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INDONESIA
Scope: Journal of English Language Teaching
Published by Universitas Indraprasta PGRI
ISSN : 25410326     EISSN : 25410334     DOI : https://doi.org/10.30998/wk7k7f96
Core Subject :
Scope: Journal of English Language focused to publish high-quality articles dedicated to all aspects of the latest outstanding research and developments in the fields of English Education. The scope of this journal encompasses to study of Curriculum, Technology, Media, and Innovation in Learning, Instructional Design, Educational Management, and Psychology of Education of English.
Arjuna Subject : -
Articles 31 Documents
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Subalternity in Kumala Ratih’s Gadis Kretek: Postcolonial Study Ro’ifah
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.657

Abstract

The tactic of using the might of another nation to subjugate the citizens of a nation is often associated with the colonial era. The impact of colonization on cultures and communities is addressed in post-colonialism. The ideology of postcolonialism arose following mostly to the independent colonized nations with the object of study is everything including aspects that have experienced imperial rule during colonization until its death, as well as various effects related to the former colonies. They are all lower levels of colonial and postcolonial societies with the condition of unemployed, homeless, subsistence farmers, etc. This study aimed to investigate subalternity as a part of post-colonialism in a novel, Gadis Kretek written by Ratih Kumala. This study used qualitative research design with a textual analysis method grounded in postcolonial literary theory. The data was taken from a novel, Ratih Kumala’s Gadis Kretek, written in 2012. Some research procedures was done using several steps; intensive close reading, thematic coding (content analysis), lierary criticism, and historical-contextual research. The results showed that the effects of colonialization and struggles of oppressed subaltern, especially for women. Those are all can be divided into two types subalternity, namely employer-subordinates and women oppression. To sum up, the effects of colonialization comprise fear, depression, and traumatic events. The struggles of oppressed subaltern include defending the right, protection, voicing even not listened, survival by keep working, and forgetting any kinds of effect of colonialization that make sadness.
Impact of Little Baby Bum with Parental Controls on Middle Childhood Learners Eka Puspita; Surono; Cindi Martina Marbun; Fidya Felinda Ilahude
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.658

Abstract

This study investigates the impact of YouTube Kids content, particularly "Little Baby Bum" on English vocabulary acquisition among 7-year-old children. A qualitative case study was conducted with two participants: AR (7 years 5 months) and AF (7 years 9 months), both enrolled in English language lessons. Data were gathered through observations, semi-structured interviews, and vocabulary assessments before and after the intervention. AR, who watched an average of 4 hours per day and engaged actively with the content, recognized 9 out of 16 English words tested, while AF, with 3 hours of daily viewing and more passive engagement, recognized only 6 words. However, AF showed stronger retention in Indonesian vocabulary, recognizing 10 words compared to AR’s 7. The study's discussion identifies five key themes: (1) Exposure to Digital Content: Increased exposure to digital content appears to support vocabulary development, especially with active engagement. (2) Parental Supervision: Effective supervision ensures focused learning and appropriate content. (3) Engagement Level: Active participation, such as singing along, is critical for retention. (4) Language Retention: Vocabulary retention is higher in the language where the child is more engaged. (5) Active Participation: Active involvement in content is crucial for effective learning. The pedagogical implications highlight that interactive digital media like "Little Baby Bum" can be a valuable tool in English language teaching, particularly when combined with active engagement and proper parental guidance. These findings provide important insights for educators and parents on optimizing digital media use in supporting children's language development.
Love and Desire in the Little Mermaid Movie through Psychoanalysis Perspective Anastasya Fitri Aisyah; Unpris Yastanti; Wiruma Titian Adi; Bobby Octavia Yuskar
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.659

Abstract

The purposes of this research are to identify kind of love, the desire of main character, and how love and desire through psychoanalysis perspective in the Little Mermaid Movie directed by Rob Marshall. This research used the descriptive qualitative method to analyze the data. The data are the scenes and the dialogs of the main character that contains love and desire. The result of this study reveal that: (1) There are 4 types of love in Ariel’s main character, namely; eros, agape, philautia and storge. Ariel clearly shows Eros love when Ariel falls in love with Eric, while Agape displays Ariel’s extraordinary sacrifice, Philautia when Ariel makes decisions, and Storge’s love for her family. (2) The desires of the main character are very clear, Ariel has stubbornness, and she has principle, also, she is bravery in declaring love and negotiating with the evil witch, Urshula. (3) Sigmund Freud's id, ego, and superego theory can be seen in Ariel's main character, Ariel's will persue her love, she follows her father's words, and also she solves her problems.
Assessing the Effectiveness of Online Quizizz in Enhancing University Students’ Vocabulary Mastery Ratu Firna; Humairah; Ilham
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.663

