Indonesian Journal of Learning and Instruction

VOCABULARY GROWTH THROUGH INDEPENDENT READING: A CASE STUDY OF EFL STUDENTS

2025-07-15T22:12:03+07:00

This study investigates the relationship between independent reading frequency and vocabulary growth among EFL students at Universitas Muhammadiyah Gresik. Using a quantitative research design, data were collected from 50 undergraduate students majoring in English through a close-ended questionnaire. The results of this study underscore the critical role that regular independent reading plays in enhancing vocabulary acquisition and overall language proficiency among EFL students. Specifically, the strong positive correlation between reading frequency and vocabulary growth (r = 0.62, p < 0.01) indicates that students who engage in independent reading activities more frequently tend to experience greater improvements in their vocabulary. This finding is further supported by the subgroup analysis, which revealed that reading books and academic articles had the strongest correlation with vocabulary growth (r = 0.65, p < 0.01 for books; r = 0.58, p < 0.01 for academic articles). These materials often provide rich and varied contexts for encountering new words, which facilitates deeper understanding and retention. The findings highlight the need for educational strategies that encourage all students to read more frequently and diversely. Future research could explore additional factors that influence reading habits and vocabulary growth among EFL students. For instance, studies could investigate the impact of motivation, reading interest, and the availability of reading materials on students' reading frequency and vocabulary acquisition. Additionally, research could examine the role of socio-cultural factors, such as family background and peer influence, in shaping reading habits. Furthermore, longitudinal studies could track changes in reading frequency and vocabulary growth over time to provide insights into the long-term effects of independent reading.

CONTRASTIVE ANALYSIS OF PHONEME CHANGES IN THE REDUPLICATION PROCESS IN JAPANESE AND SUNDANESE REDUPLICATION

2025-07-26T12:04:17+07:00

This study was conducted by contrasting or analyzing the similarities and differences in phoneme changes in Japanese-Sundanese Reduplication. This research aims to determine the similarities and differences in Vowel and consonant phoneme changes from the reduplication process of both languages. This research is a qualitative study with a descriptive contrastive analysis. The objects of this research are vowel and consonant phonemes that run into changes in the Japanese-Sundanese reduplication process. The results of this study indicate that vowel changes in the reduplication process do not have similarities, while the differences are generally that not all nouns, verbs, adjectives, and adverbs in Japanese can be reduplicated, whereas, in Sundanese, they can. In the reduplication process, vowel phonemes in Japanese do not run into phoneme changes, whereas in Sundanese, changes occur in the first and second vowels of the base word. For the comparison of consonant changes, Japanese-Sundanese has similarities, namely, the consonants /r/, /n/, and /m/ in Japanese-Sundanese do not run into phoneme changes, while the differences are that in Japanese, consonant phoneme changes occur at the initial phoneme, whereas in Sundanese, consonant phonemes do not run into changes.

IMPROVING STUDENTS’ SPEAKING SKILL AND INTEREST THROUGH DUOLINGO AS GAMIFICATION APPLICATION

2025-07-15T22:11:56+07:00

Abstract: This experimental method focused on the effectiveness of Duolingo as a gamification application strategy to improve students’ speaking skills and interest, and to confirm the correlation between them. The participants were the tenth graders of SMAN 1 Mande selected randomly to be the experimental and control classes. The instruments were the pre-post speaking skill test and the pre-post speaking interest questionnaire. The analysis revealed that the significant score (2-tailed) or (P) of the post-speaking skill test obtained by both experimental and control classes was 0.00. Thus, the significant difference was confirmed. The quality of the experimental class on speaking skills was higher than that of the control class. It was decided that Duolingo, as a gamification application strategy, had an effective impact on improving speaking skills. Moreover, all significant scores (2-tailed) or (P) of the post-speaking interest questionnaire obtained by both experimental and control classes were 0.00. Thus, the significant difference was confirmed. The quality of the experimental class on speaking interest was higher than the control class. It exposed that Duolingo, as a gamification application strategy, had an effective impact on improving speaking interest. The experimental class achieved a mean score of 88.47, whereas the control class obtained a mean score of 79.17. The experimental class achieved a mean post-speaking interest score of 123.75, whereas the control class scored 99.69. Whereas, correlation coefficient was 0.007. Moreover, the significance score between speaking interest and speaking skill in the experimental class was 0.963, which was more than 0.05. Therefore, it implied that students’ speaking skills did not correlate significantly with their speaking interest. It could be concluded that Duolingo, as gamification, was quite effective in improving students’ speaking skills and speaking interest, but there was no correlation between speaking skills and speaking interest

