Journal of English Education and Linguistics

BOOSTING ENGLISH WRITING SKILLS: HOW GINGER SOFTWARE EMPOWERS LANGUAGE LEARNERS

Mansurudin Mansurudin, Edi Edi, Ilham Ilham (Author) — Thu, 29 May 2025 00:00:00 +0000

Writing skills are essential for learners in mastering English as a global language. Non-native learners face challenges such as grammatical errors, limited vocabulary, and lack of confidence, making technological solutions like Ginger Software highly relevant. This study employed a Systematic Literature Review (SLR) to analyze the effectiveness of Ginger Software in enhancing English writing skills. The research synthesizes findings from various studies published between 2015 and 2025, highlighting Ginger’s ability to improve grammar, vocabulary, and sentence structure through real-time feedback and context-based learning. Results indicate that Ginger Software significantly enhances writing quality, supports self-directed learning, and increases learners' motivation. However, challenges such as accessibility limitations, integration into workflows, and over-reliance on technology were also identified. While Ginger Software proves beneficial for addressing common writing errors, its limitations in providing nuanced, contextualized feedback emphasize the continued importance of educators in the learning process. This study concludes that combining AI-based tools like Ginger Software with traditional teaching methods can provide a balanced and comprehensive approach to improving English writing skills. Future research should explore strategies for greater inclusivity and the development of hybrid models integrating AI technologies with human instruction.

FROM REVIEW TO REFLECTION: EXPLORING STUDENTS’ PERSPECTIVES ON CRITIQUING ACADEMIC ARTICLES

Muhammad Arif Sanjaya (Author) — Wed, 18 Jun 2025 14:39:42 +0000

This study investigates perceptions of, attitudes toward, challenges in, and how critique is influencing students’ academic and reflective growth. Data were collected according to a mixed-methods study design through questionnaires and semi-structured interviews with 25 undergraduate students enrolled in a Critical Reading course at Universitas Samudra. It has been found that appreciation by the students of the significance of critique in building critical thinking, analytical reasoning, and academic writing exists, but they find it challenging to handle complex terminologies, identifying arguments, and being objective. Time also seems to be a limiting factor. Students perceive that guided practice, group discussion, and further practice would make them more competent in critiquing. The literature addresses the need for learning processes that enable students to transition from recapitulation to critical thinking, and eventually to more intellectual engagement and confidence in scholarship. The literature guides the overarching argument about critical reading and its role in college learning.

THE IMPACT OF ANXIETY ON ENGLISH SPEAKING TEST PERFORMANCE: A STUDY OF STUDENTS EXPERIENCES IN ISLAMIC HIGHER EDUCATION

Sri Wahyuni Hasibuan (Author) — Mon, 23 Jun 2025 00:00:00 +0000

This study aims to determine what types of anxiety students face in speaking test performance and how anxiety impacts students' speaking test performance. The research methodology is descriptive qualitative method. The research subjects were 15 students of English Education department in the third semester with Advanced Listening subject. The data were collected by doing interview, observation and documentation. Interview were done to collect data about types of anixety, and the observation were done to collect data about the impact of students anxiety on speaking test performance. The findings were there were 3 types of anxiety found in this study, namely cognitive, somatic and behavioral anxiety. Cognitive anxiety is experienced by 11 students, somatic anxiety is experienced by 10 students and behavioral anxiety is experienced by 7 students. The impact of anxiety on speaking class performance namely reduced fluency and coherence, limited use of vocabulary and grammar, limited use of vocabulary and grammar.

FOSTERING CRITICAL THINKING IN ENGLISH LEARNING: AN ANALYSIS OF ENGLISH FOR NUSANTARA TEXTBOOK

Durratu Fakhria Nasution, Didin Nuruddin Hidayat, Nida Husna (Author) — Sat, 28 Jun 2025 16:06:17 +0000