Abstract

This study aims to assess the effectiveness of using Quizizz in improving students' vocabulary acquisition. Various studies have shown that this interactive platform can significantly improve students' vocabulary. In this study, the average pre-test score of students was recorded at 30.71, while after using Quizizz, the score increased to 68.06, which shows the effectiveness of this platform. In addition, another study showed a 24.34% increase in vocabulary acquisition, with a significant difference between pre-test and post-test scores. Repeated use of Quizizz was also demonstrated to progressively improve students' scores, as seen in a classroom action study, with a score increase from 55.31 in the pre-test to 91.87 in the second cycle post-test. In addition to vocabulary acquisition, Quizizz also managed to increase students' enthusiasm and engagement in the learning process, which positively impacted their learning experience. This study also shows that collaborative activities combined with Quizizz can further strengthen vocabulary acquisition. Overall, using Quizizz proved effective in improving vocabulary acquisition, strengthening learning motivation, and creating a fun learning atmosphere. The platform also allows lecturers to provide quick assessment and feedback and monitor student progress through its analytics feature. Therefore, quizzes are an effective tool for supporting vocabulary learning at the university level.
The Influence of Problem-Based Learning on Student's Writing Skills Miftahul Jannah; Ilham; Moh. Fauzi Bafadal; Rima Rahmaniah
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.664

Abstract

This study examined the effectiveness of problem-based learning to improve students' writing skills. The study involved 20 seventh-grade students and used a pretest-posttest design. The findings confirm that problem-based learning improves overall writing skills but also helps develop critical thinking skills and systematic organization of ideas. The results showed a significant improvement in students' writing skills, with the mean score increasing from 56.15 on the pretest to 77.55 on the posttest, reflecting an increase of 21.4 points. The homogeneity test showed a significant value between the pretest and posttest groups of 0.179 (p>0.05). The paired t-test resulted in a t-value of -11.059 and was significant (p < 0.05). Although effective, this study has limitations in sample size and non-normal distribution of posttest scores. Recommendations for future research include the development of scaffolding models to support students with low adaptation, exploring the use of technology, and analyzing different types of texts. This study contributes to innovative writing teaching strategies in English education.
The Use of Wizer.me on Students’ Writing Achievement of Eighth Grades of SMP Negeri 1 Pajar Bulan Wahyu Oktarius Putra; Sri Wahyuni; Ise Fitrilia
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.665

Abstract

This study aims to investigate the effectiveness of Wizer.me as an interactive digital platform in improving students’ writing achievement in descriptive texts. The research was conducted at SMP Negeri 1 Pajar Bulan using a quasi-experimental design with two groups: the experimental group, which received instruction through Wizer.me, and the control group, which was taught using conventional methods. Data were collected through pre-tests and post-tests and analyzed using paired and independent sample t-tests. The findings revealed that students in the experimental group showed significant improvement in their writing performance compared to the control group. Among the five assessed aspects—content, organization, grammar, vocabulary, and mechanics—content and organization improved the most. Wizer.me created an engaging and supportive learning environment that helped students develop and organize their ideas more effectively. In conclusion, the use of Wizer.me significantly enhanced students’ writing achievement and can be considered a useful tool for teaching descriptive writing at junior high school level.
Teachers’ Challenges in Designing and Implementing the Modul Ajar at SMP Negeri 8 Pagar Alam Margiana; Wisma Yunita; Syafryadin
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.669

