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All Journal English Review: Journal of English Education English Education Journal (E2J) Melior : Jurnal Riset Pendidikan dan Pembelajaran Indonesia
Pohan, Erwin
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teaching and Learning Vocabulary with Duolingo: Teacher’s and Students’ Perception of Senior High School 4 Tanjungpinang Nurfadilah, Nurfadilah; Rizwana, Nurul Atiqah; Sihite, Glorya Serepuli; Sefiani, Ayona Dwi; Pohan, Erwin
Melior : Jurnal Riset Pendidikan dan Pembelajaran Indonesia Vol. 4 No. 2 (2024): November
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/melior.v4i2.2704

Abstract

This study aims to explore the perspectives of teachers and students on the use of Duolingo for vocabulary learning. The research was conducted at Sekolah Menengah Atas Negeri 4 Tanjungpinang on November 8, 2024. The respondents of this study included one teacher and thirty students from Class Eleven Two Point Two, selected to represent perceptions and the effectiveness of using the Duolingo application. The method employed in this study was a descriptive quantitative approach. Data were collected through questionnaires. The findings revealed that some teachers and students were either unaware of the application or familiar with it but did not use it. One teacher stated that the main reason for not using the application was having never heard of Duolingo before. Additionally, sixty-six point seven percent of student respondents reported that they had never used the application, while thirty-three point three percent indicated they had used it. However, there is a notable interest among students in trying the application in the near future and a willingness to learn using Duolingo if implemented by teachers in the classroom. The conclusion of this study is that, although the teacher and the majority of student respondents had not used the application, they expressed openness and optimism about its potential.
USING TASK-BASED LEARNING TO TEACH ARGUMENTATIVE WRITING AND FOSTER CRITICAL THINKING IN HIGHER EDUCATION Pohan, Erwin; Emilia, Emi; Lestari Damayanti, Ika
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11839

Abstract

This paper explores the theoretical foundations of task-based learning (TBL) and its effectiveness in enhancing argumentative writing and critical thinking skills among university students. TBL emphasizes engaging learners through meaningful tasks that mirror real-life communication, fostering linguistic competence and critical thinking—essential skills for constructing coherent and persuasive arguments. The study addresses key concepts in argumentation, such as claims, evidence, and reasoning, and underscores their significance in developing well-supported, logical arguments. Furthermore, it focuses on the exploration of (1) definition and core principles of task-based learning and its application in writing, (2) benefits of task-based learning for language and writing skills development, (3) the role of critical thinking in argumentative writing, (4) key concepts in argumentation (claims, evidence, reasoning), (5) explanation of clarity, precision, relevance, and logic (as standards of thought) in the context of argumentative writing, and (6) the relationship between critical thinking and standards of thought. This integrated framework highlights the interconnections between TBL, critical thinking, and argumentative writing and provides actionable insights for English lecturers on implementing TBL strategies in their curricula to better support students’ academic development.
Peningkatan Pemahaman Membaca Teks Deskriptif Siswa Kelas VII melalui Strategi Bertanya 5W+1H Tokan, Fitria; Pohan, Erwin; Sugianto
English Education Journal Volume 11, Number 2, November 2025
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55340/e2j.v11i2.1883

Abstract

The aims of this study was to increase students' reading comprehension of descriptive texts using the 5W+1H questioning strategy to address concerns identified in the classroom. This study focused on seventh-grade students, specifically those in class VII.2, which consisted of 34 individuals. The classroom action research (CAR) approach was used in this study. The data were collected using an observation checklist and tests. The researcher analyzed the data using a combination of qualitative and quantitative data, as well as the observation checklist. Furthermore, the researcher assessed the test based on the mean score for each cycle in qualitative data. Based on qualitative data, this study found that the 5W+1H questing approach and learning process increased students' classroom reading behavior. The observation checklist showed that the student's performance improved between the first and second cycles. The quantitative data results also demonstrated an improvement in the students' reading comprehension mean scores between the first and second cycles. The study suggests that implementing the 5W+1H questioning strategy can significantly improve students’ reading comprehension.
IMPROVING STUDENTS’ VOCABULARY MASTERY ON DESCRIPTIVE TEXT BY USING WORDWALL MEDIA AT THE SEVENTH GRADE Hutasoit, Ririn; Pohan, Erwin; Sugianto
English Education Journal Volume 11, Number 2, November 2025
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55340/e2j.v11i2.1886

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan penguasaan kosakata siswa pada teks deskriptif melalui penggunaan media Wordwall. Penelitian dilaksanakan di SMPN 11 Tanjungpinang dengan subjek sebanyak 34 siswa kelas VII pada tahun ajaran 2024/2025. Latar belakang penelitian ini adalah rendahnya kemampuan siswa dalam menguasai kosakata bahasa Inggris, yang berdampak pada kesulitan dalam memahami teks deskriptif. Penelitian dilakukan dalam dua siklus yang masing-masing terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen penelitian yang digunakan untuk mengumpulkan data adalah daftar periksa observasi dan tes kosakata. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam penguasaan kosakata siswa. Pada siklus pertama, 50,00% siswa mencapai Kriteria Ketuntasan Minimal (KKM). Setelah dilakukan perbaikan tindakan pada siklus kedua melalui kombinasi media Wordwall, diskusi kelompok, dan penggunaan gambar, persentase ketuntasan meningkat menjadi 79,41%. Hasil observasi checklist juga menunjukkan bahwa penggunaan media Wordwall berhasil meningkatkan partisipasi siswa di kelas. Pada Siklus 2, partisipasi siswa mencapai 76%. Dapat disimpulkan bahwa media Wordwall membantu meningkatkan penguasaan kosakata siswa dan menciptakan suasana belajar yang lebih interaktif.
Co-Authors Emi Emilia Hutasoit, Ririn Ika Lestari Damayanti Nurfadilah Nurfadilah Rizwana, Nurul Atiqah Sefiani, Ayona Dwi Sihite, Glorya Serepuli Sugianto Tokan, Fitria