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All Journal Esteem Journal of English Study Programme English Education: English Journal for Teaching and Learning
Ida Royani
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Education Social Sciences

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Journal : esteem journal of english study programme

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CHATGPT IN THE ACADEMIC WRITING CLASSROOM Ida Royani; Mujahidah Rizki Sihombing
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v7i2.15615

Abstract

Artificial intelligence has made inroads into the field of education, particularly with regard to academic writing for language learners. As ChatGPT demonstrates in the learning process, AI is able to react in a highly natural language and have conversations in a variety of scenarios. This essay explores how ChatGPT can support the academic writing process through a rigorous literature review. It demonstrates that ChatGPT may generate interest across a wide linguistic spectrum, gather the most recent knowledge to assist with a range of activities, reply to inquiries with sincere dialogue, and improve writing skills. It also figures out the connection of process of writing based on (Nang et al., 2008) by using ChatCPT companions. Meanwhile, wisdom in use of it in the learning environment should be taken into consideration because of losing creativity and lack of conversational practice. Therefore, it is suggested to learners and teachers to be careful and wise to interact with this technological tool, since humans can only provide judgement and verification maker.
MODELLING TEACHING VOCABULARY MASTERY BY GAME- BASED LEARNING APPROACH Ida Royani; Sojuangon Rambe; Nurun Najiah; Khoirunnisa Khoirunnisa; Sopiah Nuriani Siagian; Bunga Rizky Nauli Rangkuti
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/v4dk2w58

Abstract

This study investigates the effectiveness of game-based learning strategies in enhancing the vocabulary proficiency of eighth-grade junior high school students. Specifically, it examines and compares the impact of the Word Chain Game, Mnemonic Technique, and Jumble Word Game on students’ vocabulary acquisition and retention. A quantitative methodology was employed, utilizing experimental and quasi-experimental designs across three junior high schools. Participants were selected through random sampling in three separate studies. The Word Chain Game study involved 61 students, the Mnemonic Technique study included 56 students, and the Jumble Word Game study consisted of 60 students, each divided into experimental and control groups. Data were gathered through multiple-choice pre-tests and post-tests and analyzed using t-tests with SPSS software. The findings revealed that all three instructional approaches significantly improved students’ vocabulary mastery. The Word Chain Game demonstrated the strongest effect (t = 6.463), followed by the Mnemonic Technique (t = 5.667) and the Jumble Word Game (t = 3.020). These results indicate that game-based learning promotes greater engagement and strengthens vocabulary retention. The novelty of this study lies in its integrative analysis of three distinct vocabulary-learning interventions, providing comprehensive evidence that interactive and game-oriented strategies effectively support vocabulary development among junior high school learners.
Co-Authors Bunga Rizky Nauli Rangkuti Khoirunnisa Khoirunnisa Mujahidah Rizki Sihombing Nurun Najiah Sojuangon Rambe Sokhira Linda Vinde Rambe Sopiah Nuriani Siagian