Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sri Agriyanti Mestari
English Language Education Study Program, Faculty of Letters and Culture, Universitas Negeri Gorontalo
Languange, Linguistic, Communication & Media

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Teacher’s Strategies in English Vocabulary Instruction for Learners with Hearing Impairment at Special Education School Sarlan Hamid; Sri Agriyanti Mestari; Haris Danial
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10329

Abstract

This study aims to explore teacher’s strategies in English vocabulary instruction for learners with hearing impairment at SLB Negeri Kota Gorontalo. It employed a descriptive qualitative design to gain an in-depth understanding of classroom practices in a natural setting. Data were collected through classroom observations and semi-structured interviews with an English teacher experienced in teaching learners with hearing impairment. The findings reveal five main strategies: (1) sign language, (2) visual media, (3) fingerspelling, (4) lip reading, and (5) drilling strategy. Sign language is the most dominant, serving as the primary medium to bridge students’ understanding of English vocabulary. Visual media, such as pictures and flashcards, support comprehension, while fingerspelling helps students recognize word structures. Lip reading facilitates pronunciation and articulation, and drilling strengthens memory through repetition. Therefore, more interactive, multimodal, and technology supported strategies are recommended to improve vocabulary acquisition and student engagement.
An Analysis of Students’ Reading Comprehension of English Fable Texts: A Study of Eighth-Grade Students Hilmiah Lana; Harto S. Malik; Sri Agriyanti Mestari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9228

Abstract

This study analyzed the reading comprehension ability of eighth-grade students in understanding English fable texts, with particular emphasis on vocabulary mastery and word recognition. Previous studies on narrative text comprehension have generally focused on broader reading skills, while limited research specifically investigates how vocabulary mastery and word recognition influence students’ comprehension of English fable texts in Indonesian EFL contexts. The research employed an explanatory sequential mixed-method design. Quantitative data were obtained through a reading comprehension test consisting of 50 multiple-choice items administered to 73 students at SMP Negeri 3 Telaga, while qualitative data were collected through semi-structured interviews with nine selected students representing different achievement levels. The quantitative findings indicated that students’ overall reading comprehension ability was categorized as low to moderate, with a mean score of 58.4. Approximately 61% of students were classified in the low category, while 39% were categorized as moderate achievers based on predetermined score classifications. The weakest performance was found in plot comprehension, character analysis, and language features. Qualitative findings revealed that limited vocabulary mastery and weak word recognition were the primary factors hindering students’ comprehension, causing difficulties in constructing meaning, identifying story elements, and interpreting implicit information. The study concludes that vocabulary and word recognition play a crucial role in students’ comprehension of English fable texts and should be prioritized in reading instruction at the junior high school level. This study contributes empirical evidence on how vocabulary mastery and word recognition influence students’ comprehension of fable texts in Indonesian EFL contexts.
Co-Authors Haris Danial Harto S. Malik Hilmiah Lana Sarlan Hamid