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Journal of English Language Education
Published by UNIVERSITAS PGRI MPU SINDOK
ISSN : -     EISSN : 3211021     DOI : -
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The Journal of English Language Education (JoElangEdu) is a peer-reviewed, open-access academic journal dedicated to the advancement of research and practice in English language teaching and learning. Published by Universitas PGRI Mpu Sindok, the journal serves as a platform for educators, researchers, and practitioners to disseminate innovative studies, evidence-based practices, and critical reflections in the field of ELT. JoElangEdu focuses on five core thematic areas: Technology in ELT – Integration and impact of digital tools, AI, and online platforms in language education. Teaching Methods – Pedagogical approaches, methodologies, and classroom strategies for effective language instruction. Language Skills – Development, assessment, and integration of listening, speaking, reading, writing, and critical literacy. Learner Factors – Affective, cognitive, and socio-cultural dimensions such as motivation, anxiety, identity, and autonomy. Material Development – Design, evaluation, adaptation, and localization of teaching resources and curricula. The journal welcomes original empirical research, theoretical discussions, literature reviews, and classroom-based studies that contribute to local and global ELT discourse. JoElangEdu is committed to promoting scholarly dialogue and practical insights that enhance English language education in diverse learning contexts.
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Articles 23 Documents
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THE EFFECTIVENESS OF HARRINGBONE METHODE TO IMPROVE ENGLISH WRITING ABILITY IN RECOUNT TEXT OF TENTH GRADE AT SMK NEGERI 1 GONDANG M. Rizqi Ainul Haqqi; Rina Puji Utami
Journal of English Language Education Vol 1 No 2 (2025): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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Abstract

English writing ability are essential in learning English, yet many students struggle with developing these skills due to traditional teaching methods, lack of innovative strategies, and various internal and external barriers, as observed in the suboptimal English writing abilities of students in recount texts at SMK Negeri 1 Gondang. This research aims to determine the significant difference of the Herringbone Technique in improving English writing ability in recount text of tenth-grade students at SMK Negeri 1 Gondang for the academic year of 2023/2024. This research employs a mixed method with a randomized pretest-posttest control group design to measure the effectiveness of the Herringbone Technique in improving recount text English writing ability among tenth-grade students at SMK Negeri 1 Gondang. The sample consists of students from class X-TKR1 with the total is 36 students, selected using convenience sampling. Data were collected through English writing ability tests, questionnaires, and interviews, and analyzed using descriptive and inferential statistics to determine the effectiveness of the interventionThe findings indicate a significant difference in students' English writing ability after using the Herringbone Method. The average pretest score was 75.97, while the average posttest score increased to 87.33. The t-test results showed a tcount of 45.44 with a ttable of 1.679 at a significance level of 0.05, indicating a significant difference between pretest and posttest scores. The average score improvement was 11.36, which corresponds to a 14.95% improvement, demonstrating the effectiveness of the Herringbone Method as a learning aid. The Herringbone Method significantly difference in the students' Englih writing ability, with scores rising from 75 to 87. This indicates its effectiveness in enhancing English writing ability. Further research is needed to explore its long-term impact and broader applications.
THE INFLUENCE OF WATTPAD APPLICATION TOWARDS STUDENTS’ WRITING SKILLS ACHEVEMENT OF 10TH GRADE AT SMAN 1 SUKOMORO Meira Rachmawati; Nurhamid
Journal of English Language Education Vol 1 No 2 (2025): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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Abstract

Observations of 10th grade students at SMAN 1 Sukomoro reveal significant challenges in their writing skills, though students using the Wattpad application tend to overcome these difficulties. This research aims to (1) assess the writing skills achievement of 10th grade students at SMAN 1 Sukomoro who do not use Wattpad Application, (2) evaluate the writing skills achievement of those who use Wattpad Application, and (3) determine the significant influence of Wattpad Application on students' writing skills. A quantitative approach with a causal comparative design was used, employing Independent Sample t-Test for data analysis. Data was collected through tests and documentation from two classes: one using Wattpad and one not, with a sample of 70 students from classes 10-3 and 10-4 out of a total population of 317 students. Purposive sampling was applied. The Independent t-Test showed a tcount >ttable (9,784 > 3,980) and Sig. (2-tailed) of 0.000 > 0.05. This indicates a significant influence of Wattpad on students' writing skills achievement The findings confirms that the Wattpad application significantly influence on students' writing skills.
THE USE OF PROJECT BASED LEARNING (PJBL) TO ENHANCE DESCRIPTIVE WRITING ABILITY OF EIGHTH GRADE STUDENTS AT MTS AL-HUDA GONDANG Rahma Ika Fauziah; Anita Budi Rahayu
Journal of English Language Education Vol 1 No 2 (2025): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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This study examines the application of Project-Based Learning (PjBL) to improve the descriptive writing ability of eighth-grade students at MTs Al-Huda Gondang, addressing identified difficulties in this skill. The research aimed to determine the significant difference in students' descriptive writing skills before and after being taught using the PjBL model. This study employed a pre-experimental design with a quantitative approach, using a one-group pretest-posttest design. The population was all eighth-grade students, with a sample of 20 students from class VIII-A selected through convenience sampling. Data analysis used a paired sample t-test. Results showed the average pretest score was 36 (Poor category) and the posttest score was 78 (Good category). The t-count (19.09) was greater than the t-table (1.725) at a 5% significance level with 19 degrees of freedom. Therefore, Hₐ was accepted, indicating a significant improvement in descriptive writing ability after implementing PjBL. It is concluded that the PjBL model effectively enhances the descriptive writing skills of eighth-grade students at MTs Al-Huda Gondang.
IMPROVING DESCRIPTIVE WRITING THROUGH 'VK'S PROJECT' AUDIOVISUAL: A QUASI-EXPERIMENTAL STUDY Selfiana Enjelia; Puput Zuli Ekorini
Journal of English Language Education Vol 1 No 2 (2025): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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Abstract

