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All Journal Diglossia Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JET (Journal of English Teaching) Adi Buana International Journal of Community Service Learning Journal of English Teaching, Literature, and Applied Linguistics Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Journal of Research on English and Language Learning (J-REaLL) Pena : Jurnal Ilmu Pengetahuan dan Teknologi Borneo Educational Journal (Borju) International Journal of Research in Education (IJRE) Journal Of Human And Education (JAHE) Datokarama English Education Journal (deejournal) LINGUAMEDIA Journal Lingua Franca Jurnal Ilmiah Pendidikan Holistik (JIPH) Journal of Language and Literature Studies Jurnal Yudistira Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Lead Journal Indonesian Journal of Education and Pedagogy LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Jurnal Abdimas Mahakam
Arso Setyaji
Universitas PGRI Semarang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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MANUAL AND DIGITAL MAKE A MATCH: AN EXPERIMENTAL STUDY ON VOCABULARY AND MOTIVATION Ni'amah, Lailin; Nur'aini, Siti; Setyaji, Arso
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25146

Abstract

Vocabulary mastery is a crucial element of language acquisition, and students' success is significantly influenced by their motivation and the teaching methods used. Traditional approaches often struggle to keep students engaged, which has led to a growing interest in game-based learning strategies. One effective method is "Make a Match," an interactive technique that combines play with educational goals. However, there has been limited research comparing the effectiveness of its manual and digital versions in enhancing vocabulary mastery and learning motivation. This study utilized an experimental design involving two groups of seventh-grade junior high school students. One group received vocabulary instruction through the manual version of Make a Match, while the other group used the digital version. Both groups completed pretests and posttests to assess vocabulary proficiency and filled out a motivation questionnaire. The data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings indicated that both versions of Make a Match significantly improved students' vocabulary acquisition and motivation. The manual version demonstrated slightly higher gains in vocabulary mastery, emphasizing the value of direct peer interaction and face-to-face communication. Meanwhile, the digital version was appreciated for its accessibility and innovative features, despite encountering some minor technical challenges. These results highlight the importance of integrating both traditional and digital approaches in language teaching and provide practical insights for educators seeking to enhance vocabulary learning outcomes.
Improving Senior High School EFL Students’ Argumentative Speech Performance Through Mnemonic Cues: A Quasi-Experimental Study Aljalis, Anis; Susanto, Dias Andris; Setyaji, Arso
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4605

Abstract

Speaking is a crucial component of English as a Foreign Language (EFL) learning; however, many Indonesian senior high school EFL students struggle to deliver well-structured argumentative speeches due to difficulties in recalling ideas and organizing arguments during real-time speech production. These challenges often result in hesitation, limited fluency, and weak argument development. To address this problem, this study investigates whether mnemonic cues can improve students’ argumentative speech performance. This study employed a quantitative quasi-experimental design using non-equivalent control group. The research involved 68 Indonesian senior high school EFL students divided into an experimental group taught with mnemonic cue-based instruction and a control group taught with conventional instruction. Data were collected through an argumentative speech performance test and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and effect size analysis. The findings revealed a statistically significant improvement in the experimental group (p<0.05), with the mean score increasing from 51.29 to 78.00 (mean gain=26.71). The effect size analysis yielded a Cohen’s d value of 1.47, indicating a very large effect. These results suggest that mnemonic cues function as effective cognitive scaffolding tools that support students in organizing arguments and maintaining fluency during speech delivery. The study provided empirical support for integrating mnemonic cues into EFL speaking instruction. It is recommended that teachers incorporate mnemonic cues as structured support to improve argumentative speech performance among Indonesian senior high school EFL students.
AI-Mediated Collaborative Writing: Evidence for Enhanced Engagement and Writing Performance in EFL Learning Salma, Dina; Silitonga, Lusia Maryani; Setyaji, Arso
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4975