This study investigates how the “English for Nusantara” Grade IX textbook shapes students’ critical thinking skills by using a Critical Discourse Analysis (CDA). As part of Indonesia’s goals in education, English for Nusantara published by the Indonesian Ministry of Education, Culture, Research, and Technology aims to integrate local cultural values with English language learning, promoting both linguistic skills and critical thinking skills. The research focused on analyzing the discourse in the textbook, including the languages and activities, to evaluate their potential in shaping students’ critical thinking skills. This study using Ilyas’ frameworks as the main analysis to see the indicators for the critical thinking. The study examined whether the textbook contains languages or activities that promotes the indicators; there are (1) clarification; (2) assumption; (3) reasons and evidence; (4) viewpoints or perspectives; (5) implications, consequences, and alternatives; (6) questions; (7) predictions; (8) agreement and disagreement; (10) summary and conclusion. The results showed that eight out of the ten indicators of critical thinking by Ilyas were applied in this textbook. It is also found that this textbook promotes critical thinking linked with the indicators by Facione, called self-regulation.

THE DEVELOPMENT OF MAGAZINE BOOK TO IMPROVE STUDENT’S READING SKILL OF AGRIBUSINESS AND AGRICULTURAL PRODUCT PROCESSING PROGRAM AT SMK NEGERI 2 RANTAU UTARA

Adli Madilfa, Anna Leli Harahap, Muhammad Fauzi Romadhon Marpaung (Author) — Mon, 30 Jun 2025 11:39:57 +0000

This study aims to design supplementary instructional materials in the form of a recipe-themed magazine tailored for vocational students in the Agribusiness and Agricultural Product Processing program. Conducted between February and March, the research applies the ADDIE development framework-comprising Analysis, Design, Development, Implementation, and Evaluation phases. The participants included 20 Grade XI students. Data collection tools included validation forms, pre- and post-tests, interview protocols, and observation checklists.

The material was deemed appropriate for educational use based on expert validation scores exceeding 62%, and its impact on reading skill improvement was measured through pre- and post-assessments. The findings confirmed the effectiveness of the developed material, with validation results from media experts (88.28% and 85%) and language experts (86%) indicating high feasibility. Students’ reading scores improved from a pre-test average of 65.9 to a post-test average of 71.3, affirming the magazine’s potential to serve as an effective learning support.

THE IMPLEMENTATION OF STORYTELLING LEARNING IN SPEAKING THROUGH TWO STAY TWO STRAY

Haris Hamdani, Venti Mawarni, Nana Supriatna (Author) — Mon, 30 Jun 2025 15:00:51 +0000

English holds significant importance for students for a multitude of reasons, impacting their academic, professional, and personal development. Numerous scholarships and international exchange programs require proficiency in English, opening doors to global educational experiences this study aims to find out the application of the Two Stay Two Stray strategy through Storytelling in the learning process, find out Two Stay Two Stray strategy through Storytelling that improve students' speaking ability, and know obstacles in implementing Two Stay Two Stray strategy through Storytelling. This research uses qualitative methods with descriptive explanations. The results of this study found that the teachers are successful in implementing storytelling learning in speaking through the Two Stay Two Stray strategy. The obstacles which are faced by the teachers are 1) students have various characteristics, 2) students have low vocabularies, and so on. Meanwhile, the opportunities that are faced by the teachers are 1) the dynamic nature of Two Stay Two Stray keeps students actively engaged, 2) regular practice in speaking and presenting stories builds students’ confidence, and so forth. The English teachers’ interviews show that the teachers succeed in implementing storytelling learning in speaking through Two Stay Two Stray. Besides, the students’ interviews show that the students can enhance their speaking skills in storytelling learning through the Two Stay Two Stray strategy.

UTILIZING KNOWORD TO IMPROVE VOCABULARY ACQUISITION IN HIGH SCHOOL STUDENTS

Maya Marsevani, Nafa Indah Sasmi, Leil Badrah Zaki (Author) — Mon, 30 Jun 2025 16:47:54 +0000

This study aims to investigate the effectiveness of Knoword, a gamified online tool, in improving students' vocabulary acquisition. Vocabulary mastery plays a crucial role in language learning, yet many students, particularly in public schools, struggle with insufficient vocabulary knowledge due to factors like low engagement and traditional teaching methods. This research addresses these challenges by exploring how digital tools can enhance learning outcomes. The study employed Classroom Action Research (CAR) as the methodology, conducted in a public high school in Batam with 42 students in the 10th grade. The research process consisted of a learning cycle involving planning, action, observation, and reflection. Pre-tests and post-tests were administered to measure students’ vocabulary skills before and after implementing Knoword. Observations during classroom sessions also provided qualitative data on student engagement and motivation. The results showed a significant improvement in students' vocabulary acquisition. The average pre-test score was 51.59, categorized as poor, while the post-test score increased to 83.05, classified as good, with a 31.47% improvement. The findings indicate that the use of Knoword enhanced students' motivation, engagement, and vocabulary retention, making it an effective tool for vocabulary learning. The study concludes that incorporating gamified learning platforms can significantly improve vocabulary acquisition and student outcomes, especially in educational environments where traditional methods have shown limited effectiveness.

