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All Journal Abjadia, International Journal of Education Journal on English as a Foreign Language (JEFL) Journal of English Language Teaching and Learning (JETLE) English Edu: Journal of English Teaching and Learning Journal of Research on Community Engagement
Yuniar, Rendhi Fatrisna
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effectiveness of Using “New Big City Adventure Game” in Enhancing Students’ Vocabulary Mastery in Vocational High School Level Radita, Cindy; Yuniar, Rendhi Fatrisna
English Edu: Journal of English Teaching and Learning Vol 1 No 2 (2022): English Edu: Journal of English Teaching and Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this research is to investigate whether “New Big City Adventure Game” can increase the students’ vocabulary mastery or not. The data were gathered using two kinds of instruments; those are (1) vocabulary tests, (2) questionnaires. The vocabulary tests were pre and post-tests, while the questionnaires were distributed to the students’ of the experimental group and the teacher. The study's findings revealed that “New Big City Adventure Game” successfully enhanced the students’ vocabulary mastery. Besides, it could trigger the students’ motivation to learn English. The result was proven by the gain of the experimental group’s performance after being given treatment by the researcher. In addition, the results of the students and teacher’s questionnaires showed positive responses towards the treatment given.
THE EFFECTIVENES OF OUTING CLASS BASED CONTEXTUAL LEARNING ON UNDERSTANDING ENGLISH VOCABULARY IN JUNIOR HIGH SCHOOL LEVEL Yuniar, Rendhi Fatrisna; Rozikin, Muhammad
English Edu: Journal of English Teaching and Learning Vol 3 No 2 (2024): Innovative strategies and instructional media for English language teaching.
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetl.v3i2.12302

Abstract

The lexicon is a fundamental aspect that educators must focus on, as it encompasses all the words understood and used by an individual. The importance of an effective vocabulary program, which includes extensive reading, specific word instruction, independent word learning strategies, and word-play activities. Recent educational innovations, such as Outing Class Based Contextual Learning, aim to enhance students' vocabulary skills by incorporating real-life experiences into the learning process. Nawas (2018) highlights the benefits of the Contextual Teaching and Learning (CTL) approach in empowering students, fostering an interactive learning environment, and promoting collaboration. The primary focus of this study is to explore the implementation of class-based contextual learning strategies in order to enhance the comprehension of English vocabulary among junior high school students. The selection of this particular group is based on their active cognitive development, as outlined by Bujuri (2018). Employing a quantitative approach with a quasi-experimental design, the research involved two experimental groups: one receiving the treatment and the other serving as a comparison. The findings revealed significant improvements in the experimental group, with an average post-test score of 79,39, compared to the control group's score of 72.58. This disparity underscores the effectiveness of class-based contextual learning methods in enhancing the understanding of English vocabulary. From a practical standpoint, the aim of this research is to offer alternative teaching approaches to educators, enabling students to learn beyond the confines of the traditional classroom. This method proves highly effective in the current era, as it introduces a new learning environment, particularly in fostering enthusiasm for English vocabulary acquisition. Outing class-based learning offers the advantage of strengthening the relationship between subject matter and real-world contexts, thereby providing a more meaningful learning experience for students.
The effectiveness of pre-reading activity by using QARS towards students reading comprehension at A2 level Afifah, Alif Jihan; Yuniar, Rendhi Fatrisna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.28221

Abstract

Reading is a receptive skill that involves decoding the written symbol and understanding the meaning. According to CEFR Framework the reading abilities are divided into several level namely: A1, A2, B1, B2, C1, and C2. Throughout the level the educator can adapt the material for student capability. The study object determine the effectiveness pre-reading activity using the question-answer strategy (QARS) to improve the reading comprehension a A2 level. The study employed the quantitative method, involving 57 students in eleventh-grade from MAN 1 MALANG, by divided into experimental and control groups. The data collected using pre-test and post-test by analyzed Mann-Whitney U test which obtained the P-values 0.00. The result revealed that the experimental group achieved a significantly higher score 89.25 which compared to control class who achieved score76.66. These study finding suggest the incorporation QARS into Pre-reading activities to enhance students reading comprehension. The study implication engage the educator to integrate the QARS into their teaching strategies to foster the critical thinking for student.
Addressing diverse challenges in teaching reading comprehension: Voices among Indonesian university teachers Budianto, Langgeng; Yuniar, Rendhi Fatrisna; Rohmana, Wahyu Indah Mala
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9191

