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The Improving Student’s Vocabulary through Rewriting English Song Lyric “The Shawn Mendes Foundation Playlist” Laveresa, Bayu; Prabowo, AB; Ambarini, Ririn
Lingua Franca Vol. 3 No. 1 (2024): Bahasa dan Sastra
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v3i1.2581

The research investigates the efficacy of using English song lyrics, specifically drawn from Shawn Mendes' album "The Shawn Mendes Foundation Playlist," to enhance vocabulary skills among tenth-grade students at SMA Negeri 1 Comal. Employing a quantitative experimental approach, the research involved 70 students divided into experimental and control groups, undergoing pre-tests and post-tests to gauge vocabulary improvement. Results indicated a significant enhancement in vocabulary scores among students in the experimental group exposed to the treatment of rewriting English song lyrics. Conversely, the control group exhibited mixed outcomes, with some students experiencing declines, while others maintained or slightly improved their scores. Despite encountered difficulties in comprehending song lyrics and articulating ideas, proposed solutions included frequent exposure to English songs and active engagement in predicting song meanings. The findings underscore the potential of utilizing song lyrics, particularly from popular albums, as a valuable pedagogical tool for fostering vocabulary development in English language learning settings, thus advocating for their integration into language curricula.

Teaching English Through Islamic Values and Technology: Evaluating Toy Theater's Impact in Islamic Education Ambarini, Ririn; Hidayat, Nur; Utami, Hadi Riwayati; Zahraini, Dian Ayu
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 1 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i1.1950

This study aims to examine the effectiveness of using the Toy Theater application in teaching English integrated with Islamic values in Islamic-character schools. Utilizing a mixed-methods approach, the research involved 30 students as subjects to evaluate vocabulary improvement using pre-test and post-test methods. The results revealed a significant increase in students' vocabulary scores, with an average improvement of 27.1 points after using Toy Theater. Additionally, qualitative analysis through interviews and observations revealed that students felt more motivated and engaged in learning, and experienced a reinforcement of Islamic values during the process. These findings confirm that interactive technology can be used to strengthen religious teaching and enhance language skills simultaneously, making this method innovative in the context of Islamic education.

Pelatihan Guru dan Pengembangan Modul Bilingual Berbasis Teknologi untuk Pembelajaran PJOK di Madrasah Aliyah Zahraini, Dian Ayu; Utami, Hadi Riwayati; Ambarini, Ririn; Budiman, Muhammad Arief
Jurnal Pengabdian Masyarakat Bangsa Vol. 3 No. 4 (2025): Juni
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v3i4.2452

Pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) di Madrasah Aliyah masih menghadapi berbagai tantangan, seperti keterbatasan fasilitas olahraga indoor, minimnya pemanfaatan teknologi dalam pembelajaran, dan belum terintegrasinya pendekatan English for Specific Purposes (ESP). Program pengabdian ini bertujuan untuk meningkatkan kualitas pembelajaran PJOK melalui pelatihan guru dan pengembangan modul bilingual berbasis teknologi. Kegiatan dilaksanakan dalam enam tahap utama: koordinasi, pengembangan modul, pelatihan guru, implementasi di kelas, pendampingan, dan evaluasi. Modul yang dikembangkan mencakup materi PJOK dalam bahasa Indonesia dan Inggris, diperkaya dengan konten interaktif berbasis platform edukatif seperti PhysedGames dan Plays.org. Hasil program menunjukkan peningkatan signifikan dalam kompetensi guru PJOK dalam menggunakan teknologi dan mengajarkan materi ESP. Modul bilingual dinilai sangat layak dan efektif, serta mendapat respons positif dari siswa. Pembelajaran berbasis game edukatif dan bahasa Inggris meningkatkan partisipasi dan motivasi siswa, sekaligus memperkuat pemahaman terhadap istilah olahraga dalam bahasa Inggris. Program ini memberikan dampak nyata terhadap transformasi pembelajaran PJOK di era digital dan menjadikan madrasah mitra sebagai model percontohan yang dapat direplikasi. Keberhasilan kegiatan ini menunjukkan bahwa kolaborasi antara akademisi dan praktisi pendidikan dapat menghasilkan solusi inovatif dan aplikatif untuk meningkatkan mutu pendidikan jasmani di madrasah

meningkatkan Kosakata dan Prestasi Akademik melalui Pembelajaran Kelompok di Kalangan Siswa Sekolah Dasar EFL: sebuah studi di sebuah sekolah dasar di semarang Santoso, Lutfia Aulia; Ambarini, Ririn; Wahyu Widiyanto, Muhammad
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i3.15429

