Journal of Linguistics and Technology

Vocabulary mastery is essential THE IMPACT OF SHORT ANIMATED MOVIE ON IMPROVING STUDENTS’ ENGLISH VOCABULARY MASTERY: A CASE AT SMA LAB SCHOOL

Yully Eka Rahmawati Eko budiono — Sun, 30 Nov 2025 00:00:00 +0000

This research aims to examine the effectiveness of short animated movies in enhancing students’ English vocabulary mastery. Vocabulary is a crucial component in language learning, yet many students struggle to acquire and retain new words through traditional teaching methods. To address this issue, the study used the short animated film Purl as a learning medium to create a more engaging and contextual learning experience. The research was conducted at SMA Labschool Semarang, involving 26 eleventh-grade students from class XI Aceh. A pre-experimental method was applied using pre-test and post-test design. The results showed a significant increase in vocabulary scores, from an average of 55.38 in the pre-test to 75.00 in the post-test. Statistical analysis using a paired sample t-test yielded a p-value of 0.000, indicating a significant difference after the treatment. The findings suggest that integrating animated movies into English instruction can effectively improve students’ vocabulary mastery by combining visual, auditory, and contextual elements. Therefore, animated movies can be a valuable tool for teachers in creating interactive and student-centered learning environments.

Implementing the TPR method to assist young learners enhance their English vocabulary

Anis Safira — Sat, 15 Nov 2025 00:00:00 +0000

The current research is aimed at boosting young learners' English vocabulary proficiency. It was created to investigate the use of the Total Physical Response (TPR) method in the context of enhancing young learners’ English vocabulary. The goal of this study was to see if there were any significant differences in students' vocabulary mastery success before and after using the TPR approach. To achieve the research purpose, a pre-experimental design was used. The sample included 32 first-graders from SMP N 1 Kendal. Data was collected using pre- and post-tests that included multiple-choice, matching, and translating questions. The data was then analyzed in SPSS using the t-test method to calculate the value of the t-test and t-table, which were used to assess whether there was a significant improvement in students' vocabulary before and after TPR application. The data analysis of the learners' pre-test revealed that they lacked vocabulary. On the other hand, after using the TPR method, students' scores improved. The students' post-test results topped 100 points. It was higher than the pre-test score of around 65 points. When calculated with equations, the t-test result was 9,594. Meanwhile, the t-table at the 5% level of significance was 2.04. The results show that the t-test was greater than the t-table. It shows a significant improvement in kids' vocabulary mastery following TPR therapy. One of the most important aspects influencing the students' progress was their motivation for teaching the learning process through Total Physical Response. Based on the information, the researcher concluded that TPR helps students learn vocabulary.

An Analysis of Critical Thinking Skill of Senior High School Students

Erva Lutfiyana — Sat, 15 Nov 2025 00:00:00 +0000

(a) The purpose of this study was to examine the application and degree of critical thinking abilities among MA Futuhiyyah Kudu twelfth-grade students throughout the first semester of instruction. (b) Classroom observations revealed that not all pupils had sufficiently developed critical thinking, which is a crucial skill for senior high school students to prepare for future professional needs and higher education. This research employed a quantitative descriptive design. The population consisted of all eleven-grade students at MA Futuhiyyah Kudu, and the sample consisted of 22 students as respondents. In order to examine students' logic and depth of thought during the learning process, data were gathered using a critical thinking questionnaire that was sent via Google Forms and supplemented by essay questions. Students' critical thinking abilities were categorized into high, moderate, and low groups based on the analysis of the gathered data (c) According to the results, 14% of students had excellent critical thinking abilities, 59% had moderate critical thinking abilities, and 27% had low critical thinking abilities. The numeric results were corroborated by the essay replies, which showed that students' application of critical thinking during class activities and their classified levels were consistent. (d) In conclusion, the majority of MA Futuhiyyah Kudu eleven-grade students had modest critical thinking abilities, indicating the need for instructional strategies that further support students' growth of critical thinking throughout the teaching and learning process.

