Teaching English and Language Learning English Journal

Exploring the Use of AI-Enhanced Listening Comprehension Tools by EFL Students in the English Department at Universitas Bhinneka PGRI

2025-12-12T14:16:12+08:00

The rapid growth of Artificial Intelligence (AI) in education has introduced new opportunities for improving English listening comprehension, a skill many EFL learners continue to find challenging. This study explores the use of AI-enhanced listening tools among students in the English Department at Universitas Bhinneka PGRI. The research aims to identify the AI tools commonly used by students, examine their perceptions of usefulness, ease of use, and engagement, and investigate the difficulties they encounter when using these tools. A qualitative descriptive exploratory design was employed, combining a questionnaire distributed to 43 students with semi-structured interviews conducted with 10 participants. Data were analyzed using the Miles and Huberman framework, which includes data reduction, data display, and conclusion drawing. The findings indicate that YouTube Auto-Caption is the most widely used AI tool, followed by ELSA Speak and Duolingo, mainly due to their accessibility and familiar interfaces. Students reported positive perceptions of AI-enhanced listening tools, noting that features such as automatic captions, speed control, replay functions, and pronunciation feedback helped them better understand spoken English and increased their motivation to practice listening. Despite these advantages, several challenges emerged, including inaccurate captions, unstable internet connections, limited free features, and insufficient guidance on how to use the tools effectively.Overall, the study concludes that AI-enhanced tools have strong potential to support EFL learners’ listening development, but their effectiveness depends on both technological quality and pedagogical support. The findings highlight the need for teachers to provide structured guidance and for developers to improve usability and accessibility. Future research may examine the long-term impact of AI tools or compare the effectiveness of different platforms in various learning contexts.

MORAL VALUES AND CULTURAL IDENTITY IN INDONESIANCHILDREN’S SONG LYRICS: A DISCOURSE ANALYSIS

2025-12-12T14:25:35+08:00

This writing entitled "Moral Values and Cultural Identity in Indonesian Children's Song Lyrics: A Discourse Analysis". This study used a qualitative discourse analysis method to find cultural identity markers, moral themes, and character education values in the language, synbols, and social environment of the song lyrics. Children's song lyrics made up the primary data, and pertinent scholarly sources on character education, cultural linguistics, and Indonesian children's song studies provided secondary data. The findings demonstrate that fundamental moral principles including obedience, discipline, cooperation, thankfulness, civility, and simplicity are reflected in the lyrics of Indonesian children's songs. Children's conceptions of the Indonesian environment are also shaped by references to nature, traditional transportation, social life, and local language patterns, all of which are manifestations of Indonesian cultural identity. It has been demonstrated that children's songs are essential for moral, social, and cultural education. In order to guarantee that moral and cultural lessons are assimilated contextually. This study suggests reviving children's songs in the character education curriculum and including kids in song interpretation.

EFL TEACHERS’ PERSPECTIVE ON USING CHATGPT TO TEACH READING: A SYSTEMATIC REVIEW

2025-12-16T15:59:43+08:00

Nowadays, there is an increase in the use of digital tools by English teachers to support reading instructions. Among these tools, Artificial Intelligence (AI) has become popular because it can help students understand texts more easily. This study aims to find out EFL teachers’ views on using ChatGPT in teaching reading. To achieve that goal, the study uses a systematic review method by collecting and analyzing fifteen journal articles related to this topic. The review analysis results showed that ChatGPT has some benefits for the reading task, such as making reading more interesting, helping students understand difficult texts, and giving flexible feedback to support their learning. However, the study also found some problems when teachers used ChatGPT to teach reading. Teachers worry that students might rely too much on ChatGPT, which could weaken their independent reading and critical thinking skills. They are also concerned that some AI-generated information may be inaccurate and that not all teachers feel confident or fully prepared to use ChatGPT in the classroom. This study is expected to give teachers, researchers, and schools a better understanding and ideas on how to use and maximize the potential of ChatGPT to teach EFL reading skills.

The Effect of Using Think Talk Write (TTW) Strategy toward students’ Speaking Skill for the Tenth Grade Student of Senior High School

2025-12-12T14:31:11+08:00

This research aimed at finding out the effect of Using Think Talk Write (TTW) Strategy toward students’ speaking skill For the Tenth Grade Student of SMA Islam Ulil Albaab NW Lendang Jaran Senior High School. This research was pre experimental research design. The Sample of the study was consisted of 34 students. The Data were gathered by using pre-test and post-test of speaking skill test. In analyzing data, the researcher used SPSS application to count the data. Based on the result of T-Tests, it was founded that the significance result was 0.015 it less than 0, 05. This finding show that Think Talk Write (TTW) effective toward students’ in speaking at the Tenth Grade Student of Senior High School at SMA Islam Ulil Albaab NW Lendang Jaran in the academic year of 2024/2025.

