Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education Journal of English Language and Education
E, Yon A
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
INNOVATIVE ENGLISH TEACHING STRATEGIES: IMPLEMENTING TASK-BASED LANGUAGE TEACHING IN JUNIOR HIGH SCHOOL CURRICULUM Siahaan, Leroy Holman; E, Yon A
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10686

Abstract

Writing skills are one of the essential components in mastering a language, apart from other linguistic skills. Writing demands a profound understanding of language structure, particularly grammar. The current junior high school (SMP) curriculum integrates grammar materials into various learning modules, often causing students to be unaware that they are learning grammatical concepts. This development research aims to design an effective grammar learning module, with the hope to (1) facilitate students' understanding of grammatical concepts, (2) enhance student's writing skills with an emphasis on grammatical aspects, (3) assess the suitability of the learning module with the writing learning needs at the junior high school level, and (4) obtain feedback from educators and students regarding the implementation of the module in schools in Bekasi City. This research adopts the Research and Development (R&D) model following the 4-D model stages: definition, design, development, and dissemination. Data collection was conducted through interviews and questionnaires. Experts in content, media, and language performed module validation. The research results indicate that the implementation of the grammar learning module can have a positive impact on improving students' writing skills, as reflected in the increased writing test scores.
Comparing Paper and Digital Assignments: Effects on Secondary Students’ Writing Accuracy and Fluency Hutagalung, Teguh; E, Yon A; Solo, Lenny
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1349

Abstract

With the growing integration of digital tools in education, there is a need to understand how the medium of assignment delivery influences students’ writing development. The research involved two groups of students who were assigned writing tasks using paper and digital platforms. Writing samples were evaluated based on coherence, grammar, vocabulary usage, and organization. Results indicated that digital-based assignments demonstrated significantly greater improvement in students' writing skills, particularly in vocabulary usage, organization, and revision efficiency. The average post-test scores of Digital Group (23–24 out of 25) were higher than the Paper-based group (22–23 out of 25), with an effect size ranging from Cohen’s d = 1.100 to 1.108, indicating a large educational impact. In the Descriptive Writing section, the results indicate that the mean and standard deviation for the paper-based group are 18.09 (SD = 1.446) for the pre-test and 21.18 (SD = 1.079) for the post-test. In contrast, the digital-based group shows a mean of 16.73 (SD = 1.272) for the pre-test and 22.64 (SD = 1.120) for the post-test. In the Argumentative Writing section, the results reveal that the mean and standard deviation for the paper-based group are 17.09 (SD = 1.446) for the pre-test and 22.07 (SD = 1.536) for the post-test, whereas the digital-based group has a mean of 19.00 (SD = 1.539) for the pre-test and 23.85 (SD = 1.453) for the post-test. Based on these results, it is evident that the most significant improvements were observed in the digital-based group, which showed an increase of 5.91 points in Descriptive Writing and 4.85 points in Argumentative Writing assignments. However, paper-based tasks were more effective in promoting deeper planning and reducing distractions. The study concludes that a blended approach may offer the most balanced benefit in developing students’ writing competencies. 
Co-Authors Hutagalung, Teguh Siahaan, Leroy Holman Solo, Lenny