Game-Based Learning for Improving English Language Skills of Grade 2 Elementary School Students

Hetty Catur — Sat, 15 Nov 2025 00:00:00 +0000

Abstract. This study investigates the effectiveness of game-based learning in improving English language skills among Grade 2 elementary school students aged 7–8 years. The research was conducted over a three-month classroom observation involving 29 students and employed a descriptive classroom-based study design. The learning intervention integrated digital and non-digital English games, focusing on vocabulary acquisition, pronunciation accuracy, and basic listening comprehension. Data collection involved multiple instruments, including pre- and post-learning assessments, systematic classroom observations, teacher reflective journals, and simple performance-based tasks. The findings demonstrate a notable improvement in students’ vocabulary mastery, pronunciation confidence, and listening responsiveness after the implementation of game-based learning activities. In addition, students showed higher motivation, sustained attention, and increased participation during English lessons. This study highlights the pedagogical value of game-based learning for young learners and supports its integration into early English instruction as part of inclusive and quality education. The study contributes to Sustainable Development Goal 4 by promoting effective, engaging, and child-centered learning practices in elementary education.

Teaching English Pronunciation Using Imitation Technique: A Collaboration Praktisi Mengajar Indonesia-Germany

Dr. Sukma Nur Ardini, S.S., M.Pd. — Sat, 15 Nov 2025 00:00:00 +0000

The discrepancy between university graduates’ competencies and workplace demands remains a major issue in Indonesian higher education. To address this problem, the Ministry of Education, Culture, Research, and Technology introduced the Merdeka Belajar Kampus Merdeka (MBKM) policy, including the Teaching Practitioner (Praktisi Mengajar) program, which promotes collaboration between higher education institutions and professionals from industry. One area that significantly benefits from practitioner involvement is English pronunciation instruction, a fundamental component of speaking skills and effective communication. This study aims to describe the implementation of teaching English pronunciation using the imitation technique through the www.mmmenglish.com

website in collaboration with a teaching practitioner from Germany and to identify students’ awareness of self-reflection on their pronunciation skills. This study employed a descriptive qualitative approach involving 25 undergraduate students from the English Education Department at Universitas PGRI Semarang. Data were collected through students’ audio recordings from pre-tests and post-tests, classroom observations, and reflective evaluation of pronunciation performance. The findings indicate that the imitation technique supported by digital media and practitioner collaboration improves students’ pronunciation accuracy, intelligibility, and self-awareness. Furthermore, the Teaching Practitioner program positively supports student-centered learning and aligns with MBKM objectives and Higher Education Key Performance Indicators (IKU). The study suggests that integrating digital pronunciation platforms with practitioner collaboration can enhance the quality and relevance of English pronunciation teaching in higher education.

Mobile-assisted Language Learning for Elementary Students’ Self -directed Learning: An Implementation of You Smart Website Prototype

Retno Apriliyanti — Sat, 15 Nov 2025 00:00:00 +0000

In the contemporary globalized era, English proficiency is a vital skill, yet elementary students often struggle with vocabulary acquisition and language anxiety due to conventional, teacher-centered methods. This study addresses these challenges by developing and implementing You Smart, a Mobile-assisted Language Learning (MALL) website prototype grounded in Deep Learning and Self-Directed Learning (SDL) theories. Using a Research and Development (R&D) approach following the ADDIE model, the study involved 30 elementary students in a three-week intervention. Data were collected through pre- and post-tests, the Self-Directed Learning Readiness Scale (SDLRS), and semi-structured interviews. Quantitative results revealed a significant increase in English mastery, with mean scores rising from 50.30 to 79.00 (p < 0.001), and a notable improvement in learner autonomy, with SDLRS scores increasing from 60.20 to 83.10. Qualitative thematic analysis indicated that the prototype’s Scenario Mapping and Self-Reflection features successfully reduced language anxiety and fostered intrinsic motivation. The study concludes that You Smart effectively bridges the gap between formal instruction and autonomous practice, providing a seamless learning ecology. These findings suggest that integrating MALL with SDL-oriented frameworks is essential for cultivating lifelong learning habits in young learners.

Keywords: MALL, Self-Directed Learning, Deep Learning, Elementary Education, You Smart, Prototype Development.