Macca: Journal of Linguistic Applied Research

A Study on the Effectiveness of Transmedia Practices in Contemporary Media Education

Dr.Sheik Mohamed S.H — 2026-04-14

In response to the quick growth of digital and multi-platform media settings, transmedia practices have become a cutting-edge educational method in modern media education. Through a qualitative analysis based on secondary data, this study seeks to investigate the efficacy of transmedia practices in media and communication education. In order to comprehend how transmedia techniques affect student engagement, skill development, and media literacy, the study examines and synthesises the body of existing material from books, journals, and academic publications. The results show that transmedia practices assist the development of technical and creative skills, encourage critical media comprehension, increase learner motivation, and encourage active engagement. While pointing out issues with infrastructure, faculty readiness, and evaluation techniques, the study also emphasises pedagogical advantages including experiential and learner-centred learning. By combining qualitative observations, the research contributes to academic discourse on transmedia pedagogy and underscores its relevance in aligning media education with contemporary industry practices.

The Use of a Website to Improve English Reading Skills For Junior High School

Andien Elok Adewian — 2026-04-22

This study aims to investigate the effectiveness of using a website as a learning tool to improve the reading skills of junior high school students. The background of the study is the low reading comprehension ability among students, which is partly caused by a lack of engaging and interactive reading materials. A pre-experimental design with a one-group pretest-posttest method was used. The participants were 21 eighth-grade students from a junior high school in SMP Islam Fatahillah Ciledug, who used a specially designed website containing interactive reading texts and comprehension exercises over a period of four weeks. Data were collected through pretest and posttest scores and analyzed quantitatively. The findings showed a significant improvement in students’ reading comprehension after using the website. The results suggest that web-based learning can be an effective tool to enhance reading skills, especially when combined with interactive and student-centered materials.

The Integration of Artificial Intelligence in English Language Teaching: Opportunities and Challenges

Fitri Handayani — 2026-04-23

The rapid advancement of Artificial Intelligence (AI) has opened new possibilities in educational practices, particularly in English Language Teaching (ELT). This study investigates the integration of AI tools in ELT at SDI Labschool UM Kendari, focusing on fourth-grade students (N=26). Employing a mixed-methods case study design, data were collected through classroom observations, semi-structured interviews with teachers and students, student questionnaires, and analysis of learning outcomes using selected AI applications such as language learning apps, chatbots, and speech recognition tools.

The findings reveal substantial opportunities, including heightened student engagement, personalized learning pathways, immediate feedback on language production, and improved speaking and vocabulary acquisition. AI integration also facilitated differentiated instruction, accommodating diverse learning needs within the classroom. However, several challenges emerged, notably limited digital infrastructure, teachers’ insufficient training in AI pedagogy, concerns regarding data privacy and screen time for young learners, and unequal access to technology among students.

This research highlights the importance of strategic implementation, adequate teacher professional development, and supportive school policies to maximize the benefits of AI while mitigating its limitations in primary education contexts. The study provides practical implications for educators in similar Indonesian primary schools seeking to incorporate AI into English language instruction.

Utilizing Hello English Application In Teaching Speaking Skills

Nanda Salsabila Kamila — 2026-04-22

This research aimed to measure the effectiveness of Hello English Application as a digital-based media in improving students’ speaking skill. A quantitative method with pre-experimental design was employed. The experiment was conducted at SMP IT INSAN MADANI 8, Tangerang on the even semester of 2024/2025 academic year. There were two classes of grade 8 students participated as the sample in this study. Each class was occupied by 30 students. One class was assigned as experimental group and the other one as controlled group. In collecting the data, speaking post-test was administered to the two classes after 6 meetings of treatment was held. The analysis data revealed that experimental group students’ speaking achievement outperformed the one in the controlled group. It was found that total of speaking score reached by experimental group students was 2.460 with the average score of 82.6, whereas controlled group students hit total score of 2.240 with 74.6 on the average. Based on these findings, this research work concluded that digital-based media of Hello English Application was effective to improve students’ speaking skills.

