Edu Rekha International Journal of Education, Humanities and Literature
Volume- Issue -1 (January-February) 2026

The Effect of Project-Based Learning on Writing Proficiency and Learning Motivation Among Grade 8 Students of SMPN 1 Tawangsari: A Multivariate Experimental Study

Manik Purbaningrum1, Sujito2*

PDFPage: 01-07

This research explores the influence of Project-Based Learning (PBL) on junior high school students’ writing competence and learning motivation. A quasi-experimental, pretest–posttest, two-group framework adopting a multivariate approach was utilized, and data were examined through Multivariate Analysis of Covariance (MANCOVA) to control for initial ability differences. The participants comprised 60 eighth-grade students from SMPN 1 Tawangsari, distributed into two groups: the experimental class, which received instruction through PBL, and the control class, which followed conventional teaching practices. Both groups were administered pretests and posttests assessing writing performance and motivational levels. The findings demonstrated a statistically significant multivariate difference between the two instructional methods (Wilks’ Λ=0.78, F(2,56)=7.90,p<.001,ηp2​=.22) (Alghamdi, 2023). Subsequent univariate analyses indicated that PBL exerted a statistically meaningful effect on writing proficiency (F(1,57)=18.4,p<.001,ηp2​=.24) and on students’ motivation to learn (F(1,57)=15.6,p<.001,ηp2​=.21) (Alghamdi, 2023). These outcomes suggest that PBL effectively enhances both cognitive and affective dimensions of student achievement concurrently. The results advocate for the integration of Project-Based Learning within English instruction in alignment with the Kurikulum Merdeka philosophy.

Keywords: Project-Based Learning, writing competence, learning motivation, MANCOVA, Kurikulum Merdeka

The Correlation Among Students’ Motivation, Vocabulary Mastery, and Speaking Fluency in EFL Classroom

Muhammad Rifky1*, Sujito2

PDFPage: 08-11

This study aims to investigate the correlation among students’ motivation, vocabulary mastery, and speaking fluency in learning English as a foreign language (EFL). The research employs a quantitative method with a multivariate correlational design. The participants will consist of EFL students at the senior high school level. Data will be collected through a motivation questionnaire, a vocabulary mastery test, and a speaking performance rubric. The data will be analyzed using Pearson Product Moment correlation and multiple regression analysis to identify both partial and simultaneous correlations among the variables. It is expected that the findings will reveal a significant correlation between students’ motivation and vocabulary mastery with their speaking fluency. The results of this study are anticipated to provide insights for English teachers in improving students’ speaking ability through enhancing their motivation and vocabulary mastery.

Keywords: motivation, vocabulary mastery, speaking fluency, EFL, correlation

STUDENTS’ SPEAKING ANXIETY IN ENGLISH LEARNING: A Case Study of Third-Semester Islamic Counseling Students at UIN Raden Mas Said Surakarta

Hanafi1*, Sujito2

PDFPage: 12-18

This study investigates the level of speaking anxiety among third-semester students of the Islamic Counseling Department at UIN Raden Mas Said Surakarta. The research aims to identify the degree and dominant aspects of anxiety experienced by students when speaking English. A quantitative descriptive method was used, and data were collected from 15 respondents through a questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986). The findings reveal that the majority of students (60%) experience a moderate level of speaking anxiety, while 26.7% experience high anxiety and 13.3% low anxiety. Among the three aspects, communication apprehension was the most dominant, followed by fear of negative evaluation and test anxiety. These results indicate that students feel most nervous in spontaneous speaking situations. The study highlights the importance of addressing affective factors in language learning to promote confidence and oral fluency.

Keywords: Speaking Anxiety, Foreign Language Classroom Anxiety Scale (FLCAS), Communication Apprehension, Fear of Negative Evaluation

The Correlation between the Intensity of Watching English Movies without Subtitles and Students' English Listening Comprehension Ability at SMA Negeri 1 Wonosari Gunungkidul

Galang Fauzan Baihaqi1*, Sujito2

PDFPage: 19-23

This research explores the relationship between the self-reported frequency and duration (intensity) of watching English movies without subtitles and the measurable English listening comprehension ability of EFL high school students, specifically targeting Third Year Students at SMA Negeri 1 Wonosari Gunungkidul. Recognizing that limited authentic input in EFL contexts compels learners toward self-immersion, this study hypothesizes that high-intensity exposure to unsubtitled media will positively correlate with receptive skill development. Employing a hypothetical quantitative correlational design, the study suggests analyzing data from approximately 100 students using a viewing habits questionnaire and a standardized listening test (TOEFL or EF SET). The expected results anticipate a strong, statistically significant positive correlation (r=0.971, p<0.001). This finding is interpreted as robust evidence that the cognitive challenge of unsubtitled input—which forces pure aural processing—is highly effective for skill development and incidental vocabulary gain (Ashcroft et al., 2018; Metruk, 2018; Krashen, 1989). The study validates this high-challenge self-study practice as a critical tool for boosting communicative competence in foreign language environments.

Keywords: Listening Comprehension; Unsubtitled Viewing; EFL; Authentic Input; Correlational Research.

THE EFFECTS OF KAHOOT-BASED LEARNING AND STUDENT’S MOTIVATION ON ENGLISH VOCABULARY ACHIEVEMENT AMONG EIGHT GRADE STUDENTS AT JUNIOR HIGH SCHOOL 3 SURAKARTA

Mustikasari1*, Sujito2

PDFPage: 24-30

This study investigates the effects of Kahoot-based learning and students’ motivation on English vocabulary achievement among eighth-grade students at Junior High School 3 Surakarta. A 2×2 quasi-experimental factorial design was used, involving 80 students divided into experimental and control groups with high and low levels of motivation. Vocabulary achievement was measured using pre- and post-tests, while motivation was assessed through a validated questionnaire administered before and after the intervention. Data were analyzed using descriptive statistics and Two-Way ANOVA. The results showed that Kahoot-based learning significantly improved students’ vocabulary mastery compared to conventional methods. Students with higher motivation also performed better and participated more actively in classroom activities. Although the interaction between learning method and motivation was not statistically significant, both factors independently contributed positively to learning outcomes. These findings suggest that integrating Kahoot into English vocabulary teaching is an engaging and innovative strategy that can enhance both academic performance and learning motivation. The study also provides practical implications for teachers and opens opportunities for further research on the long-term effects of digital game-based learning or its combination with other teaching methods.

Keywords: Kahoot, game-based learning, motivation, vocabulary achievement, English learning

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