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All Journal EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES English Teaching and Linguistics Journal (ETLiJ) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Indonesian Journal of Education, Social Sciences and Research (IJESSR) International Journal of Social and Management Studies (IJOSMAS) Prima Abdika: Jurnal Pengabdian Masyarakat Journal of English Language and Education Jurnal Nasional Holistic Science Jurnal Pustaka Mitra : Pusat Akses Kajian Mengabdi Terhadap Masyarakat TELL - US JOURNAL
Diani Syahputri
Universitas Muhammadiyah Sumatera Utara
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Journal of English Language and Education

 1 
Role–Playing Activities: Essential Tools for Enhancing English Proficiency to Thai Primary Students Tambunan, Putri Al Shifa; Kharisma, Adib Jasni; Syahputri, Diani
Journal of English Language and Education Vol 10, No 2 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i2.713

Abstract

This study looks at how well role-playing exercises improve English proficiency among Thai primary pupils, with an eye toward speaking abilities, self-confidence, and attitudes about English. Data were gathered by means of speaking tests both before and after running role-playing activities using a Classroom Action Research (CAR) approach. Students' speaking skills showed a notable improvement; the average proficiency score rose from 57.5 in Cycle 1 to 68.13 in Cycle 2. Furthermore, the proportion of students reaching the minimal speaking score of 65 changed from 50% in Cycle 1 to 81.25% in Cycle 2. These findings underline the need for using interactive teaching strategies, including role-playing, to close the gap between theoretical knowledge and practical application, thereby improving English communication abilities among students.
Mingle Game Activities in Task-Based Language Teaching (TBLT) : Essential Tool to Improve Students Speaking Skills in Thai Primary School Students P.A, Novia Lestari; Amran, Ali; Syahputri, Diani
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1096

Abstract

Speaking skill is a crucial component of English language learning, especially for EFL students in primary schools, where opportunities to practice real-life communication are limited. This gap between theoretical teaching strategies and classroom practice highlights the need for more interactive and learner-centered approaches. This study explores how Mingle Game Activities within a Task-Based Language Teaching (TBLT) framework can improve students’ speaking skills. A quasi-experimental method was employed, using a pretest-posttest design with control and experimental groups. Speaking tests were used to assess students’ performance, and the data were analyzed using paired and independent sample t-tests. The results revealed a significant improvement in the experimental group’s speaking skills, particularly in vocabulary usage, fluency, and confidence. These findings suggest that Mingle Game Activities are a promising strategy to foster student engagement and enhance speaking ability in interactive English learning environments within EFL classrooms.
The Effect of Augmented Reality Based Learning Strategy on EFL Students' Vocabulary Mastery Siregar, Dinda Salsabilah; Syahputri, Diani
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1240

Abstract

This study aims to examine the effect of an Augmented Reality (AR)-based learning strategy on EFL students’ vocabulary mastery. Conducted at Thammasat Wittaya School, Thailand, the research involved 25 eighth-grade students in the 2024/2025 academic year, divided into experimental and control groups using a quasi-experimental design. The experimental group received vocabulary instruction through AR visuals and collaborative discussions, while the control group was taught using conventional methods. Data were collected using pre-tests and post-tests and analyzed using paired and independent t-tests. The findings revealed a significant improvement in vocabulary scores and student motivation in the experimental group compared to the control group (p 0.001). These results suggest that integrating AR-based strategies in EFL classrooms can effectively enhance vocabulary acquisition and learner engagement.
Co-Authors Ali Amran Ambar Wulan Sari Bambang Nur Alamsyah Lubis Elfrianto ., Elfrianto Juliasih, Sofia Kartina Rahmadhani Rambe Kharisma, Adib Jasni Nadya Auliana Putri P.A, Novia Lestari Pirman Ginting Putri Mariyati Ratna Sari Dewi Ratna Sari Dewi Ratna Sari Dewi sari, ambar wulan Siregar, Dinda Salsabilah Siregar, Elfiyana Rosa Siti Masita Tambunan, Putri Al Shifa Tengku Winona Emelia Wulan, Yuli Yenni Hasnah Yusni Khairul Amri