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All Journal ELP (Journal of English Language Pedagogy)
Herman, Yuli
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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THE IMPACT OF VIDEO GAMES TOWARD STUDENTS’ SPEAKING ABILITY Muhammad, Agung; Herman, Yuli; Permata, Riyen
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1008

Abstract

         In Indonesia, many students still face challenges in developing their English-speaking skills due to limited practice opportunities and a strong focus on written exams. However, some students have shown strong speaking abilities without attending extra English lessons. This study explores the possible link between video game playing and speaking skill improvement in such cases. While informal language learning through digital media has been recognized, the specific impact of video gaming on speaking abilities—especially in the Indonesian junior high school context—remains underexplored. This descriptive qualitative study involved 30 eighth-grade students at SMP Negeri 2 Kota Solok in the 2023/2024 academic year who regularly played video games and demonstrated above-average speaking skills based on school performance and teacher evaluation. Data were collected through interviews, classroom observation, and students’ report card analysis, then analyzed using thematic analysis to identify common patterns and insights. The results show that online multiplayer games such as Mobile Legends, Free Fire, and Roblox helped students improve fluency, pronunciation, and vocabulary through frequent English communication with other players. These findings suggest that video games can be a valuable source of speaking practice, and they highlight the potential for educators and policymakers to consider integrating digital media as a complementary tool in language learning.
EFL LEARNERS’ ABILITY IN ANSWERING STRUCTURE AND WRITTEN EXPRESSION SECTION ON TOEFL PREDICTION TEST Fadeni, Alfatra; Herman, Yuli; Dwiputri, Risza
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1036

Abstract

         This study examines EFL students’ ability in answering the Structure and Written Expression section of a TOEFL prediction test. Using a descriptive quantitative approach, the participants were 10 seventh-semester students of the English Education Department at UMMY Solok in the 2023/2024 academic year. Data were collected through a 40-item TOEFL prediction test. The results indicate that students’ performance was categorized as poor in both sections. In the Structure section, the average number of correct answers was 5 (33%), while in the Written Expression section, the average was 10 (40%). The findings reveal that students experienced difficulties, particularly in identifying verb tenses. Therefore, it is recommended that students undertake more systematic preparation to improve their grammatical competence before taking the TOEFL test.  
Co-Authors Dwiputri, Risza Fadeni, Alfatra Muhammad, Agung Permata, Riyen