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Khusnul Khatimah
Universitas Muhammadiyah Kalimantan Timur,Indonesia
Languange, Linguistic, Communication & Media

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STUDENTS’ ANXIETY IN READING COMPREHENSION AT SMK NEGERI 15 SAMARINDA Ade Ismail Ramadhan Hamid; Muhammad Geralma Putra; Khusnul Khatimah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/5e4b0z60

Abstract

This study investigates the level and causes of students’ anxiety in reading comprehension at SMK Negeri 15 Samarinda. The urgency of this research lies in the increasing challenge students face in understanding English texts, which often hinders their language learning progress. Using a qualitative descriptive design, data were collected through questionnaires and interviews to explore students’ emotional responses and the factors contributing to reading anxiety. The findings revealed that approximately 67.7% of students experienced anxiety when reading English texts. The main sources of anxiety were unknown vocabulary (71%), unfamiliar cultural contexts (69%), and foreign topics (68%), while personal factors included fear of making mistakes (72%) and concern about reading outcomes (57%). The novelty of this study lies in its in-depth identification of linguistic and personal factors influencing reading anxiety, contributing to the development of more effective reading strategies in English language education.
ALPHABET BUSY PICTURES AS AN EFFECTIVE MEDIA FOR TEACHING ALPHABET AT PAUD ZALFA NAQIYYA Anisa Fauziyyah; Khusnul Khatimah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ptbgtg70

Abstract

This study investigates the effectiveness of Alphabet Busy Picture media in improving early childhood letter-recognition skills at PAUD Zalfa Naqiyya Samarinda. Addressing the urgent need for engaging literacy strategies in early education, this research offers a novel application of Busy Picture media to strengthen children’s alphabet mastery. Using a quantitative approach supported by classroom observations and interviews, the study involved 16 Class A students across two meetings. Early literacy development—especially letter recognition and identifying initial letters of familiar objects—is essential for foundational reading skills. Findings demonstrate that Alphabet Busy Picture media significantly enhanced students’ ability to recognize and memorize letters. The practical and visually stimulating nature of the media contributed to increased student engagement and learning outcomes. This research contributes empirical evidence supporting the integration of interactive visual media in early childhood literacy instruction, particularly for improving alphabet mastery in similar educational contexts.
WORD WALL GAME: Students’ Vocabulary Mastery & EFL Learning Toyibatul Koiril Yanah; Ade Ismail Ramadhan Hamid; Khusnul Khatimah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/87ynwf64

Abstract

In the development of modern learning, the use of digital media as a modern learning tool is increasingly important to encourage the effectiveness of the learning process. One of the teaching media innovations that can be used to attract students' interest in mastering the material is the Word Wall game. This study investigates the effect of the Word Wall game on students’ vocabulary mastery compared to conventional instruction, addressing the urgent need for engaging digital media to enhance English learning in secondary schools. Employing a quasi-experimental quantitative design with pretests and posttests, the research involved 40 eighth-grade students at MTs Muhammadiyah 1 Samarinda in the 2024/2025 academic year, selected through purposive sampling. The experimental group received vocabulary instruction using the Word Wall game, while the control group followed traditional methods. Results show substantial improvement in the experimental class (pretest 56.50; posttest 82.50) compared to the control group (pretest 58.00; posttest 68.50). The independent t-test yielded a significance value of 0.001, indicating a statistically significant effect of the Word Wall game. This study contributes evidence that digital game-based media can effectively support vocabulary acquisition. However, the limited sample suggests the need for broader and longitudinal research.
MINDFUL LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING: AN INVESTIGATION OF TEACHERS’ CLASSROOM PRACTICES AND STUDENT ENGAGEMENT Zulfa Nadia; Abdul Halim; Khusnul Khatimah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/wkg96q43

Abstract

Student-centered learning has become a prominent focus in modern education, encouraging approaches that promote learners’ active participation and emotional engagement. Mindful learning, which emphasizes awareness, reflection, and present-moment focus, has been shown to support these goals. However, few studies have explored how it is practically implemented in English Language Teaching (ELT) classrooms. This study aims to investigate the implementation of mindful learning strategies in English Language Teaching (ELT) and their impact on student motivation and engagement. Using a mixed-methods approach, the research involved one English teacher and 30 eighth-grade students at MTS Muslimin Indonesia Center Samarinda. Data were collected through classroom observations, semi-structured interviews, and pre- and post-intervention student motivation and engagement questionnaires. The observation results revealed that teachers had begun to apply mindful learning principles such as focused attention and reflection, although not yet in a systematic manner. Major challenges faced by teachers included time constraints, lack of formal training, and initial resistance from students. Quantitative analysis showed a significant increase in student motivation and engagement scores following the implementation of mindful learning strategies. These findings support the application of mindful approaches in ELT and highlight their benefits for enhancing students’ learning experiences. The study also emphasizes the need for institutional support and structured teacher training to ensure more effective implementation of this approach.
Co-Authors Abdul Halim Ade Ismail Ramadhan Hamid Ade Ismail Ramadhan Hamid Anisa Fauziyyah Muhammad Geralma Putra Toyibatul Koiril Yanah Zulfa Nadia