Editorial Board
Vol. 6 No. 1 (2025): March Issue
Articles
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TEACHING READING COMPREHENSION USING NEUROLOGICAL IMPRESS METHOD AT JUNIOR HIGH SCHOOL
Abstract View: 233 PDF Download: 126Reading is a fundamental skill in education, and its importance cannot be overstated. It plays a crucial role in language learning and academic success. The goals of this study were to determine whether there was a significant improvement and whether there was a substantial difference in students’ reading comprehension achievement before and after the implementation of the Neurological Impress Method. The Neurological Impress Method for eighth-grade students at SMPN 7 Palembang. This study was conducted over 12 meetings, employing a quasi-experimental methodology. 68 students were selected as a sample using the convenience sampling technique. There were two groups: control (VIII.9) and experimental (VIII.10). Pre-test and post-test were administered to both groups during data collection. The researcher analyzed the data using SPSS version 26. Based on the outcome of the Paired Sample T-Test, the p-value was 0.000, which was less than 0.05, and the t-value was 8.308, which was higher than the t-table df=33 (2.035). Therefore, it is possible to conclude that students' pre-test and post-test scores improved significantly in the experimental group taught using the Neurological Impress Method. Following the results of the Independent Sample T-Test, the p-value was 0.004, which was less than 0.05, and the t-value was 2.984, which was higher than the t-table df=66 (1.997). As a result, students' pre-test scores differed significantly between the control and experimental groups. The findings of this study demonstrated that the Neurological Impress Method improved students' reading comprehension and could be used as an alternate method for teaching reading comprehension
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SELF-ESTEEM AND READING COMPREHENSION: A CORRELATIONAL STUDY OF TENTH GRADERS
Abstract View: 381 PDF Download: 217Reading is emphasized as a crucial activity for personal development and academic achievement. Strong reading comprehension skills not only support students’ academic performance but also contribute to the development of critical thinking and the expansion of knowledge. Understanding the factors that influence reading comprehension, such as self-esteem, is essential and worth exploring, particularly in the context of secondary education, where foundational skills and cognitive growth play a significant role in learning outcomes. This study aimed to investigate the correlation between self-esteem and reading comprehension achievement among tenth-grade students at MA Patra Mandiri in Palembang. To analyze the correlation between students’ self-esteem and their reading comprehension achievement, a correlational research design was applied. The study involved nine classes of tenth-grade students, and a sample of 116 students was drawn using a convenience sampling technique. Data were collected using a ready-made self-esteem questionnaire adopted by Kartika (2023) and a reading comprehension test. The findings indicated that the correlation coefficient (r) was 0.125, which was lower than the critical value of the r-table (0.180). Based on these results, it can be concluded that there was a low but insignificant correlation between self-esteem and reading comprehension achievement of tenth-grade students at MA Patra Mandiri Palembang
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THE USE OF CHATGPT IN ENGLISH WRITING ACTIVITIES: STUDENTS’ VOICES
Abstract View: 363 PDF Download: 198The rapid development of artificial intelligence has influenced education, including the use of ChatGPT in language learning. ChatGPT can revolutionize many aspects of education, such as retrieving information, responding to specific questions in a variety of subjects, participating in open discussions, writing and editing essays and reports, creating software code, mentoring students by elucidating programming concepts, supplying sample data for databases and analysis, and carrying out computations. This study investigated students’ perceptions of using ChatGPT in English writing activities at the English Education Study Program of UIN Raden Fatah Palembang. A quantitative approach was used with 136 fourth-semester students as the research participants. Data were collected through an open-ended questionnaire focusing on six aspects: ChatGPT usage, impact on writing, reliability and accuracy, contribution to learning goals, user experience and satisfaction, and training needs. The findings showed that most students had a positive view of ChatGPT, especially in brainstorming and organizing ideas. About 91.3% of students had used ChatGPT in class, and 94.9% had prior experience. Although only 8.7% used it regularly, ChatGPT was seen as helpful for improving efficiency, creativity, and confidence. Students also recognized its limitations, such as the necessity of information verification and avoiding over-reliance. The study concludes that ChatGPT can be a valuable tool for academic writing when it is combined with strong digital literacy and ethical use.
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USING YOUTUBE VIDEOS TO ENHANCE THE EFL STUDENTS’ VOCABULARY MASTERY
Abstract View: 237 PDF Download: 152Vocabulary is one of the important elements of language. It supports students to be able to master four skills in English. YouTube Videos as a digital-based learning medium can demonstrate language skills better than using audio, which is usually used in conventional teaching. This research aimed to find out whether students who were taught using YouTube videos could improve their vocabulary mastery compared to students who were not taught using YouTube videos. This research used a quantitative approach with a quasi-experimental design. The samples used in this research were students in Class VIII C and VIII D. To collect the data, the researcher used the research instrumentation in the form of vocabulary to measure the students’ prior knowledge before the treatment and to see the students’ treatment results. Furthermore, to analyze the data, the researcher used the t-test. Based on the results collected after conducting this research, the results of the research showed that there was a significant effect of using YouTube videos on vocabulary mastery in students in the experimental class. Students’ English vocabulary learning using YouTube videos was more effective than without using the conventional way of teaching vocabulary. In conclusion, YouTube videos could be used as an alternative way to teach vocabulary to EFL students, especially in the Indonesian context.
