Spes: Journal Education and Languange is an international, peer-reviewed journal published by STKIP Usman Safri, dedicated to fostering a global dialogue on the intersection of educational theory and linguistic practice. The journal provides a high-profile platform for researchers, academicians, and practitioners to disseminate original research, systematic reviews, and critical perspectives that address contemporary challenges in the global educational landscape. By emphasizing the synergy between pedagogical innovation and linguistic development, Spes aims to advance the boundaries of knowledge and contribute to the enhancement of educational quality across diverse cultural and geographic contexts. The journal’s scope is multidisciplinary, covering a wide array of topics including, but not limited to, innovative teaching methodologies, second language acquisition, educational technology, sociolinguistics, and inclusive education policy. To maintain the highest level of academic excellence and scholarly integrity, all submissions undergo a rigorous double-blind peer-review process. Spes: Journal of Education and Language operates as an open-access publication, ensuring that groundbreaking research is freely available to the global community to stimulate further inquiry, inform policy-making, and promote sustainable improvements in education and language studies worldwide. Journal Title : Spes: Journal Education and Languange Frequency : April, August, and December E-ISSN : Chief Editor : DOI Prefix : Publisher : STKIP Usman Safri Kutacane Accreditation : Non Sinta INDEXED :
Oral Tradition As A Living Cultural Practice: A Study Of Tangis Dilo In The Alas Community
This study examines Tangis Dilo as a living oral tradition practiced by the Alas ethnic community of Aceh Tenggara and positions it within the framework of intangible cultural heritage. Tangis Dilo is a ritualized oral lament performed by a bride during the ceremonial release from her natal family after marriage, functioning as a medium for emotional expression, moral education, and social legitimization. Employing a qualitative ethnographic approach, data were collected through participant observation, in-depth interviews with traditional leaders, performers, and community members, as well as audio-visual documentation of ritual performances. The findings reveal that Tangis Dilo possesses a structured performative form characterized by poetic language, rhythmic vocal delivery, symbolic gestures, and embodied actions that articulate gratitude, emotional attachment, and acceptance of social transition. The tradition reinforces kinship values, filial respect, and communal responsibility while serving as an informal educational mechanism within Alas society. However, its continuity faces challenges such as declining intergenerational transmission, reduced ritual spaces, and shifting cultural preferences among younger generations. The study also identifies sustainability strategies, including community-based transmission, educational integration, digital documentation, and strengthened cultural policy support. Theoretically, this research reinforces the concept of oral tradition as a dynamic cultural practice shaped by performance and social context, while practically contributing to preservation initiatives aimed at sustaining local oral traditions in contemporary society.
Copyright (c) 2026 Sunawardi, Ati Rosmiati, mustaqim https://creativecommons.org/licenses/by-sa/4.0
The Effect of Posters on Students’ Descriptive Writing Skills
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan poster terhadap kemampuan menulis teks deskriptif siswa. Penelitian dilaksanakan di MAN 3 Aceh Tenggara pada tahun ajaran 2024/2025 dengan menggunakan pendekatan kuantitatif dan metode eksperimen. Desain penelitian yang digunakan adalah pretest–posttest untuk mengukur kemampuan menulis siswa sebelum dan sesudah penerapan media poster. Populasi penelitian terdiri atas 53 siswa kelas X A dan X B, sedangkan sampel penelitian berjumlah 28 siswa kelas X A yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan melalui tes menulis yang diberikan dalam bentuk pretest dan posttest. Data hasil penelitian dianalisis menggunakan uji t untuk mengetahui tingkat signifikansi peningkatan kemampuan menulis siswa. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest sebesar 46,42 dengan standar deviasi 5,74, sedangkan nilai rata-rata posttest meningkat menjadi 66,25 dengan standar deviasi 5,55. Hasil uji t menunjukkan bahwa nilai t-hitung sebesar 13,26 lebih tinggi dibandingkan nilai t-tabel sebesar 2,052 pada taraf signifikansi 0,05. Dengan demikian, dapat disimpulkan bahwa penggunaan poster berpengaruh signifikan terhadap peningkatan kemampuan menulis teks deskriptif siswa. Oleh karena itu, media poster direkomendasikan sebagai salah satu strategi pembelajaran yang efektif dalam meningkatkan keterampilan menulis bahasa Inggris.
