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The Impact of Phonology-Based Vocabulary Learning on English Language Skills in the Digital Era DamayantI, Yulia; Hasbullah, Hasbullah; Sarwadi, Sarwadi
Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 2 (2025): Tirai Edukasi Desember 2025
Publisher : Universitas Qamarul Huda Badaruddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37824/cq0ng929

Abstract

This study investigates the impact of phonology-based vocabulary learning on the English language skills of eighth-grade students at SMP Islam Nurul Qur’an in the academic year 2025/2026. Employing a pre-experimental design with a one-group pre-test and post-test structure, the research involved 20 students from class VIII A as participants. Data collection was conducted through vocabulary tests (pre-test and post-test) and student questionnaires. Statistical analysis was performed using a paired sample t-test in SPSS version 25. The findings revealed a significant improvement in students’ English skills after the implementation of phonology-based learning. The mean pre-test score of 42.00 increased to 68.25 in the post-test, with the t-test showing a significance value of 0.000 (< 0.05). These results indicate that phonology-based vocabulary learning positively influences students’ vocabulary mastery and pronunciation accuracy. Questionnaire data further confirmed students’ positive perceptions, with an average score of 74.10, suggesting that the method enhanced motivation and learning engagement. The study concludes that integrating phonology-based strategies with digital media provides an effective approach to improving English language skills among junior high school students in the digital era.
The Impact of English Listening Practice Frequency on Students’ Vocabulary Skills at MAS Al-Qalam Tompong yusuf, jumratul; Sarwadi, Sarwadi; Putraidi, Karyawan
Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 2 (2025): Tirai Edukasi Desember 2025
Publisher : Universitas Qamarul Huda Badaruddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37824/xszet515

Abstract

This study investigates the impact of English listening practice frequency on vocabulary skills among EFL learners at MAS Al-Qalam Tompong. A quasi-experimental design using a one-group pretest–posttest model was employed. Twenty-four eleventh-grade students participated in a series of activities including a pretest, four sessions of structured listening practice, a posttest, and a frequency-of-listening questionnaire. Data were analyzed using descriptive statistics, paired sample t-test, and simple linear regression. The results revealed a significant improvement in students’ vocabulary skills following regular listening practice, with the mean score increasing from 48.33 to 67.70. The paired t-test confirmed the significance of this difference (p < 0.05). Regression analysis further indicated that listening practice frequency positively influenced vocabulary mastery (? = 0.565; p = 0.004). These findings highlight the importance of incorporating systematic listening activities in EFL instruction to enhance vocabulary acquisition and strengthen learners’ overall communicative competence.