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All Journal Jambura Journal of English Teaching and Literature Berajah Journal Joong-Ki : Jurnal Pengabdian Masyarakat Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service Socius: Social Sciences Research Journal Joong-Ki Joong-Ki Dedikasi Mandiri Nusantara: Jurnal Pengabdian Kepada Masyarakat Open Access DRIVERset
Rahmawaty Mamu
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The Effect of the Duolingo Application on Junior High School Students’ Vocabulary Mastery at MTsN 2 Gorontalo Regency Annisyah Cesar M Deluma; Rahmawaty Mamu; Kartin Lihawa
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.566

Abstract

This study aims to determine the effect of using the Duolingo application on the English vocabulary mastery of students at MTsN 2 Gorontalo Regency. The study employed a quantitative approach with a pre-experimental research design, specifically a one-group pre-test and post-test design. The participants were given a pre-test to measure their vocabulary mastery before receiving the treatment. They then participated in learning activities using the Duolingo application as a learning medium. After the treatment, a post-test was administered to measure changes in students’ vocabulary mastery following the use of the application. The research data were obtained from the students’ pre-test and post-test scores and were subsequently analyzed using the N-Gain score to determine the level of improvement in students’ vocabulary mastery. The results showed an improvement in students’ vocabulary mastery after the implementation of Duolingo in the learning process. This improvement was indicated by the difference between the students’ scores before and after the treatment. The N-Gain calculation demonstrated that the use of the Duolingo application contributed positively to students’ vocabulary improvement. In addition, Duolingo can serve as an engaging learning medium because it provides interactive learning activities and opportunities for students to practice vocabulary independently. Therefore, the use of Duolingo can positively contribute to improving the English vocabulary mastery of students at MTsN 2 Gorontalo Regency and can be considered an alternative learning medium to support English language instruction.
Exploring Students’ Barriers to English Reading Comprehension at SMP Negeri 2 Suwawa Sinta Dewi A. Amin; Rasuna Rasid Talib; Rahmawaty Mamu; Sartin T. Miolo; Irmawaty Umar
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.598

Abstract

This study aims to explore the linguistic and non-linguistic factors that hinder eighth-grade students at SMP Negeri 2 Suwawa in comprehending English reading texts, and to determine which of these factors are most dominant. A descriptive qualitative design was applied, with data collected through a questionnaire distributed to 25 students and in-depth interviews with 5 selected students, and then analysed thematically. The results show that linguistic difficulties are dominated by limited vocabulary, followed by grammatical and spelling difficulties, which hinder students from identifying main ideas, locating specific information, and drawing inferences. Non-linguistic, the students' social environment, teaching strategies, and inadequate facilities also contribute, with low motivation and interest emerging as the most dominant factor; students reported giving up easily and reading only to complete school assignments. Most students further indicated that videos and LCD projectors support their comprehension. These findings indicate that students' difficulties stem not only from language mastery but also from affective and instructional conditions, and suggest that English teachers apply more varied, creative, and interactive strategies supported by audio-visual media. 
The Implementation of STEM Approach on English Learning in Students Writing Activities at SMP Negeri 12 Gorontalo Meytalina; Kartin Lihawa; Indri Wirahmi Bay; Rasuna Talib; Rahmawaty Mamu
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.617

Abstract

The integration of Science, Technology, Engineering, and Mathematics (STEM) into English language instruction has emerged as an innovative approach to support meaningful learning experiences and enhance students’ writing development. This study aimed to explore the implementation of STEM-based English writing instruction and examine its contribution to students’ engagement and writing development at SMP Negeri 12 Gorontalo. Employing a descriptive qualitative design, the study involved one English teacher and twenty-six eighth-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation of students’ written products. The findings revealed that STEM was implemented through a series of interconnected learning activities, including direct observation, technology-assisted learning, collaborative project construction, descriptive writing tasks, revision activities, and reflective presentations. The integration of STEM elements facilitated students’ active participation throughout the learning process and promoted behavioral, emotional, and cognitive engagement. Furthermore, STEM-based activities supported students’ writing development by providing authentic learning experiences that enabled them to generate ideas, organize information, expand vocabulary use, and produce contextualized descriptive texts. The findings also indicated that project-based STEM activities fostered creativity, collaboration, and problem-solving skills, which contributed positively to the quality of students’ written products. Although some students continued to experience difficulties related to grammar and language accuracy, most were able to communicate ideas effectively and produce writing that reflected their observation and project experiences. These findings suggest that STEM-based English writing instruction offers a meaningful pedagogical framework for enhancing student engagement and supporting writing development through contextual, collaborative, and project-oriented learning experiences.
Co-Authors Ahmad, Dian Oktaviani Alan Panigoro Annisyah Cesar M Deluma Ariani Prihatmini Pakaya Dewi Dama Djihan Said Subetan el Walidayni Kau, Magvirah Elisa Z. Puteri Tamuu Elsje Louise Sambouw Fatsah, Hasanuddin Harto Malik Hassanudin Fatsah Helena Badu Indri Wirahmi Bay Irmawaty Umar Jolanda H.D. Pilongo Kadir, Meymin Kartin Lihawa Manda Rohandi Meymin Kadir Meytalina Moon H Otoluwa Moon Hidayati Otoluwa Musa, Sri Ayu Nurlaila Husain Padanggi, Alfin J. Panigoro, Alan Pilongo, Jolanda H.D. Rasuna Talib Sartin T. Miolo Septiansi Akuba Sinta Dewi A. Amin Sri Ayu Musa Sri Dayana Pua Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Syahputra, Dimas Tiara H. Husain Tiwi Aprilia Samwan