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Iwan Fauzi
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Program Studi Pendidikan Bahasa Inggris, FKIP Universitas Palangka Raya Jl. Hendrik Timang I-A Kampus UPR Tunjung Nyahu Palangka Raya 73112.
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INDONESIA
EBONY
Published by Universitas Palangka Raya
ISSN : 27974537     EISSN : 28094980     DOI : https://doi.org/10.37304/ebony
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
EBONY aims at promoting research and non-research articles in English language teaching, linguistics, and literature; an open access English language journal published biannually in January and July by English Education Study Program, Faculty of Teacher Training and Education of the University of Palangka Raya. EBONY welcomes articles in English language teaching covering teaching practices of English in secondary schools and universities, the use of enhanced media in language classroom, classroom action research, mobile-assisted language learning (MALL), e-learning, teaching and learning evaluation, and language testing. In linguistics field, EBONY also seeks submissions in terms of sociolinguistics, psycholinguistics, discourse, pragmatics, semantics, and related research of aplied linguistics in education. The EBONY journal also accepts articles on literature in the aspects of literary criticism, comparative lterature, semiotics, feminist literature, and other literature studies such as analyses in the areas of prose, poetry, and drama.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 93 Documents
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The Impact of Tiktok Application on Enhancing English Speaking Ability of Senior High School Students through Narrative Texts Nafisatul Muawanah; Rahayu Kuswardani
General English Education Vol 6 No 2 (2026): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v6i2.26301

Abstract

This study aims to investigate the effect of TikTok use on students’ speaking performance when delivering narrative monologues. This study employed a pre-experimental design with a one-group pre-test and post-test design. The participants were 30 eleventh-grade students. Data were collected through a speaking performance test in which students delivered narrative monologues based on selected fairy tale topics. Student performance was assessed based on fluency, accuracy, pronunciation, and vocabulary. Data were analyzed using descriptive statistics, normality tests, paired-sample t-tests, and effect size analysis via SPSS 25.0. The findings indicate that the students’ average score increased from 54.73 on the pre-test to 58.46 on the post-test. The paired t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between pre-test and post-test scores. Additionally, the effect size results showed a moderate effect with a Cohen’s d value of 0.612. These results indicate that the use of TikTok significantly improves students’ speaking performance in delivering narrative monologues. The findings indicate that TikTok has the potential to facilitate students’ speaking development in narrative text learning. The significant improvement in students’ speaking performance suggests that social media-based instructional practices can serve as a valuable alternative for promoting active participation and oral language development in EFL classrooms.
The Correlation Between Self-Efficacy and English-Speaking Ability Among Vocational High School Students Maura Zhaskia Widyareni; Rahayu Kuswardani
General English Education Vol 6 No 2 (2026): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v6i2.26335

Abstract

Speaking ability is essential in vocational education and may be influenced by psychological factors such as self-efficacy. This study investigated the correlation between self-efficacy and English-speaking ability among vocational high school students in Lumajang. A quantitative correlational design was employed with 70 Office Management students. Self-efficacy data were collected using an adapted questionnaire, and speaking ability was assessed using a speaking rubric. Instrument validity was reviewed by an expert, and reliability testing indicated acceptable internal consistency. Because one variable was not normally distributed, Spearman correlation was used as the main analysis. The findings revealed a very strong positive correlation between self-efficacy and speaking ability (Spearman ρ = .871, p < .05). Students with stronger beliefs in their speaking ability tended to perform better in speaking. These findings emphasize the importance of addressing psychological dimensions in English learning, particularly in vocational contexts where communicative competence is required for future professional settings.
Developing a Life-Sized Version of Snakes and Ladders Game for Elementary School Students Shafa Tara Kariyono
General English Education Vol 6 No 2 (2026): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v6i2.26348

Abstract

This study aimed to develop a life-sized Snakes and Ladders game as a learning medium for teaching English vocabulary and basic grammar (simple past and simple future tenses) to sixth-grade students at SDN Tulusrejo 04 Malang. The novelty of this study lies in the development of a life-sized, non-digital Snakes and Ladders game that integrates vocabulary and grammar learning through flexible card-based tasks, allowing students to participate as game pieces while actively engaging in language practice. The research followed the ADDIE model. The final product consisted of a 2.1m x 2.1m vinyl banner with 49 squares arranged in a 7x7 zig-zag pattern, a cardboard dice, and four sets of question cards: Past (20 cards), Future (20 cards), Job (20 cards), and Bonus (10 cards). The game was implemented with 15 sixth-grade students. Data were collected through expert validation sheets and a student questionnaire. The media and material experts gave scores of 86.15% and 80%, respectively, both categorized as Excellent. All students reported positive responses toward the game. The findings indicate that the game is a valid, practical, and engaging medium for teaching vocabulary and grammar in a low-resource elementary school setting.

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