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All Journal Journal of English Education and Linguistics Yavana Bhasha: Journal of English Language Education
Wiwiet Eva Savitri
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Languange, Linguistic, Communication & Media Social Sciences Other

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THE CONTRIBUTION OF SELF-REGULATED LEARNING IN SHAPING HIGH SCHOOL STUDENTS’ ENGLISH PROFICIENCY Jihan Inayah; Wiwiet Eva Savitri
Yavana Bhasha : Journal of English Language Education Vol. 7 No. 2 (2024): Volume 7, Issue 2 (2024)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

The study addressed the influence of self-regulated learning (SRL) in English language learning. It involved 23 high school students attending a private school in Surabaya. The school implements bilingual language usage, incorporating both English and Indonesian. Therefore, most of the students demonstrated high fluency in English, as evidenced by their effortless communication during class activities. The students completed a scale and open-ended questionnaire regarding self-regulated learning and participated in an English proficiency test. The data were analysed using simple regression analysis. The finding suggests that self-regulated learning did not predict students’ English proficiency. Instead, according to students’ open-ended responses, the study found that students’ English proficiency was highly influenced by their exposure to the language naturally without structured learning strategies. Future studies should explore a more thorough assessment of students’ self-regulated learning levels and their connection with English proficiency, particularly in similar contexts.
KAHOOT! IN TEACHING VOCABULARY TO SEVENTH GRADERS OF JUNIOR HIGH SCHOOL Salsabilla Fitrotun Nada; Wiwiet Eva Savitri
Journal of English Education and Linguistics Vol. 5 No. 1 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i1.1738

Abstract

The research investigates Kahoot!'s effectiveness in teaching vocabulary to junior high school pupils. According to observation by the researcher at a private Islamic junior high school, English language learners frequently struggled with vocabulary deficiency when learning English. In addition, the teacher frequently referred to textbooks, which was tiresome and repetitive for seventh-grade students. A promising way to address these issues was to deploy the educational platform termed Kahoot! The end goal of the present research was to ascertain whether or not Kahoot! showed its effectiveness in vocabulary teaching to junior high school seventh graders. The study utilized a quantitative methodology and was designed as a quasi-experimental design with a pre-test and a post-test as instruments. An independent sample t-test was applied. This research focused on sixty students as the subjects. Based on the data analysis, a statistically significant distinction was proven by the p-value= .000. The experimental group exhibited supreme performance with a score of 76.5 in contrast to the control group with only 55.5. The score for the effect size of teaching vocabulary using Kahoot about directions material was 0.5, showing a large effect. It can be inferred that Kahoot! demonstrates its effectiveness in teaching vocabulary to seventh graders of junior high school.
Co-Authors Jihan Inayah Salsabilla Fitrotun Nada