Copyright (c) 2026 Asmanadia, Sabrun Jamil, Wikiaprian Pinim https://creativecommons.org/licenses/by-sa/4.0
The Effect of Animated Movies on Eleventh-Grade Students’ Vocabulary Mastery
This study aimed to examine the effect of using animated movies on students’ vocabulary mastery at the eleventh grade. The research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The population and sample of this study consisted of 22 eleventh-grade students. Data were collected through vocabulary tests administered before and after the implementation of animated movies as learning media. The pretest results showed that students’ average vocabulary score was 58.04 with a standard deviation of 7.39, indicating a moderate level of vocabulary mastery. After the treatment, the posttest mean score significantly increased to 80.45 with a standard deviation of 3.96, reflecting substantial improvement in students’ vocabulary achievement. The hypothesis was tested using a t-test, which yielded a t-observed value of 13.10, exceeding the critical t-table value of 2.080 at the 0.05 significance level. These findings indicate that the use of animated movies has a statistically significant effect on students’ vocabulary mastery. Furthermore, animated movies were found to enhance students’ motivation, engagement, and active participation during the learning process. Theoretically, this study contributes to the body of knowledge regarding the effectiveness of multimedia-based instruction in vocabulary learning. Practically, the findings provide valuable insights for English teachers in selecting engaging instructional media and serve as a reference for future researchers conducting similar studies.
Copyright (c) 2026 Rizal Muhamad Rifaldi, Sabrun Jamil, Wikiaprian Pinim https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Maher Zain’s “Number One for Me” Music Video on Eleventh-Grade Students’ Vocabulary Skills
This study examined the effect of using Maher Zain’s “Number One for Me” music video on students’ vocabulary skills at the eleventh-grade level during the 2024/2025 academic year. The purpose of this research was to determine whether music video–based instruction significantly influences students’ vocabulary mastery. The study employed a quantitative approach using a one-group pretest–posttest experimental design. The population consisted of 55 eleventh-grade students, while the sample included 18 students selected through purposive sampling. Data were collected using vocabulary tests administered before and after the treatment. The findings revealed that the mean score of students’ vocabulary achievement after the implementation of the music video was 83.33, with a standard deviation of 4.71 and a standard error of 1.14. The mode score was 80, which was achieved by 12 students, indicating a consistent improvement in vocabulary performance. When compared to the Minimum Mastery Criterion (KKM) of 75 for senior high school English subjects, the students’ posttest results met and exceeded the required standard. The results of hypothesis testing demonstrated that the use of Maher Zain’s “Number One for Me” music video had a significant positive effect on students’ vocabulary skills. Therefore, it can be concluded that music video–based learning is an effective instructional medium for enhancing vocabulary acquisition among eleventh-grade students.
Copyright (c) 2026 Reni Santri, Sabrun Jamil, Putri Ayumi https://creativecommons.org/licenses/by-sa/4.0
The Effect of Audio-Visual Media on Eleventh-Grade EFL Students’ Reading Skills
English plays a crucial role in global communication, particularly in the contemporary era where multilingual interactions are increasingly common. In Indonesia, English is taught as a foreign language; however, students’ reading proficiency remains a significant challenge, especially at the senior high school level. This study aimed to investigate the effect of audio-visual media on students’ reading skills. The research was conducted at SMA Negeri 2 Kutacane, Southeast Aceh, focusing on eleventh-grade students. A quantitative approach with a one-group pretest–posttest experimental design was employed. The participants consisted of students from Class XI-3, selected based on preliminary classroom observations indicating low reading achievement. Data were collected through reading comprehension tests administered before and after the implementation of audio-visual media in instruction. The findings revealed that the mean pretest score was 59.48, while the mean posttest score increased to 74.05, showing a gain of 14.57 points. This improvement indicates that audio-visual media contributed positively to students’ reading performance by enhancing comprehension, motivation, and engagement during the learning process. The results confirm that the use of audio-visual media is effective in improving students’ reading skills. Therefore, audio-visual media can be considered a valuable instructional tool in English reading classes at the senior high school level.
Copyright (c) 2026 Jihan Jadla, Sabrun Jamil, Meri Vancito https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Eighth-Grade Students’ Recount Text Writing Ability
English has developed into a global language that plays a vital role in education, communication, and access to information. Among the four English language skills, writing is considered a complex skill that requires students to organize ideas, apply appropriate grammar, and convey meaning coherently. This study aimed to analyze eighth-grade students’ ability in writing recount texts at the junior high school level. The research employed a descriptive qualitative approach, which allowed the researcher to examine students’ writing performance in depth using multiple sources of data. The participants of this study consisted of 21 eighth-grade students. Data were collected through students’ written recount texts and analyzed based on four key writing aspects: content, organization, grammar, and mechanics. The findings revealed that students’ overall ability in writing recount texts was still relatively low, with common difficulties found in organizing ideas, using correct grammatical structures, and applying appropriate writing mechanics. These results indicate that students have not yet developed sufficient mastery of recount text writing conventions. This study contributes to the field of English language education by providing insights into students’ writing abilities and highlighting areas that require instructional improvement. The findings are expected to assist teachers in designing more effective writing instruction and support students in developing better writing skills, particularly in recount text composition.
