Articles
<![CDATA[SPOTIFY APPLICATION ON THE STUDENTS’ VOCABULARY ACHIEVEMENT: AN EXPERIMENTAL STUDY ]]>
<![CDATA[Permani, Debina Putri]]>;
<![CDATA[Rahayu, Endang Mastuti]]>;
<![CDATA[Agustina, Eliasanti]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, English Department, UNISKA, Kediri ]]>
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DOI: 10.32503/proficiency.v7i2.6948
<![CDATA[The study investigated the influence of the Spotify application on the vocabulary achievement of eleventh-grade students. The research identified the need for engaging methods to enhance vocabulary learning, as non-technology media approaches often failed to captivate students. Spotify’s audio media features, such as songs and lyrics, offered contextual and interactive learning opportunities. Previous studies and the theoretical framework suggested that digital platforms like Spotify could significantly influence students’ vocabulary acquisition by presenting language in dynamic and authentic contexts. This study took a quantitative approach, using a pretest and posttest experimental research design that involved 80 students divided into experimental and control groups. The experimental group used Spotify for vocabulary exercises, including listening to curated songs, analyzing lyrics, and completing interactive tasks, while the control group received conventional lessons. Data analysis through IBM SPSS 19 assessed vocabulary improvements between the two groups, highlighting Spotify’s pedagogical advantages in creating engaging and effective language-learning environments. The results confirmed the alternative hypothesis (Hₐ), indicating that Spotify enhanced vocabulary achievement. The null hypothesis (H₀), which assumed no significant difference, was rejected. The results confirmed that Spotify enhanced vocabulary achievement. This suggested that integrating Spotify into language instruction not only influenced vocabulary retention but also fostered motivation and engagement among students, marking it as an effective educational tool.]]>
<![CDATA[The Influence of Using Jimmy Fallon Talk Show on Students’ English Speaking Achievement ]]>
<![CDATA[Noel, Yustina Gressica]]>;
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Globish: An English-Indonesian Journal for English, Education, and Culture Vol 14, No 2 (2025): Globish: English-Indonesia Journal for English Education and Culture ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/globish.v14i2.13792
<![CDATA[This study employed a quantitative approach with a true experimental method using a pretest-posttest control group design to examine the influence of using Jimmy Fallon Talk Show on students' speaking achievement. The sample consisted of two classes, each with 32 students, selected through cluster random sampling. Data were collected through speaking tests administered before and after the treatment and analyzed using normality tests and independent t-tests. The results showed a significant improvement in the experimental class compared to the control class, with a higher average posttest score in the group that used the talk show as a learning medium. These findings have implications for teachers, students, and future researchers and provide new insights into the influence of using Jimmy Fallon Talk Show as a medium to enhance students' speaking achievement.]]>
<![CDATA[Students' Speaking Achievement at Seventh Grade Using Snowball Throwing Model: An Experimental Study ]]>
<![CDATA[Yuliyanti, Ailia Anggi Diajeng]]>;
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Journal of Classroom Action Research Vol. 7 No. SpecialIssue (2025): Maret 2025 ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan IPA, Universitas Mataram ]]>
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DOI: 10.29303/jcar.v7iSpecialIssue.11002
<![CDATA[Many students struggle with English fluency due to the use of traditional teaching methods that lack engagement and interactivity. This study aims to assess the impact of the Snowball Throwing model on pupils' speaking abilities at SMPN 34 Surabaya. A quantitative research approach was adopted, employing an experimental design that included both an experimental and a control group. Data collection followed a structured procedure, comprising a pre-test, the application of the treatment, and a post-test using procedure text material. This study used the cluster random sampling approach, which yielded a total sample of 58 pupils. Class VII-I was selected as the experimental group in this case, while Class VII-H was used as the control group. A speaking ability test served as the study tool, and IBM SPSS Statistics version 19 was used to analyze the data. The findings revealed a two-rooted p-value of 0.000, below the significance level of 0.05. Consequently, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was validated, indicating that the Snowball Throwing model had a noteworthy effect on students' speaking abilities. It may be concluded that using the Snowball Throwing model influences students' speaking abilities because the p-value stayed below the significance threshold.]]>
<![CDATA[Gamified Digital Learning with Wordwall: An Experimental Study on Grammar Achievement ]]>
<![CDATA[Sulianto, Yuliana Dewi]]>;
<![CDATA[Eliasanti Agustina]]>;
<![CDATA[Endang Mastuti Rahayu]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i2.6453