The Correlation Between Vocabulary Mastery and Students' Achievement in Writing Narrative Texts of The Ninth-Grade of SMP Swasta PGRI 1 Medan

2025-12-12T14:13:07+08:00

This study was conducted to determine whether there was a relationship between vocabulary mastery and writing achievement of ninth grade students at SMP Swasta PGRI 1 Medan, particularly in writing narrative texts with theme “Slice of Life”. The research employed a quantitative approach with a correlational design. The sample consisted of 16 ninth grade students, who represented the only ninth grade class in SMP Swasta PGRI 1 Medan, therefore, the sampling technique used was total sampling. The instruments of this study included 20 multiple choice items of vocabulary test and narrative writing test assessed based on five aspects. The findings of this study showed that the majority of ninth grade students were at medium level in both vocabulary mastery (62.5%) and writing achievement (50%). The Pearson correlation test indicated that ther was a positive, moderate relationship between vocabulary mastery and writing achievement (r = 0.496), however the relationship was not statistically significant (sig. = 0.051 > 0.005). Thus, this study concluded that there was no significant correlation between students’ vocabulary mastery and their achievement in writing narrative text. These results that students’ writing achievement may be influenced by several other factor besides vocabulary mastery.

The Correlation Between Students’ Self-Efficacy and English-Speaking Performance in Future Dream Monologues

2025-12-12T14:10:42+08:00

This study aimed to investigate the relationship between students’ self-efficacy and their English-speaking performance in delivering a monologue about future aspirations among 16 ninth-grade students at SMP PGRI 1 Medan. Self-efficacy, defined as students’ belief in their ability to accomplish a task, is considered an important factor influencing language learning, particularly speaking skills, which require confidence, fluency, and organization. Despite receiving English instruction, students often encounter difficulties in expressing their ideas due to limited vocabulary, anxiety, and the influence of their native accents.

This study employed a quantitative correlational approach. Data on self-efficacy were collected through a structured questionnaire, while students’ speaking performance was evaluated using recorded monologues. The relationship between the variables was analyzed using Pearson’s Product-Moment Correlation to determine the extent to which self-efficacy influences students’ speaking performance.

The results revealed a positive correlation between self-efficacy and speaking performance; however, the correlation was not statistically significant. This indicates that students with higher self-efficacy tended to demonstrate better speaking outcomes, although the relationship was not strong enough to draw definitive conclusions. The findings emphasize the importance of fostering self-efficacy through guided practice, feedback, and motivational activities to enhance students’ speaking abilities. Moreover, this study provides insights into how psychological factors can influence language performance in monologue tasks.

Teachers’ and Students’ Experiences in Using Kinesthetic Games to Practice Prepositions of Place

2025-12-12T14:28:48+08:00

This study examines the experiences of English lecturers and nursing students utilising kinaesthetic games to learn prepositions of place in an English for Nursing course in Medan, Indonesia. Employing a qualitative descriptive design, data were gathered via classroom observations, semi-structured interviews, and documentation. The findings indicate three primary themes: lecturers' experiences in employing kinaesthetic games, students' learning experiences, and the perceived advantages and challenges of the methodology. Both teachers and students said that kinaesthetic games made the classroom more lively, interesting, and interactive. Activities that involved movement helped students understand spatial meanings better, made them more confident, and made them less anxious about grammar. The games also helped kids work together and remember things better. But there were some problems, such as not enough room in the classroom, not enough time to get ready, and more noise. In general, the study finds that kinaesthetic games are a good way to teach prepositions of place in the Indonesian EFL nursing context. They have cognitive, emotional, and social benefits that help students learn grammar in a more meaningful way.

