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All Journal EDUVELOP (Journal of English Education and Development) Jurnal Riset Guru Indonesia
Rina Bakri
universitas Negeri Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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AN ANALYSIS OF READING COMPREHENSION EXPERIENCES BETWEEN MALE AND FEMALE STUDENTS AT SMAN 20 GOWA Rina Bakri
Jurnal Riset Guru Indonesia Vol 5 No 1 (2026): JRGI: Desember 2025 - Maret 2026
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/jrgi.v5i1.614

Abstract

Reading comprehension is an essential skill in English language learning because it helps students understand and interpret written texts effectively. This study aimed to explore the reading comprehension experiences of male and female students at SMAN 20 Gowa using a qualitative descriptive approach. The participants consisted of 37 students, including 18 male students and 19 female students. Data were collected through classroom observations, interviews, questionnaires, and document analysis. The findings revealed that female students demonstrated stronger motivation, more active classroom participation, and more effective reading strategies than male students. Female students also showed greater confidence during discussions and more frequent reading habits outside the classroom. In contrast, male students tended to experience difficulties in understanding long texts and unfamiliar vocabulary, resulting in lower classroom participation and reading engagement. The study also found that vocabulary mastery, learning environment, classroom interaction, and reading motivation significantly influenced students’ reading comprehension experiences. These findings suggest that English teachers should apply interactive and gender-responsive teaching strategies to improve students’ reading comprehension learning. This study contributes to understanding gender differences in reading comprehension experiences within Indonesian senior high school contexts.
Multi-Modal Learning Strategies and EFL Speaking Accuracy: Insights from a University Setting Sumirna; Saiful Said; Rina Bakri; Nurfaisah Sahib
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6146

Abstract

This study investigates the effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) method in enhancing the speaking ability of third-semester EFL students at the Muslim University of Indonesia. The research employed a pre-experimental design, utilizing pre-test and post-test assessments to evaluate changes in students’ speaking performance. Thirty-two students participated in the study, with speaking accuracy measured in terms of pronunciation, grammar, vocabulary, and fluency. The findings revealed significant improvements in students’ speaking ability after the SAVI intervention. The mean pre-test score of 2.59 increased to 5.25 in the post-test, and statistical analysis confirmed a significant difference between the two assessments. Students exhibited enhanced articulation, grammatical accuracy, and lexical richness, alongside greater confidence and willingness to participate in oral activities. These results indicate that multi-sensory learning strategies can foster holistic development and strengthen communicative competence, surpassing traditional lecture-based approaches in promoting effective language use. The study highlights the practical implications of integrating SAVI methods into EFL instruction, emphasizing the value of active engagement, real-time feedback, and interactive classroom practices. The findings suggest that educators can achieve measurable improvements in speaking proficiency by employing sensory-based pedagogical interventions. Additionally, the research provides insights for curriculum designers and teacher training programs, advocating for flexible, learner-centered approaches that align with modern communicative language teaching principles.
Co-Authors Nurfaisah Sahib Saiful Said Sumirna