample of this study using a purposive sampling technique and assigned to experimental and control groups. Writing tests were administered to collect the data. The obtained data were analyzed using a paired sample t-test and an independent sample t-test. The results of the paired sample t-test showed that collaborative writing using Padlet was effective in improving students' writing skills. The independent sample t-test showed that there was a significant difference in writing skills between students who were taught collaborative writing using Padlet and those who were not. The results indicated that it was effective to improve students’ writing skill achievement through collaborative writing using Padlet. There was also a significant difference in students’ writing skills between students who were taught through collaborative writing using Padlet and those who were not.
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The Role of Listening Strategy Use in Predicting Listening Proficiency among Tenth-Grade EFL Learners
Abstract View: 167 PDF Download: 71Listening is a fundamental skill in EFL learning, yet many students face difficulties and show limited awareness of effective listening strategies. This study aimed to investigate the role of listening strategy use in predicting proficiency among tenth-grade EFL learners. This study employed a correlational quantitative design with 74 tenth-grade students using convenience sampling. Data were collected using a closed-ended questionnaire to measure metacognitive, cognitive, and socio-affective strategies and a standardized TOEFL Junior listening test to assess listening proficiency. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and regression analysis. The findings revealed a statistically significant positive relationship between the use of listening strategies and listening proficiency. However, the predictive power was relatively low, indicating that listening strategies contributed modestly to students’ listening performance. Among the strategy types, socio-affective strategies were used most frequently, while cognitive and metacognitive strategies were used at moderate levels. These findings suggest that although listening strategies play an important role, listening proficiency is influenced by multiple factors. In addition, factors such as learners’ motivation, prior knowledge, and exposure to English may also contribute significantly to listening achievement. Therefore, it is recommended that teachers incorporate explicit instruction of cognitive and metacognitive strategies and provide greater exposure to authentic listening materials to enhance students’ listening development.
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Enhancing Tenth Graders’ Speaking Ability through Quiz-Quiz Trade at SMA PGRI 1 Palembang
Abstract View: 139 PDF Download: 173This study focuses on the application of the Quiz-Quiz Trade Technique to assist tenth-grade students in improving their speaking ability. The Quiz-Quiz Trade Technique is a cooperative learning strategy that provides opportunities for students to engage in speaking practice. The objective of this study was to determine the substantial enhancement in speaking abilities by using the Quiz-Quiz Trade Technique among tenth graders at SMA PGRI 1 Palembang, as well as to examine the difference in speaking skills between students taught with this technique and those who were not. This study employed a quasi-experimental design. The population consisted of tenth-grade students at SMA PGRI 1 Palembang during the academic year 2024-2025. Purposive sampling was used to select 70 students, divided into two groups: the experimental group and the control group, each comprising 35 students. Data were gathered through speaking tests conducted twice. The data analysis used a paired-sample t-test and an independent-samples t-test. The paired-sample t-test results indicated a significant improvement in the speaking ability of the tenth graders using the Quiz-Quiz Trade technique. The results of the study showed a significant improvement in students' speaking skills in the experimental group compared to the control group. The independent sample t-test results revealed a significant difference in speaking skills between the students who received instruction using the Quiz-Quiz Trade technique and those who did not.
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Language Variation and Identity Negotiation in College Students’ Social and Digital Communication
Abstract View: 173 PDF Download: 86This study examines the dynamics of language use among students from a sociolinguistic perspective, particularly within campus and digital communication contexts. As a multicultural and technology-driven environment, the campus provides a space where diverse linguistic practices emerge and reflect students’ social interaction and communication strategies. The objective of this study is to analyze how language variation develops and to explore its relationship with identity negotiation among students. This study employs a literature review method by analyzing 12 relevant scientific articles related to sociolinguistics, language variation, and digital communication. The analysis focuses on identifying patterns of language use and the factors influencing students’ linguistic choices in both face-to-face and online interactions. The findings reveal that language variation among students emerges through continuous social interaction and exposure to digital media. Common forms include code-switching, code-mixing, dialect variation, slang, and lexical innovation, which are influenced by social relationships, cultural background, peer interaction, and technological exposure. Furthermore, language variation is closely related to identity negotiation, as students actively construct and express their social identities through context-dependent linguistic choices. Overall, this study highlights that language use among students functions not only as a means of communication but also as a dynamic social practice shaped by ongoing social and technological changes.
