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All Journal Indo-MathEdu Intellectuals Journal Teaching English and Language Learning English Journal Journal of Language Education and Development (JLed) Jurnal Inovasi Global
Sujito
UIN Raden Mas Said Surakarta
Astronomy Education Engineering Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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The Correlation Between Oral Presentation Practice and EFL Students’ Speaking Ability at Islamic State University Raden Mas Said Surakarta Elisa Dwi Yurianti; Farah Khoirunnisa; Indah Dwi Rahmawati; Wanda Nayla Rahma; Sujito
Jurnal Inovasi Global Vol. 4 No. 6 (2026): Jurnal Inovasi Global
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jig.v4i6.552

Abstract

Speaking ability is one of the fundamental skills for effective communication specifically for EFL (English as a Foreign Language) learners. This study investigated the correlation between oral presentation practice and EFL students’ speaking ability at UIN Raden Mas Said Surakarta. The study aimed to determine whether oral presentation practice is associated with students’ speaking ability in an EFL context. A quantitative correlational design was employed using a survey method. The participants were students of the English Education Department (PBI) at Islamic State University Raden Mas Said Surakarta. Data were collected through a questionnaire measuring students’ oral presentation practice and a speaking test assessing their speaking ability. The data were analyzed using Pearson Product-Moment Correlation. The findings showed that there is a high positive correlation between oral presentation practice and students’ speaking ability. The results indicate that students who frequently engage in oral presentation practice tend to have better speaking ability. Therefore, oral presentation practice can support the development of students’ speaking skills in the EFL classroom.
Exploring English Teacher Experience Using Differentiated Instruction in Teaching English Moh Rofiki; Sujito
Indo-MathEdu Intellectuals Journal Vol. 7 No. 3 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i3.5959

Abstract

Differentiated learning is an important approach to addressing the diversity of students' learning needs in English language learning. This study aims to explore teachers' experiences in implementing differentiated learning and identify various challenges faced during the implementation process. The study used a qualitative approach with a case study design. Data were collected through in-depth interviews and classroom observations of English teachers implementing differentiated learning. Data were then analyzed using descriptive analysis through the stages of data reduction, data presentation, and conclusion drawing. The results show that teachers implement differentiated learning through three main stages: planning, implementation, and assessment, which are manifested in the differentiation of content, process, and product according to students' needs, interests, and learning readiness. The research findings reveal that the successful implementation of differentiated learning is largely determined by teachers' ability to map student characteristics and adapt learning strategies flexibly. However, teachers still face various obstacles, such as limited time, lack of learning resources, high variation in student abilities, and limited competency in designing differentiated learning. These findings imply the need for ongoing training and institutional support to improve the effectiveness of the implementation of differentiated learning in schools.
ENHANCING GRAMMAR PROFICIENCY THROUGH A GAMIFIED SNAKE AND LADDER GAME FOR ELEVENTH-GRADE STUDENTS AT SMAN 1 BATIPUH, WEST SUMATRA Nurlatifah Usman; Sujito
Journal Of Language Education and Development (JLed) Vol. 7 No. 2 (2025): Vol 7 No 2 (2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v7i2.3512

Abstract

This study aims to investigate the grammar proficiency of eleventh-grade students at SMAN 1 Batipuh, West Sumatra, using a gamification approach. The experimental design used was a single-group pre-test and post-test. The Snakes and Ladders game combines gamification elements such as points, leaderboards, challenge-based progression, and peer collaboration to improve engagement and grammar learning outcomes. Data were collected from 33 students of grade XI F1 SMAN 1 Batipuh. The results showed a statistically significant increase; the pretest and posttest scores were normally distributed, as indicated by the results of the data normality test, with a sig. pretest value of 0.390 and a sig. posttest value of 0.083, each exceeding α (0.05). With a negative value of -21.082 below and -13.766 above, the first hypothesis test showed an effect. If the sig. (2-tailed) value shows a figure of 0.001, which means less than 0.05, then Ho is rejected and Ha is accepted. The results show that grade XI students of SMAN 1 Batipuh, West Sumatra, can improve their grammar skills through gamification-based snakes and ladders games. This study highlights the potential of gamification as an effective pedagogical tool in English language teaching, making grammar teaching more interactive and enjoyable. The findings suggest incorporating structured game mechanisms into learning activities can improve academic performance and student engagement.    
Whatsapp and Wordplay: Gamified English Learning in Nonformal Classroom Dina Fitria; Sujito
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10129

Abstract

English vocabulary mastery presents a significant challenge for nonformal education students characterized by heterogeneous backgrounds and limited face-to-face instructional time. This study explores the effectiveness of gamified vocabulary challenges through WhatsApp in improving vocabulary mastery among Grade XI students at PKBM Arrohmah Demak Package C program. Employing a pre-experimental design with one-group pretest-posttest, the research involved 40 students participating in a two-week gamification program with structured daily and weekly tasks. Data were collected through standardized vocabulary tests and participation tracking via WhatsApp platform. Analysis using paired sample t-test and Pearson correlation revealed significant improvement in mean scores from 56.2 to 74.8 with participation rates reaching 87.5%. The multidimensional assessment system measured timeliness, completeness, accuracy, and creativity with an overall achievement of 77.4%. A strong positive correlation was identified between participation levels and learning achievement. Findings confirm that integrating gamification and mobile learning through WhatsApp effectively enhances vocabulary mastery in nonformal education contexts. This platform offers high accessibility and flexibility suitable for adult learner characteristics. Despite its effectiveness, challenges such as limited internet access and low student creativity require attention in future digital learning implementations.
Co-Authors Dina Fitria Elisa Dwi Yurianti Farah Khoirunnisa Indah Dwi Rahmawati Moh Rofiki Nurlatifah Usman SHONNIFAUL SYUHADA Wanda Nayla Rahma