<![CDATA[This study examines the effect of using the Wordwall application as Digital Gamification Media on the grammar achievement of tenth-grade students. Many students struggle with constructing correct sentences due to monotonous learning methods that fail to motivate them. To address this issue, the study employed Wordwall, an interactive digital game-based learning technology designed to enhance the engagement and effectiveness of grammar instruction. The study employed a quantitative research approach with a proper experimental design, including a pre-test and post-test. The population of this study consisted of all 10th-grade students at SMAN 1 Wringinanom, totaling 418 individuals across 11 classrooms, including a special class of 38 pupils. The study included 38 students from class X-1 as the experimental group and 38 students from class X-2 as the control group. The researcher employed cluster random sampling to select the sample. Data collection was conducted through pre-tests and post-tests. The results showed a significant effect in the experimental group's grammar performance, with the mean score increasing from 67.16 to 82.42, while the control group's score rose from 63.68 to 70.47. Statistical analysis confirmed data normality and a significant difference in post-test scores (p < 0.05), indicating that the use of Wordwall positively impacted students’ grammar achievement. Based on the analysis, the null hypothesis (H0) was rejected, indicating a significant difference between the experimental and control groups. Consequently, the alternative hypothesis (Ha) was accepted, confirming that the treatment or intervention applied in the study had a measurable impact on student outcomes. This means that the use of the Wordwall application affected grammar achievement.]]>
<![CDATA[Balancing Scale of Washback Effect of English Language Assessment in Junior High School Level: A Literature Review ]]>
<![CDATA[Nurjati, Nunung]]>;
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i2.8657
<![CDATA[The washback effect of English language assessments in junior high school has been a topic of debate among educators and researchers. While some argue that these assessments can have positive effects on students' learning, others suggest that they may have negative consequences. This article explores the washback effect of English language assessments at the junior high school level, examining both the positive and negative impacts. The study employs a review on predefined related literatures. The findings suggest that while English language assessments can have positive effects on students' motivation and study habits, they may also lead to teaching to the test and a narrow focus on assessment criteria. The article concludes with recommendations for improving the design and implementation of English language assessments to minimize negative washback effects.]]>
<![CDATA[Psychological Factors on Students’ Speaking Skill Problems at Junior High School ]]>
<![CDATA[Rara Dewi Putri Rahmadani]]>;
<![CDATA[Astutik, Yuli]]>;
<![CDATA[Endang Mastuti Rahayu]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v12i1.21940
<![CDATA[There are several psychological factors that can affect the development of students' speaking skills in English. This study was conducted with the aim of finding out what psychological factors affect the development of students' speaking skills in English when learning speaking in class. This research uses descriptive qualitative method, where data collection was carried out through observation and interview with some private junior high school students in grade 7 with ICO (International Class Orientation) class program. The results of this study show that there are four factors that can hinder students in developing and also mastering speaking skills, namely anxiety or shyness, lack of confidence, lack of motivation, and fear of making mistakes. These four psychological factors have a negative impact on students during the speaking learning process. Therefore, the findings of this study imply that parents and teachers should help students understand that making mistakes is a necessary part of learning and that they can take advantage of these opportunities to grow as communicators. In order to give students the chance to practice speaking English without worrying about making mistakes, the teacher must also foster a supportive environment in the classroom.]]>
<![CDATA[The Improving of the Student’s Vocabulary Achievement through Crossword Game in the New Normal Era ]]>
<![CDATA[Bella, Yolanda Dita]]>;
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2023) ]]>
Publisher : <![CDATA[research, training and philanthropy institution Natural Aceh ]]>
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DOI: 10.51276/edu.v4i2.433
<![CDATA[This research attempted to verify improved vocabulary achievement using the Crossword Game for the eleventh-grade students of SMAN 1 Krian. The method used was classroom action research. The reason why this research was done is because of the pre–cycle outcome. Only five students passed the criteria of minimum score (KKM). So, the researcher wanted to give fun vocabulary learning through Crossword Games. This research was done in 3 cycles. And the subject was one class of eleventh-grade students, which was a class that consisted of 28 students. The instruments were observation, tests, and questionnaires. According to the data analysis, the second cycle's scores are higher than the first. From 17% in pre–test to 75% in post–test 1, it meant that there was an improvement about 58%. Post-test 2, the students passed 85%. Observation showed that students became more engaged when crossword games were used, and their activities dominated the learning process. As much as 92% of students gave a positive opinion about crossword games that said crossword was fun, engaging, and easy for students to study vocabulary. Therefore, teaching the English language using crossword puzzle games could improve the students' vocabulary achievement.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF IMPLEMENTATION MERDEKA CURRICULUM IN SENIOR HIGH SCHOOL ]]>
