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All Journal Proceeding of International Conference on Science, Education, and Technology Journal of Research in English Language Teaching and Linguistics
Aisyah Hafshah Saffura El-Muslimah
Universitas Negeri Semarang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media

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The effectiveness of mind map treatments on writing accuracy at Islamic Higher Education Aisyah Hafshah Saffura El-Muslimah; Rudi Hartono; Abdurrahman Faridi; Puji Astuti
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study attempted to investigate the learners’ writing accuracy amongst digital mind map, paper mind map, and non-mind map treatments. There were two variables: types of mind map having three variances: digital mind map (x1), paper mind map (x2) and non-mind map (x3) as independent variable and writing accuracy (y) as the outcome variable. The study involved L2 participants at higher education in Kalimantan consisting of three groups based on types of mind map: digital mind map/x1 (n=24), paper mind map/x2 (n=23), non-mind map/x3 (n=23).The total number of the participants was 70 students, consisting two groups: experiment 1, (digital mind map class), experiment 2, (paper mind map class), and a control class (non-mind map class). A one way Anova was used to measure an effect of types of mind map on learners’ writing score. The finding confirmed that there was a significant effect of types of mind maps at the p<.05 level for the three different treatments [F (2, 67) = 5.811, p = 0.005]. Post hoc with Tukey HSD test confirmed that the average score for digital mind map (M = 76.79, SD = 9.76) differed significantly than paper mind map (M= 68.78, SD 12.32) at p=0.050 and non-mind map at p=0.005. However, paper mind map did not differ significantly than non-mind map ((M= 65.83, SD 12.12) at p= 0 .657. The further studies with larger sample size were needed to validate the research findings. Abstracts max 200 words.
The influence of English songs on students’ spelling accuracy Rezza Fatwassani; Nur Azmi Rohimajaya; Aisyah Hafshah Saffura El-Muslimah; Welliam Hamer; Nadiah Ma&#039;mun
Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i2.28

Abstract

This study investigates the influence of English songs on students’ spelling accuracy, a crucial component of effective written communication in language learning. As traditional spelling instruction often lacks engagement and contextual relevance, exploring innovative methods to enhance spelling skills is essential. While previous research has highlighted the benefits of songs for vocabulary acquisition, pronunciation, and motivation, limited attention has been given to their direct impact on spelling proficiency. The aim of this study is to explore how English songs support the development of accurate spelling among EFL learners and to identify the underlying mechanisms involved. Adopting an exploratory research design, the study involved 27 eleventh-grade students from a senior high school in Indonesia with intermediate English proficiency. Data collection comprised semi-structured interviews and reflective journal entries, allowing for a comprehensive understanding of students’ perceptions and experiences related to song-based spelling practice. Data analysis involved thematic coding to identify recurring patterns and insights concerning the cognitive and affective processes that facilitate spelling improvement through musical input. The findings reveal that songs contribute to spelling accuracy by reinforcing visual and auditory memory, providing repetitive exposure to correct spelling patterns, fostering motivation and engagement, and encouraging autonomous learning. Students reported increased confidence, better retention of spelling patterns, and heightened curiosity about unfamiliar words. The implications of this research highlight the pedagogical potential of integrating English songs into spelling instruction, offering an engaging, multimodal approach that supports both cognitive and emotional learning dimensions. The study suggests that utilizing music not only enhances language motivation but also provides a meaningful context for internalizing correct spelling, thereby contributing to more effective literacy development in EFL settings.
Co-Authors Abdurrahman Faridi Nadiah Ma&#039;mun Nur Azmi Rohimajaya Puji Astuti Rezza Fatwassani Rudi Hartono Welliam Hamer