Macca: Journal of Linguistic Applied Research

The Effect of Using Song Media on Narrative Writing Skills of Tenth-Grade Students at Senior High School

2025-08-04T21:05:58+07:00

information regarding the effect of using song media on the narrative writing skills of tenth-grade students at SMA Negeri 1 Panca Rijang, Sidenreng Rappang Regency, during the 2024/2025 academic year. The population consisted of all tenth-grade students, totaling 360, from which 10% (40 students) were selected as the sample. The data were collected using documentation techniques and written tests. The instrument used was a song lyrics test, where students were tasked with transforming the lyrics into narrative compositions. The research results indicate a significant effect of using song media on students' narrative writing skills. This is evidenced by the higher average score of the experimental group (78) compared to the control group (66). Therefore, the alternative hypothesis stating that "there is an effect of using song media on narrative writing" is accepted, while the null hypothesis is rejected.

Investigating Chalangges Faced By Elt Students : Sociolinguistic Approach

2025-08-06T21:49:15+07:00

This study investigates the challenges faced by English Language Teaching (ELT) students in choosing English as their major from a sociolinguistic perspective. It aims to identify both internal factors—such as motivation, interest, academic confidence, and career expectations—and external factors, including family and societal expectations, peer influence, availability of resources, and university curriculum, that influence students’ academic decisions and experiences. The research employed a qualitative descriptive method, collecting data through interviews and Likert-scale questionnaires administered to second-semester ELT students at Universitas Muhammadiyah Sidenreng Rappang. Data were analyzed thematically and visualized using charts and diagrams. The findings reveal that academic challenges and family expectations are among the most dominant influences, with some students demonstrating high motivation and confidence while others struggle with language anxiety and limited support. Sociolinguistic elements, such as cultural norms and peer dynamics, also play a significant role in shaping academic choices. The study emphasizes the importance of understanding students’ sociocultural backgrounds in designing effective educational strategies. These results provide valuable insights for educators, curriculum developers, and academic advisors in supporting ELT students’ learning and career development

Analyzing Of The Use ELSA Speak Application With A Video Tutorial Approach Among Generation Z Students

2025-08-19T19:52:51+07:00

This study examines the perceptions of second-semester students in the English Education Study Program at Universitas Muhammadiyah Sidenreng Rappang regarding the use of the ELSA Speak application to develop English speaking skills through a video tutorial approach. The research focuses on three main points: students’ understanding of the app’s features, their readiness to operate it, and the effect on their confidence in speaking English in academic and everyday contexts.

A qualitative descriptive design was used, with data gathered through semi-structured interviews and direct observations of students while engaging with the application. The data were analyzed thematically to identify patterns in accessibility, feature usage, motivation to learn, and changes in speaking performance.

The results show that most participants found the video tutorial highly effective in helping them navigate and use ELSA Speak. It delivered clear, step-by-step guidance, particularly on essential features such as pronunciation assessment, intonation correction, and AI-based speaking tasks. Many students noted a significant boost in their speaking confidence after regular practice. However, some challenges remained, including speaking anxiety, difficulties in managing practice time, and dependence on stable internet connectivity. integrating ELSA Speak with structured video tutorials can be a relevant and adaptive learning tool, especially for Generation Z learners who are familiar with digital technology. This approach aligns with Mobile-Assisted Language Learning (MALL) principles by providing flexible, interactive, and personalized learning experiences. The findings are expected to offer valuable insights for educators, application developers, and curriculum designers in optimizing technology-based strategies to meet learners’ needs and habits.

Enhancing Ict Learning Through Video Media: A Study At SMA Muhammadiyah Rappang

2025-08-04T21:13:54+07:00

This study aims to investigate the effect of using video media on students' learning outcomes in Information and Communication Technology (ICT) at SMA Muhammadiyah Rappang. The research employed a quasi-experimental design with two groups: an experimental group that received instruction using video media and a control group that was taught through conventional methods. The population consisted of all Grade X students, with a total sample of 70 students selected using total sampling. Data were collected through documentation and post-test assessments. The results indicated a significant difference in learning outcomes between the two groups. The experimental group achieved a higher mean score (Mx = 92) compared to the control group (My = 66.3). Statistical analysis using a t-test revealed that the obtained t-value (4.296) was greater than the critical t-values at both the 5% (2.000) and 1% (2.660) significance levels. These findings suggest that the use of video media significantly enhances students’ understanding and performance in ICT subjects. The study recommends integrating video-based instruction into ICT classrooms to improve student engagement and academic achievement.

Using Momo English Game To Increase Students’ Motivation In English Language Learning

2025-08-10T21:36:01+07:00

This study aimed to determine whether the Momo English Game can increase students' motivation in learning English and explore their perceptions of its use. A quantitative method with a pre-experimental design was applied, involving 15 seventh-grade students at SMPN 2 Suli selected purposively. Data were collected using a motivation questionnaire based on a four-point Likert scale and student interviews.

The results showed an increase in students’ motivation, with average scores improving from 2.78 (pre-test) to 3.51 (post-test). Interview findings revealed that students had positive perceptions, stating that the game made learning more enjoyable and helped them understand vocabulary more easily. It is concluded that Momo English Game positively influences both students’ motivation and perception in English learning

The Influence Of Social Media On English Vocabulary Mastery Among Generation Z Students

2025-08-21T08:44:32+07:00

This research aimed to investigate the influence of social media on English vocabulary mastery among Generation Z students. The study was motivated by the increasing use of social media platforms such as TikTok, YouTube, and Instagram, which are often used as informal language exposure by students.The method used in this study was quantitative with a one-group pre-test and post-test design. Data were collected through a vocabulary test and a questionnaire distributed via Google Form to 20 students. The results were analyzed using paired sample t-test and simple linear regression through SPSS 25.

