English Language Teaching Methodology

A Qualitative Approach to the Use of Digital Modules in Teaching Argumentative Essay Writing to University Students

Siti Aminah Hasibuan — Tue, 30 Dec 2025 00:00:00 +0000

This study investigates the use of digital modules as a pedagogical tool in teaching argumentative essay writing to university students, using a qualitative research approach. The research aims to examine how digital learning materials enhance students’ understanding of argumentative structures, improve writing skills, and support autonomous learning. This study employed a qualitative research methodology to explore how digital modules are used in teaching argumentative essay writing to university students. A qualitative approach was deemed appropriate for capturing the lived experiences, perceptions, and challenges encountered by both students and instructors in an authentic educational setting. Data were gathered through classroom observations, in-depth interviews with students and instructors, and analysis of students' written work. The findings suggest that digital modules provide structured and accessible content that aids students in organizing their ideas, developing critical arguments, and refining their writing techniques. Additionally, the interactive nature of digital modules fosters student engagement and motivation. Despite some challenges related to technical access and digital literacy, the overall impact of using digital modules in writing instruction is perceived as positive. In conclusion, digital modules can serve as effective scaffolding mechanisms that guide students through the complexities of argumentative writing. When designed with clear instructional sequences, examples, and interactive components, digital modules help students understand essay structure, develop coherent arguments, and engage in independent revision.

Boosting Students’ Vocabulary Mastery: How Effective Is the Frayer Model?

Nur Hawalia Anugrah, Ardiana, Ika Sastrawati — Tue, 30 Dec 2025 00:00:00 +0000

Vocabulary mastery remains a persistent challenge for Indonesian senior high school students, necessitating effective instructional strategies. This study investigates the effectiveness of the Frayer Model in improving students’ vocabulary mastery at SMAN 14 Gowa. Employing a pre-experimental quantitative design, the study involved 36 tenth-grade students selected through purposive sampling. Data were collected using a 20-item vocabulary test administered as pre-test and post-test, covering nouns, verbs, adjectives, and adverbs. Over six instructional meetings, the Frayer Model was implemented to facilitate concept definition, example analysis, and contextual application. Statistical analysis using SPSS 24 revealed a significant improvement in students’ vocabulary scores, with the mean increasing from 67.22 to 82.22. The t-test results confirmed the model’s effectiveness (t-count = −9.065 > t-table = 2.030). This study contributes empirical evidence supporting the Frayer Model as a practical and effective approach to vocabulary instruction in EFL classrooms.

Integrating Deep Learning and Hypnoteaching to Improve Oral Communication Skills: A Research of Dental Nursing Students at Poltekkes Kemenkes Makassar

Achmad Basir — Tue, 30 Dec 2025 00:00:00 +0000

This research aimed to investigate the effectiveness of integrating Deep Learning and Hypnoteaching in improving the oral communication skills of dental nursing students at Poltekkes Kemenkes Makassar. The significance of this research is based on the importance of oral communication competence in health education, while many students experience anxiety and low self-confidence, especially in the context of multicultural interaction. The novelty of this research lies in the implementation of a holistic learning approach that combines technology-based Deep Learning features with the psychological technique of Hypnoteaching to simultaneously address cognitive and emotional aspects of communication. The method used is a quantitative approach with a one-group pretest–posttest pre-experimental design involving 40 Dental Nursing students of Class 2A Diploma IV in the 2025 Academic Year, during six intervention sessions with an assessment of oral communication skills using a structured performance rubric. The findings revealed a statistically significant improvement in students’ oral communication performance, with the mean score increasing from 15.9 in the pretest to 22.2 in the posttest, representing a 39.6% improvement, particularly in self-confidence, pronunciation clarity, and response accuracy. Qualitative feedback further indicated reduced anxiety, increased motivation, and improved focus during speaking tasks. The results of research contribute to providing an innovative learning model based on the integration of technology and an effective psychological approach, and concludes that the application of Deep Learning and Hypnoteaching is proven to be able to improve the quality of oral communication of dental nursing students.

