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All Journal International Journal of Educational Research Excellence (IJERE)
Asnawi
Universitas Muslim Nusantara Al Washliyah, Medan, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Development of Reading Teaching Material through Phonics Method for Kindergarten Students at DD2 School Medan in 2023/2024 Siti Yohana; Azhari Tambusai; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1001

Abstract

Several factors influence the teaching and learning process. The first is students. They have different interests, abilities, and behaviours, which will affect their achievement in learning English. Motivation is a basic factor in the teaching and learning process in the classroom. Students who are highly motivated will be active, but students who are low motivated will be passive and disturb other students. The Development Model in this study will be conducted to develop the phonics method as a method in teaching reading materials for kindergarten students. To achieve this goal, a research approach is needed that highlights efforts to produce reading teaching strategies. Therefore, in designing the model, researchers used the Research and Development approach by adapting the Borg and Gall model.Based on the result of the research and development carried out, it can concluded that developing reading materials through the phonics method designed by researchers aims to help students read simple sentences in English. The development of reading materials through the phonics method that has been designed by researchers has passed the validation stage by 2 expert validators. The effectiveness of reading material through phonics method for kindergarten students at DD2 School Medan that has been developed by researchers can be seen from the results of the effectiveness test.
Developong Writing Descriptive Text Based on Angkola Mandailing Culture at SMK Kesehatan Darmais Padangsidempuan Sri Hartati Ningsih; Yulia Arfanti; Ahmad laut Hasibuan; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1878

Abstract

This research aimed to develop valid and effective English teaching materials for writing descriptive texts based on Angkola Mandailing culture for students of SMK Kesehatan Darmais Padangsidimpuan. The study employed a research and development design using the ADDIE model, covering the phases of analysis, design, development, implementation, and evaluation. The needs analysis involved 20 tenth-grade students and showed that they considered descriptive writing important, preferred contextual topics linked to daily life and local culture, and needed support in vocabulary and grammar. The product consisted of descriptive writing materials integrating cultural content such as Sampuraga hot spring and Sipirok batik, accompanied by vocabulary lists, grammar focus, and structured writing tasks. Expert validation by material and media specialists indicated very high validity, with an overall score of 90.15%, confirming that the content, language, presentation, and layout were highly appropriate. Implementation in a small group try-out demonstrated that students’ mean writing scores improved from the “poor” category in the pre-test (mean 59.35) to the “good” category in the post-test (mean 81.30), with all students moving into at least “fairly good” and most into “good” or “very good” categories. These findings indicate that descriptive writing materials based on Angkola Mandailing culture are valid, feasible, and effective in enhancing students’ descriptive writing skills
The Development of Interactive Narrative Writing Teaching Material based on Story Cube for Grade Ninth Students Julianti Julianti; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1918

Abstract

This research aimed to develop and evaluate interactive narrative writing teaching materials based on Story Cube for junior high school students at SMP Al-Washliyah 27 Medan within the framework of the Merdeka Curriculum. Employing a research and development (R&D) design adapted from Borg and Gall and operationalised through the ADDIE model, the study combined qualitative data (observations, interviews, and open responses) with quantitative data (expert validation scores, questionnaires, and pre–post writing tests). Needs analysis showed that students experienced substantial difficulties in generating ideas, structuring narrative texts, and sustaining motivation, while both students and teachers expressed a strong need for visual, game-based media that could stimulate creativity and make writing more engaging. A digital interactive module integrating Story Cube into guided narrative writing tasks was then designed, developed, validated by material and media experts, revised, and implemented in classroom trials. Expert validation yielded very high feasibility scores across content, language, presentation, and graphics, while student responses indicated high levels of acceptance and perceived usefulness. Classroom implementation and learning outcome data suggested that the Story Cube-based module was pedagogically valid, practically usable, and potentially effective in supporting students’ narrative writing development and creativity
Developing Listening Teaching Materials for Business Management Students Through Deep Learning Rumaidin Sikumbang; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1919

