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All Journal International Journal of Evaluation and Research in Education (IJERE) Mimbar PGSD Undiksha Tadris: Jurnal keguruan dan Ilmu Tarbiyah JR-ELT (Journal of Research in English Language Teaching) International Journal of Educational Best Practices
Yunus, Melor Md
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Integration of techno-pedagogical approach in English as a second language classroom: a systematic review Leong, Lee Vun; Yunus, Melor Md; Ismail, Hanita Hanim
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29976

Abstract

The integration of technology in English as a second language (ESL) education is embraced by the educational institution and yet becomes a growing trend in today’s 21st century ESL classroom. The integration of techno-pedagogical approach in ESL classroom was critically examined in this systematic literature review by addressing three main research topics, the factors that ensure the effective integration of techno-pedagogical approach, yet the potential benefits and challenges of the implementation of this approach in ESL classroom. To review current studies, preferred reporting items for systematic reviews and meta-analyses (PRISMA) were adopted and two core journal databases, namely Scopus and Web of Science were utilized to review on 30 articles published in 2019-2023. A comprehensive overview that aids in understanding the intricate problems related to technology integration in ESL classrooms for educators and policymakers was provided and the delicate balance needed for integration to be effective, acknowledging the benefits and challenges of implementing techno-pedagogical approaches in ESL classroom was highlighted. Lastly, several recommendations that needed to be the subject of further investigation were made at the conclusion of this study.
Using Multiple Questioning Strategies Viewed from Teachers’ and Students’ Perspectives Supriusman, Supriusman; Yunus, Melor Md; Mohd Yasin, Mohd Hanafi
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v1i2.8

Abstract

The current study was carried out to identify teachers’ perspectives regarding their knowledge and comprehension towards questioning strategies and its implementation as well as the extent to which it effects towards students’ acceptance in improving their learning motivation, critical thinking skills and English proficiency. Meanwhile, from the students’ perspectives, the focus of the study was on the extent to which their acceptance towards their learning motivation, critical thinking skills and English proficiency. This survey utilised a set of questionnaires as the main instrument. A number of 160 English teachers and as 1600 secondary school students from Pekanbaru, Riau Indonesia involved in this study. They were recruited by using stratified random sampling. An overall pilot test result using Chronbach’s Aplha analysis revealed that there was a high reliability for all the constructs i.e. 0.772 to 0.962. Data analysis of the present study uses SPSS 22.0 involving descriptive analysis (mean and standard deviation) and inferential statistics involving MANOVA and regression. Overall results demonstrated that the teachers’ knowledge and comprehension regarding questioning strategies and its implementation were at the moderate levels. Meanwhile, differential analysis revealed that there was no significant difference between genders and teaching experience for some constructs. Regression analysis showed that questions’ preparation was a dominant contribution towards its implementation (55.5%). From the students’ perspectives, overall results revealed that students’ acceptance towards various questioning strategies were at the moderatelevels where some of them were at the higher level. Differential statistical analyses results showed that there were some differences between genders with regards to the questioning strategies implemented. Regression analysis demonstrated that types or formats of questions contributed 55.4% towards English proficiency among students. Implications of this study have highlighted using multiple questioning strategies can be used as an approach to overcome English language problems among students.
PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU Novitri; Yunus, Melor Md
International Journal of Educational Best Practices Vol. 2 No. 1 (2018)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.2.1.14-25

Abstract

Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups.
English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition Hashim, Haida Umiera; Yunus, Melor Md
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 3 No 2 (2018): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v3i2.2941

Abstract

Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.
The Optimizing Differentiated Learning in Elementary Schools: An Experimental Study of the CIRC Method for Children with Reading Difficulties Novianti, Ranti; Yunus, Melor MD; Sriyanti, Sisca; Santoso, Yoga Budhi; Purnamasari, Ica; Nadiyah, Salma; Ana Fatimatuzzahra
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.92236

Abstract

Reading difficulties, especially among students with dyslexia, pose a serious obstacle to the development of academic and social competencies. This study examines the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving the reading comprehension of students with reading difficulties in a differentiated learning context. This study uses a quantitative approach with a one-group pretest-posttest pre-experimental design. The sample consisted of 11 fourth and fifth-grade students identified as having dyslexia through teacher assessments and initial observations. Data were collected using reading comprehension tests at pretest and posttest, as well as observations of the intervention process. Data analysis was conducted using the Wilcoxon test to determine statistical differences in scores. The results showed an increase in the average score from 15.2 to 25 after the implementation of the CIRC method. The Asymp. Sig. (2-tailed) of 0.003 (<0.05) indicates a statistically significant improvement. The conclusion of this study confirms that CIRC can create a collaborative and inclusive learning environment that contributes to increased student engagement and confidence in reading. Implications suggest that CIRC is recommended as an effective differentiated learning strategy for students with reading difficulties in elementary school.
Co-Authors Ana Fatimatuzzahra Hashim, Haida Umiera Ismail, Hanita Hanim Leong, Lee Vun Mohd Hanafi Mohd Yasin, Mohd Hanafi Nadiyah, Salma Novitri Purnamasari, Ica Ranti Novianti Santoso, Yoga Budhi Sriyanti, Sisca Supriusman Supriusman, Supriusman