<![CDATA[Perangin Angin, Laili Rahma Dewi]]>;
<![CDATA[Endang Mastuti Rahayu]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 1 (2024) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v12i1.9163
<![CDATA[This research was conducted because students have not been able to utilize The Merdeka Curriculum optimally, this is due to the lack of information that students know about The Merdeka Curriculum. The Merdeka Curriculum Program is an important topic in the development of education in Indonesia. Meanwhile, the benefits and challenges of implementing this program continue. From the statement above, researcher interested in knowing students' perceptions of what they felt, especially regarding the benefits and challenges of this curriculum. This study used a qualitative method. This research used data collection took the form of audio recordings of interviews which were then transcribed. The resource data in this research were class XI consist of 5 students for the 2022/2023 academic year. To analyze the data, researcher used thematic analysis. Researcher used content validity to support research. The research results showed that the Merdeka Curriculum made students more motivated in learning, because the Merdeka Curriculum supported students to determine what they want to prepare for in the future, this is also done in choosing elective subjects that they choose according to their interests. The Merdeka Curriculum challenges students to continue to develop and learn new things in order to be able to keep up with the times. Researcher also hope that this research can be a reference for readers to improve the curriculum in the future so that it is better and of better quality for students. and teachers also continue to guide students, and students must be more active in studying.]]>
<![CDATA[The Six Thinking Hats (STH) Strategy to Improve Students’ Speaking Achievement in Merdeka Curriculum ]]>
<![CDATA[Mukhibbah, Tefanya Laili]]>;
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v11i1.11275
<![CDATA[The purpose of this study was to illustrate how the use of six thinking hats strategy to improve students' speaking achievement in Merdeka curriculum. Many students had difficulties speaking English because lacking self-confidence, lacked practice, and teacher not used learning strategies to attract students to learn to speak. In the Merdeka curriculum era, teacher must choose appropriate learning strategies for teaching speaking. One type of strategy was the six thinking hats strategy, because it could be interesting and encourage students to learn or practice speaking. This study was classroom action research. The research subject was the 10th grade of students at SMA 5 Wachid Hasyim Surabaya. Which consisted of 36 students. In this research, researchers used subjective tests, observation sheets, and questionnaires to collect data which were analyzed quantitative and descriptive qualitative. The results of the subjective test was 36 students got a score of 14% in the pre-test, 64% in cycle 1, 86% in cycle 2, these results showed that the students were able to improve their speaking achievement. The results of observational showed that six thinking hats was strategy used in learning to make students active. The results of the questionnaire showed that 50% of students agree with the six thinking hats strategy was an effective strategy for improving students' speaking achievement. The conclusion was that six thinking hats strategy can be used in teaching speaking, because students were more active in practicing speaking, fun and was a successful strategy to improving speaking achievement.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN MENYUSUN PERANGKAT PEMBELAJARAN DALAM MATA KULIAH PERENCANAAN PEMBELAJARAN MELALUI MODEL KOTIPARE PADA MAHASISWA SEMESTER V JURUSAN PENDIDIKAN BAHASA INGGRIS FKIP- UNIPA SURABAYA ]]>
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Buana Bastra Vol 1 No 1 (2014): Buana Bastra ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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<![CDATA[Abstrak In teaching learning activity, a lecturer does not only convey the material but also should try to make the courses are delivered into a fun learning activities and easily understood by students. If the lecturer can not deliver the material with appropriate and attractive , so that students have difficulty in learning. Actually, the lecturer can use a model of learning by involving more students in the learning process . Learning is a complex process that occurs in all people and last a lifetime since he was a baby up to the adult . One sign that a person has to learn about something, that is a change in her behavior. Changes will occur when the person’s experiencing in real learning process . This means that students can do their own learning activities ( reading, writing, doing assignments, and so on), then the student should gain their experience of learning in real life as well. One of the things that combine the reality with learning activities and students’ experiences is model of Cooperative Think Pair Share (KOTIPARE). The learning model is an important role in the set of learning equipment.. Based on the results of action research, KOTIPARE models improves the students ability in learning aids development. It shows that the increasing of the students ability is 37 % to 67 % on the first cycle , then either the second cycle increased by 22% to 89 %. Key words: Cooperative model of Think Pair Share, learning aids development]]>
