International Journal of English Teaching and Linguistics

The Effect of Using Nice Mind Map Application on Students’ Writing Abilities of Descriptive Text at the Eleventh Grade of SMA Negeri 5 Pekanbaru

2026-09-16T11:49:59+07:00

Writing descriptive text remains challenging for many Indonesian EFL learners because they must generate ideas, select relevant details, organize information, and express meaning with appropriate vocabulary, grammar, and mechanics. This study examined whether the Nice Mind Map application affected the descriptive-text writing ability of eleventh-grade students at SMA Negeri 5 Pekanbaru. A quantitative quasi-experimental pre-test-post-test design was used. The participants were 80 students selected through simple random sampling from the eleventh-grade population; 40 students formed the experimental class and 40 formed the control class. Both groups wrote descriptive texts in the pre-test and post-test. The experimental class received six instructional meetings using Nice Mind Map as a pre-writing medium, whereas the control class received conventional instruction. Writing was assessed across content, organization, vocabulary, language use, and mechanics using a rubric adapted from Brown. The experimental class improved from a mean of 57.60 to 77.70, a gain of 20.10 points. The control class improved from 55.50 to 63.60, a gain of 8.10 points. Shapiro–Wilk results indicated normal distributions, and Levene’s test indicated homogeneous variances. Paired-samples tests were significant for both groups (p < .001). The larger gain and higher post-test mean in the experimental class suggest that Nice Mind Map provided useful support for idea generation and organization.

Developing English Illustrated Magazine to Improve Students’ Reading Comprehension in Narrative Text at Grade XI

2026-10-29T08:40:12+07:00

This research is motivated by several issues in English language learning, particularly related to students' reading skills. The aim of this research is to develop and implement an illustrated magazine as a learning medium. This research falls under the R&D (Research & Development) category. All 247 eleventh-grade students participated in the study. In this study, the researchers used a random sampling method, a sampling technique in which each member of the population has an equal chance of being selected, with the goal of obtaining a representative sample. These considerations included the suitability of the materials used in the study to the sample's grade level. The eleventh-grade TAV students were chosen as the target for the study because they wanted to learn using new learning media. To collect data, researchers will use pre-test and post-test questions. The results of the study show that the use of Illustrated Magazine media as a learning medium can improve students' reading skills. This Illustrated Magazine can improve students' reading skills in class XI TAV SMK Taruna Pekanbaru, with the results of material expert validation of 91.18% (very valid) and validation from media experts of around 96.88% (very valid). The development of this Illustrated Magazine has also been user-tested with 27 students from class XI TAV at SMK Taruna Pekanbaru. Based on the validation conducted, this English Illustrated Magazine is suitable for use in English language learning because it is effective in improving students' reading skills.

Standard Language and Monolingualist Ideologies as Positive Uses of ‘Broken English’ in Titik Kumpul Podcast

2026-10-18T20:43:22+07:00

In today's digital communication era, the boundaries between standard and non-standard language are increasingly blurred. There are several platforms, one of which is podcasts. This study aims to explore the phenomenon of broken English that appears in the Titik Kumpul episode of English Day, where non-standard English is used to create humor and familiarity. The study analyzed standard language ideology and also the monolinguist ideology as seen from the podcast. Using qualitative descriptive research, this study shows forms of broken English that not only deviate from existing rules but also function as expressions and social identities. The results show that language that is considered non-standard still conveys meaning appropriately and builds closeness between speakers and listeners. In the digital media space, imperfect language can reveal the creative side of humans in speaking, as well as open up space for natural communication. Based on these findings, future research is encouraged to investigate similar uses of non-standard English in other forms of digital communication, to uncover how audiences perceive and respond to linguistic hybridity. Broken English can indeed influence conversations or daily interactions, especially among non-native speakers. From this study, the writers advised to integrate awareness of real-life language variation into teaching, fostering appreciation for creativity, authenticity, and inclusivity in English use.

