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All Journal Journal of English Education and Entrepreneurship (JEEP) Linguapedia
Fitri Palupi Kusumawati
Universitas Muhammadiyah Metro, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Overcoming Learning Boredom through Digital Game-Based Learning Aulia Hanifah Qomar; Refai Refai; I Nyoman Aditya Mahendra; Zharifa Putri Rahmadani; Inggita Rantya Lolita; Fitri Palupi Kusumawati
Linguapedia Vol. 9 No. 2 (2025): November
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v9i2.4900

Abstract

This study investigates the implementation of Digital Game-Based Learning (DGBL) as a creative solution to reduce learning boredom at Yos Sudarso Metro High School. It explored the impact of game-based tools on student engagement, motivation, and understanding during the learning process. This research employed a qualitative method, with data collected through classroom observations and Google Forms questionnaires. The data were analyzed using Qualitative Thematic Analysis to identify recurring patterns in students’ experiences. The findings indicated three main themes, namely increased student engagement, perceived effectiveness of digital game platforms, and challenges in implementation. Platforms such as Quizizz and Wordwall encourage interactive and enjoyable learning, leading to improved comprehension, particularly in English subjects. This qualitative study involved 32 eleventh-grade students selected through purposive sampling, with data collected through classroom observations and a structured questionnaire.  However, limitations such as unequal access to technology and inconsistency in tool effectiveness remain obstacles. The study concludes that DGBL is a promising approach to minimize learning boredom and fostering a more dynamic, student-centered learning environment. These results suggest that integrating game-based tools into classroom instruction can enhance participation and learning outcomes, provided that implementation challenges are addressed with proper planning and resources
THE EFFECTIVENESS OF USING MEMRISE APPLICATION FOR STUDENTS VOCABULARY MASTERY ELEMENTERY SCHOOL Cindy Antika Rahma; Fitri Palupi Kusumawati; Aulia Hanifah Qomar
Journal of English Education and Entrepreneurship (JEEP) Vol. 4 No. 2 (2024): JULY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v4i2.9040

Abstract

This research aims to find out whether the memrise application has an effect and significant differences toward vocabulary for fifth grade at SD Negeri 2 Kalibening. This research uses Quasi-Experimental Research. The sample of this research is fifth grade at SD Negeri 2 Kalibening. The result of first hypothesis test is the Sig (2-tailed) was less than 0.05 (0.000<0.05), indicating that Ha is accepted,Alternative Hypothesis (Ha) There is an effect of using Memrise application to the mastery of English vocabulary for fifth grade students at SD Negeri 2 Kalibening. In second hypothesis test is the significant value (2-tailed) is 0.016, this indicates that the significant value is smaller than 0.05 (sig<0.05), Ha is accepted. There is a significant difference when using Memrise application to the mastery of English vocabulary for fifth grade students at SD Negeri 2 Kelibening. In conclusion, the Memrise application offers a valuable tool for improving vocabulary mastery and should be considered a beneficial addition to the language learning curriculum.
THE INFLUENCE OF USING EDUCAPLAY TOWARD STUDENTS’ VOCABULARY MASTERY AT SMK MUHAMMADIYAH 1 METRO Rini Indriyani; Bambang Eko Siagiyanto; Fitri Palupi Kusumawati
Journal of English Education and Entrepreneurship (JEEP) Vol. 5 No. 1 (2025): JANUARY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v5i1.9126

Abstract

This study aims to find out whether Educaplay has an effect and significant effect toward students’ vocabulary mastery of eleventh grade students at SMK Muhammadiyah 1 Metro. This study using quasi-experimental research with experimental and control group. The subject of this study was the eleventh grade of TJKT students at SMK Muhammadiyah 1 Metro. The population of this research was 40 students which consist of 20 students of TJKT 1 as experimental group and 20 students of TJKT 2 as control class. The data were taken by giving vocabulary test which consists of multiple choice. The tests were divided into two tests: pre-test and post-test for both experimental and control groups. The result showed an effect and significant toward students vocabulary mastery, based on the result of hypothesis testing for the first hypothesis the result of significant value is <0.001<0.05, it means that Ha accepted meanwhile Ho rejected. The for he second hypothesis the result of significant value is 0.045<0.05, therefore it can be conclude that Ha is accepted and Ho rejected. The conclusion is Educaplay gave effect and significant effect toward students vocabulary mastery.
THE USE OF DIGITAL ANIMATED STORIES TO IMPROVE STUDENT’S LISTENING SKILL Selvia Nurul; Aulia Hanifah Qomar; Fitri Palupi Kusumawati
Journal of English Education and Entrepreneurship (JEEP) Vol. 5 No. 1 (2025): JANUARY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v5i1.9132

