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Simple: International Journal of English Education
Published by Universitas Muria Kudus
ISSN : -     EISSN : 30317541     DOI : https://doi.org/10.24176/simple
Core Subject : Education,
Education
SIMPLE: International Journal of English Education is a national journal of OJS published by Graduate Program of English Education, the Faculty of Teacher Training and Education at University of Muria Kudus (UMK) dedicated to publishing high-quality research and non-research articles in the field of English studies covering Education, Linguistics, Literature, Teaching, Translation, Culture, Information and Communication Technologies (ICT). SIMPLE: International Journal of English Education is published twice a year in March and September.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 40 Documents
 1   2   3   4 
An Analysis Content Validity of English Summative Test Items of The Eleventh Grade at SMAN 1 Batangan in Academic Year 2023/2024 Khudriyah, Ida; Kurniati, Diah; Syafei, Muh
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.11956

Abstract

It is necessary to analyze the learners' performance in a foreign language. Furthermore, a lot of teachers still struggle with the exam item analysis. It is employed to determine the learners' accomplishments. If not, the teachers continue to struggle to assign grades. It is intended that they are unable to determine whether the students are making progress. The report also attempts to provide an analysis of the test item's content validity. Finding out if a test is acceptable for the curriculum requires analyzing its content validity.   The goals of this study are to measure the validity of test items for the eleventh grade at SMA Negeri 1 Batangan and to offer information about the quality of English summative exam items. The English summative test items from the first semester of the eleventh grade students at SMAN 1 Batangan were examined for conformity and nonconformity with the learning indicators. The students' answer sheets and the summative exam were the sources of the data. There are forty multiple-choice questions on the test, representing the answers of forty students. According to the research's findings, 31 items, or 77,5%, meet the standards to conform to the learning indicators, whereas 9 items, or 32,5%, do not. This indicates that the English summative test items for the eleventh grade students at SMAN 1 Batangan have a good content validity.
Fostering Engagement and Basic Vocabulary Skills Through Mini Booklets in Elementary English Learning Putri, Oky Adinda; Madjdi, Achmad Hilal
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.14417

Abstract

Engaging young learners in English language lessons while fostering vocabulary development is a key challenge in elementary education. This study investigates the use of mini booklets, designed with colorful illustrations, as a tool to enhance student engagement and support vocabulary acquisition among first-grade students at SD 1 Margorejo. A qualitative case study approach was employed, involving 12 students as participants. Data were collected through observation sheets and teacher reflection notes to examine how the mini booklets influenced classroom dynamics and learning outcomes. The findings indicate that the use of mini booklets significantly increased students’ enthusiasm and participation during English lessons. Students enjoyed interactive activities, demonstrating improved vocabulary retention and confidence in speaking. This study highlights the effectiveness of creative, student-centered teaching materials in early English education, offering practical recommendations for educators aiming to improve engagement and learning outcomes in similar contexts.
An Analysis of Politeness Strategies Used in Frozen 2 Movie Based on Brown and Levinson's Theory Kustianingsih, Kustianingsih; Firharmawan, Hastri
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.15425

Abstract

This study investigates the use of politeness strategies in the animated film Frozen 2 using Brown and Levinson’s theory of politeness. As a continuation of Disney's popular franchise, Frozen 2 features a variety of characters interacting in emotionally charged and socially complex situations. This research aims to identify and analyze the types of politeness strategies employed by the main characters and to understand the purposes behind their usage. The qualitative method was applied in this study by collecting data from the script of the movie and analyzing utterances that reflect politeness strategies. The findings reveal the total number and types of politeness strategies used in the film, including bald on record, positive politeness, negative politeness, and off record strategies. The most frequently used strategy was positive politeness, which indicates the characters' tendency to build solidarity and maintain friendly relationships. The study concludes that Frozen 2 demonstrates a wide range of politeness strategies, reflecting the characters' social dynamics, personal intentions, and emotional development. This research contributes to understanding how language and politeness intertwine in media targeted at young audiences and may serve as a reference for further linguistic and discourse analysis.
Using Crossword Puzzles for The Eleventh-Grade Students in Teaching Vocabulary at Vocational High School Muna, Nanda Nailatul; Rokhayani, Atik; Utomo, Slamet
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.15673