Keywords: Duolingo; gamification; speaking skill; speaking interest.

THE EFFECT OF USING EXPERIMENTAL LKPD ON IMPROVING THE ABILITY TO OBSERVE AND BEHAVIOR IN CHOOSING SNACKS IN STUDENTS OF SMP NEGERI 1 GEMPOL

2025-12-22T15:18:25+07:00

This research aims to analyze the effect of using the Student Worksheet (LKPD) for food additive content experiments on enhancing observation skills and healthy snack selection behavior of eighth-grade students at SMP Negeri 1 Gempol. The research employed a quantitative approach with pre-test post-test control group design, supported by a Mixed Methods concurrent embedded approach where qualitative data deepened the understanding of quantitative results. The experimental LKPD was developed using the ADDIE model. Data were collected through observation skills tests, healthy snack selection behavior questionnaires, and semi-structured interview. Statistical analysis included N-Gain scores and Mann-Whitney U tests. The results indicate that the experimental LKPD significantly improved students’ observation skills (p< 0.05, NGain 0.45). While the LKPD also positively influenced healthy snack selection behavior (N-Gain 0.14), the correlation between observation skills and behavior was weak and not statistically significant (r=0.207, p=0.148). This suggests that while cognitive skills improved, behavioral change is influenced by more complex factors. The study highlights the effectiveness of experimental LKPD with Diagram Vee in fostering scientific process skills and conceptual understanding, but also point to the need for holistic interventions to drive consistent behavioral changes related to food safety.

SUMMARY OR SYNTHESIS? A QUALITATIVE INVESTIGATION OF EFL STUDENTS’ MISUNDERSTANDINGS IN ACADEMIC WRITING

2025-12-22T15:16:48+07:00

Summary and synthesis are fundamental skills in academic writing. However, many students continue to confuse those two and often treating synthesis as an extended summary. This study investigates EFL students’ misconceptions regarding synthesis and summary, and explores the factors that contribute to their misunderstanding. Using a qualitative research approach, semi-structured interviews were conducted with ten undergraduate stundents form the English Education Study Program at Universitas Kuningan. Thematic analysis of the interview data revealed three major findings that suggest a gap between students’ theoretical understanding and practical application. The study highlights the need for clearer instructional strategies, more structured synthesis exercise, and consistent guidance in academic writing courses.

EXPLORING THE IMPACT OF AI WRITING TOOLS ON UNIVERSITY STUDENTS’ SYNTHESIS SKILLS IN ACADEMIC WRITING

2025-12-22T15:14:25+07:00

The data were thematically analyzed to explore patterns in students’ writing behaviors and perceptions. Findings indicate that while AI tools assist in organizing ideas and paraphrasing content, they may also reduce critical engagement with source materials.To investigate trends in the writing habits and attitudes of the students, the data underwent a thematic analysis. Results show that whereas AI tools help with content paraphrasing and concept organization, they may also lessen critical interaction with source materials. The depth of synthesis is weakened when students rely on AI to combine information without fully processing it. Others, on the other hand, begin with AI and then separately integrate sources. In order to foster real synthesis and academic integrity, the study emphasizes the necessity of instructional assistance in encouraging the thoughtful and ethical use of AI tools.