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SCHOOLAR: Social and Literature Study in Education
Published by Universitas KH. A. Wahab Hasbullah
ISSN : -     EISSN : 27970299     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
SCHOOLAR: Social and Literature Study in Education is a scientific journal published by the Institute for Research and Community Service (LPPM), KH University. A. Wahab Hasbullah Jombang. SCHOOLAR: Social and Literature Study in Education aims to provide information from the results of research and literature review (non-applied) researchers who focus on education. Focus and Scope The Scope of our journal includes: (1) teaching method in literature, (2) model learning in literature, (3) education management, (4) history of education, (5) strategic learning in literature, (6) other literature in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 268 Documents
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The Effect of YouTube on Second Language Acquisition ofElementary School Students Ubaidillah Ubaidillah; Nurul Afidah; Devva Amrita Pramusari; Firosa Faizati
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/z7vw8968

Abstract

This study investigates the effect of YouTube as a learning medium on second language acquisition among elementary school students. The rapid growth of digital media has positioned YouTube as a prominent source of audiovisual input that may support vocabulary acquisition and speaking development. This research employed a quantitative pre-experimental design, utilizing a one-group pretest–posttest model. The participants were 27 fourth-grade students from SDN Gongseng, Jombang, selected through a total sampling method. Data were collected using vocabulary and speaking tests administered before and after the YouTube-based instruction. The data were analyzed using descriptive statistics and a paired samples t-test with SPSS. The results indicate a significant improvement in students’ English abilities, particularly in vocabulary mastery and pronunciation accuracy. The findings suggest that YouTube provides meaningful and comprehensible input that supports second language acquisition when integrated into classroom instruction with appropriate guidance. This study contributes to the growing body of research on digital media-assisted language learning in primary education.
Exploring Mobile Legend Game Effects on Students English Vocabulary Acquisition Second Language Haritsah Ni’matul Khoiriyah; Istiqomatus Sa’diyah; Nurul Afidah
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/2x9vrj35

Abstract

This study aims to analyze the contribution of Mobile Legends: Bang Bang to English vocabulary acquisition among EFL learners through a Systematic Literature Review (SLR) approach. Referring to the PRISMA guidelines, this study selected nine empirical articles published between 2020 and 2025 and focused on the use of Mobile Legends or similar online games as a medium for vocabulary learning. The results of the review show that most studies found a positive increase in students' vocabulary mastery through repeated exposure to English terms, instructions, and expressions in the game. Multimodal features such as visual text, character narration, and voice commands were found to aid vocabulary comprehension and retention. However, the vocabulary acquired tended to be specific to the game context and did not always transfer to broader language competence without pedagogical support. In addition, student motivation and engagement levels increased significantly when using games as a learning medium, although increased motivation did not always correlate directly with vocabulary achievement. The results of this study confirm that Mobile Legends can be an effective additional tool to support incidental vocabulary learning, provided that pedagogical integration and teacher guidance are still necessary to maximize learning outcomes.
Students’ Perception about Language Experience in English Day Activities Towards English Fluency Tiara Cahyani; Ratna Hafti Mustafidatul Ilmiah; Nurul Afidah; Yuyun Bahtiar
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/7tfygh49

Abstract

English proficiency has become an essential skill in the era of globalization, encouraging higher education institutions to implement various programs to improve students’ communicative competence. One such initiative is the English Day program, which requires students to actively use English in academic and social contexts. This study aims to explore students’ perceptions of their language experiences in English Day activities and examine how these experiences influence English fluency at KH. A. Wahab Hasbullah University Tambakberas Jombang. This study employed a qualitative research design involving 20 students from the English Department who participated in the English Day program. Data were collected through structured face-to-face interviews and analyzed using thematic analysis to identify patterns, themes, and tendencies related to the impact of English Day and the factors influencing its effectiveness. The findings indicate that students generally perceive English Day as a positive and enjoyable learning experience. The program contributes to increased speaking confidence, higher motivation, and improved vocabulary mastery. A supportive campus environment, peer collaboration, lecturer and committee support, and the use of learning media such as ECHOES were identified as key supporting factors. However, limited vocabulary remains a major challenge for some students in expressing ideas fluently. Overall, the study concludes that English Day provides meaningful language experiences that support the development of English fluency when implemented in a supportive and collaborative learning environment. Students’ perceptions play a crucial role in evaluating and improving the effectiveness of English Day programs in higher education.
Students’ Perceptions of Educaplay Platform Use in Learning English Procedure Text Materials Aulia Ramadina Syifa'; Tri Maula Maya; Suzanna Eliya; Apriliya Riza
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/cyjg0v63

Abstract

This study was motivated by limited student engagement and low comprehension in learning Procedure Text in English classes, highlighting the need for more interactive and technology-based instructional media. The research aimed to investigate students’ perceptions of using the Educaplay platform in learning Procedure Text at MAN 2 Jombang. A quantitative descriptive design was employed to provide a comprehensive overview of students’ responses. The participants were eleventh-grade students selected through purposive sampling, and the data were collected using a structured Likert-scale questionnaire. The results were analyzed descriptively to determine the general tendency of students’ perceptions. The findings revealed that most students had positive perceptions of Educaplay as a learning medium. They considered it engaging, interactive, and motivating, which increased their interest and participation in learning activities. The platform was also viewed as helpful in improving their understanding of the generic structure and language features of Procedure Text. Through interactive quizzes, varied task formats, and immediate feedback, students were able to identify their mistakes and enhance their independent learning. Although minor technical issues, such as unstable internet connectivity, were reported by some students, these challenges did not significantly disrupt the overall learning process. In conclusion, Educaplay serves as an effective and relevant digital learning medium that enhances students’ motivation and comprehension, and its integration supports more student-centered and technology-enhanced English language instruction.
DeepL Translator in EFL Writing: Correlating User Experience with Students’ Writing Achievement Tiara Cahyani; Luluk Choirun Nisak Nur; Yuyun Bahtiar; Ulfa Wulan Agustina
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/md1ebk52