LEARNERS’ PERSPECTIVE TOWARDS SELF-REGULATED LEARNING STRATEGY FOR ENHANCING ESSAY WRITING

2025-12-12T14:37:32+08:00

Self-regulated learning (SRL) has been widely recognized as a critical component in supporting learners’ academic development, particularly in complex language production tasks susch as essay writing. This research aims to investigate students’ perceptions of SRL strategy use and its contribution to enhanching essay writing performance. Employing a quantitative descriptive design, data were collected from 15 participants through a validated SRL questionnaire consisting of 32 items representing forethought, performance, and self-reflection phases. The findings indicate that learners demonstrate a generally high level of engagement in SRL, with the strongest responses observed in goal-setting, task planning, self-monitoring, and reflective evaluation. Students reported that SRL strategies helped them organize ideas more effectively, amnage writing tasks more independently, and improve the clarity and coherence of their essays. Additionally, learners perceived the self-reflection phase as particularly influential, as it enabled them to identify weaknesses, intehgrate feedback, and plan targeted improvements. The research contributes to a deeper understanding of SRL in the context of academic writing and provides implications for teaching strategies that promote learners autonomy and sustained writing proficiency.

Key words: Essay Writing, Learners’ Perspective, Self-Regulated Learning Strategy

Literal Reading Comprehension Improvement through Texts Containing Idiomatic Expressions among Senior High School Students

2025-12-12T14:23:28+08:00

This study investigates the improvement of senior high school students’ literal reading comprehension through the use of texts containing idiomatic expressions. The objective of this research is to determine the extent to which idiomatic expression texts can enhance students’ literal comprehension of written materials. A quantitative approach was employed using a pre-experimental design with a one-group pre-test and post-test model. The participants were 20 Grade X students at MA Tinco during the 2023/2024 academic year. The results show that the average pre-test score for literal reading comprehension was 46.70, with a standard deviation of 5.440, a minimum score of 35, and a maximum score of 56. After the intervention, the average post-test score increased to 86.65, with a standard deviation of 7.506, a minimum score of 74, and a maximum score of 98. These findings indicate a significant improvement in students’ literal reading comprehension after being taught using idiomatic expression texts. Hypothesis testing with a paired sample t-test produced a t-value of 17.533, exceeding the critical t-table value of 1.725, with a p-value of 0.000. Since the p-value was less than 0.05, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. The N-Gain analysis yielded an average score of 74.38, categorizing the intervention as “moderately effective.” Therefore, it can be concluded that the use of texts containing idiomatic expressions is moderately effective in improving the literal reading comprehension of Grade X students at MA Tinco.

Analysis of Directed Motivational Currents (DMC) in EFL Students' Reading Motivation

2025-12-18T17:30:45+08:00

Motivation is a key determinant of success in learning English as a Foreign Language (EFL), particularly in reading, which requires sustained. concentration, strategic approaches, and perseverance. However, many students struggle to maintain reading motivation, highlighting the need for a framework that explains strong and sustained motivational engagement. Directed Motivational Currents (DMC) provides such a framework, offering insights into the triggers, sustaining mechanisms, and contextual influences on motivation. This study investigates the triggers and maintenance strategies of DMC, describes students' experiences within this motivational state, analyzes the impact of contextual and instructional factors, and explores its implications for engagement and long-term reading habit formation. This study employed a mixed-methods convergent design, data were collected from 14 fourth-semester students of the English Education Study Program through total sampling. The quantitative data were analyzed descriptively, while qualitative data underwent Interpretative Phenomenological Analysis (IPA). The findings indicate that DMC is triggered by both positive and negative experiences, social support, and tangible reading progress. Motivation is sustained through reading routines and incremental goal-setting. Students in DMC reported positive emotional engagement, a clear long-term vision, and structured behavioral patterns, though internalization levels varied. Classroom environment, teaching strategies, and peer and lecturer support were found critical in initiating and sustaining DMC.

Keywords: Directed Motivational Currents (DMC), EFL Students, Reading Motivation, Reading Skills

Gender Differentiation in Classroom Interaction: A Critical Discourse Analysis of Teacher–Student Talk

2025-12-18T17:30:04+08:00

This study investigates gender-based discourse patterns in English classrooms through Critical Discourse Analysis (CDA) at MTsN 2 Kota Bengkulu during the 2024/2025 academic year. The participants were 8th grade students whose classroom interactions were recorded, transcribed, and analyzed using Fairclough’s CDA framework. The study aimed to identify (1) how male and female students participated in classroom discourse and (2) what gendered patterns emerged during teacher–student and student–student interactions. The findings revealed that male students dominated verbal participation by taking more turns, providing longer responses, and initiating more spontaneous interactions. Female students participated less frequently and tended to wait for teacher nomination before speaking, producing shorter and more cautious responses. Teachers’ discourse practices, including question distribution and feedback patterns, unintentionally reinforced these differences by giving male students more opportunities for elaboration. The results align with previous research, indicating that classroom discourse often reproduces broader gender ideologies. The study concludes that English classrooms at MTsN 2 Kota Bengkulu reflect gendered participation norms and recommends more equitable discourse strategies to promote balanced interaction.

