English Language Education

USING DEBATING TECHNIQUES TO FOSTER THE STUDENTS’ CRITICAL THINKING AS A MEAN TO DEVELOP SPEAKING SKILLS

Thu, 09 Apr 2026 00:00:00 GMT

USING DEBATING TECHNIQUES TO FOSTER THE STUDENTS’ CRITICAL THINKING AS A MEAN TO DEVELOP SPEAKING SKILLS MUNA, ARRAZAQ The purpose of this study was to ascertain the impact of debate strategies on students' critical thinking and speaking abilities. This study employed a quasi experimental design with a control class and an experimental class, using a quantitative methodology. SPSS was used to analyse the data, which were gathered through pre-test and post-test. Since the data were not normally distributed according to the normality test results, the Mann–Whitney U test was used to test the hypothesis. According to the study's findings, speaking and critical thinking abilities had significance values of p < 0.001, or less than 0.05. It shows that employing debate strategies has a major impact on students' critical thinking and speaking abilities. As a result, debating techniques can be employed as a successful teaching method to enhance students' critical thinking and speaking skills when learning English.

A MORPHOLOGICAL ANALYSIS OF WORD FORMATION PROCESSES IN CNN NEWS SELECTED ARTICLES

Sat, 13 Sep 2025 00:00:00 GMT

A MORPHOLOGICAL ANALYSIS OF WORD FORMATION PROCESSES IN CNN NEWS SELECTED ARTICLES NURSA, AFDILA This research conducts a morphological analysis of word formation processes within CNN News selected articles. This research aims to analyze the word formation processes in CNN news entertainment selected articles in order to identify as well as categorize the word formation, to analyze the processes occurrence, and to determine the dominant process within the five selected entertainment section articles. By using the qualitative design method, the data were analyzed using George Yule (2020) theory. This research limits the research by only analyzing 5 selected CNN News articles from the entertainment section around January 2025 to March 2025. The data of this research were the writing news in the selected articles, which are sourced from CNN News entertainment section articles and collected using systematically Miles & Huberman (1994) theory. The result showed that there are seven words formation processes that found within the selected article, which are 52 borrowings, 96 compoundings, 12 clippings, 15 conversions, 21 coinages, 248 derivations, and 58 multiple processes. In addition, this process occurred by borrowing from other languages, combining two words into one, trimming words, changing word classes, taking from well-known things, adding affixes, and using more than one processes. Moreover, the most dominant process was the derivation process among the other processes found.

THE EFFECT OF THE BUSUU APPLICATION ON STUDENTS' SPEAKING PERFORMANCE AT SMA SWASTA UTAMA MEDAN

Tue, 10 Feb 2026 00:00:00 GMT

THE EFFECT OF THE BUSUU APPLICATION ON STUDENTS' SPEAKING PERFORMANCE AT SMA SWASTA UTAMA MEDAN ANISA, NOVITRI SARI This study aims to investigate the effect of the Busuu application on students’ speaking performance at SMA Swasta Utama Medan. Speaking is one of the most important language skills, yet many students experience difficulties in pronunciation, fluency, vocabulary mastery, and confidence. To overcome these problems, the use of mobile-assisted language learning, particularly the Busuu application, is expected to provide a more interactive and effective learning experience. This research employed a quasi-experimental design with a non-randomized control group pre-test and post-test design. The participants were 22 tenth-grade students of SMA Swasta Utama Medan. The data were collected through speaking tests administered before and after the treatment. The experimental group was taught using the Busuu application, while the control group was taught using conventional methods. Students’ speaking performances were assessed based on four aspects: pronunciation, fluency, vocabulary, and confidence. The data were analyzed using descriptive statistics and a paired sample t-test. The results showed a significant improvement in students’ speaking skills after using the Busuu application. The mean score increased from 60.77 in the pre-test to 83.54 in the post-test. The t-test result indicated that the significance value (Sig. 2-tailed) was 0.000, which is lower than 0.05. This means that the alternative hypothesis was accepted and the null hypothesis was rejected. Therefore, the use of the Busuu application has a significant effect on improving students’ speaking performance. In conclusion, the Busuu application is an effective digital learning medium for enhancing students’ speaking skills, particularly in pronunciation, fluency, vocabulary, and confidence. It is recommended that teachers use Busuu as a complementary tool in teaching speaking to create a more engaging and communicative learning environment.

ENHANCING WRITING SKILL WITH GAMIFIED LEARNING: DEVELOPING SENTENCE AND VOCABULARY FOR FIFTH GRADE STUDENTS AT SRI AMAN SUKSA SCHOOL

Sat, 13 Sep 2025 00:00:00 GMT

ENHANCING WRITING SKILL WITH GAMIFIED LEARNING: DEVELOPING SENTENCE AND VOCABULARY FOR FIFTH GRADE STUDENTS AT SRI AMAN SUKSA SCHOOL KEYTI, ENDHITA This study is aimed at examining the effectiveness of gamified learning for enhancing English writing skills, particularly focusing on sentence construction and vocabulary enrichment, towards the fifth-grade students at Sri Aman Suksa School, Thailand. The research utilized a quantitative methodology incorporating pre-test and post-test frameworks. There were 25 students engaged in the research, undertaking a writing pre test prior to the treatment and a post-test subsequent to the implementation of gamified learning activities. To address the abnormal distribution in the post-test data, the Wilcoxon Signed Rank Test was utilised to assess the significant difference between pre-test and post-test outcomes. The results indicated that students' preliminary writing proficiency was average, characterized by recurrent grammatical inaccuracies and restricted vocabulary utilization. Following the implementation of gamified learning activities, their post-test performance improved by 19 points on average (from 53.44 to 72.44), a statistically significant enhancement (p = 0.000). The effect size analysis revealed a Cohen’s d value of 1.15, indicating a substantial and significant effect. The findings indicate that gamified learning fostered engaging and motivating learning, allowing students to formulate more precise sentences and effectively broaden their vocabulary. In conclusion, gamified learning is an effective educational approach for enhancing writing skills in primary-level English as a Foreign Language (EFL) setting. It underscores the potential of a gamified learning approach to improve students’ writing skills. Furthermore, it provides significant implications for English language instruction at the primary education level.