Implementing IT-Based Learning to Improve Students’ Reading Skills in English

Evinda Purnama — 2026-04-23

The rapid advancement of information technology has opened new opportunities to address low reading proficiency among Indonesian junior high school students in English as a Foreign Language (EFL) context. This study aimed to examine the effectiveness of IT-based learning in improving students’ reading skills. A quasi-experimental pretest-post-test design was employed with one intact class of 32 eighth-grade students (Class VIII B) at SMPN 5 Kendari during the 2025/2026 academic year. The intervention consisted of 10 sessions of technology-integrated reading activities using digital platforms, interactive e-books, online reading applications, and multimedia resources aligned with the curriculum. Reading skills were measured through a validated reading comprehension test focusing on literal, inferential, and evaluative comprehension. Data were analysed using paired-sample t-test. Results showed a significant improvement in students’ reading scores from pretest (M = 62.34, SD = 8.76) to post-test (M = 78.91, SD = 7.45), with t (31) = -9.87, p < .001, and a large effect size (Cohen’s d = 1.92). Qualitative observations further indicated increased student motivation, engagement, and confidence when interacting with digital texts. This study concludes that IT-based learning is an effective pedagogical approach to enhance EFL reading skills in junior high school settings. The findings provide practical implications for English teachers to integrate accessible digital tools in reading instruction, particularly in resource-limited contexts. Limitations and suggestions for future research are discussed.

The Use of Yu-Gi-Oh Trading Card Game to Improve Speaking Skill

Syamsudin Ridwan — 2026-04-22

This study aims to investigate the effectiveness of the Yu-Gi-Oh Trading Card Game in improving students’ speaking skill. The research was conducted at SMK Yadika 12 Depok and involved twelfth grade students in the academic year 2024/2025. This study employed a quantitative research method with a pre-experimental design, specifically a one-group pre-test–post-test design. The sample consisted of 16 students from class XII TKJ 2 who completed both the pre-test and post-test during the online learning process. The data were collected through speaking tests administered before and after the treatment. Students’ speaking performances were assessed using a speaking rubric adapted from the Oral Proficiency Scoring Categories proposed by H. Douglas Brown, focusing on fluency, pronunciation, vocabulary, and interaction. The data were analyzed using a paired sample t-test to determine whether there was a significant difference between students’ speaking scores before and after the implementation of the Yu-Gi-Oh Trading Card Game. The results showed that the mean score of the pre-test was 68.25, while the mean score of the post-test increased to 80.31. The t-test analysis revealed that the obtained t-value was 7.58, which was higher than the critical t-value of 2.131 at the 5% significance level (df = 15). Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. These findings indicate that the use of the Yu-Gi-Oh Trading Card Game was effective in improving students’ speaking skill. The game-based learning activity provided students with opportunities to practice speaking actively in an interactive and low-anxiety environment.

Technology-Based Innovation in English Language Teaching: An Analysis of Interactive Digital Media Use in SMAN 1 Wakorsel

Nining — 2026-04-23

This study investigates the implementation of technology-based innovation in English language teaching through the utilization of interactive digital media at SMAN 1 Wakorsel, Indonesia. Focusing on a class XI group comprising 25 students, the research examines how digital tools such as Kahoot Quizlet, Canva for Education, and Google Classroom influence students’ engagement, motivation, and English proficiency. Employing a mixed-methods case study design, data were collected through classroom observations, pre- and post-intervention tests, student questionnaires (n=25), and semi-structured interviews with the English teacher. Quantitative results revealed a significant improvement in students’ speaking and vocabulary scores (p < .05), while qualitative findings highlighted increased classroom interaction, higher student autonomy, and greater enthusiasm toward English learning. However, challenges including unstable internet connectivity, limited device ownership, and insufficient teacher digital training were also identified. The study concludes that interactive digital media offer substantial potential for innovative English language teaching in Indonesian senior high schools, yet their effectiveness depends on adequate infrastructure and professional development support. Practical implications for curriculum designers, teachers, and policymakers in technology-integrated ELT are discussed, along with recommendations for future research in similar rural and semi-urban contexts.