Keywords: Critical Discourse Analysis, gender, classroom discourse, participation, EFL learners

STUDENTS’ PERCEPTIONS ON THE USE OF AI IN READING COURSES

2025-12-12T13:57:57+08:00

This research investigates the viewpoints of 19 English Education students at Universitas Muhammadiyah Bengkulu regarding the utilization of AI tools, specifically ChatGPT, in EFL reading classes. Based on the Technology Acceptance Model (TAM), Social Constructivism, Cognitive Load Theory, and the Theory of Planned Behavior, a mixed-methods study demonstrated that students perceived AI as beneficial for enhancing their vocabulary, comprehension, and motivation. Although AI enhanced engagement and effectiveness, worries centered around reliance, inaccuracies, and diminished critical reading skills. Qualitative data supported these findings, highlighting students' desires for more explicit direction on the ethical and effective use of AI. The results highlight the importance of a harmonious integration of AI, stressing the necessity of digital literacy, responsible usage, and human supervision in reading education.

Reading Pramoedya Ananta Toer’s Voice in Mangir: Misogyny or Feminism?

2025-12-18T17:31:16+08:00

Pramoedya’s Mangir has long attracted critical attention for its ambiguity, particularly concerning whether the text reflects misogynistic tendencies or a feminist critique of women’s oppression. This article argues that Pramoedya adopts a feminist perspective; a writer who empathetically portrays female’s struggles, affirms women’s resistance to patriarchy, and values the women in his life cannot be considered misogynistic. Through his depictions of sympathetic characterization, and subtle criticism of patriarchal power, Pramoedya presents his female as a complex female torn between loyalty and love.

This article presents an analysis Mangir work using gender representation theory to determine whether the narrative reinforces misogyny or challenges patriarchal authority. Employing qualitative textual analysis, it explores female agency, patriarchal domination, and structural violence within the socio-political context of Mataram. Pambayun—caught between political manipulation and emotional vulnerability—emerges as the central figure illustrating the contradictions of gendered power relations.

The findings show that while the narrative depicts women’s oppression and objectification, Pramoedya simultaneously constructs a subtle feminist voice by exposing patriarchal cruelty, critiquing male political ambition, and highlighting women’s emotional and moral resilience. Rather than supporting misogyny, Mangir functions as a critique of patriarchal injustice, using female suffering to reveal the consequences of gendered power. This research contributes to broader discussions of gender politics in Indonesian literature and positions Mangir as a text open to feminist interpretation.

A LINGUISTIC LANDSCAPE IN THE DIGITAL ERA: A CASE STUDY IN MEDAN

2025-12-12T14:07:41+08:00

The study investigated the linguistic landscape of downtown looks like in the digital era and how the digital era influenced changes in the linguistic landscape in downtown Medan. This study uses qualitative methods. The data collected consists of written data and the types of media on signboards in the city of Medan. Data analysis was carried out in three steps, namely: 1) data condensation, which is the process of reading the collected data and determining the data, in this case data in the form of writing and types of signboard media, 2) data display, which is displaying selected data in the form of billboards in the central area of Medan, and 3) drawing conclusions, which is finding results after analyzing the data. After analysing data, it was found that 38% signage uses Indonesian, 30% uses English, 27% uses language mixing and the rest, 5% uses traditional language and other foreign languages. Conventional signage has given way to new, more dynamic, and interactive forms thanks to the digital age. These include LED boards, electronic screens, and the incorporation of digital components like social media and QR codes in signboards and advertisement. Digital media forms display more modern language choices, posing a threat to the national language and isolated regional languages in their own countries. The research highlights the linguistic landscape that has emerged in the digital era.

Common Mistakes in Writing Citation Found on English Students Literature Review Thesis in English Education Program of Muhammadiyah University of Bengkulu