Abstract

This study reports the development of English listening teaching materials for Grade 12 Business Management students at SMK YPK Medan within a Deep Learning framework that combines meaningful, mindful, and joyful learning principles. Using a Research and Development design and the ADDIE model, the research systematically proceeded through analysis, design, development, implementation, and evaluation stages to produce context‑appropriate instructional materials. Data were collected through needs analysis questionnaires, observations, semi‑structured interviews, expert validation checklists, pre‑ and post‑tests, and student feedback forms. One intact class of 30 students, two English teachers, and two external curriculum experts participated in the study. The implemented listening materials incorporated authentic business‑related scenarios, reflective tasks, and engaging activities that aligned with learners’ vocational interests and the Indonesian vocational curriculum. Quantitative findings showed substantial improvement in mean listening scores, mastery levels, and gain scores, while qualitative data indicated increased engagement, reduced anxiety, and positive perceptions of the materials’ relevance and enjoyment. The study concludes that integrating Deep Learning principles into vocational listening instruction can enhance both linguistic competence and affective outcomes, and it offers a practical model for designing English for Specific Purposes (ESP) listening materials in vocational education contexts
Developing Animated Video–Based English Vocabulary Materials for Fourth-Grade Elementary Students Ayu Aprilia Pohan; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1936

Abstract

This research aimed to develop and evaluate animated video-based English vocabulary learning materials for fourth-grade elementary students at UPT SD Negeri 066650 Medan. Employing a Research and Development (R&D) design adapted from the Borg and Gall model, the study involved 40 fourth-grade students across two classes (4A and 4B). The development process comprised seven stages: initial information collection, planning, initial field test, product revision, main field test, final product, and revision. Needs analysis revealed students' difficulties in vocabulary mastery, limited engagement with conventional teaching methods, and the need for contextual, audiovisual learning materials. The developed product utilized Peppa Pig animated videos integrated with vocabulary worksheets, pronunciation practice, and contextual exercises. Expert validation confirmed the media's feasibility. Quantitative results demonstrated significant vocabulary improvement: Class 4A increased from a mean pre-test score of 63.35 to 77.05 (13.70-point improvement), while Class 4B improved from 60.90 to 73.35 (12.45-point improvement). Qualitative findings indicated positive student responses, increased motivation, and enhanced classroom participation. The findings support Mayer's Multimedia Learning Theory, Paivio's Dual Coding Theory, and Krashen's Input Hypothesis. This study contributes a validated, practical animated video-based instructional product for elementary English vocabulary instruction
Developing a Reading Comprehension Material Using The Herringbone Technique to Enhance Student’s Critical Thinking Skill Juni Arianada Sianturi; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1980

Abstract

This research and development (R&D) study aimed to develop a reading comprehension module using the Herringbone Technique to enhance critical thinking skills among eighth-grade students at UPT SMP Negeri 8 Medan. Following Borg and Gall's (2003) nine-step adaptation model, the study systematically developed, validated, and tested instructional materials for narrative text comprehension. The product, titled "Interactive Students' Narrative: A Reading Comprehension Module Using the Herringbone Technique," comprised three units featuring culturally relevant narratives integrated with structured questioning frameworks. Expert validation yielded an average score of 88.3% (highly valid category). Effectiveness testing with 32 students demonstrated significant improvement from pre-test (M=59.84) to post-test (M=82.34), with a normalized gain of 0.72 (high category). Paired-sample t-test results (t=14.83, p<0.05) confirmed statistically significant improvement. Student response questionnaires indicated highly positive perceptions (87.7%). The findings establish that Herringbone-based materials effectively scaffold reading comprehension and critical thinking development, offering a validated instructional resource aligned with the Merdeka Curriculum's emphasis on higher-order thinking competencies.
Developing Vocabulary Materials Through a Multisensory Approach for Preschoolers at TK Bangun Insan Mandiri Maharani; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1981

Abstract

This research and development study aimed to create and evaluate multisensory-based English vocabulary teaching materials for preschool learners aged 3-4 years at TK Bangun Insan Mandiri, Medan, Indonesia. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the study produced two complementary products: a Teacher's Guide Book and a Student Activity Book organized around five thematic units (Plants, Recreation, Occupation, Elements, Universe). Validation by material experts (92.5%), media experts (92.5%), and practitioner teachers (89.29%) confirmed the products' high feasibility. Implementation with 14 preschoolers over five sessions using the Elements theme demonstrated significant vocabulary improvement, with pre-test scores averaging 37.86% (Belum Berkembang category) rising to 75.71% (Berkembang Sesuai Harapan category) in post-test assessments. Classroom observations revealed heightened student engagement, active participation, and enthusiasm during multisensory activities incorporating visual, auditory, tactile, and kinesthetic elements. The findings confirm that systematically developed multisensory materials effectively support vocabulary acquisition in early childhood EFL contexts, addressing the gap between theoretical support for multisensory learning and its limited practical application in Indonesian preschools. This study contributes practical, validated resources for early English vocabulary instruction and demonstrates the efficacy of developmentally appropriate, sensory-rich pedagogical approaches in fostering young learners' language development
Development of Teaching Materials Based on Malay Folk Tales of Ninth Students Karmida Karmida; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1984