Abstract

Learning vocabulary is a continuous process in learning English that helps students improve their language ability to communicate. Lack of vocabulary causes the students difficulties expressing their ideas and understanding in learning English. The researcher used a Crossword Puzzle as a medium for teaching vocabulary to encourage the students’ interest in vocabulary learning. The purpose of the study was to determine the effectiveness of the Crossword Puzzle for the eleventh-grade students in teaching vocabulary at Vocational High School. The method of the study was quantitative and used a pre-experimental design with one group pre-test and post-test. The researcher chose one class of the eleventh-grade students as a sample for this study. The results of this study showed that the mean pre-test score was 67.43, while the mean of post-test scores was 86.14. Hypothesis testing used the Wilcoxon Signed Ranks Test showed the value Sig. (2-tailed) of 0.00 < 0.05. It is indicated that there is an improvement using the Crossword Puzzles for the eleventh-grade students in teaching vocabulary at Vocational High School.
Using Flashcards and Story Chains to Support Deep Learning in Grammar Class Ikawati, Yeni
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.16009

Abstract

Teaching grammar often becomes a challenge in the classroom, especially when students are not confident to use English actively. The purpose of this study was to examine how flashcards and story chain activities could support deep learning in grammar instruction. This classroom practice was carried out with Grade X students at MA NU Nurussalam Gebog Kudus using a qualitative descriptive design. The lesson focused on adverbs of time, past simple, and past progressive tenses. Flashcards were used to help students identify and use adverbs of time in context, while story chain activities encouraged collaboration, where each student continued the story using the target grammar. These activities supported stimulation, exploration, collaboration, and reflection—the four stages of deep learning. The results showed that students were more engaged, demonstrated better understanding of grammar patterns, and applied them in recounting past events. Despite challenges such as limited vocabulary and reliance on scaffolding in Bahasa Indonesia, the approach proved effective in creating meaningful grammar practice and empowering students to build confidence in using English. 
Theme and Rheme in Children Online Stories by English Native and Indonesian Authors karlina, lisa; Rismiyanto, Rismiyanto; Suryani, Fitri Budi
SIMPLE: International Journal of English Education Vol. 4 No. 1 (2026): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v4i1.15815

Abstract

Children online stories represent a modern evolution of traditional storytelling, where classic tales and original narratives are shared through digital platforms rather than printed books. In the context of language and education, children online stories are also valuable tools for language acquisition and discourse analysis. The way information is structured, how themes (what the story is about) and Rhemes (what is said about it) are organized. They can influence how children comprehend the text and internalize the message. This study investigates how theme and rheme structures operate in children online stories written by English native (The Fox and The Crow, Little Red Riding Hood) and Indonesian authors (The Mousedeer and The Crocodile and Bawang Merah Bawang Putih). By exploring the use of thematic progression within selected texts, the research seeks to uncover narrative patterns influenced by linguistic and cultural contexts. The core research problem addresses how English native authors and Indonesian authors differ in their arrangement of theme and rheme. The objective is to compare the structural use of topical, interpersonal, textual themes and thematic progression in selected twelve fables and twelve folktales Indonesian stories in English version and English originated stories. This study adopts a qualitative approach using purposive sampling to select four representative texts. The analysis applies Halliday and Matthiessen Systemic Functional Linguistics (2004), focusing on clause level theme identification and thematic progression across the stories. Findings reveal that English native authors tend to use a wider range of interpersonal and textual themes to develop reader engagement and consistency, while Indonesian authors prioritize topical themes to convey moral clarity and cultural norms. This divergence reflects differing narrative priorities and strategies rooted in linguistic traditions. The study concludes that theme and rheme structures in children stories are not only textual mechanisms but also carriers of cultural meaning. The implications support cross cultural literacy development and inform educators, translators, and curriculum designers in fostering inclusive and culturally responsive literature for children.
Analyzing Speech Acts of the Main Characters in All Quiet on the Western Front Movie Script Rismawati, Risa; Andika, Alek; Firharmawan, Hastri
SIMPLE: International Journal of English Education Vol. 4 No. 1 (2026): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v4i1.16714