2025-12-19T15:23:17+08:00

The primary purpose of this research is describe about common mistakes in writing citation found on English Students’ Literature Review Thesis in English Education Program of Muhammadiyah University of Bengkulu. The research design of this research used qualitative method. The instrument is using table cheklist about mistakes in writing citation by APA Style 7th edition : Direct Citation and Indirect Citation. The result of this study showed that there were common mistakes in writing citation found on English Students’ Literature Review Thesis. First, Directcitation in book sources, most of English Students did not write page number as initial “p”. Second, indirect citation from the book sources, most of the students did not write “as cite in” as characteristics in writing Indirect Citation. Third, Direct Citation from journals sources, most of English Students write Paragraph number using colon, not use initial “para” as in APA guiding style. Fourth, Indirect Citation from the journals sources, most of the English Students did not write words “as cite in” as a characteristics in writing indirect citation. Fifth, the common mistakes in writing Indirect Citation in English Students Literature Review Thesis from Book sources in single author, especially in writing page number. On the other hand, the common mistakes in writing Indirect Citation in English Students Literature Review from the book sources in single author especially in write the words “as cite in”. The common mistakes in writing direct citation from the journals sources in single author in writing paragraph number, and the common mistakes in writing indirect citation from the journals sources in single author especially in write the words “as cite in”.

Key words: Citation, literature review, academic writing

Challenges of Using AI Writing Tools in the Thesis Writing Process: A Study on Undergraduate English Education Students at Universitas Muhammadiyah Bengkulu

2025-12-16T16:18:32+08:00

The use of Artificial Intelligence (AI) writing tools such as ChatGPT, Grammarly, and Quillbot has rapidly expanded in academic contexts, particularly in higher education. While these tools offer significant benefits in assisting students with grammar correction, paraphrasing, and idea generation, they also pose critical challenges related to dependency, originality, academic integrity, and writing quality. This study explores the challenges experienced by undergraduate English Education students at Universitas Muhammadiyah Bengkulu when using AI writing tools during their thesis writing process, along with the strategies adopted to overcome them. Employing a descriptive qualitative approach, data were collected from 22 final-year students through open-ended questionnaires and semi-structured interviews. Thematic analysis revealed five key challenges: dependency on AI tools, issues of originality and plagiarism, difficulties in maintaining academic writing conventions, technical and conceptual limitations of AI tools, and fluctuating confidence in writing. To address these challenges, students applied self-regulation, consulted supervisors, used plagiarism checkers, paraphrased content manually, and improved independent writing skills. The study concludes that AI tools can effectively support thesis writing when used ethically and critically, supported by institutional guidance and academic supervision.

Keywords : AI Writing Tools, Academic Writing, Thesis Writing, EFL Students, Challenges

Reflection of Psychological Analysis in the Main Character of Emil Scherbe’s “Nameless Monster”

2025-12-12T14:14:06+08:00

Short story is one of fictional prose forms that typically focus on a single event and limited character development. This research aims to analyze psychological aspects through languages experienced by the main character in the short story “Nameless Monster” by Emil Scherbe. The data were employed from the words, phrases, or sentences containing the psychological representation in the story. The theory used in this research was Sigmund Freud’s psychological theory of personality. In conducting this research, the methodology was qualitative and presented descriptively. The results of this research revealed that two stages namely id and ego briefly and strongly performed by the main character, while the superego is almost completely absent from the story. Finally, even though the subject is a non-human creature, analyzing psychological features in the short story contributes to criticize how language is used to express ideas and feelings, also to create certain effects including emotion.

Students’ Strategies in Learning English at Law Faculty of Universitas Muhammadiyah Bengkulu

2025-12-23T00:42:31+08:00

This study aims to investigate the English language learning strategies used by law students and to identify the strategies most frequently employed in learning English at the Law Faculty of Universitas Muhammadiyah Bengkulu. The research employed a quantitative descriptive design involving 77 first-semester students of the Law Study Program in the 2025/2026 academic year. Data were collected using a questionnaire adapted from Oxford’s Strategy Inventory for Language Learning (SILL), which covers six categories of learning strategies: memory, cognitive, compensation, metacognitive, affective, and social strategies. The data were analyzed using descriptive statistical techniques, including total scores and mean interpretation. The results reveal that students utilized all six types of language learning strategies, indicating varied and active engagement in English learning. Among the strategies, affective strategies were the most frequently used, followed by cognitive and social strategies. This finding highlights the significant role of motivation, emotional regulation, and active mental processing in supporting English learning among non-English major students. In contrast, metacognitive and compensation strategies were used less frequently, suggesting limited awareness of learning planning, self-monitoring, and strategic risk-taking in communication. The study concludes that while law students demonstrate strong affective and cognitive engagement in learning English, there is a need for explicit strategy-based instruction to enhance metacognitive awareness and communicative flexibility.