Abstract

Many students struggle with reading comprehension due to limited vocabulary and lack of background knowledge, often leading to insufficient understanding of texts. While research has extensively explored reading comprehension at primary and secondary levels, challenges in higher education, particularly in Islamic-based institutions, remain underexamined. This study investigates the difficulties faced by Indonesian university teachers in teaching reading comprehension within such a context. Using a mixed-methods approach, the research combined qualitative data from non-participatory observations and semi-structured interviews with quantitative survey data. Participants included three English teachers teaching reading comprehension at a university in Malang, Indonesia, selected through purposeful sampling for their direct classroom engagement and ability to provide first-hand insights. Data analysis involved data reduction, data display, and drawing conclusions to identify recurring themes and patterns, combined with descriptive statistics to summarize survey results of the identified challenges. The findings reveal multifaceted challenges of teaching reading, stemming from both instructional and student-related factors, such as limited vocabulary mastery, low motivation, and inadequate resources. These findings emphasize the need for better professional development, resource management, and strategic intervention to support students and teachers. The study offers valuable insights for policymakers, educators, and researchers to improve instructional practices in Indonesian higher education.
Capacity Building Remaja Masjid di Wilayah Kelurahan Sawojajar Kecamatan Kedungkandang Kota Malang Yuniar, Rendhi Fatrisna; rosi, rois imron; Setyaningrum, Ikha Sulis
JRCE (Journal of Research on Community Engagement) Vol 6, No 2 (2025): Journal of Research on Community Engagement
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jrce.v6i2.29290

Abstract

The Capacity Building program for Youth Mosques held on September 22, 2024, at Masjid Miftahul Jannah, Sawojajar, represented an initiative by UIN Maulana Malik Ibrahim Malang to prepare youth as competent mosque leaders. This program was motivated by concerns from mosque administrators regarding the lack of youth ready to lead congregational prayers and master the procedures for becoming an imam, particularly in the Sawojajar area. The event focusing on enhancing Quranic reading skills and understanding the principles of Imamah (the role of an imam). Ustadz Choirul Amin, a student of Pesantren Ilmu Al-Quran, provided intensive training in Quranic recitation, while Ustadz Muallif, M.Ag., taught Fiqh Imamah as a lecturer at Ma'had Aly UIN Malang. This initiative engaged youth from various mosques and prayer rooms in Sawojajar, collaborating with local youth organizations such as Karang Taruna. The primary goal was to prepare youth to become imams who are proficient in Quranic reading and capable of leading prayers according to Islamic teachings. The program received positive feedback from Ir. Sunaryo, the head of the mosque's management, who noted its role in addressing the need for generational renewal among mosque administrators, historically dominated by older generations.
Utilizing Board Game as Media to Enhance Third Grade Students’ Understanding in Preposition of Place in an Elementary School in Malang Novitasari, Elma Diana; Yuniar, Rendhi Fatrisna
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.35201

Abstract

This study investigates the effectiveness of board games as a learning medium to improve third-grade students' understanding of English prepositions of place. English, as an international language, plays a crucial role in global communication. Grammar instruction is introduced as early as elementary school; however, many students struggle with distinguishing grammatical components, particularly in prepositions of place. Traditional teaching methods often fail to support students in differentiating these concepts effectively. To address this issue, this study examines the use of board games as a learning medium to enhance students' understanding of grammar. Board games provide an interactive and engaging approach by incorporating game elements into the learning process. Using a one-group pretest – posttest classroom action research design with 27 participants at a public elementary school in Malang. The findings reveal a significant improvement in students' grammar mastery, as indicated by an increase in the average score from 70.2 (pre-test) to 87.1 (post-test) in the first cycle. Observations further demonstrate that board games enhance student engagement, foster a more enjoyable learning environment, and improve comprehension. These results suggest that incorporating board games into grammar instruction can be an effective strategy for young learners.
The effectiveness of Memrise application on student's English writing in junior high school Qurrotu'ain, Khumairo; Yuniar, Rendhi Fatrisna
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.32993

Abstract

Indonesian students face various challenges in writing English, especially when composing descriptive texts due to limited vocabulary and low motivation. This study aims at test the effectiveness of the Memrise application in improving students' writing skills in descriptive texts. This study was conducted at SMP Namira, Probolinggo City using a quasi-experimental design with a nonequivalent control group design. This study involved two classes: an experimental class, which used the Memrise application in learning, and a control class, which used quasi-experimental methods. The results showed that the use of Memrise helped students improving their vocabulary, sentence structure, and writing organization. After conducting validity, reliability, normality, and homogeneity tests, it was found that the data met statistical requirements. Hypothesis testing showed that there was a significant difference in students' writing achievement between the experimental and control groups, concluding that Memrise was effective in improving writing performance. Based on these findings, it is recommended for English teachers to utilize the Memrise application as a learning medium to support students' vocabulary and writing development. Future researchers are encouraged to explore the use of Memrise in other English language skills or different educational level.        
Co-Authors Afifah, Alif Jihan Ikha Sulis Setyaningrum Langgeng Budianto Novitasari, Elma Diana Qurrotu'ain, Khumairo Radita, Cindy Rohmana, Wahyu Indah Mala Rois Imron Rosi Rozikin, Muhammad