Abstract

This study aims to find out the relationship between DeepL translator user experience and students' writing achievement at KH. A. Wahab Hasbullah University. This research is motivated by the increasing use of artificial intelligence-based translation tools at the academic level and the need to understand its influence on language learning, especially writing skills. This research uses a quantitative approach with a correlational research design. The data of this research was obtained through questionnaires and writing assignments from 33 respondents. The results of data analysis in this study using Pearson Product Moment show that there is a strong and significant correlation between the experience of using DeepL Translator and students' writing achievement, with a correlation value of r = 0.794 and sig. <0.001. The findings in this study show that students who gain positive experiences related to ease of use, accuracy, and from this positive experience also obtain higher writing scores. Nevertheless, researchers found negative effects such as over-reliance on automatic translation, as well as a lack of self-correction capabilities. It can be concluded that DeepL not only functions as a supporting translation tool, but DeepL can also make a positive contribution to students' writing achievement if used appropriately. Therefore, the use of DeepL needs to be critically integrated in learning activities to support the development of language awareness and writing independence.
Enhancing EFL Students’ Reading Skills through the Web-Based Readlang Application Devva Amrita Pramusari; Luluk Choirun Nisak Nur; Iin Baroroh Ma’Arif; Nurul Afidah
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/48rs8r70

Abstract

This study investigates the effect of the web-based Readlang application on students’ reading skills in the English Education Study Program at KH. A. Wahab Hasbullah University, Jombang. The rapid advancement of technology has changed the way students learn, particularly in language education, where digital tools such as Readlang offer interactive and flexible learning experiences. This study employed a quantitative approach using a preexperimental design with a one-group pretest-posttest model. The participants consisted of 32 second-semester students of English Education who took a reading pretest before the treatment and a posttest afterward. Data were analyzed using the Wilcoxon Signed-Rank Test to determine the significance of differences between pretest and posttest results. The findings revealed that all students (100%) showed improvement in their reading performance after using Readlang. The pretest mean score of 72.66 increased to 82.38 on the posttest, with a Z value of -4.941 and a significance level of 0.000 (p < 0.05), indicating a statistically significant improvement. This result confirms that the Readlang application effectively enhances students’ reading comprehension, vocabulary mastery, and fluency. Furthermore, it supports the WebBased Language Learning (WBLL) theory, which emphasizes the importance of integrating technology to promote engagement and understanding through authentic materials. The outcomes are also consistent with previous studies by Magfirah et al. (2022) and Sri Wahyuni (2023), which demonstrated similar positive impacts of web-based learning media on reading ability. In conclusion, the Readlang application proves to be an effective digital tool for improving students’ reading skills and can serve as an innovative alternative medium for English language teaching and learning in the modern educational context. 
Boosting Speaking Confidence: The Role of English Courses for High School Learners Ahmad Shofiyul Anam; Iin Baroroh Ma&#039;arif; Yuyun Bahtiar; Luluk Choirun Nisak Nur; Hanifah Hanifah; Akhmad Kanzul Fikri
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/ad34rz48

Abstract

Speaking confidence is a crucial factor that significantly influences learners’ ability to communicate effectively in English. In the context of high school education, many students struggle with anxiety, lack of vocabulary, and limited opportunities to practice, which hinder their oral performance. To address this issue, English courses outside formal schooling have emerged as valuable platforms that provide additional support, practical exposure, and interactive activities to enhance students’ speaking confidence. This study investigates the role of English courses in improving speaking confidence among high school learners. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and questionnaires distributed to students attending English courses in private language centers. The findings indicate that the courses create a supportive and motivating environment that encourages learners to practice speaking without fear of making mistakes. Interactive methods such as role-plays, group discussions, and presentations help students develop fluency, improve pronunciation, and expand their vocabulary. Moreover, teachers’ positive reinforcement and peer collaboration contribute to reducing speaking anxiety and building learners’ self-assurance. The study concludes that English courses play a significant role in boosting students’ speaking confidence by offering meaningful practice opportunities and fostering a positive learning atmosphere. These findings highlight the importance of supplementary language programs as a complement to formal education in preparing students for effective communication in academic and real-life contexts.
Innovation of Topworksheets-Based Interactive Digital Worksheet on Work and Energy Materials Muhammad Bintang Kusuma; Suci Prihatiningtyas; Novia Ayu Sekar Pertiwi; Syamsudin Syamsudin
SCHOOLAR: Social and Literature Study in Education Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/gp9khg85

Abstract

This study aims to develop an Interactive Digital Student Worksheet (LKPD) based on the TopWorksheets platform for the subject of Work and Energy, which is suitable for use as a physics learning medium. This study uses the Research and Development (R&D) method, referring to the Borg and Gall model, which includes the stages of potential and problems, data collection, product design, validation, and revision. The research subjects involved subject matter experts, media experts, and students. The data collection instruments were validation questionnaires and practicality assessment sheets. The validation results showed an average feasibility of 79% with a “feasible” qualification, and the highest score in the technical aspect was 81% with a “highly feasible” qualification. The developed media is capable of presenting material visually and interactively and can be accessed through various devices, thereby supporting more engaging and contextual learning. In conclusion, this TopWorksheets-based Interactive Digital LKPD is declared valid and has the potential to be used in physics learning. This media provides an innovative alternative in presenting abstract material and has broad prospects for further development and wider implementation at various levels of education.

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