Many young people today frequently use more than one language, often mixing Indonesian with English in both oral and written communication. At MTs Al-Huda Gondang, a problem identified is students' lack of proficiency in constructing proper sentences, describing objects or events in detail, and understanding the correct structure of descriptive texts. This research aims to determine whether there is a significant difference in the descriptive text writing skills (on the topic of animals) of Grade VII students at MTs Al-Huda Gondang before and after the use of the "Vk's Project" audiovisual media in the learning process. This study employs a quantitative approach with a one-group pre-test-post-test experimental design. Data were collected twice using a pre-test (before treatment) and a post-test (after treatment) to compare students' writing skills. The sampling technique was convenience sampling. The results showed a mean pre-test score of 61.31 and a post-test score of 80.52. In the pre-test, 17 students (89%) scored below the minimum mastery criterion (KKM) of 75. In the post-test, 18 students (95%) achieved scores at or above the KKM. Data analysis using a paired sample t-test revealed that t_count > t_table (10.11 > 1.734), leading to the acceptance of the alternative hypothesis (Ha). Furthermore, the effect size calculation (Cohen's d = 2.32) indicates a very large practical significance. Therefore, it is concluded that the use of the "Vk's Project" audiovisual significantly improved students' descriptive text writing skills about animals. It is acknowledged that the study's design, lacking a control group, limits the ability to definitively attribute all improvement solely to the intervention..  
IMPROVING VOCABULARY MASTERY USING INSTAGRAM POLLING QUIZ FOR ELEVENTH GRADE STUDENTS AT SMKN 1 NGANJUK Yuli Antika Nurhayati; Caltira Rosiana
Journal of English Language Education Vol 1 No 2 (2025): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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Background: The objectives of this study are, (1) to identify the challeenges of students' vocabulary mastery before using Instagram poll quiz for eleventh grade at SMKN 1 Nganjuk, (2) to analyze the development of students' vocabulary mastery after using Instagram poll quiz for eleventh grade at SMKN 1 Nganjuk, (3) to identify the significant difference between students' vocabulary mastery before and after using Instagram poll quiz as English learning media for eleventh grade at SMKN 1 Nganjuk. This research design uses a quantitative approach and this type of research is Quasi Experiment. This research design is pre-test and post-test (one group pre-test and post-test). The population of this research is grade XI students at SMKN 1 Nganjuk in the academic year 2023/2024. The sample of this study were students of class XI-PGIM 2. The sampling technique used convenience sampling technique. Based on the written test scores, students obtained an average pre-test score of 57 students with a classification of "Low" and an average post-test score of 86.5 with a classification of "Very Good". Based on the results of the analysis, it is known that the 5% significant level for DF = 35 obtained the value of t_count = 17.065 and t_table = 1.690, then t_count> t_table which means Ha is accepted. Thus, there is a significant difference between students' vocabulary mastery before and after being taught using Instagram Polling Quiz for grade XI students at SMKN 1 Nganjuk in the 2023/2024 academic year. Thus, the use of Instagram Polling Quiz can improve students' vocabulary mastery.
THE EFFECTIVENESS OF HIDDEN OBJECT GAMES IN INCREASING VOCABULARY MASTERY OF EIGHTH GRADE STUDENTS AT SMPN 3 NGANJUK Agustin Merdekawati; Sujono SUJONO
Journal of English Language Education Vol 1 No 2 (2025): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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Vocabulary mastery is a crucial component of English language learning that directly impacts students' communication skills. This study investigates the effectiveness of using Hidden Object Games (HOGs) as an innovative learning tool to improve the vocabulary mastery of eighth-grade students. Using a quantitative approach with a quasi-experimental design, this research involved 52 students divided into an experimental group (n=26) and a control group (n=26). The experimental group learned vocabulary through a Hidden Object Game application, while the control group used conventional methods. A vocabulary test was administered as a pre-test and post-test. Results showed the experimental group's average score increased significantly from 65.4 to 82.7, whereas the control group's average only rose from 64.2 to 68.9. Statistical analysis using an independent samples t-test yielded a t-count of 12.1, which exceeded the critical t-table value (1.708), indicating a statistically significant difference. The study concludes that Hidden Object Games are an effective method for enhancing vocabulary mastery among junior high school students. This is an open access article under the CC BY-SA License.
THE EFFECTIVENESS OF QUILLBOT ROLE IN GRAMMAR MODIFICATION FOR TENTH GRADE IN ENGLISH WRITING AT SMAN 1 LOCERET NGANJUK Suhesti Wulandari; Henny Roesellaningtias