Copyright (c) 2026 Idris Dabutar, Sabrun Jamil, Putri Ayumi https://creativecommons.org/licenses/by-sa/4.0
Improving Students’ Ability in Using Irregular Verbs in the Simple Past Tense through Flashcards
This study aimed to examine the effectiveness of flashcards in improving students’ ability to use irregular verbs in the simple past tense. The research was conducted at SMA Negeri 2 Badar during the 2023/2024 academic year using a quantitative approach with an experimental method. A one-group pretest–posttest design was applied. The population of the study consisted of 49 students from grades X, XI, and XII, while the sample involved 18 students from class X selected through purposive sampling. Data were collected through pretests and posttests to measure students’ mastery of irregular verbs in the simple past tense before and after the implementation of flashcard-based instruction. The data were analyzed using a t-test to determine the significance of the improvement. The results revealed that the mean score increased from 54.72 in the pretest to 80.55 in the posttest, with standard deviations of 3.89 and 3.68 respectively. The t-observed value (43.05) was higher than the t-table value (1.740) at a significance level of 0.05, indicating a statistically significant improvement. These findings demonstrate that flashcards are an effective instructional medium for enhancing students’ ability to use irregular verbs in the simple past tense. Therefore, the use of flashcards is recommended for English teachers to improve grammar instruction and learning outcomes.
Copyright (c) 2026 Silvia Rahmayati, Raja Fauziah, Sabrun Jamil https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Poster Media in Improving Students’ Vocabulary Mastery
This study investigated the effect of poster media on students’ vocabulary mastery at the junior high school level. The research employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 35 seventh-grade students selected as the research sample. Data were collected through vocabulary tests administered before and after the implementation of poster media as an instructional tool. The data were analyzed using a t-test to determine whether the use of poster media produced a significant improvement in students’ vocabulary mastery. The results showed that the mean score of the pretest was 44.00 with a standard deviation of 17.01, while the mean score of the posttest increased to 64.69 with a standard deviation of 19.67. The statistical analysis revealed that the obtained t-value (5.93) was higher than the t-table value (1.69) at the 0.05 significance level, indicating a statistically significant difference between the pretest and posttest scores. These findings demonstrate that poster media has a significant positive effect on students’ vocabulary mastery. Therefore, the use of poster media can be considered an effective instructional medium to enhance vocabulary learning among junior high school students.
Copyright (c) 2026 Rina Wati https://creativecommons.org/licenses/by-sa/4.0
The Effect of Short Story Videos as Learning Media on Tenth-Grade Students’ Speaking Skills
English is an international language widely used for global communication; therefore, speaking skill is a crucial competence that students must master. However, many students still experience difficulties in speaking due to limited practice opportunities, low motivation, and the use of less effective learning media. This study aimed to investigate the effect of using short story videos as learning media on students’ speaking skills at the tenth-grade level. The research employed a quantitative approach using an experimental method with a one-group pretest–posttest design. The participants of this study were students selected from the tenth grade, and data were collected through speaking tests administered before and after the treatment. The pretest results showed that students’ speaking ability was relatively low, with a mean score of 59.1. After the implementation of short story video-based instruction, students’ speaking performance improved significantly, as indicated by the posttest mean score of 82.2. The difference between pretest and posttest scores reached 23.1 points, demonstrating a substantial improvement in students’ speaking skills. Statistical analysis confirmed that the improvement was significant, indicating that the use of short story videos had a positive effect on students’ speaking ability. Based on these findings, it can be concluded that short story videos are an effective learning medium for enhancing students’ speaking skills.
Copyright (c) 2026 Lidia Kando, Wahyu Fataiilah, Putri Ayumi https://creativecommons.org/licenses/by-sa/4.0
The Effect of Storyboard Use on Eighth-Grade Students’ Recount Text Writing Skills
This study investigates the effect of storyboard use on students’ ability to write recount texts among eighth-grade students of SMP Negeri 1 Lawe Alas in the 2023/2024 academic year. The primary objective of the research was to determine whether storyboard-based instruction significantly improves students’ recount writing performance. The study employed a quantitative approach using an experimental method with a one-group pretest–posttest design. The population consisted of 44 eighth-grade students, from which 22 students were selected as the research sample. Data were collected through writing tests administered before and after the treatment and analyzed using a t-test to measure the significance of improvement. The results revealed that the mean score of the pretest was 61.82 with a standard deviation of 2.41, while the posttest mean score increased to 80.00 with a standard deviation of 2.13. The statistical findings indicate a significant improvement in students’ recount writing ability after the implementation of storyboard-based learning. Furthermore, the posttest results exceeded the Minimum Mastery Criterion (KKM) of 70 for English subjects at the junior high school level, placing students’ writing performance in the good category. Therefore, it can be concluded that the use of storyboards has a significant positive effect on improving students’ ability to write recount texts.
Copyright (c) 2026 Iga Rizky Istifaras, Raja Fauziah, Edi Syahputa https://creativecommons.org/licenses/by-sa/4.0