Abstract

Listening is the process of receiving, interpreting, and understanding auditory stimuli, usually in the form of spoken words and other sounds. This research aims to determine the effect of digital animated stories in improving student's listening skills and to determine students' perceptions of the use of digital animated stories. The design of this research is Classroom Action Research. The procedure of Classroom Action Research is planning, action, observation, and reflection. This research was conducted at eleventh grade at SMK AL-FAJAR consist of 31 students. The results of this research indicate that digital animated stories significantly improve students' listening skills, with average test scores increasing from 47.09 in the pre-test to 59.1 after Cycle 1. This shows an increase of 25.5 compared to the pre-test score, and then to 77.9 in Cycle 2. The investigation into students' perceptions of digital animated stories showed that students had positive perceptions of digital animated stories, reporting increased engagement, motivation and comprehension. The integration of these stories also improved the classroom environment, encouraging greater focus and participation, aligning with existing research on the benefits of digital animated stories in language learning. In conclusion, this research provides compelling evidence that digital animated stories are a highly effective tool for enhancing students' listening skills, shaping positive perceptions of learning materials, and improving classroom dynamics. The findings suggest that digital animated stories can be an effective tool in enhancing listening skills in an EFL context. This study recommends the integration of digital animated stories into the regular curriculum to support language learning and improve student outcomes.
IDIOMATIC EXPRESSIONS FOUND IN THE VLOG VIDEO BY SACHA STEVENSON Viona Azzhani; Fitri Palupi Kusumawati; Aulia Hanifah Qomar
Journal of English Education and Entrepreneurship (JEEP) Vol. 5 No. 1 (2025): JANUARY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v5i1.9133

Abstract

The objectives of this research are to find out the types of idiomatic expressions, describe the meaning of idiomatic expressions, and find out the strategies used in translating idiomatic expressions. Subject This research is a video vlog script by Sacha Stevenson. The research method used in this research is descriptive qualitative. The results of the research were in the form of 6 types of idioms and 4 idiomatic translations strategies in idiomatic expressions vlog videos by idiom Sacha Stevenson. The idiomatic expression types there are 1 Similes, 1 Binomials, 2 Proverbs, 5 Euphemisms, 8 Clichés and 15 Fixed Statements. The idiomatic translations strategies there are 14 Similar Meanings and Forms, 3 Similar Meanings but Different Forms, 6 Translations by Paraphrasing and 9 Last Translations by Omissions. Based on the data, the researcher concluded that the 6 types of idioms and 4 idiomatic translation strategies in this video, all of them are found in this vlog video.
Beyond Linguistic Similarity: Conceptual-Linguistic Divergence in EFL Authorship Analysis Amirudin Latif; Fitri Palupi Kusumawati; Eva Faliyanti
Journal of English Education and Entrepreneurship (JEEP) Vol. 6 No. 2 (2026): JULY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/j.v6i2.12600

Abstract

Authorship consistency has taken center stage in academic writing today, especially with the rise of AI and digital writing tools. While traditional authorship studies mostly look at linguistic similarities between disputed and genuine texts, the role of conceptual continuity remains largely overlooked in educational settings. This study addresses this gap by examining authorship consistency in EFL academic writing. Using a qualitative forensic linguistic case study, we analyzed one undergraduate thesis abstract (the questioned document) alongside eight known texts written by the same student. The framework combined linguistic profiling—looking at lexical, grammatical, syntactic, and stylistic features—with a conceptual analysis driven by a handwritten abstract reproduction task. Interestingly, the findings revealed a sharp linguistic mismatch between the thesis abstract and the student's usual writing profile. However, the student displayed deep conceptual continuity, flawlessly rebuilding the study's topic, goals, methodology, findings, and conclusions. This striking contrast where language diverges but the core concept aligns is what we define as conceptual-linguistic divergence. Ultimately, this study suggests that educational authorship checks can no longer rely solely on language patterns; they must integrate conceptual evidence, particularly in EFL contexts.
Evaluating Cognitive Level Appropriateness of English Textbook Assessment Tasks for First Grade Learners in a Bilingual Elementary School Maya Febrina; Dedy Subandowo; Fitri Palupi Kusumawati
Journal of English Education and Entrepreneurship (JEEP) Vol. 6 No. 2 (2026): JULY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/j.v6i2.12601

Abstract

This review synthesises existing research on the cognitive levels represented in English textbook tasks, with particular attention to how these demands align with the developmental characteristics of first-grade learners in bilingual elementary settings. Drawing on studies conducted at senior high school, junior high school, and elementary school levels, the review applies Bloom's Revised Taxonomy alongside Piagetian and sociocultural perspectives on child development to examine how lower-order and higher-order thinking skills are distributed across instructional materials. The synthesis reveals a persistent dominance of lower-order cognitive processes across educational levels, with higher-order thinking skills present but inconsistently integrated, and shows that developmental appropriateness is rarely combined with cognitive-level classification as an evaluative criterion. The review further identifies methodological limitations in prior research, including an overreliance on single-framework content analysis and limited attention to task format, scaffolding, and the reliability of coding procedures. Based on these findings, the review argues that evaluating assessment tasks in bilingual first-grade English textbooks requires an integrative framework that combines cognitive classification with developmental and linguistic considerations. It concludes by outlining directions for future research, including classroom-based investigation of how cognitive demands are enacted in practice and closer attention to task design for emergent bilingual readers.
Co-Authors Amirudin Latif Aulia Hanifah Qomar Bambang Eko Siagiyanto Cindy Antika Rahma Dedy Subandowo Eva Faliyanti I Nyoman Aditya Mahendra Inggita Rantya Lolita Maya Febrina Refai Refai Rini Indriyani Selvia Nurul Viona Azzhani Zharifa Putri Rahmadani