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All Journal Journal of English Language Teaching, Linguistics, and Literature Studies Indonesian EFL Journal
Dias Andris Susanto
Universitas PGRI Semarang, Semarang, Indonesia
Education Languange, Linguistic, Communication & Media Other

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The Effectiveness of Fun Game Kahoot as A Media in the Teaching of Vocabulary Antika Mega Mawarni; Suwandi -; Dias Andris Susanto
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 1, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v1i2.1630

Abstract

This research aims to know the significant difference of using fun game Kahoot to students in learning the vocabulary mastery of Senior High School. The objectives of the study are; (1) to find out the students’ ability in vocabulary who were taught with fun game Kahoot (2) to find out the students’ ability in vocabulary who were taught without fun game Kahoot (3) to find out the significant difference on vocabulary mastery of the eleventh-grade students who were taught using fun game Kahoot and who were taught without using fun game Kahoot. This research was going through quasi-experimental design consisted of two classes. 36 XI MIPA 4 and 35 XI MIPA 3 of SMAN 1 Boja in the academic year 2021/2022 was taken as the sample. The instrument was valid and reliable, the difficulty level was categorized as a medium, and the discriminating power was organized well. It can be known by the result of data. The researchers using SPSS in this research. The data collected were analyzed using a t-test. It was found that the students’ ability to learn vocabulary taught with fun game Kahoot was improved. The student's ability to learn vocabulary that was taught without fun game Kahoot was poor. The value of the t-test was higher than the t-table (20, 04>1, 67). It means teaching vocabulary using the fun game Kahoot was effective. At last, the paper proposed suggestions for teachers to using fun game Kahoot in teaching vocabulary.Keywords: Fun Game Kahoot, vocabulary, effectiveness
THE IMPACT OF FILM-BASED INPUT ON EFL STUDENTS' THE IMPACT OF FILM-BASED INPUT ON EFL STUDENTS' CONVERSATIONAL FLUENCY AND METAPRAGMATIC AWARENESS Ibrahim Ammar Bashir Aldwaibi; Dias Andris Susanto; Senowarsito
Indonesian EFL Journal Vol. 12 No. 3 (2026): In Progress
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.196

Abstract

This quasi-experimental study examined whether film-based authentic input could improve conversational fluency and metapragmatic awareness among university-level EFL learners and explored the relationship between these two abilities. The participants consisted of 60 Indonesian undergraduate students studying English as a foreign language, who were randomly divided into experimental and control groups. Over an eight-week period, the experimental group participated in film-based learning activities that incorporated dialogue analysis, role-playing, shadowing exercises, and guided pragmatic reflection. In contrast, the control group followed conventional English instruction. Data were obtained from speaking assessments and metapragmatic awareness questionnaires administered before and after the intervention. The data were analyzed using descriptive and inferential statistical procedures, including paired-samples and independent-samples t-tests as well as Pearson correlation analysis. The results showed substantial gains in the experimental group's conversational fluency, with scores increasing from 52.40 to 68.90 (d = 1.80), and in metapragmatic awareness, which rose from 49.75 to 66.40 (d = 1.90). The experimental group also achieved significantly better results than the control group. Furthermore, the analysis revealed a strong positive relationship between conversational fluency and metapragmatic awareness (r = 0.72, p < .001). These findings suggest that authentic input delivered through films can effectively develop both conversational fluency and metapragmatic awareness, with improvement in one area potentially supporting development in the other. The study provides empirical support for incorporating film-based instruction into EFL teaching, especially in learning environments where opportunities for exposure to authentic English are limited. It also highlights the value of active and multimodal classroom activities for promoting learners' communicative development.
Co-Authors Antika Mega Mawarni Ibrahim Ammar Bashir Aldwaibi Senowarsito Suwandi -