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Edu-Ling: Journal of English Education and Linguistics
Published by Universitas Prof. Dr. Hazairin, SH
ISSN : 26147343     EISSN : 26215128     DOI : https://doi.org/10.32663/edu-ling
Core Subject : Science, Education, Art,
Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Other
ournal of Edu-Ling (Journal of Education and Linguistics) is a scientific article in English Education Department in Faculty of Teacher Training and Education Prof. Dr. Hazairin, SH Bengkulu. It presents articles on English language teaching and learning, Linguistics and Literature. The contents include analysis, studies, application of theories, research reports, materials developments and reviews.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 164 Documents
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 The Implementation of Using Webtoon Media to Improve Eleventh-Grader Students’ Vocabulary Achievement Kamila Ramadhanti; Endang Mastuti Rahayu
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5054

Abstract

The research aimed to explore the application of Webtoon media in increasing the vocabulary achievement of grade 11 students at SMAN 1 Karangbinangun. This was because learning had been perceived as boring, which made it difficult for students to memorize vocabulary. The lack of technology integration in learning contributed to this issue. The research employed the classroom action research method. It was carried out in two cycles. Data collected through observation sheets, tests, and questionnaires indicated significant enhancement in students' vocabulary achievement. The research results showed that in cycle 1 and cycle 2, students achieved a score of >75, with 0% of students in the pre-test, 25% in post-test 1, and 84% in post-test 2. Furthermore, the results of observations and questionnaires revealed that the use of Webtoon media had helped improve students' vocabulary mastery. The study concluded that Webtoon media, combined with contextualized vocabulary activities, effectively enhanced students’ engagement, creativity, and knowledge. It not only motivated students but also supported the integration of technology and materials in English language teaching.
Students’ Perceptions of The Bumper Stickers Strategy in Enhancing Reading Comprehension Eva Saptarina; Kiki Rizki Amelia; Dewi Sartika
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5341

Abstract

Reading comprehension is essential in English learning, yet many junior high school students struggle to understand descriptive texts because of limited vocabulary, difficulty identifying key ideas, and low engagement. This study investigated students’ perceptions of the Bumper Stickers Strategy as a visual–textual technique to support comprehension. Using a descriptive quantitative survey, data were collected from 40 seventh-grade students of SMP Negeri 1 Kayuagung using an 18-item Likert-scale questionnaire covering perceived effectiveness, engagement, motivation, clarity, and ease of use. Instrument validity was confirmed using Pearson product-moment correlation, and reliability was high (α = 0.84). Descriptive statistical analysis showed a positive overall perception with a mean score of 3.78, indicating that the strategy was effective, clear, easy to use, and helpful in organizing information visually, although engagement and motivation received slightly lower ratings. The findings suggest that the Bumper Stickers Strategy is a beneficial instructional tool for enhancing reading comprehension, supporting cognitive processing, and promoting creative learning, with the potential for broader application in various educational contexts.
Peer Tutoring as a Collaborative Strategy to Strengthen EFL  Secondary Students’ Reading Comprehension Herlina herlina; Astri Riance; Aliyah Miranti
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5404

Abstract

This study investigated the effectiveness of peer tutoring as a collaborative instructional approach to improve reading comprehension among EFL secondary school students. A pre-experimental design was employed over six sessions, consisting of four treatment meetings. The participants were thirty-six eleventh-grade students from a secondary school in Lubuklinggau who were enrolled in a reading comprehension course. Data were obtained through a reading comprehension test administered twice, namely as a pre-test prior to the intervention and a post-test following the treatments. The findings demonstrated an increase in the students’ mean score from 65.00 in the pre-test to 75.00 in the post-test. Moreover, the paired-samples t-test revealed a calculated t-value of 8.196, which exceeded the critical t-table value of 1.684. These results confirmed the acceptance of the alternative hypothesis (Ha). Thereby indicating that Peer Tutoring exerted a significant and positive effect on the reading comprehension achievement of EFL secondary students.
Developing a Digital Bilingual Storybook for Teaching English with The Insertion of Spirituality Value in Fifth Grade Students I Made Dharma Prananta; Luh Putu Artini; Kadek Sintya Dewi
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 2 (2026): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i2.5657

Abstract

This study aimed to develop a digital bilingual storybook integrating spirituality values for Grade 5 elementary school students and evaluate its quality as an instructional medium for English language learning. This study employed a Design and Development (D&D) model adapted from Huhta et al. (2013), consisting of two stages: design and development. The design stage involved conducting a needs analysis through document analysis and interviews, whereas the development stage included designing the storyline, writing the story script, developing the prototype, and conducting expert validation. The digital bilingual storybook developed in this study is titled Jojo and His Amazing Body. Spirituality values were integrated through the storyline, dialogues, illustrations, and pre-reading, while-reading, and post-reading activities. The product was evaluated by two experts in English pedagogy. The quantitative evaluation results showed that the two experts assigned scores of 149 and 148 out of 150, respectively, and both scores fell into the “Excellent” category. Furthermore, the qualitative feedback indicated that the developed storybook was relevant, engaging, visually appealing, linguistically appropriate for the students’ characteristics, and supportive of English language learning and the reinforcement of spirituality values. Therefore, the developed digital bilingual storybook was considered highly appropriate as an instructional medium for Grade 5 elementary school students while simultaneously promoting spirituality values.

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