DEVELOPMENT OF BASIC ENGLISH GRAMMAR LEARNING MATERIALS USING SOCIAL MEDIA PLATFORM YOUTUBE AT SMK NEGERI 2 RANTAU UTARA

Ernida Nasution, Muhammad Rusli, Anna leli Harahap (Author) — Wed, 02 Jul 2025 09:44:09 +0000

This study aims to develop effective and engaging basic English grammar learning materials using the YouTube social media platform for eleventh-grade students at SMK Negeri 2 Rantau Utara. The research employed the ADDIE development model, which includes five phases: Analyze, Design, Develop, Implement, and Evaluate. Data collection techniques included expert validation, student questionnaires, and pre-test and post-test assessments. A total of 20 students participated in the trial implementation. The results of media validation showed a feasibility score of 86%, while content validation reached 93%, indicating that both the media and materials are valid for instructional use. Student feedback revealed high practicality, and learning outcome analysis showed significant improvement, with average post-test scores increasing from 75 to 93.2. These findings suggest that integrating YouTube as a learning platform can enhance students’ understanding of basic English grammar and contribute to a more interactive and student-centered learning environment.

HARNESSING GAME-BASED TOOLS IN EFL CLASSROOMS: MGMP TEACHERS’ PERSPECTIVES ON USING KAHOOT

Heridayani Heridayani, Selamat Husni Hasibuan, Wariyati Wariyati (Author) — Wed, 02 Jul 2025 10:49:17 +0000

This study explores how English teachers in an Indonesian MGMP (Musyawarah Guru Mata Pelajaran) community perceive and integrate Kahoot in EFL classrooms. Using a descriptive qualitative design, data were collected from six teachers through interviews, classroom observations, and document analysis. The results show that teachers use Kahoot for various pedagogical purposes, including vocabulary review, grammar reinforcement, and formative assessment. Teachers also employed different integration strategies, using Kahoot as warm-ups, comprehension checks, and review activities. Despite challenges such as limited internet access, lack of devices, and time constraints, teachers observed significant improvements in student motivation, participation, and confidence. The study highlights the role of professional collaboration within MGMP in supporting technology use, and the importance of teacher agency in adapting digital tools to meet classroom needs. The findings suggest that teacher-mediated gamification through Kahoot can enhance both engagement and learning outcomes in EFL contexts, particularly when supported by reflective teaching practices and local collaboration.

STUDENTS' PERCEPTIONS OF THE USE OF DIGITAL MEDIA IN ENGLISH LANGUAGE LEARNING

Rizky Yolanda (Author) — Thu, 03 Jul 2025 06:36:05 +0000

This study examines students' perceptions of the use of digital media in English language learning at Teacher Training and Education College of Insan Madani. Using a qualitative research approach, data were collected through semi-structured interviews with students enrolled in English language courses. The findings indicate that students perceive digital media as an effective and flexible tool that enhances their language acquisition. Platforms such as YouTube, Duolingo, Zoom, Google Classroom, and WhatsApp were particularly valued for their ability to provide authentic English exposure, interactive learning experiences, and opportunities for autonomous learning. However, despite the benefits, students also identified several challenges, including limited internet access, digital literacy gaps, and distractions from non-educational content. The study suggests that a blended learning approach, combining digital media with structured classroom instruction, could help mitigate these challenges and maximize the benefits of technology in English language learning. Additionally, institutions should focus on enhancing digital literacy training and improving internet accessibility to support students in effectively utilizing digital tools. This research contributes to the ongoing discourse on technology-enhanced language learning, particularly within the context of Islamic teacher training institutions, and provides insights for future studies on optimizing digital media use in English education.