The Correlation between English Subtitle-Watching Habits on YouTube and Productive Vocabulary Mastery among Tenth-Grade Students

2026-10-29T09:04:30+07:00

Habit refers to a pattern of behavior that becomes automatic through consistent repetition in a stable environment, and in the current digital era, watching YouTube videos with English subtitles has become one such habitual practice among language learners. This study aimed to determine whether there is a significant correlation between tenth grade students' habit of reading English subtitles on English YouTube videos and their productive vocabulary mastery at SMK PGRI Pekanbaru. A quantitative correlational design was employed, involving 34 students selected through simple random sampling from a total population of 135 tenth grade students. Data were collected using a validated and reliable 24 item questionnaire (Cronbach's Alpha = .893) to measure students' subtitle reading habit, and the Productive Vocabulary Levels Test (PVLT) developed by Laufer and Nation (2013) to measure students' productive vocabulary mastery. The data were analyzed using the Pearson Product Moment correlation technique with the assistance of SPSS version 26. The results showed that the average habit score was 3.23, classified as "Good", while the average PVLT score was 71.91, classified as "Partial Mastery". The Pearson correlation coefficient was 0.344 with a significance value of 0.047 (p < 0.05), indicating a statistically significant but low positive correlation between the two variables. These findings suggest that although the habit of reading English subtitles on YouTube contributes to productive vocabulary development, its influence is limited, since vocabulary mastery is also shaped by active output practices such as speaking and writing. Teachers are therefore encouraged to combine subtitle based YouTube viewing with productive language activities to more effectively enhance students' vocabulary mastery.

English Teachers' Perceptions of the Challenges in Teaching Reading Comprehension at Muhammadiyah Vocational High School in Pekanbaru

2026-04-25T13:16:45+07:00

This study aimed to explore English teachers’ perceptions of the challenges in teaching reading comprehension at Muhammadiyah Vocational High School in Pekanbaru. This research employed a qualitative research design, with data collected through semi-structured interviews involving four English teachers. The data were analyzed using thematic analysis to gain an in-depth understanding of teachers’ experiences and perspectives. The findings reveal that teachers are aware of various challenges in teaching reading comprehension, with students’ limited vocabulary mastery identified as the most prominent factor affecting their understanding of texts. Other contributing factors include low motivation, lack of self-confidence, limited reading habits, and students’ preference for short and visual content. External influences such as mobile phone distractions and limited parental support also affect students’ engagement in reading activities. These challenges are interpreted as multidimensional issues involving linguistic, psychological, and contextual factors. In response to these challenges, teachers apply various instructional strategies such as scaffolding, translation, differentiated instruction, and interactive learning activities. Teachers also demonstrate adaptability, patience, and professional commitment in addressing students’ difficulties. Furthermore, teachers view these challenges as part of the teaching process that requires continuous reflection and adjustment. Therefore, effective teaching of reading comprehension depends on teachers’ ability to adapt instructional practices to students’ needs and classroom contexts.

The Relationship between Parental Involvement and Students’ English Ability in Elementary School 003 Batang Peranap

2026-06-16T11:24:15+07:00

This study aimed to determine the relationship between parental involvement and students’ English ability at SDN 003 Batang Peranap. Low levels of parental involvement in supporting learning at home are suspected to affect students’ basic English language skills, such as reading, writing, and vocabulary. This study employs a quantitative approach with a correlational design. The study sample consisted of 38 students, comprising 22 third-grade students and 16 fourth-grade students, selected using simple random sampling. Data were collected via a questionnaire to measure parental involvement and a multiple-choice test to assess students’ English ability. Data analysis employed Pearson’s Product-Moment correlation. The results indicate a significant positive relationship between parental involvement and students’ English ability, with correlation coefficients of 0.630 (third grade) and 0.529 (fourth grade), and significance levels of < 0.05 for each. This suggests that the higher the level of parental involvement, the better the students’ English ability. Therefore, cooperation between parents and teachers is necessary to optimally support the students’ learning process.