The findings showed a significant difference between the pre-test (mean = 50.75) and post-test (mean = 82.25) scores, with a significance value of 0.000 (< 0.05). This indicates that social media exposure effectively improved students’ vocabulary mastery. Furthermore, the regression analysis revealed that students’ social media engagement had a significant effect on their vocabulary mastery, with R² = 0.378 and a significance value of 0.004 (< 0.05). This means that 37.8% of the variance in vocabulary mastery was explained by students’ social media engagement. In conclusion, social media can be considered an effective supplementary tool for enhancing vocabulary mastery, especially when students actively engage with English-language content

Analysis of language Style And Diction In The Song “Helena” by My Chemical Romance

2025-08-04T14:02:28+07:00

This research investigates the stylistic and lexical elements in the song lyrics of “Helena” by My Chemical Romance, focusing on how language style and diction convey emotional depth and narrative meaning. The study explores the integration of literary devices—such as metaphor, personification, hyperbole, and antithesis—alongside the use of denotative and connotative diction to reflect themes of loss, grief, and longing embedded in the lyrics.

Using a qualitative descriptive method, the research combines stylistic and semantic analysis. Primary data were obtained from the official lyrics, while secondary data were collected through interviews with three fans of the band. The findings show that metaphor is the most dominant language style used, followed by personification, hyperbole, and antithesis. Additionally, the lyrics contain a rich interplay between denotative and connotative meanings, particularly in emotionally charged words and phrases such as “hearse,” “blade,” and “so long and goodnight.”

The interview responses affirm that the listeners’ emotional engagement with the song is significantly influenced by the figurative language and diction. This supports the notion that lyrical composition, when imbued with poetic language, not only enhances artistic expression but also deepens emotional resonance.

In conclusion, “Helena” exemplifies how contemporary song lyrics function as modern literary texts, with stylistic and semantic features that offer both aesthetic and affective impact. This study reinforces the importance of literary analysis in understanding the cultural and emotional dimensions of music.

Investigating The Effect Of Flashcard Towards Efl Learns Vocabulary Mastery At SMP 2 Batu Satap Leppangeng

2025-08-05T22:11:26+07:00

This study aims to investigate the effect of using flashcards media on EFL students' vocabulary acquisition at SMP Negeri 2 Batu Satap Leppangeng. This study used a quantitative approach with a one-group pre-test and post-test pre-experimental design. The research subjects were eight students of class VII in the 2024/2025 academic year. The research instrument was a vocabulary test, as well as a questionnaire of students' perceptions of the use of flashcards.

The results of data analysis showed an increase in the average score from 56.88 in the pre-test to 70.63 in the post-test. The normality test stated that the data was normally distributed, and the paired sample t-test showed a significant difference between the pre-test and post-test results (Sig. 0.000 <0.05). In addition, the correlation between the two tests was strong (r = 0.816), indicating a positive relationship between the treatment and the improvement in learning outcomes.

These findings suggest that flashcards are an effective learning medium to improve EFL students' vocabulary acquisition, particularly in the context of junior secondary schools in restricted areas. The interactive use of flashcards can increase students' motivation, engagement and recall of English vocabulary.

EFL Lecturers - Students Perception: The Use Of Spotify Application In Listening Skills Of EFL Classroom

2025-08-12T13:20:24+07:00

This study explores the perceptions of EFL lecturers and students at the English Education Department of UMS Rappang regarding the use of the Spotify application in improving English listening skills. As technology increasingly integrates into education, Spotify emerges as a widely used digital platform offering music and podcast content that can support autonomous and engaging learning. The research employed a descriptive qualitative method, involving observation sheets, questionnaires, and interviews with fourth-semester students and lecturers teaching listening courses.

Findings revealed that both students and lecturers held generally positive perceptions toward the use of Spotify. Students reported that Spotify provided a more flexible, accessible, and enjoyable learning experience, helping them engage more actively with listening materials. Lecturers acknowledged Spotify’s potential as a supplementary tool, noting its wide variety of authentic content and ease of use, although they emphasized the need for integration with formal learning strategies. While some limitations were noted such as the lack of educational features like transcripts Spotify was still seen as a valuable addition to the EFL listening classroom. This study concludes that Spotify contributes significantly to creating a more engaging and effective listening learning experience for EFL students.

The Impact of Scaffolding on Writing Skills of eleventh Grade Students at SMA Muhammadiyah Pangsid

2025-08-21T09:26:19+07:00

This study investigates the impact of scaffolding on the writing skills of eleventh-grade students at SMA Muhammadiyah Pangsid. Writing is a fundamental skill in academic contexts, yet many students face challenges in organizing ideas, developing arguments, and using appropriate language structures. Scaffolding, as an instructional strategy, provides temporary support to learners, enabling them to achieve tasks beyond their independent capabilities. The research employed a quasi-experimental design involving 60 students divided into experimental and control groups. The experimental group received writing instruction with scaffolding techniques, including guided planning, modeling, and collaborative exercises, while the control group followed conventional teaching methods. Data were collected through pre-tests and post-tests and analyzed using paired and independent t-tests to measure the improvement in writing skills. The results indicated that students in the experimental group demonstrated significantly higher improvement in writing performance compared to the control group, particularly in idea development, coherence, and grammatical accuracy. These findings suggest that scaffolding effectively enhances students’ writing abilities and can be a valuable strategy in English language instruction. The study contributes to the pedagogical understanding of scaffolding and offers practical implications for teachers aiming to improve writing competence in secondary education.