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STUDENTS’ PERCEPTION OF CAKE APPLICATION FOR STUDENTS’ SPEAKING SKILLS
Abstract View: 212 PDF Download: 134A great use of information and communication technology (ICT) has recently affected language pedagogy. ICT usage shifts how English is taught and learned. Many people nowadays use mobile apps as a solution for language learning. One of the smartphone applications that students have been using lately is the Cake application. This study investigates students' perceptions and benefits of using the Cake application in English learning at Sandika Sukajadi High School, Banyuasin. A quantitative method featuring a survey design was employed as the research framework. 104 students, who were selected using a total sampling technique, participated as the sample in this study. A closed-ended questionnaire, distributed using Google Forms, was used to collect the data, which was then analyzed using percentage analysis. The findings revealed that most students perceived positively of using the Cake app for learning spoken English. This study found that (1) the Cake app is a helpful, user-friendly, and interesting tool for students in the English learning process, and (2) the Cake app has many benefits for students in improving their English speaking skills. With its flexibility, it enables students to manage their self-paced learning. Students can have a greater chance to improve their speaking skills using the Cake application.
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DIGITAL LANGUAGE LEARNING THROUGH DUOLINGO: A SURVEY STUDY OF TENTH-GRADERS
Abstract View: 201 PDF Download: 139The rapid development of technology, particularly in the post-COVID era, has significantly expanded individuals’ perspectives, especially in the realm of education. Technology has enabled greater access to information, and numerous advanced applications are now available to specifically support the improvement of language skills. The Duolingo application is one of the technological tools that can help students become more proficient in English, and it also supports educators by offering ways to uphold the idea of technology-assisted language learning. This study aimed to investigate students’ perceptions of using Duolingo. The population of this study consisted of tenth-grade students at SMA Swasta Sukajadi during the 2023/2024 academic year. The research sample consisted of 106 students, representing classes XA, XB, and XC at SMA Swasta Sandika Sukajadi. The research findings present the results of a descriptive analysis of students' perceptions. Five aspects of students' perceptions regarding the use of the Duolingo application in English learning. The data were collected using a questionnaire. The students’ perceptions were divided into two major categories: positive and negative perceptions. Based on the findings, it can be concluded that the use of the Duolingo application significantly enhances the effectiveness and utility of English language learning. Most students demonstrated a higher level of interest in engaging with English learning through the Duolingo application
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IMPROVING ELEVENTH GRADERS' SPEAKING ACHIEVEMENT THROUGH THE GOGOMO STRATEGY
Abstract View: 125 PDF Download: 93GOGOMO is a collaborative approach that enables students to engage and practice speaking with each other. This approach allows students to express their thoughts. This research sought to: (1) determine if there was a notable enhancement in the speaking skills of the eleventh-grade students at SMA Negeri 10 Palembang through the GOGOMO strategy, and (2) assess if there was a significant disparity in speaking skills between the eleventh-grade students at SMA Negeri 10 Palembang who learned with the GOGOMO strategy and those who did not. This research employed a quasi-experimental design involving 70 students, who were chosen through purposive sampling. The data were gathered through a speaking assessment. To confirm the hypotheses, the collected data were examined with the Paired Sample T-Test and Independent Sample T-Test. The findings showed that the GOGOMO strategy significantly enhanced the speaking proficiency of eleventh-grade students at SMA Negeri 10 Palembang. Moreover, a notable difference existed in the speaking achievements of the eleventh-grade students at SMA Negeri 10 Palembang between those instructed with the GOGOMO strategy and those who received no such instruction. The experimental group surpassed the control group in terms of speaking performance. The GOGOMO strategy may have created an environment for students to engage with their peers and enhance their speaking skills. When used for a speaking class, GOGOMO needs to be modified or supplemented, even though it might work well for some activities. Alternative approaches that improve engagement while preserving comprehension accuracy should be investigated in future studies.
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SPEAKING PRACTICES IN AN ENGLISH CLUB: STUDENTS’ VOICES IN PALEMBANG
Abstract View: 326 PDF Download: 187This study aimed to investigate students’ perceptions of the speaking practices of the English Club at SMAN 19 Palembang, South Sumatra. One of the qualitative research designs, the case study, was applied. The purposive sampling technique was applied, involving 8 students who have been active in the English Club for more than a year. The data were collected through semi-structured interviews by using open-ended questions. Thematic analysis was then employed to analyze the data. The findings indicated that participating in the English Club: (1) enjoy fellowship and companionship, (2) receive moral and emotional support for their views, (3) challenged with reticence, (4) access to much more information, (5) get the same turn to speak, (6) more pleasant and provide more suitable material than regular class, (7) acquire new vocabularies and information, and (8) improved confidence. This study implied that English Clubs can create a supportive and student-centered environment that encourages authentic communication and reduces speaking anxiety, which is often lacking in traditional classrooms. By promoting social bonding and offering more engaging, relevant content, English Clubs foster both linguistic and affective development. This study contributes to the growing body of research on extracurricular language learning by highlighting how peer-supported, informal speaking practices can complement formal instruction. It also provides practical insights for educators and school administrators seeking to improve students' oral proficiency through meaningful, student-driven activities