Abstract

Ninth-grade English as a Foreign Language (EFL) learners encounter significant difficulties in developing ideas into coherent paragraphs, maintaining grammatical accuracy, particularly consistent sentence structure, and selecting contextually appropriate vocabulary. These challenges are often accompanied by low writing confidence and limited active participation, especially in collaborative learning settings, which hinder the development of effective written communication. Despite the growing integration of technology in language learning, empirical evidence regarding the effectiveness of AI-assisted tools in overcoming these challenges remains limited, particularly at the secondary level in Indonesian contexts. This study aimed to investigate the effect of AI-supported collaborative writing through ChatGPT on students’ engagement and writing performance. This study employed a mixed-methods approach with a quasi-experimental design involving 72 ninth-grade students from SMPIT Az-Zahra Demak, divided into an experimental group (n = 36) that used ChatGPT and a control group (n = 36) that used conventional instruction. Data were collected through writing tests, engagement questionnaires measuring behavioral, emotional, and cognitive dimensions, and semi-structured interviews. Quantitative data were analyzed using ANCOVA, while qualitative findings were analyzed through thematic analysis using MAXQDA. The findings demonstrated that the experimental group consistently outperformed the control group across all dimensions of engagement, with large effect sizes observed. In terms of writing performance, significant improvements were found, particularly in text organization and language use. These findings indicate that AI-supported collaborative writing can effectively enhance both student engagement and writing performance. Therefore, integrating AI tools such as ChatGPT into collaborative writing activities offers a promising pedagogical approach for EFL instruction at the secondary school level.
AN ANALYSIS OF TRANSLATION TECHNIQUES IN BILINGUAL FOLKTALE BOOKS FOR CHILDREN'S EDUCATION Susi Dinda Saputri; Dyah Nugrahani; Arso Setyaji
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.59178

Abstract

This study analyzed translation techniques used in 15 Indonesian-English bilingual folktale books for children based on Molina and Albir’s (2002) framework, supported by Nugrahani et al. (2019). A total of 198 data items were identified and categorized. The study employed a qualitative descriptive method with data collected through document analysis and analyzed using the Miles and Huberman interactive model. The findings revealed 13 out of 18 translation techniques, indicating diverse and context-sensitive translation strategies. Established Equivalent was the most dominant technique (30.3%), followed by Borrowing (18.7%), showing a balance between readability and cultural preservation. Other techniques such as Literal Translation, Calque, Amplification, Explicitation, Description, Discursive Creation, and Modulation were also applied with varying frequencies, while Reduction was the least used. The results indicate that translation techniques in bilingual folktales function not only as linguistic strategies but also as pedagogical tools that support children’s English language acquisition and cultural understanding. Linguistically, they facilitate vocabulary learning and structural recognition, while culturally they preserve Indonesian identity and introduce intercultural awareness. However, techniques such as Generalization, Adaptation, and Deletion may reduce cultural specificity and affect learning quality. Overall, the study confirms that translation techniques play a crucial role in bilingual children’s storybooks as both language-learning media and cultural education tools.
Co-Authors Alfi Setyo Wati Ali Abdullah Ahmad Albayyan Alifvia Putri Azharra Aljalis, Anis Ambarini, Ririn Amnnah Abdulwahhab Anwar, Yasinta Asropah Asropah Asropah Asropah Asropah Chatarina Novita Setyorini Dewi, Fitriana Dias Andris Susanto Dias Andris Susanto Diniyanti, Khaerul Lisna Dyah Nugrahani Dyah Nugrahani Ellya Rakhmawati Faiza Hawa Faiza Hawa Ghani, Irfan Indri Kustantinah Istiqomah, Wasiatul Fajar Jafar Shodiq Jafar Sodiq Jafar Sodiq Khaerul Lisna Diniyanti Kresnu Ahda Yudyantama Laily Nur Affini Laily Nur Affini Listyaning S Mafaza Nabila Maria Yosepin Ni'amah, Lailin Nur'Aini, Siti Nurul Khoiriyah Putri Zuliana Zal Zabella Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rina Martiana Fitri Ririn Ambarini Sabrawi, Sabrawi Salma, Dina Senowarsito, Senowarsito Setyani Tri Wahyu Briliyanti Sheilla Oktaviani Silitonga, Lusia Maryani Siti Nur Zulaihah Siti Nur&#039;aini Sri Wahyuni Susi Dinda Saputri Suwarno Widodo Utami, Vica Amifa Vica Amifa Utami Wardana, M Yusuf Setia Wardana, M Yusuf Setia Widia Listianingsih Wiyaka Wiyaka Yosepin, Maria