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All Journal AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal of Linguistic Metacognition and Language Learning
Muhammad Muhlisin
Universitas Pendidikan Mandalika, Indonesia
Religion Decision Sciences, Operations Research & Management Education Library & Information Science Other

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The Efficacy of Fluency-Based Instruction Model in the Teaching of Reading Comprehension: Evidence from Early English Readers Muhammad Muhlisin; Ahmed Ayoub; Mohammed Yasser
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/5mkv8017

Abstract

This qualitative case study investigated the efficacy of a fluency-based instructional model in supporting early English readers’ reading fluency and reading comprehension in a real classroom context. The study focused on how core fluency routines such as repeated reading and oral reading with feedback were enacted, how learners’ observable reading behaviors changed over time, and which comprehension difficulties persisted during and after fluency practice. Data were collected through non-participant classroom observations using structured checklists and narrative field notes, complemented by semi-structured interviews with the classroom teacher and learners. Analysis followed an iterative qualitative framework of data condensation, data display, and conclusion drawing and verification, supported by triangulation across data sources. Findings indicate strong evidence of improvement in oral reading accuracy and reading rate, reflected in fewer decoding breakdowns, reduced hesitation, increased self-correction, and smoother sentence-level progression during repeated reading cycles. Moderate improvement was observed in prosody, particularly when teacher modeling and feedback emphasized phrasing and punctuation as cues for meaning. Comprehension gains were more selective: learners demonstrated modest growth in literal comprehension, especially on texts with familiar vocabulary and clear structure, while higher-level comprehension such as inference-making and cross-sentence integration remained limited. Persistent barriers included restricted academic vocabulary, weak morphological awareness, difficulties parsing complex syntax, weak cohesion and reference tracking, background knowledge gaps, and limited comprehension monitoring strategies. Overall, the study suggests that fluency-based instruction effectively strengthens oral reading fluency but supports comprehension most consistently when integrated with explicit vocabulary development, sentence-level unpacking, cohesion instruction, schema activation, and strategy training for monitoring and repair.
The Effect of Gallery Walk Learning Model on Speaking Skills Viewed from Students' Self-Confidence at SMAN 1 Masbagik Nurholis Mahbubi; Muhammad Muhlisin; Sudirman Sudirman
AS-SABIQUN Vol 8 No 5 (2026): SEPTEMBER
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i5.6539

Abstract

Although the Gallery Walk learning model and self-confidence are recognized as important factors in developing communicative competence, limited research has examined their combined influence on students’ English speaking skills in English as a Foreign Language (EFL) classrooms. This study aimed to investigate the effects of the Gallery Walk learning model, students’ self-confidence, and their interaction on the speaking skills of eleventh-grade students at SMAN 1 Masbagik. A quantitative quasi-experimental design with a 2 × 2 factorial structure was employed. The sample comprised 80 students selected through simple random sampling, with 40 students assigned to the experimental group and 40 to the control group. Data were collected using a speaking performance test and a self-confidence questionnaire and analyzed through descriptive statistics, normality and homogeneity tests, an independent-samples t test, and two-way analysis of variance. The findings showed that students taught through the Gallery Walk learning model achieved significantly higher speaking scores than those receiving conventional instruction. The two-way analysis of variance further revealed significant effects of the learning model, F = 19.488, p < .001, self-confidence, F = 74.041, p < .001, and their interaction, F = 76.059, p < .001, on students’ speaking achievement. These findings demonstrate that English speaking performance is shaped by both instructional strategy and learners’ psychological readiness. The study concludes that integrating collaborative, learner-centered instruction through the Gallery Walk model with efforts to strengthen students’ self-confidence can effectively enhance speaking competence. This study contributes to communicative language teaching by providing empirical evidence of the interaction between instructional and affective factors and offers practical guidance for designing EFL speaking activities that promote active participation, confidence, and oral communication. Future research should examine the model across broader educational contexts and incorporate additional affective variables.
An Analysis of the Challenges Faced by Non-Native Speakers in English Pronunciation Baiq Amalia Zahrah; Muhammad Muhlisin; Bq. Zuhratun Nafisah
AS-SABIQUN Vol 8 No 5 (2026): SEPTEMBER
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i5.6518

Abstract

Despite the critical role of pronunciation in promoting intelligible communication in English as a Foreign Language (EFL) contexts, research offering a comprehensive account of the multidimensional pronunciation challenges experienced by non-native speakers remains limited. This study aimed to analyze these challenges, identify the linguistic, psychological, and instructional factors contributing to them, and examine the strategies learners employ to improve their pronunciation. Adopting a qualitative descriptive design, the study involved 10 ninth-semester students enrolled in an English Education Study Program who were selected through purposive sampling. Data were collected through semi-structured interviews, questionnaires administered via Google Forms, and documentation, and were analyzed thematically with data triangulation used to enhance credibility. The findings revealed interconnected difficulties involving English vowel distinctions, consonant articulation, word stress, rhythm, intonation, speech rate, and accent variation. These difficulties were primarily associated with first-language interference, limited exposure to authentic English, insufficient speaking practice, the learning environment, and psychological factors, particularly low confidence and fear of making mistakes. To address these challenges, participants engaged in authentic listening, imitation practice, pronunciation applications, International Phonetic Alphabet learning, self-recording, and communicative speaking activities. The study concludes that pronunciation development is a multidimensional process requiring the integration of phonological competence, authentic language exposure, instructional support, and sustained communicative practice. These findings reinforce the importance of intelligibility-oriented pronunciation pedagogy, extend the literature on pronunciation learning in EFL contexts, and provide practical guidance for lecturers and curriculum developers. Future research should employ larger samples, mixed-methods designs, and objective pronunciation assessments.
Co-Authors Ahmed Ayoub Baiq Amalia Zahrah Bq. Zuhratun Nafisah Mohammed Yasser Nurholis Mahbubi Sudirman Sudirman