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p-Index From 2021 - 2026
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All Journal Borneo Educational Journal (Borju) Linguistic, English Education and Art (LEEA) Journal
Shafira Asti Agmal
Universitas Muhammadiyah Kalimantan Timur
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating the KWL Strategy with Wordwall Gamification to Enhance Reading Comprehension in Junior High School Shafira Asti Agmal; Putri Agya Syahada; Nurwardani Abdul Wahid; Ade Restu Hermanto; Churotul Aini; Dzul Rachman
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2218

Abstract

Reading is a foundational skill in secondary English language education, essential for academic achievement and preparing learners for global contexts. Explicit instruction in reading strategies is particularly beneficial for students with limited academic English exposure. This study examines the integration of the KWL (Know, Want to know, Learned) strategy with the digital platform Wordwall, an approach designed to improve reading comprehension for junior high school students. The KWL framework enhances comprehension, focus, and engagement by activating prior knowledge, setting clear reading purposes, and encouraging reflective learning. A mixed-methods research design was employed to evaluate this intervention. The combination of structured metacognitive guidance and interactive digital activities transformed classroom instruction. Results indicated significant improvements in reading comprehension and vocabulary acquisition. Furthermore, the approach increased student motivation and established a low-anxiety environment that encouraged participation and risk-taking. The experimental group achieved a substantially higher and more consistent mean learning gain (31.05%) compared to the control group (10.73%). Their results also exhibited greater statistical stability and a distribution closer to normality, indicating that the benefits were both reliable and equitable across participants. These findings confirm that strategically combining evidence-based reading strategies with digital tools fosters a more engaging, effective, and inclusive learning environment. This pedagogical integration ultimately leads to deepened comprehension and strengthened academic outcomes, highlighting its significant potential for contemporary English language education
The Impact of Disneysong Authentic Audiovisual Content on EFL Students’ Listening Comprehension Elsa Purnama Suri; yeni rahmawati; Nurwadani abdul wahid; shafira asti agmal; Dzul Rachman; Khusnul Khatimah
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/k7ra9935

Abstract

This study investigated the impact of authentic comprehension and explored their perceptions of its implementations. Utilizing a quantitative pre-experimental approach with a one-grup pretest-posttest design, the study sampled fourth semester English Language Education Undergraduate Students (N =34) at the Muhammadiyah University of East Kalimantan (UMKT) who possessed intermediate TOEFL Listening scores. Data were collected through a 40-item objective listening test administered before and after a four-session instructional treatment, alongside a 4-point Likert scale perception questionnaire. A paired- sample t-test conducted in SPSS revealed a statistically significant improvement in listening proficiency, with the mean score drastically increasing from 55.51 in the pre-test to 83.31 in the post-test ($t = -10.283$, $p = 0.000$). Questionnaire findings further confirmed highly positive student perceptions (>90% agreement across all indicators), with the affective dimension (interest and motivation) scoring the highest, while the accessibility dimension highlighted minor technical hurdles related to internet dependency (10% disagreement). The study concludes that authentic Disney audiovisual content serves as an effective, adaptive, and anxiety-reducing instructional tool capable of optimizing listening outcomes in higher education classrooms. Keywords: Authentic Audiovisual Content, Cognitive Theory of Multimedia Learning, Disney songs, EFL Students, Listening Comprehension
Co-Authors Ade Restu Hermanto Churotul Aini Dzul Rachman, Dzul Elsa Purnama Suri Khusnul Khatimah Nurwadani abdul wahid Nurwardani Abdul Wahid Putri Agya Syahada Yeni Rahmawati