Competency-Based Grammar Mastery: Teaching Parts of Speech to Freshman EFL Students

Burhanuddin, Sahril Nur — Tue, 30 Dec 2025 00:00:00 +0000

This study investigates the implementation of Competency-Based Education (CBE) for teaching the parts of speech to freshman EFL students in higher education. Addressing the urgent need for more effective grammar instruction, the research introduces a performance-based, learner-centered approach that links grammatical forms to authentic communication tasks. By integrating CBE principles—measurable outcomes, continuous assessment, and contextualized practice—the instruction moves beyond memorization toward demonstrable linguistic competence. Classroom observations, student outputs, and feedback reveal that CBE significantly increases learner engagement, autonomy, and mastery of basic grammatical categories. The findings highlight the novelty of applying CBE to foundational grammar, demonstrating its potential to strengthen students’ accuracy and communicative competence early in their academic journey. The study contributes a practical framework for first-year EFL instruction, emphasizing that mastery of the parts of speech is essential for students’ progression into advanced grammar and speaking performance in subsequent semesters.

Beyond Fun: Teacher’s Challenges in Integrating Joyful, Mindful, Meaningful Learning In English Language Teaching

Tue, 30 Dec 2025 00:00:00 +0000

The Merdeka Curriculum promotes a deep learning paradigm through the integration of joyful, mindful, and meaningful learning. However, classroom practices in Teaching English to Young Learners (TEYL) frequently prioritize enjoyment while neglecting cognitive depth and reflective awareness, creating a critical gap between policy expectations and pedagogical implementation. This study aims to examine the challenges faced by English teachers in integrating joyful, mindful, and meaningful learning within English language instruction. Employing a qualitative descriptive approach, this study was conducted at SDN 078010 Banuasibohou Onozikho. The participants comprised one English teacher and sixteen fifth-grade elementary school students. Data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings reveal that joyful learning was the most consistently implemented dimension, as reflected in high student enthusiasm, active participation, and a positive classroom atmosphere. In contrast, mindful and meaningful learning were insufficiently developed. Students tended to rely on rote repetition with limited conceptual understanding or transfer of knowledge, while teachers encountered persistent difficulties in maintaining students’ focus and self-regulation. These challenges were further intensified by limited instructional resources, restricted instructional time, and uneven student readiness. This study contributes novel empirical evidence from a rural primary school context, highlighting the imbalance in the implementation of deep learning dimensions under the Merdeka Curriculum. The findings underscore the urgency of providing systematic pedagogical support, adequate learning materials, and continuous professional development to enable teachers to integrate joyful, mindful, and meaningful learning more effectively in English language teaching

Breaking The Silence: Speaking Anxiety among Tenth Graders at SMAN 1 Luwu Utara

Tiara Annur Basitha, Mochtar Marhum, Maf’ulah — Tue, 30 Dec 2025 00:00:00 +0000

Speaking anxiety is a common barrier that students face in language learning, particularly in situations requiring verbal communication. This study investigates the factors, causes, and strategies to overcome speaking anxiety among tenth-grade students at SMA Negeri 1 Luwu Utara. Employing a descriptive qualitative design, data were collected through interviews and questionnaires. Findings revealed three primary forms of speaking anxiety: communication anxiety, test anxiety, and fear of negative evaluation. Key causes included limited vocabulary, fear of mistakes, and low self-confidence. To address these issues, students adopted strategies such as preparation, positive thinking, and relaxation techniques. This research highlights the urgency of fostering a supportive classroom environment that reduces anxiety and promotes active participation, offering valuable insights for educators seeking to enhance student engagement and communication skills. By identifying both the root causes and coping strategies, the study contributes to a deeper understanding of how to effectively support students facing speaking anxiety.