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All Journal JEELL (Journal of English Education, Linguistics and Literature) Wanastra: Jurnal Bahasa dan Sastra
Nurohmat Nurohmat
Institut Media Digital Emtek
Education Languange, Linguistic, Communication & Media Other

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THE INFLUENCE OF THE INDEPENDENT LEARNING CURRICULUM ON STUDENTS’ ENGLISH LEARNING ACHIEVEMENT Nurohmat Nurohmat; Dian; Sisca T. Gurning
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 1 (2025): JEELL Volume 12 Number 1 February 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v1201/21

Abstract

The aim of this study is to examine the impact of Indonesia's Independent Learning Curriculum (Merdeka Curriculum) on the English learning achievement of vocational school students in West Jakarta. A quantitative research approach, including standardized English proficiency tests and surveys, was employed to assess the differences in achievement. The results show that students under the Independent Learning Curriculum achieved significantly higher scores in English proficiency, particularly in speaking and writing, compared to those following the previous 2013 curriculum. The improved outcomes are attributed to the curriculum's flexibility, focus on 21st-century skills, and integration of technology. However, successful implementation depends on factors such as teacher quality, school facilities, and stakeholder involvement. This study contributes to the ongoing discourse on curriculum reform and its effects on student learning outcomes in vocational education in Indonesia.
STUDENTS’ ATTITUDES TOWARD ENGLISH AND THEIR ACHIEVEMENT IN SENIOR HIGH SCHOOL - A CORRELATION STUDY Nurohmat Nurohmat; Rewindinar; Dian
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.124

Abstract

This study aims to analyze the relationship between students' attitudes toward English learning and their English achievement at the senior high school level. A quantitative correlational approach was employed, with a sample of 86 high school students in Jakarta selected via simple random sampling. Data were collected using a validated 20-item Likert-scale attitude questionnaire, measuring affective, cognitive, and conative components, and documentation of academic scores from semester report cards. Pearson correlation analysis revealed a significant positive relationship (r = 0.724, p = 0.001) between students' attitudes and their academic achievement. The findings suggest that positive attitudes, encompassing interest, motivation, and self-confidence, play a crucial role in enhancing English learning outcomes by potentially lowering the affective filter and increasing engagement. This study provides practical implications for pedagogical strategies, curriculum design, and school policy, emphasizing the need to foster positive affective domains in English language teaching to enhance learning quality in the Indonesian senior high school context.  
The Effect of a Spaced Repetition System on EFL Students' Vocabulary Mastery: A One-Group Pretest-Posttest Study Nurohmat Nurohmat; Dian Subagio
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 2 (2026): September (Inpress)
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i2.12942

Abstract

Mastering vocabulary is essential for successful English language learning, as it enables learners to understand and produce language effectively. Nevertheless, numerous English as a Foreign Language (EFL) students find it difficult to retain newly learned vocabulary due to limited exposure and infrequent review. This research aimed to examine how effective the Spaced Repetition System (SRS) is in enhancing students' vocabulary mastery. A pre-experimental design with a one-group pretest-posttest approach was employed. The participants were 50 Indonesian EFL students recruited from a senior high school located in West Jakarta. Data were gathered through vocabulary tests administered both before and after a six-week period during which SRS-based learning activities were implemented. The collected data were analyzed using descriptive statistics and a paired-samples t-test. The results showed a substantial improvement in students' vocabulary scores following the treatment (mean pretest = 62.48, mean posttest = 81.76, p < 0.001, t = -15.67, Cohen's d = 2.41). The average posttest score exceeded the average pretest score, suggesting that SRS usage was associated with vocabulary gains. These findings provide preliminary evidence that exposing students to vocabulary repeatedly at progressively longer intervals may help them remember words more effectively. However, due to the limitations of the pre-experimental design without a control group, these results should be interpreted cautiously and require confirmation through further research with more rigorous designs.
Co-Authors Dian Dian Subagio Rewindinar Sisca T. Gurning