Abstract

This study aims to analyze the speech acts used by the main characters in All Quiet on the Western Front movie script using the speech acts theory approach developed by John Langshaw Austin and John Searle. Speech acts in this context refer to the use of language as a tool to carry out communication actions, such as statements, requests, commands, and other expressions. This study identifies and classifies speech acts that appear in the form of locutionary, illocutionary, and perlocutionary acts, focusing on the speech acts revealed in the dialogues of the main characters in the movie script. In addition, illocutionary acts are further divided into five main categories, namely assertive, directive, commissive, expressive, and declarative, expressed by the main characters. The research method used is descriptive qualitative, which allows researchers to analyze data in depth from the movie script and examine how the main characters use language to convey their thoughts and feelings in facing various tense situations on the battlefield. The results of the study indicate that illocutionary speech acts, especially those containing commands and requests or directive illocutionary acts, have an important role in character development and the formation of atmosphere in the movie. This research is expected to provide deeper insight into how language contributes to building narratives and characters in war movie, as well as enriching pragmatic studies in speech acts theory.
Needs Analysis for English for Specific Purposes among Animation Students in a Vocational High School Febriana, Triska Priya; Kurniati, Diah; Suryani, Fitri Budi
SIMPLE: International Journal of English Education Vol. 4 No. 1 (2026): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v4i1.16853

Abstract

This study aims to analyze the English learning needs of Animation Study Program students at SMK Raden Umar Said Kudus in the context of English for Specific Purposes (ESP). Using a descriptive qualitative approach, data were collected through questionnaires, interviews with 10 students and one English teacher, and syllabus analysis. The needs analysis covered target needs (necessities, lacks, wants) and learning needs (motivation, methods, skills). Findings show that students have high motivation to learn English, primarily to support future careers in the animation industry, including aspirations to work internationally and master animation-specific terminology. Speaking emerged as the most needed skill (85%), followed by writing and vocabulary mastery, particularly technical terms in animation. However, many students reported difficulties in speaking fluently, pronunciation, and listening comprehension, indicating a gap between required and actual competencies. Syllabus analysis revealed that while the curriculum includes ESP-relevant topics such as procedure texts, descriptive texts, narrative texts, and CV writing, classroom implementation often focuses on general grammar and vocabulary with limited integration of animation-related content. Students prefer interactive, technology-based methods such as games, videos, and social media, and favor problem-based learning to connect English with real-world animation tasks. Teachers currently employ the PPP (Presentation, Practice, Production) method, but greater use of industry-specific materials and collaboration with animation instructors is recommended. The study concludes that stronger alignment of materials and methods with vocational contexts is essential to enhance students’ professional readiness in the global animation market.
The Effectiveness of ICT Integration to Improve Students’ Achievement in EFL Context Yulaichah, Siti; rokhayani, atik; kurniati, diah
SIMPLE: International Journal of English Education Vol. 4 No. 1 (2026): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v4i1.16964

Abstract

This study aims to identify and analyze the specific difficulties faced by fifth-semester students of the English Education Department at Universitas Muria Kudus during their tour guide simulation in the Intercultural Communication class. The research focuses on linguistic and non-linguistic obstacles that hinder students from communicating effectively while explaining local cultural values and historical sites in English. A descriptive qualitative approach was employed. Data were collected through questionnaires and semi-structured interviews. The findings reveal that grammar was the most dominant difficulty, followed by pronunciation and vocabulary limitations. Affective factors such as nervousness and lack of self-confidence also influenced students’ performance.
Persepsi Mahasiswa terhadap Penggunaan Platform Readlang Berbasis Web untuk Pembelajaran Kosakata pada Mahasiswa Pendidikan Bahasa Inggris Semester Pertama di Universitas Muria Kudus Al Zidan, Ahmad Abdul Ghofar; ANGGITA, IKA WIDYA; Mustofa, Muhammad Taufik Ali; Mardiah, Alyatul; Nuraeningsih
SIMPLE: International Journal of English Education Vol. 4 No. 1 (2026): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v4i1.17073

Abstract

This study investigated students’ perceptions of the use of the web-based Readlang platform for vocabulary learning among first-semester English Education students at Universitas Muria Kudus. A descriptive quantitative research design was employed using a close-ended questionnaire consisting of 20 items based on four indicators: perceived usefulness, perceived ease of use, engagement, and vocabulary learning support. The participants were 33 students selected through purposive sampling, and the data were analyzed using descriptive statistical techniques, including mean and percentage scores. The findings revealed that students generally had positive perceptions toward the use of Readlang for vocabulary learning, with all indicators falling within positive perception categories. Engagement and vocabulary learning support obtained the highest scores, while perceived usefulness showed the lowest score but remained within a positive category. Overall, the results suggest that Readlang is perceived as an engaging, easy-to-use, and supportive platform for vocabulary learning and has the potential to be integrated into vocabulary learning activities in higher education contexts.

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