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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Journal of Education and Teaching Learning
Iis Sujarwati
Universitas Bengkulu, Indonesia
Education Other

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ENGLISH LEARNING GRAMMAR STRATEGIES : ACHIEVEMENT, OBSTACLES, AND SOLUTION Syafryadin Syafryadin; Iis Sujarwati; Dedi Sofyan
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p166-173

Abstract

English learning grammar strategies can be an issue that students and lecturers face in the university. This study aimed to find out the students’ achievement, obstacles and solution in learning grammar by using English grammar strategies. Mixed method was employed to gain the research objectives. Thirty three students were selected as the respondents of this research. The intruments were grammar test and interview. The data were analyzed by using descriptive statistics for quantitative data and qualitative data were analyzed by using qualitative analysis with several steps, such as data reduction, display and conclusion for qualitative data. The results showed that students got enhancement in terms of their grammar ability. It can be proved by looking at their pretest and postest. Moreover, students faced obstacles in implementing grammar strategies namely poor understanding about grammar, difficult to memorize the rules, grammar anxiety, seldom to work in group, and time limitation. The possible solution can be extra lesson from the lecturer or discussing with their friends, more practice in grammar, giving reinforcement and motivation, working in group, and be smart in managing time for learning grammar.
Investigating the Combined Impact of Microlearning and Spaced Repetition on EFL Learners’ Vocabulary Retention Durotunnasihah Durotunnasihah; Iis Sujarwati; Kasmaini Kasmaini
Journal of Education and Teaching Learning Vol 8 No 2 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i2.3359

Abstract

Vocabulary retention is a persistent challenge in EFL learning, often limited by insufficient exposure and reliance on rote memorization. Although microlearning and spaced repetition have been studied individually, few investigations have examined their combined effect on vocabulary retention and learning experience. By using quantitative design, this study explored the impact of microlearning integrated with spaced repetition on EFL students’ vocabulary mastery, retention, and perceptions. Forty-six beginner-level EFL students in Bengkulu participated in pre-test, post-test, and delayed post-test assessments, complemented by questionnaires, analyzed using repeated-measure ANOVA. The results indicated significant improvement from pre-test to post-test, stable or slightly increased scores in the delayed post-test, and high learner satisfaction. These findings suggest that repeated and manageable exposure effectively strengthen retention. Overall, integrating microlearning with spaced repetition enhances vocabulary learning and long-term retention, providing practical guidance for designing short, repeated, and engaging learning experiences in EFL contexts. Future research should involve larger and more diverse participant groups, extend intervention and retention periods, incorporate qualitative methods to explore learners’ experiences, and compare alternative instructional approaches to further clarify the effectiveness of this combined strategy.
Co-Authors Dedi Sofyan Durotunnasihah Durotunnasihah Kasmaini Kasmaini Syafryadin Syafryadin