Higher Order Thinking Skills of Speaking Videos on British Council LearnEnglish Website Based on Revised Bloom's Taxonomy

2025-12-23T07:57:19+08:00

This study investigates the representation of Higher Order Thinking Skills (HOTS) in speaking videos provided on the British Council’s LearnEnglish website based on the Revised Bloom’s Taxonomy. Speaking skills require not only linguistic competence but also higher-level cognitive processes such as analyzing, evaluating, and creating. Using a qualitative descriptive design with content analysis, this research examined twenty speaking videos across levels A1 to B2. Data were collected through transcript analysis and supported by expert triangulation. The findings reveal that HOTS are embedded at all proficiency levels, with analyzing and evaluating frequently occurring at lower levels, while creating is more dominant at higher levels, particularly B2. These results indicate that LearnEnglish speaking videos promote not only communicative competence but also critical and creative thinking. The study contributes pedagogical insights for teachers, material developers, and learners in integrating HOTS-oriented digital speaking materials.

An Analysis of Reading Questions in an English Textbook for Junior High School Merdeka Curriculum Edition Based on Revised Bloom’s Taxonomy

2025-12-16T16:17:08+08:00

Abstract

The Revised Bloom's Taxonomy provides a framework for evaluating cognitive levels in learning materials, and achieving a balanced distribution of lower- and higher-order thinking skills in textbooks is essential to fulfilling the objectives of the Merdeka Curriculum. This study aims to analyze the cognitive levels of reading comprehension questions in Interactive English 2 for Junior High School, Merdeka Curriculum edition, based on the Revised Bloom's Taxonomy. Using a qualitative descriptive design with document analysis, 114 reading comprehension questions across 10 chapters were examined and classified into six cognitive domains: Remembering (CI), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5), and Creating (C6). The analysis revealed that lower-order thinking skills dominated, with Remembering (62.28%) and Understanding (18.42%) comprising the majority, while higher-order thinking skills such as Analyzing (7.02%), Evaluating (6.14%), and Creating (3.51%) were underrepresented. These findings indicate that the textbook emphasizes factual recall and basic comprehension over critical, analytical, and creative thinking. which is inconsistent with the goals of the Merdeka Curriculum. Therefore, it is recommended that future textbook development ensure a more balanced distribution of cognitive levels to better support students' higher-order thinking skills.

Keywords: English Textbook, Reading Questions, Revised Bloom's Taxonomy. Merdeka Curriculum.

THE TEACHER CANDIDATES’ PERCEPTION ON TEACHING ENGLISH TO YOUNG LEARNERS

2025-12-29T22:28:12+08:00

This study aims to determine the perception of prospective teachers about how important it is to teach English to children at an early age or golden age. Researchers used quantitative descriptive methods. The subjects of this study were students from sixth semester who were taking English for Young Leaners courses in the English Language Study program at the University of Muhammadiyah Bengkulu who were referred to as teacher candidates. Data samples were taken from 42 active students. Researchers used questionnaires and interviews as instruments in this study. Using questionnaires to collect data from prospective teachers (frankel & wallen, 2009:395). The questions in the questionnaire were adapted from Supriyanti's theory (2012). This study resulted in a positive response from prospective teachers with a percentage of 95.24% neutral response and 2.78% negative response. The interview results of prospective teachers revealed the perception of prospective teachers that English for young learners is very important to learn when they are in their golden age easier to improve students ' new vocabulary in learning English, helping them communicate well in the era of globalization Around the world using English in communication.

Keywords: Perception, Prospective teacher, English Young Learner

The Effectiveness of implementing pre-reading plan (prep) strategy toward the students Reading comprehension

2025-12-18T17:29:03+08:00

ABSTRACT

Muhammad Ferry Octa Alfaricy, 2025. “The Effectiveness of Implementing Pre-Reading Plan (Prep) Strategy Toward the Students Reading Comprehension”. Thesis: English Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah University of Bengkulu. Supervisor: Fetriani, M.Pd.

This study aims to investigate the effect of the Pre-Reading Plan (PReP) strategy on the reading comprehension of second-semester English Education students at Muhammadiyah University of Bengkulu. In this research, a quantitative approach with a quasi-experimental design was employed, specifically a pre-test–post-test control group design. The population comprised all second-semester students, with total sampling used to assign two classes as the experimental and control groups. A reading comprehension test was administered to both groups before and after the treatment. Data were analyzed using an Independent Samples T-Test in SPSS. The results showed that the p-value (0.731) > 0.05, indicating no statistically significant difference between the groups. However, descriptively, the experimental group demonstrated greater improvement in scores compared to the control group, suggesting that the PReP strategy had a positive influence on students’ reading comprehension.

Keywords: Pre-Reading Plan, Reading Comprehension, Quasi-Experimental.