This mixed-method study explores the impact of group learning on vocabulary acquisition and English academic performance among sixth-grade primary school students. While vocabulary knowledge is foundational to language competence and overall academic achievement, traditional instruction methods often rely on rote memorization, which may not align with young learners' cognitive and social development. Drawing upon Sociocultural Theory (Vygotsky), Cooperative Learning Theory (Slavin), and Vocabulary Acquisition Theory (Nation), this study positions vocabulary learning as a socially mediated process best facilitated through structured group interaction. A quasi-experimental design with pre- and post-tests was employed to compare vocabulary retention between a group-based learning cohort (n = 30) and a control group receiving traditional instruction (n = 30). Complementary qualitative data were collected via focus group discussions and in-depth interviews. Quantitative results revealed a statistically significant improvement in the experimental group’s vocabulary and English performance scores. Thematic analysis identified key mechanisms of group learning effectiveness, including peer support, motivation, active participation, and confidence-building. Findings indicate that group learning not only enhances lexical retention but also fosters a psychologically safe and motivationally rich environment for language development. Moreover, low-performing and introverted students exhibited disproportionate gains, suggesting the inclusivity and adaptability of group learning strategies. This study contributes to the limited body of empirical research on collaborative vocabulary instruction in Southeast Asia and offers practical implications for curriculum design, teacher training, and inclusive language pedagogy in primary education. Keywords: Collaborative Learning, Group Learning, Peer Scaffolding, Primary Education, Student Motivation

meningkatkan Kosakata dan Prestasi Akademik melalui Pembelajaran Kelompok di Kalangan Siswa Sekolah Dasar EFL: sebuah studi di sebuah sekolah dasar di semarang Santoso, Lutfia Aulia; Ambarini, Ririn; Wahyu Widiyanto, Muhammad
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i3.15429

This mixed-method study explores the impact of group learning on vocabulary acquisition and English academic performance among sixth-grade primary school students. While vocabulary knowledge is foundational to language competence and overall academic achievement, traditional instruction methods often rely on rote memorization, which may not align with young learners' cognitive and social development. Drawing upon Sociocultural Theory (Vygotsky), Cooperative Learning Theory (Slavin), and Vocabulary Acquisition Theory (Nation), this study positions vocabulary learning as a socially mediated process best facilitated through structured group interaction. A quasi-experimental design with pre- and post-tests was employed to compare vocabulary retention between a group-based learning cohort (n = 30) and a control group receiving traditional instruction (n = 30). Complementary qualitative data were collected via focus group discussions and in-depth interviews. Quantitative results revealed a statistically significant improvement in the experimental group’s vocabulary and English performance scores. Thematic analysis identified key mechanisms of group learning effectiveness, including peer support, motivation, active participation, and confidence-building. Findings indicate that group learning not only enhances lexical retention but also fosters a psychologically safe and motivationally rich environment for language development. Moreover, low-performing and introverted students exhibited disproportionate gains, suggesting the inclusivity and adaptability of group learning strategies. This study contributes to the limited body of empirical research on collaborative vocabulary instruction in Southeast Asia and offers practical implications for curriculum design, teacher training, and inclusive language pedagogy in primary education. Keywords: Collaborative Learning, Group Learning, Peer Scaffolding, Primary Education, Student Motivation

Enhancing Vocabulary Acquisition with Fairy Tale Audio in English Lesson at SMAN 1 Mayong Jepara Salsabila Kurnia Putri; Ririn Ambarini; Ajeng Setyorini
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 1 No. 5 (2025): SEPTEMBER
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/y6jz2n36

This study investigates the effectiveness of using audio fairytales as a medium to enhance vocabulary acquisition among eleventh-grade students at SMAN 1 Mayong, specifically students from class XI-10. The research employed a one-group pretest-posttest design to assess students’ vocabulary mastery before and after the intervention. The treatment consisted of two learning sessions using audio fairytales, delivered through structured and interactive listening activities. Data were collected via pre-tests and post-tests measuring both receptive and productive vocabulary knowledge. The results demonstrated a significant improvement in students’ vocabulary acquisition, with the mean score increasing markedly from 42.78 in the pre-test to 91.11 in the post-test. Statistical analysis using the paired sample t-test confirmed the difference was statistically significant (p-value = 0.000). The effect size was large, with Cohen’s d at 19.29 and Hedges’ correction at 19.71, indicating a strong impact of the intervention. These findings suggest that integrating audio fairytales into English instruction is an effective approach to fostering vocabulary development, enhancing student engagement, and supporting meaningful language retention

The Use of Mondly Applications as a Media to Increase Vocabulary and Grammar of The Seventh Grade Student at Semarang Dwi Handayani Setyaningrum, Semia; Senowasito; Ririn Ambarini
Edelweiss : Journal Of Innovation In Educational Research Vol. 2 No. 1 (2024): Edelweiss : July 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v2i2.22