The Correlation between Students’ Habit in Listening to Authentic Materials and their Listening Skill of Eleventh Grade Students at SMKN 2 Pekanbaru

2026-05-02T11:46:31+07:00

This study was motivated by the fact that many eleventh-grade students at SMKN 2 Pekanbaru have not developed consistent habits of listening to authentic materials. The use of authentic materials is believed to provide exposure to natural language use, including pronunciation, intonation, and real speech patterns. Therefore, this study aimed to investigate the correlation between students’ habit of listening to authentic materials and their listening skill. This study employed a quantitative method with a correlational design. The participants were 128 eleventh-grade students selected through random sampling. Data were collected using two instruments: a questionnaire consisting of 20 Likert-scale items to measure students’ habit of listening to authentic materials, and a listening test consisting of 20 true–false items to assess students’ listening skill. The data were analyzed using Kendall’s tau-b correlation. The results showed that there was no significant correlation between students’ habit of listening to authentic materials and their listening skill, with a negligible positive correlation (τ = 0.022, p = 0.731). This finding indicates that students’ habit of listening to authentic materials was not significantly correlated with their listening skill. These findings suggest that improving students’ listening skill may require not only the development of listening habits but also the integration of effective learning strategies, structured teacher guidance, and more sustained exposure to authentic materials.

The Relationship among Students' Listening Fatigue, Vocabulary Size and English Listening Comprehension in Announcements at SMK Labor Pekanbaru

2026-09-14T13:35:50+07:00

Listening comprehension remains a critical yet challenging skill for vocational high school students, often affected by both psychological and linguistic factors during real-time speech processing. This research examined the simultaneous relationship among listening fatigue, vocabulary size, and English listening comprehension in announcement texts among vocational high school students. Utilizing a quantitative correlational design, 30 tenth-grade students at SMK Labor Pekanbaru were selected as the sample using simple random sampling method. Data were collected through three validated instruments: a 22-item listening fatigue questionnaire, a 25-item vocabulary size test, and a 12-question listening comprehension test specifically focused on transport announcements. The collected data were analyzed using multiple correlation analysis in SPSS version 26. The result revealed a statistically significant and very strong positive correlation among the variables (R = 0.829, p = 0.000 < 0.05). Furthermore, the coefficient of determination indicated that listening fatigue and vocabulary size jointly accounted for 68.7% (R² = 0.687) of the variance in students’ listening comprehension performance, with the remaining 31.3% influenced by unexamined external factors. The research concludes that managing cognitive fatigue alongside expanding receptive vocabulary is crucial for optimizing EFL listening performance in vocational contexts. Based on these results, English educators are strongly recommended to integrate strategic cognitive breaks, manage listening task duration, and implement systematic vocabulary instruction tailored to specialized instructional materials.

The Effectiveness of Webtoon in Enhancing Tenth-Grade Students’ Vocabulary Mastery at SMAN 1 Inuman

2026-06-16T11:30:12+07:00

This study aimed to investigate the effectiveness of the Webtoon application in enhancing students’ vocabulary mastery. This research employed a quantitative approach using a quasi-experimental design involving two groups: experimental and control classes. The population consisted of tenth-grade students at SMAN 1 Inuman, with a total sample of 62 students selected through simple random sampling. The experimental class was treated using the Webtoon application, while the control class used conventional methods. Data were collected through pre-test and post-test vocabulary assessments and analyzed using SPSS. The results showed a significant improvement in the experimental class, with the mean score increasing from 43.8 to 71.3, while the control class showed only a slight increase from 41.7 to 42.1. The paired sample t-test indicated a significance value of p < 0.001, which means the alternative hypothesis was accepted. Therefore, it can be concluded that the Webtoon application is effective in enhancing students’ vocabulary mastery.

The Effectiveness of Using Cake Application to Improve Students' Listening Skill at SMAN 17 Pekanbaru

2026-05-09T15:49:27+07:00

This study aimed to determine the effect of using the Cake application on students’
listening ability. This research employed a quantitative approach with an experimental
design. The population of this study was the tenth-grade students of SMAN 17 Pekanbaru,
and the sample was selected using simple random sampling, consisting of 60 students.
The instrument used in this study was a listening test in the form of multiple-choice
questions. The data were collected through pre-test and post-test. The results were
analyzed using statistical analysis, including normality test, homogeneity test, and
hypothesis testing using t-test. The findings showed that there was a significant effect of
using the Cake application on students’ listening ability. It was proven by the result of
the t-test where the significance value was lower than 0.05 (p < 0.05). In addition, the
students’ post-test scores were higher than their pre-test scores, indicating an
improvement in their listening ability after the treatment. Therefore, it can be concluded
that the use of the Cake application is effective in improving students’ listening ability.
The application can be used as an alternative learning media to support English teaching,
especially in listening skills.