Aisyah Journal of English Language Teaching (AIJELT)

THE CORRELATION BETWEEN STUDENTS’ READING HABITS AND WRITING PERFORMANCE IN NARRATIVE TEXT IN THE NINTH GRADE AT THE STATE JUNIOR HIGH SCHOOL 3 OF PRINGSEWU

Monicka Wijaya, Faidzun Jatur Priona, Septika Ariyanti, Arif Alexander Bastian — Thu, 20 Aug 2026 00:00:00 +0000

Reading habits constitute an important factor in supporting students’ writing ability in English language learning. However, it has been observed that some ninth-grade students at SMP Negeri 3 Pringsewu have not yet developed consistent reading habits and continue to experience difficulties in writing narrative texts. Therefore, this research aimed to investigate whether there is a significant correlation between students’ reading habits and their narrative writing performance. This research was conducted in 2026 and involved 62 students selected through purposive sampling. A quantitative correlational research design was employed. Data were collected using a questionnaire to assess students’ reading habits and a writing test to measure their narrative writing performance. The data were analyzed using the Pearson Product-Moment Correlation test after fulfilling the prerequisite assumptions of normality and linearity. The findings revealed that the correlation coefficient (r) was 0.713 with a significance value (p-value) of 0.000 (p < 0.05), indicating a positive and significant correlation between reading habits and writing performance. Accordingly, the null hypothesis (H₀) was rejected, while the alternative hypothesis (H₁) was accepted. Furthermore, the mean score of students’ reading habits was 77.4, which was categorized as Good Reader, while the mean score of narrative writing performance was 76.13, which fell into the Good category. Based on these findings, it can be concluded that the better students’ reading habits are, the better their narrative writing performance tends to be. Therefore, students are encouraged to improve their reading habits, and teachers are recommended to integrate reading and writing activities more effectively into classroom instruction.

DIGITAL JUMBLED LETTERS ACTIVITIES FOR ENHANCING STUDENTS' VOCABULARY MASTERY

Ela Nurainisah, Eka Pratiwi Yunianti, Septika Ariyanti, Arif Alexander Bastian — Thu, 20 Aug 2026 00:00:00 +0000

Abstract

The low level of vocabulary mastery among students at Junior Hight School State 3 Gadingrejo, especially in terms of spelling, understanding, and retention, served as the impetus for this study. Therefore, the purpose of this study was to ascertain how the Digital Jumbled Letters technique affected the vocabulary knowledge of year 7 students at Junior High School State 3 Gadingrejo.

This study used a non-equivalent control group design and a quasi-experimental methodology. The experimental class and the control class, each with thirty students, made up the sample. Mulyiple-choice exams that has already undergone validity and reliability testing were used to collect data for this investigation. With the aid of SPSS, descriptive statistics and hypothesis testing were used to analyse the collected data.

According to the research findings, the experimental class’s mean score (77.03) increased more than the control class’s (63.70), and the independent sample t-test results reveal than the p-value of 0.013 is less then 0.05 as a result, H_a is accepted and H₀ is rejected. Thus, it can be said that Junior High School State 3 Gadingrejo students’ vocabulary development is much enhanced by the use of Digital Jumbled Letters.

Keywords: digital jumbled letters, vocabulary mastery, quasi-experimental.

A DESCRIPTIVE ANALYSIS OF STUDENTS’ PERCEPTIONS IN USING THE MEMRISE APPLICATION FOR VOCABULARY LEARNING

Nayoga Wiradita, Bungsudi — Thu, 20 Aug 2026 00:00:00 +0000

Vocabulary mastery is a fundamental component of English language learning that underlies all four language skills. Many EFL students experience difficulties due to limited exposure, low motivation, and monotonous teaching methods. This research aimed to describe students’ perceptions of using the Memrise application for vocabulary learning, identify perceived obstacles, and explore its influence on students’ interest and motivation.

This research employed a descriptive qualitative design with 30 students of class XI.9 at SMA Negeri 1 Gadingrejo as participants, selected using the Slovin formula and purposive sampling. Data were collected through questionnaires, semi-structured interviews, observation, and documentation. The questionnaire used a five-point Likert scale adapted from Davis (1989) and Dörnyei (2001). Three students were purposefully selected for interviews, and the data were analyzed using thematic analysis by Braun and Clarke (2006).

The findings revealed four major themes. Students perceived Memrise as easy to use, with agreement rates ranging from 76.7% to 86.6%. They also found the application enjoyable and beneficial for vocabulary learning, particularly through its audio feature, which received the highest level of agreement (96.7%). In addition, Memrise increased students’ interest and motivation to learn independently. Although unstable internet connectivity was identified as the primary obstacle, it did not significantly affect students’ overall positive perceptions.

It is concluded that Memrise is positively perceived as an easy-to-use, engaging, and effective tool for supporting vocabulary learning and encouraging independent learning among EFL students.

Reciprocal Teaching Strategy and Reading Comprehension among Indonesian EFL Undergraduate Students from Narrative Text Instruction

Faidzun Jatur Priona, Ibnu Surya Pratama — Thu, 20 Aug 2026 00:00:00 +0000

Abstract

Reading comprehension remains a persistent challenge for Indonesian EFL learners, particularly when engaging with narrative texts that demand both literal understanding and interpretative skills. This study investigates the effect of the Reciprocal Teaching (RT) strategy on reading comprehension achievement among Indonesian EFL undergraduate students using narrative text instruction. Employing a quasi-experimental pretest-posttest control group design, the research involved 62 undergraduate students enrolled in an English reading course at a university in Indonesia. The experimental group (n = 31) received instruction using the RT strategy—encompassing predicting, questioning, clarifying, and summarizing—while the control group (n = 31) was taught using conventional reading methods. Data were collected through reading comprehension tests and analyzed using independent sample t-tests and paired sample t-tests. The findings revealed a statistically significant improvement in reading comprehension scores among students in the experimental group compared to the control group (p < 0.001), with a large effect size (Cohen's d = 1.04). The RT strategy demonstrated particular effectiveness in enhancing students' inferential comprehension and their ability to identify narrative text structures. These results affirm that Reciprocal Teaching constitutes an effective pedagogical approach for improving reading comprehension of narrative texts in Indonesian higher education contexts. The study recommends the integration of RT into EFL reading curricula and suggests avenues for further research on strategy-based reading instruction.

Keywords: Reciprocal Teaching, reading comprehension, narrative text, EFL learners, Indonesian higher education, metacognitive strategies