Mondly app is the best language learning app that can help students build vocabulary and develop proper grammar. Results from seventh-grade students of SMP N 17 Semarang the average vocabulary pre-test score was 65.03, and the average grammar pre-test score was 65.57. The average score on the vocabulary post-test was 83.45, and the average score on the grammar post-test was 83.27. Data from SPSS 26, where the correlation coefficient calculated and analyzed by the researcher obtained a result of 0.000, was observed from the results during the pre-test to post-test period. The correlation between the pre-test and post-test results is accepted because it is less than 0.05. There is a significant difference in students'' mastery of English vocabulary and grammar before and after using the Mondly application. At the time of the research, the class atmosphere became happier and livelier.

Shadowing Technique to Improve the Students’ Pronunciation Ability in Narrative Text Valesya Ellanda Oktavia Maldy; Sodiq``, Jafar; Ambarini, Ririn
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1122

This research is based on a study that looks at how shadowing technique can help eighth grade students at SMPN 37 Semarang improve their pronunciation. The purpose of this study was to find out how shadowing technique can improve pronunciation in one type of texts, a narrative text. This study aims to determine the following: (1) students' pronunciation achievement in narrative text before using the shadowing technique; (2) students' pronunciation achievement in narrative text after using the shadowing technique; and (3) to find out whether there is a significant improvement in students' English pronunciation in narrative text through the use of shadowing technique. The methodology of this study includes pre-experimental research. The pre-test and post-test are used in this study are how the researcher gathers data. In the data analysis, the researcher employs statistical computation using SPSS. This study used one eighth-grade class in SMPN 37 Semarang as its sample. There are 33 students in the class. The research’s data was gained from the students’ voice recordings. It is therefore evident from the pre- and post-test means. The pre-test outcome is 61.82. After receiving the treatment, the post-result is 90.85. Furthermore, the outcome of the hypothesis indicated that Ha is accepted. T-count exceeded T-table (17.693 > 1.694), which suggests that the shadowing technique noticeably improved pronunciation.

Figurative Language in Album “Purpose” by Justin Bieber Sidiq, Muhammad Syahril; Kustantinah, Indri; Ambarini, Ririn
Lingua Franca Vol. 2 No. 1 (2023): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v2i1.2022

This study aims to (1) find out the figurative language in the album "Purpose" by Justin Bieber, (2) find out the meaning of the lyrics using figurative language in the album "Purpose" by Justin Bieber, (3) find out the most dominant type of figurative language in the album "Purpose" Purpose" by Justin Bieber. This research is qualitative with a library research model. As literary research, the research data is figurative language in the album "Purpose" by Justin Bieber. Data collection techniques using documentation. At the same time, data analysis is done by analyzing song lyrics, interpretation, classification, and conclusion. The study results indicate several types of figurative language in the album "Purpose" by Justin Bieber, namely metaphors, similes, hyperboles, metonymy, apostrophes, and symbols. This study concludes that simile is the most dominant type of figurative language in the album "Purpose" by Justin Bieber.

Addressing the Gap between Language Literacy and Physical Education: A Bilingual Socratic Play-Based Inquiry Model for Vocabulary and Grammar Development Utami, Hadi Riwayati; Sumardiyani, Listyaning; Zahraini, Dian Ayu; Ambarini, Ririn
Jurnal Penelitian Multidisiplin Bangsa Vol. 2 No. 7 (2025): Desember
Publisher : Amirul Bangun Bangsa Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpnmb.v2i7.656

This study aims to address the persistent gap between language literacy and physical education by developing and implementing a Bilingual Socratic Play-Based Inquiry Model designed to enhance students’ vocabulary and grammar development. Employing a qualitative descriptive design, the research involved a purposive sample of elementary students participating in integrated English–Physical Education learning sessions. Data were collected through classroom observations, learning artefacts, field notes, and semi-structured interviews with students and teachers. The key variables examined included bilingual interaction patterns, vocabulary acquisition, grammar awareness, and engagement through physical activities. Data were analyzed using thematic analysis to identify patterns of linguistic development emerging from play-based inquiry tasks. The findings revealed that combining Socratic questioning with kinesthetic, game-based activities fostered deeper vocabulary retention, improved grammar accuracy, and increased learner motivation. Students demonstrated stronger metalinguistic awareness when guided through dialogues that connected physical actions with target linguistic forms. The study concludes that a bilingual Socratic play-based inquiry approach is an effective instructional model for bridging disciplinary gaps, promoting meaningful language use, and supporting holistic literacy development within physical education contexts. Future research may explore the model’s long-term impact, scalability across grade levels, and adaptability for multilingual or inclusive classroom.

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