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Journal of Language Education Development (JLed) Published by Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Muara Bungo Jl. Rang Kayo Hitam, Cadika, Rimbo Tengah, Kabupaten Bungo, Jambi 37211
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Journal of Language Education and Development (JLed)
Published by Universitas Muhammadiyah Muara Bungo
ISSN : 26213796     EISSN : -     DOI : https://doi.org/10.52060/jled.v6i1
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other
Journal of Language Education Development (JLed) is an open access journal. This journal managed by the English Study Program at Universitas Muhammadiyah Muara Bungo. Its global audience includes linguists, journalists, broadcasters, writers, teachers, students and others with a professional or personal interest in education and language in general and English. In addition, this journal also allows participants to raise issues regarding literature and other sub-language studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 222 Documents
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THE EFFECT OF POW + C-SPACE STRATEGY ONSTUDENT’S WRITING SKILL of NARRATIVE TEXT in MA NEGERI 4 TANJUNGPINANG Disti Apriani; Elsa Ernawati Nainggola; Pradipta Agustina
Journal Of Language Education and Development (JLed) Vol. 8 No. 2 (2026): Vol. 8 No. 1 (2025): Vol 8 No 2(2026): Journal of Language Education and Develo
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i2.4546

Abstract

The purpose of this study is to determine the effect of the POW + C-SPACE strategy on the ability of 11th-grade students at SMA Negeri 4 Tanjungpinang to write narrative texts. The students’ ability to develop ideas systematically, as well as inconsistencies in organizing the structure and linguistic elements of narrative texts, were the driving factors behind this study. This study employed a quantitative approach with a pre-experimental design involving a single group with pre- and post-tests. All 11th-grade students, comprising 12 classes with a total of 479 students, constituted the study population, while 37 students were selected as the sample using simple random sampling. Data were collected through pre- and post-treatment writing tests and analyzed using the Shapiro-Wilk test and the Wilcoxon Signed-Rank test. The results showed that a Z-value of –4.424 and a significance level of < 0.001 (p < 0.05) indicated a significant difference between pre- and post-test scores. Thus, the POW + C-SPACE strategy has a positive effect on improving students’ narrative writing skills. These findings imply that strategies based on systematic planning and the organization of ideas can be an effective alternative in teaching English writing at the secondary school level.
STUDENTS PERCEPTION OF USING ZEP QUIZ IN ENGLISH LANGUAGE LEARNING AT THE TENTH GRADE OF SMAN 1 TANJUNGPINANG Dea Aisyah Wulandari; Elsa Ernawati Nainggolan; Benni Satria
Journal Of Language Education and Development (JLed) Vol. 8 No. 2 (2026): Vol. 8 No. 1 (2025): Vol 8 No 2(2026): Journal of Language Education and Develo
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i2.4549

Abstract

This study explores tenth-grade students' perceptions of using Zep Quiz in English language learning at SMAN 1 Tanjungpinang. A mixed-method approach was employed, involving 181 students who completed a 4-point Likert scale questionnaire and six purposively selected students who participated in semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that students generally held positive perceptions of Zep Quiz. Most participants perceived the platform as useful for improving vocabulary, grammar practice, and examination preparation through immediate feedback and repeated practice. Students also considered Zep Quiz easy to access and operate because of its simple interface and interactive features. Furthermore, the gamified elements, including leaderboards, avatars, and instant feedback, increased students’ engagement, motivation, and classroom participation. Although several technical and pedagogical challenges, such as unstable internet connections, login issues, limited material explanations, and time pressure, were identified, these obstacles did not substantially reduce students’ positive perceptions. Overall, Zep Quiz was perceived as an effective gamified learning platform that supports English language learning by promoting active participation, motivation, and meaningful learning experiences.

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