Abstract

This study aimed to describe the features of the Modul Ajar designed by English teachers, examine how the modules were implemented in the English learning process, and identify the challenges faced by teachers in designing and implementing the modules in accordance with the Merdeka Curriculum at SMP Negeri 8 Pagar Alam. This research employed a qualitative descriptive method. The data were collected through document analysis, observation, and interviews with English teachers. The results of the study showed that in general, the Teaching Module prepared by teachers is very appropriate and in accordance with the structure and components of the Independent Curriculum, with an average design suitability of 87.03%. Meanwhile, the implementation of the Teaching Module in learning is also categorized as very appropriate, with an average achievement of implementation indicators of 93.3%. These modules generally cover important components such as learning objectives, learning activities, assessments, and reflections. Challenges for teachers in the design and implementation process, such as adapting materials to the diverse needs and interests of students, time constraints, and infrastructure limitations. Teachers also have difficulty in implementing differentiated learning and designing assessments that are fair but do not burden students
Pre-Service Teachers Strategies on Integrating ICT in EFL Classroom Mutiara Khofifah; Bambang Yudi Cahyono
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.713

Abstract

Nowadays, Information and Communication Technology (ICT) has been emphasized in English as a Foreign Language (EFL) classroom. Despite the increasing emphasis on technology integration in language teaching, there remains a significant gap in understanding how pre-service teachers navigate this complex landscape. Using a qualitative research method, data for this study were collected through in-depth interviews with six pre-service English teachers enrolled in the Teacher Professional Education (Pendidikan Profesi Guru/PPG) Program in Indonesia. The findings revealed four major themes: teaching strategies (selection, development, and problem-solving), integration challenges (planning, technical, and student-related), affective challenges (confidence levels and personal challenges), and strategic solutions. The results indicate that while pre-service teachers face significant infrastructure and technical challenges; they demonstrated sophisticated approaches to technology integration, characterized by careful alignment with pedagogical objectives and adaptive problem-solving strategies. The study highlights the crucial role of teacher preparation programs in developing both technical competence and pedagogical confidence. These findings provide valuable insights for improving teacher education programs and professional development initiatives in technology integration for EFL contexts.
Theology Students' Perceptions of The Impact of Metacognitive Strategy Teaching Materials on Their Critical Thinking Skills Sheline Feranda Lumintang; Concilianus Laos Mbato
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.714

Abstract

Metacognitive strategies have been widely recognized to enhance active and reflective learning for students. However, there are still issues of debate regarding the practicality and effectiveness of these strategies across different disciplines. Some argue that these strategies may not be universally applicable, especially in the field of theology, where interpretive thinking dominates over structured problem solving. This study aims to determine theology students' perceptions of teaching materials for English Theology courses that integrate metacognitive strategies and explore their impact on the critical thinking skills of seminary theology students. Metacognitive strategies, which involve planning to self-evaluation in the learning process, are thought to improve students' critical thinking skills by helping them to be more aware and in control of their learning process. This study used mixed methods, which integrates qualitative and quantitative research approaches to collect data. The quantitative approach was conducted by distributing questionnaires to thirty-six students to find out their perceptions regarding the impact of metacognitive strategy teaching materials on critical thinking skills in the learning process. Then, a qualitative approach in the form of in-depth interviews was conducted with six representative students to find out their learning experiences and perceptions after being exposed to metacognitive strategies. With teaching materials that implement metacognitive strategies, teachers can improve students' critical thinking skills, prepare them to engage more deeply with current theological issues, and improve their overall academic and ministry.
The Effectiveness of Task-Based Language Teaching on Improving Writing Skills of EFL students Intan Indrayanti; Ilham; Humaira; Irwandi
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.715

Abstract

This study examines the effectiveness of task-based language instruction (TBLT) in improving the writing skills of 7th-grade English as a Foreign Language students. Using a one-sample t-test, researchers analyzed the students' writing performance. Students' writing performance was analyzed before and after the implementation of TBLT, ensuring that the data met the assumptions of normality and homogeneity. A pre-test assessed students' ability to write a "school holiday" recitation text in 30 minutes. After learning the TBLT, a post-test under identical conditions allowed for a direct comparison. The results showed significant improvement, with mean scores increasing by 44.25 (pre-test) to 74.75 (post-test), demonstrating the effectiveness of TBLT. The approach provides an authentic learning context, encouraging meaningful language use. However, successful implementation requires enhanced pedagogical skills, particularly in pedagogical and technological knowledge (TPACK). Despite its contributions, this study acknowledges limitations such as non-representative samples and lack of longitudinal analysis, which affects generalizability. However, it reinforces the role of TBLT in teaching English as a foreign language and highlights the need for more innovative contextual teaching strategies.

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