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English Education Journal
Published by Universitas Negeri Semarang
ISSN : 20870108     EISSN : 25024566     DOI : -
Core Subject : Education,
Education
English Education Journal is a quarterly journal published by Universitas Negeri Semarang, Indonesia, in the months of March, June, September, and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 65 Documents
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The Impact Of Peer Review On Writing Instruction: Exploring Students' Learning Motivation At SD Marsudirini Semarang Syarifa Manullang; Puji Astuti; Rudi Hartono
English Education Journal Vol. 15 No. 2 (2025): September 2025
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v15i1.20754

Abstract

This study aims to investigate the impact of peer review on writing instruction and students' learning motivation. Conventional teaching methods were found to be ineffective, leading to low student engagement and poor writing scores. By incorporating the peer review technique, the experimental group demonstrated significantly higher levels of participation and improved writing performance than the control group. These findings highlight the potential of Peer review by applying a mixed-method type, quasi-experiment research design (quantitative research – test) and (qualitative research – observation and questionnaire). The results of the student's participation in the control class were 2.95, with a moderate degree level. Meanwhile, the results of the peer review questionnaire in increasing the motivation of experimental class students were 3,76 with a high degree level. A statistical test will determine whether peer review has impaction and writing ability through an independent sample t-test using SPSS 29. As a result, Peer review effectively enhances students' writing ability with a mean of 76. It means that the experimental class students' writing ability scores are in a suitable category.
The Effectiveness of Project-Based Learning Using Video to Develop Writing Skills of Students Motivation Maria Fifi Hermawati; Abdurrachman Faridi
English Education Journal Vol. 15 No. 1 (2025): March 2025
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v15i1.20786

Abstract

This study found that students at SMK Gajah Mada 01 Margoyoso Pati have difficulties with writing skills. They struggle with generating ideas, and organizing their writing, and often make mistakes due to limited vocabulary. To address this, the researcher implemented Project-Based Learning (PjBL) combined with video animations created using the Canva application to improve the students' writing skills. This study also explains the effectiveness of PjBL using video animation by Canva application to improve the writing skills of students with high and low motivation. This study also shows the difference between students with high and low motivation taught by PjBL using video animation by the Canva application. The study was conducted with eleventh-grade students at SMK Gajah Mada 01 Margoyoso Pati, focusing on the impact of this method on students with high and low motivation. This study used a quasi-experimental research design. The subjects were eleventh-grade students consisting of 40 students. The questionnaire was used to assess students' motivation and their perception of PjBL and Canva, and it was given at the end of the teaching process. The test was used to measure students' writing skills and was administered during the final meeting. Before testing the hypothesis, the researcher conducted necessary tests, including the normality and homogeneity tests. The results indicate that PjBL, when paired with Canva video animations, significantly improves writing skills in both high and low-motivation students, though the effect is more pronounced in high-motivation students. The result of PjBL using video animation via the Canva application is 0.000, which is smaller than 0.05 (0.000 < 0.05). The result of PjBL using video animation via the Canva application is 0.007, which is smaller than 0.05 (0.007 < 0.05). Therefore, there is a difference in scores between students with high and low motivation. The significant value of .001 is smaller than 0.05 (0.001 < 0.05). In conclusion, the combination of PjBL and Canva video animations proves to be an effective strategy for improving students' writing skills. This method can be adapted to suit students of different motivation levels, helping them to express their ideas creatively while enhancing their academic performance.
The Effect of Slap the Board Game on Students’ English Vocabulary at SDN 3 Menteng Palangka Raya Diana Febri Wuri Nastiti; Tampung N. Saman; Akhmad Fauzan; Debora Natalia Naibaho
English Education Journal Vol. 15 No. 1 (2025): March 2025
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v15i1.25770

Abstract

This study aims to find the effect of ‘Slap the Board’ game on students' English vocabulary retention at SDN 3 Menteng Palangka Raya, Indonesia. This research used quantitative approach with pre-experiment research type and One-Group Pre-test-Post-test Design. The research was conducted in an elementary school with a total sampling of 16 third-grade students, consisting of 5 male students and 11 female students. The data were collected using a multiple-choice test instrument with 20 questions, given in the pre-test and post-test. The data were analyzed using inferential statistics through Shapiro-Wilk normality test and paired sample t-test. The results showed that students' English vocabulary mastery had an average of 57.5 in the pre-test, and after the implementation of the “Slap the Board” game, students' vocabulary retention increased with an average of 75 in the post-test. Statistical analysis showed that the “Slap the Board” game had a significant effect on students' English vocabulary mastery with a sig. (2-tailed) 0.001, which is smaller than the significance level α = 0.05. Thus, H₀ is rejected and H₁ is accepted. So, the “Slap the Board” game which involves kinesthetic activities and competition can improve the ability to retain English vocabulary and create a more fun and interactive learning atmosphere.
Challenges and Solutions in Teaching English for Students with Different Language Backgrounds (A Case Study in Torphan Rojjanawich School, Satun, Thailand) Fabianto, Eko; Gadis Inayatul Aeni
English Education Journal Vol. 15 No. 2 (2025): September 2025
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v15i1.29084

Abstract

This study investigates the challenges faced by teachers in teaching English to students from diverse language backgrounds at Torphanrojjanawich School, Satun, Thailand. It explores the linguistic, cognitive, and socio-cultural barriers impeding the acquisition of English, focusing on how these issues impact learning outcomes. Through qualitative data collected from interviews with teachers, classroom observations, and student surveys, the research identifies key obstacles such as the differences in native languages, limited exposure to English outside the classroom, and varying levels of cognitive readiness for language learning. Furthermore, the study presents strategies and solutions that have been implemented, including differentiated instruction, multimedia tools, and peer learning, and fostering bilingual/multilingual support systems. Findings suggest that while significant challenges exist, targeted interventions, teacher development, and institutional support can improve students' English proficiency in multilingual settings.
Digital Storytelling For Vocabulary Development In Elementary English Learning Siregar, Tiarnita Maria Sarjani Br; Humaira, Najwa Utami; Ginting, Fitriani Meslin Br
English Education Journal Vol. 16 No. 1 (2026): March 2026
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v15i1.43500

Abstract

This study investigates the role of digital storytelling in enhancing English vocabulary development among elementary school students. Vocabulary is a fundamental component of language proficiency; however, traditional teaching methods often result in low student engagement and limited retention. Therefore, this study aims to explore how digital storytelling can serve as an effective instructional strategy in vocabulary learning. The research employs a qualitative literature review method, analyzing relevant studies published between 2021 and 2026 using a systematic selection process based on PRISMA guidelines. The findings reveal that digital storytelling significantly improves students’ vocabulary size, contextual understanding, and retention through the integration of multimedia elements such as text, images, audio, and video. In addition, this approach increases students’ motivation, participation, and confidence in learning English. The study concludes that digital storytelling provides a meaningful, interactive, and student-centered learning experience that addresses the limitations of conventional methods. This research contributes to the field of English language teaching by offering a comprehensive synthesis of recent studies and highlighting digital storytelling as an innovative and effective strategy for vocabulary instruction at the elementary level.

Page 7 of 7 | Total Record : 65

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