Abstract

This research and development study aimed to create an interactive e-module based on Malay folk tales integrated with Islamic values to improve reading interest and reading comprehension among ninth-grade students at Yayasan Pendidikan Islam Al-Fauzi Medan. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the study involved 30 ninth-grade students as the primary subjects, with expert validators assessing content, media, and language quality. Data collection utilized needs analysis questionnaires, expert validation sheets, pre-test and post-tests, student response questionnaires, interviews, and classroom observations. The findings revealed that the developed e-module achieved a validation score of 4.73 (Very Good category), demonstrating high feasibility for classroom implementation. Statistical analysis using paired-sample t-test showed significant improvements in students' reading interest (gain score +14.3, p = 0.000) and reading comprehension (gain score +23.3, p = 0.000), with the highest gains observed in critical/evaluative comprehension. Student response questionnaires indicated strong acceptance with an overall mean score of 4.74. The study concludes that integrating local Malay folklore, Islamic moral values, and interactive digital technology effectively addresses literacy challenges while promoting character education. The e-module serves as an innovative, practical, and culturally responsive learning resource suitable for Islamic junior high school contexts
The Development of Speaking Learning Material Based on Role Play Game for Tenth Grade Logistic Engineering Students Nurlisa Novita Sari; Risnawaty; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1988

Abstract

This research aimed to develop, evaluate the feasibility, and test the effectiveness of role-play game-based speaking learning materials for tenth-grade Logistics Engineering students at SMKN 1 Angkola Sangkunur. Employing a Research and Development (R&D) design following the Borg and Gall (1983) model simplified into five stages (needs analysis, planning, product development, validation and revision, and field trial), the study involved 32 students as the sample. Data were collected through observations, interviews, questionnaires, expert validation sheets, and speaking skills tests (pretest-posttest). Expert validation results indicated that the developed materials were highly feasible (average score 4.65 out of 5). Practicality testing showed a score of 4.58 (very practical category), and student responses were very positive (95%). The pretest mean score was 55.40, which increased significantly to 90.81 in the posttest (t-value 26.50 > t-table 2.04, p < 0.001), with an N-Gain score of 0.78 (high category). These findings demonstrate that role-play game-based speaking materials are valid, practical, and effective in improving vocational students' speaking skills, particularly in fluency, accuracy, pronunciation, vocabulary, and confidence
Developing English Pronouncation Teaching Materials for Second Grade Students Though Tongue Twister Irwansyah Zega; Ahmad Laut Hasibuan; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1994

Abstract

This research aimed to develop English pronunciation teaching materials through tongue twisters for eighth-grade students at SMP Negeri 3 Mandrehe and to evaluate their effectiveness in improving students' pronunciation ability. The study employed Research and Development (R&D) methodology following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through needs analysis questionnaires, expert validation sheets, and pre-test and post-test assessments. The needs analysis revealed that students experienced significant difficulties in English pronunciation, particularly in distinguishing vowel and consonant sounds, understanding spelling-pronunciation relationships, and applying correct word stress. Expert validation results showed that the developed materials were highly feasible, with an average score of 91.6% (very feasible category). The implementation involved 20 eighth-grade students over several learning sessions. The effectiveness analysis demonstrated a significant improvement in students' pronunciation ability, with the mean score increasing from 62.05 in the pre-test to 84.30 in the post-test, representing a 35.85% improvement. These findings indicate that tongue twister-based materials are effective in enhancing students' English pronunciation skills. The study recommends the implementation of these materials in English pronunciation instruction and suggests further research to explore additional pronunciation activities and broader applications
Co-Authors Ahmad Laut Hasibuan Ayu Aprilia Pohan Azhari Tambusai Gindo Tua Nainggolan Irwansyah Zega Julianti Julianti Juni Arianada Sianturi Karmida Karmida Maharani Nanda Nauri Nurlisa Novita Sari Risnawaty Rumaidin Sikumbang Siti Yohana Sri Hartati Ningsih Yulia Arfanti