Editorial Board
Vol. 6 No. 2 (2025): September Issue
Articles
-
INTEGRATING COOPERATIVE LEARNING AND MUSIC THE TALKING STICK STRATEGY TO IMPROVE SIMPLE PRESENT TENSE ACHIEVEMENT
Abstract View: 169 PDF Download: 110Grammar 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 CHALLENGES AND SOLUTIONS
Abstract View: 131 PDF Download: 128Formative 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 RETHINKING HOW STUDENTS ORGANIZE AND EXPRESS IDEAS
Abstract View: 110 PDF Download: 88Many 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
Abstract View: 290 PDF Download: 137Integrating 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.
-
THE RELATIONSHIP BETWEEN SELF-EFFICACY, MOTIVATION, AND SPEAKING ABILITY AMONG FOURTH SEMESTER STUDENTS
Abstract View: 134 PDF Download: 127This study aimed to address three objectives: the connection between self-efficacy and speaking skills, the link between motivation and speaking skills, and the simultaneous relationship among self-efficacy, motivation, and speaking skills. The researcher conducted a form of oral assessment to collect data on students' speaking skills. Meanwhile, to collect students’ self-efficacy and motivation, the researcher conducted questionnaires. Every student among the 38 samples was requested to deliver their presentation to the class. The obtained data were analyzed using correlational analysis run by SPSS. The results of the research revealed that there was a statistically significant relationship between self-efficacy and speaking ability (p < 0.05), as well as between motivation and speaking ability (p < 0.05). Furthermore, a significant overall relationship was found among self-efficacy, motivation, and speaking ability (F < 0.05). There was a notable relationship among self-efficacy, motivation, and speaking ability, with F < 0.05. The research findings indicated that both lecturers and students of the English Department at Kutai Kartanegara should focus more on efficacy and motivation. Additionally, the future researcher is encouraged to conduct a more in-depth observation involving a larger population and diverse research instruments in a related study or to implement teaching methods that boost students’ confidence and motivation in speaking classes.
-
THE EFFECT OF THE THREE-STEP INTERVIEW TECHNIQUE ON ELEVENTH-GRADE STUDENTS’ SPEAKING SKILLS
Abstract View: 90 PDF Download: 46Enhancing students' speaking skills remains a major obstacle in English instruction, especially in secondary schools with vocational programs where effective communication is crucial. This study investigated whether eleventh-grade students at SMK PGRI 2 Palembang might improve their speaking proficiency by using the three-step interview technique. A quantitative method with a quasi-experimental design was employed, involving 42 students selected through purposive sampling, with 22 assigned to the experimental group and 20 to the control group. Data were collected through a speaking test. The obtained data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test, since the data were not normally distributed. The Wilcoxon Signed-Rank test revealed a significant improvement in speaking achievement within the experimental group (Asymp. Sig. = 0.000 < 0.05), indicating that the three-step interview technique effectively fostered students’ speaking achievement. However, the Mann-Whitney U test showed no significant difference between the experimental and control groups (Asymp. Sig. = 0.192 > 0.05), suggesting that the technique did not outperform traditional methods in this sample. These findings imply that while the three-step interview technique can be a useful classroom strategy to support speaking development, further research with larger samples and diverse contexts is recommended to evaluate its comparative effectiveness.
-
VOCABULARY MASTERY AND ITS INFLUENCE ON STUDENTS’ DESCRIPTIVE WRITING A CORRELATION RESEARCH
Abstract View: 138 PDF Download: 73This research aimed to determine the correlation between tenth-grade students' vocabulary mastery and their descriptive writing ability, and to determine the contribution of students' vocabulary mastery to their descriptive writing ability. The research design was a correlational study, and the population consisted of 450 tenth-grade students from 14 classes at SMA N 10 Palembang. To select the sample of this research, purposive sampling was implemented. There were 72 students as a sample from classes X.7 and X.8. The obtained data were analyzed using correlation and regression analyses. The data were obtained from writing ability and vocabulary mastery tests. The results indicated that the significant coefficient between writing ability and vocabulary mastery was 0.802, which was higher than the alpha value of 0.05. It means that vocabulary mastery and writing ability were not correlated. At that point, the correlation coefficient was 0.030, which placed it in the low category of the correlation coefficient. Subsequently, regression analysis revealed that the R-value was 0.066 and its coefficient of determination (R-squared) was 0.004. It concluded that the contribution of vocabulary mastery to writing skill was only 0.04%. In conclusion, the r-value was less than the alpha-value (0.802 > 0.05), indicating that there was no significant relationship between writing ability and vocabulary mastery. There was no contribution or interaction effect on vocabulary mastery or writing ability, since the R-value was 0.004, or only 0.04%.
-
EXPLORING STUDENTS’ DIFFICULTIES IN WRITING PROCEDURE TEXTS INSIGHTS FROM SMA AISYIYAH 1 PALEMBANG
Abstract View: 95 PDF Download: 78This study aimed to find out the difficulties encountered by the students in writing procedure texts at SMA ‘Aisyiyah 1 Palembang. Writing is often considered a productive and crucial skill for students' future, yet many learners find it difficult to master due to complex components such as vocabulary, grammar, and sentence structure. This study applied qualitative research with a case study design to investigate the specific phenomena of student challenges in depth. The participants of this study were seven students from the tenth grade, selected by using a purposeful sampling technique, specifically homogeneous sampling. Semi-structured interviews were conducted to collect the primary data, which were then analyzed by using the thematic analysis procedure. The research findings revealed that there were five major difficulties faced by the students in writing procedure text. These difficulties included grammatical problems, specifically in determining pronouns, and mechanical problems such as deciding the right spelling for unfamiliar words. Additionally, students struggled with sentence structure when arranging the steps of the procedure, and faced psychological barriers, including a lack of self-confidence and significant writing anxiety. Problems with the generic structure of the text were also identified. In brief, the tenth-grade students still face diverse challenges in writing, and it is recommended that they improve their comprehension and skills in this specific genre.