Journal of English Language Education Vol 2 No 1 (2026): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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This study aims to analyze students' writing abilities before and after using Quillbot and to determine significant differences in their grammar modification skills. The study uses a quantitative approach with a quasi-experimental design. Data were collected through writing tests administered before and after using Quillbot, and then analyzed using statistical analysis and a paired sample t-test in IBM SPSS Statistics 25. The results showed that the average pre-test score of 53.97 increased to 81.4 on the post-test. The t-test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between students' writing abilities before and after using Quillbot. Thus, Quillbot has been proven effective in enhancing students' writing skills through improved grammar modification.
ENHANCING STUDENTS’ DESCRIPTIVE WRITING ABILITY THROUGH THE PICTURE WORD INDUCTIVE MODEL (PWIM) IN GRADE X AT SMAN 1 SUKOMORO NGANJUK Putri Nurjannah; Triana Wuri Cahyanti
Journal of English Language Education Vol 2 No 1 (2026): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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Background: This study aims to evaluate the effectiveness of the Picture Word Inductive Model (PWIM) in enhancing the descriptive writing skills of tenth-grade students at SMAN 1 Sukomoro. The research design employed was pre-experimental with a one-group pretest-posttest model. A total of 36 students from class X-5 participated as research subjects. Data were collected through written tests administered before and after the treatment and analyzed using the paired sample t-test. The results revealed a significant improvement in students' writing skills after the implementation of PWIM. The average score increased from 52.56 (pre-test) to 70.42 (post-test), with a significance value of p = 0.000 (< 0.05), leading to the rejection of the Null Hypothesis (H₀) and the acceptance of the Alternative Hypothesis (Ha). These findings indicate that PWIM is an effective strategy for teaching writing, particularly in the development of descriptive texts. This study provides important implications for teachers in selecting more innovative, contextual, and participatory approaches to writing instruction. Based on these findings, it is recommended that PWIM be implemented as an effective and innovative writing instruction strategy in secondary-level English classes to enhance students’ descriptive writing skills.
THE EFFECTIVENESS OF USING RECIPROCAL TEACHING METHOD TO IMPROVE STUDENT READING COMPREHENSION IN NARRATIVE AT SMK NU PACE NGANJUK Nur Rohmatus Rizki; Rina Puji Utami
Journal of English Language Education Vol 2 No 1 (2026): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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Reading is the process of constructing meaning from written texts, which involves not only recognizing words but also understanding, interpreting, and connecting information with prior knowledge to achieve comprehension. This study investigates the effectiveness of the Reciprocal Teaching method in improving students’ reading comprehension of narrative texts. The research was conducted at SMK NU Pace with eleventh- grade students of class XI TKJ-2 in the academic year 2024/2025. A pre-experimental design with one group pre- test and post-test was applied, involving 30 students as the sample. Data were collected through reading comprehension tests and analyzed using a paired sample t-test.The results showed that the students’ mean score improved from 47.14 in the pre-test to 76.96 in the post-test. The significance value obtained was 0.000 (p < 0.05), confirming a significant difference before and after the implementation of Reciprocal Teaching. These findings prove that Reciprocal Teaching, supported by Padlet as a collaborative medium, is effective in enhancing students’ reading comprehension, critical thinking, and learning engagement.
THE EFFECTIVENESS OF USING EWA APPLICATION TO IMPROVE THE VOCABULARY MASTERY AT SMPN 2 TANJUNGANOM NGANJUK Reni Oktavia; Sujono SUJONO
Journal of English Language Education Vol 2 No 1 (2026): Journal of English Language Education
Publisher : Universitas PGRI Mpu Sindok

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After conducting an observation at SMPN 2 Tanjunganom, it was found that many eighth-grade students experienced significant difficulties in mastering English vocabulary. These difficulties include four main indicators: rote memorization, poor retention, misuse in context, and pronunciation. This study employed a quantitative approach with a quasi-experimental design, specifically the post-test only control group design. The post-test instrument consisted of 20 multiple-choice questions representing four vocabulary mastery problem indicators. The data were analyzed using descriptive and inferential statistics through the Independent Sample t-Test with the assistance of SPSS version 25. The results showed that the value of tcount > ttable (8,079 > 1.670) and the Sig. (2-tailed) value was 0.000 < 0.05. Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. This indicates that there is a significant difference in vocabulary mastery between students taught using the EWA application and those who were not.

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