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All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) DIDASCEIN （Journal of English Education）
Fitri Alya Okta Sukma
UIN Raden Fatah Palembang
Education Languange, Linguistic, Communication & Media

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TEACHING READING COMPREHENSION USING NEUROLOGICAL IMPRESS METHOD AT JUNIOR HIGH SCHOOL Lina Ayudiyah; Dian Erlina; Fitri Alya Okta Sukma
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.972

Abstract

Reading is a fundamental skill in education, and its importance cannot be overstated. It plays a crucial role in language learning and academic success. The goals of this study were to determine whether there was a significant improvement and whether there was a substantial difference in students’ reading comprehension achievement before and after the implementation of the Neurological Impress Method. The Neurological Impress Method for eighth-grade students at SMPN 7 Palembang. This study was conducted over 12 meetings, employing a quasi-experimental methodology. 68 students were selected as a sample using the convenience sampling technique. There were two groups: control (VIII.9) and experimental (VIII.10). Pre-test and post-test were administered to both groups during data collection. The researcher analyzed the data using SPSS version 26. Based on the outcome of the Paired Sample T-Test, the p-value was 0.000, which was less than 0.05, and the t-value was 8.308, which was higher than the t-table df=33 (2.035). Therefore, it is possible to conclude that students' pre-test and post-test scores improved significantly in the experimental group taught using the Neurological Impress Method. Following the results of the Independent Sample T-Test, the p-value was 0.004, which was less than 0.05, and the t-value was 2.984, which was higher than the t-table df=66 (1.997). As a result, students' pre-test scores differed significantly between the control and experimental groups. The findings of this study demonstrated that the Neurological Impress Method improved students' reading comprehension and could be used as an alternate method for teaching reading comprehension
The Art of Asking: A Case Study of Teacher Questioning Strategies in Elementary EFL Classroom Interaction Dhia Hanan; Amalia Hasanah; Fitri Alya Okta Sukma
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 2 (2026): JETALL VOL. 9 NO. 2, 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i2.26683

Abstract

Abstract: While questioning strategies have been extensively studied in secondary EFL classrooms, research focusing on elementary school contexts, particularly in private Islamic schools, remains limited. This qualitative case study investigates the questioning strategies employed by an elementary school English teacher in an EFL classroom and explores the pedagogical considerations underlying the selection of those strategies. Conducted at a private Islamic elementary school in Palembang, Indonesia, the study involved one English teacher with over two years of teaching experience. Data were collected through three classroom observations with video recordings and a semi-structured interview. Thematic analysis was employed to analyze the data, and trustworthiness was established through member checking and methodological triangulation. The findings reveal that the teacher utilized three primary types of questions; procedural, convergent, and divergent along with six specific strategies: probing, redirecting, reinforcement, rephrasing, adjusting, and responding to student-initiated questions. Convergent questions were the most frequently used. The teacher’s considerations in selecting these strategies encompassed six key aspects: stimulating and maintaining students’ interest, encouraging critical thinking and focus, checking comprehension, eliciting target language structures, fostering participation, and managing classroom interaction. The study concludes that the strategic and varied use of questioning techniques creates an interactive and supportive learning environment for young EFL learners. Recommendations include balancing convergent questions with more divergent and probing questions to promote higher-order thinking and implementing cooperative learning strategies to enhance student participation and classroom interaction. 
Co-Authors Amalia Hasanah Dhia Hanan Dian Erlina Lina Ayudiyah