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Developing Local-Content Agricultural Reading Materials for Freshmen
Abstract View: 131 PDF Download: 123This study developed and evaluated agricultural local-content-based instructional reading materials alongside a Group Reading Assessment (GRA) instrument for English as a Foreign Language (EFL) freshmen at STIPER Belitang, an agricultural college in South Sumatra, Indonesia. Employing Akker's (1999) developmental research framework and Tessmer's (1993) formative evaluation model, this investigation addressed a critical yet underexplored gap—the systematic absence of contextualized English reading resources integrating authentic local agricultural content for Indonesian university freshmen. The materials were validated by expert reviewers and tested through one-to-one, small group, and field trial phases. Results confirmed high validity (M = 3.10), high practicality (M = 3.12 and 3.08, respectively), and significant criterion-related validity (r = 0.711 for reading materials; r = 0.812 for the GRA). The field test further revealed that 71.4% of students surpassed the minimum mastery criterion, affirming the products' potential effectiveness. This study contributes a replicable, context-sensitive framework for ESP material development that bridges language learning with students' immediate agricultural environment, thereby enhancing both learner engagement and reading comprehension outcomes.
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Profiling Pre-Service Teachers’ Digital Literacy Levels A Survey Research
Abstract View: 104 PDF Download: 152The increasing use of digital technology in higher education has made digital literacy an essential skill, especially for students who are preparing to become teachers. This study aims to profile the level and the dimensions of digital literacy among pre-service teacher students of the Faculty of Teacher Training and Education at Tridinanti University. This research used a quantitative method with a cross-sectional survey design, involving 144 pre-service teacher students selected through total sampling. Data were collected using a Digital Literacy Scale (DLS), consisting of nine dimensions of digital literacy originally proposed by Chen (2015) and operationalized in the digital literacy scale developed by Amin et al. (2021). The obtained data were analyzed using mean score and percentage analysis. The results show that, in general, students already have a good level of digital literacy. The results of the percentage analysis showed that they tend to perform well in areas such as citizenship (ethical awareness), creativity, and collaboration in digital environments. However, some aspects, particularly those related to managing information and maintaining digital connections, are still not as strong. These findings indicate that although students are quite ready to participate in technology-based learning, there is still a need to improve their ability to critically evaluate and manage information. Overall, this study highlights the importance of strengthening digital literacy as part of teacher education programs.
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The Relationship Between Students’ Learning Motivation and Their English Achievement
Abstract View: 135 PDF Download: 87Learning motivation is considered one of the factors that may influence students’ academic achievement, especially in learning English as a foreign language. This study aimed to investigate the relationship between students’ learning motivation and their English achievement among fourth-semester students of the English Education Department. The study employed a quantitative correlational research design. Data were collected using a learning motivation questionnaire distributed through Google Form and students’ English achievement scores obtained from academic records. The questionnaire consisted of positive and negative statements related to students’ motivation in learning English and employed a five-point Likert scale ranging from Strongly Agree to Strongly Disagree. The participants of this study were 20 fourth-semester students of the English Education Department. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Spearman rank correlation. The findings showed that most students demonstrated high levels of learning motivation and satisfactory English achievement. The correlation analysis revealed a low positive relationship between students’ learning motivation and English achievement (ρ = 0.229). However, the significance value (p = 0.330) indicated that the relationship was not statistically significant. These findings suggest that learning motivation alone may not significantly determine students’ English achievement, as academic performance may also be influenced by other factors such as learning strategies, teaching methods, self-confidence, and classroom environment. The findings of this study are expected to contribute to English teaching practice by encouraging lecturers to maintain students’ motivation through meaningful learning activities, constructive feedback, collaborative learning, and supportive classroom environments.
