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All Journal ELT-Lectura Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Abdidas Journal of English Language and Education Abditeknika - Jurnal Pengabdian Kepada Masyarakat AJAD : Jurnal Pengabdian kepada Masyarakat INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Jurnal Pengabdian Kepada Masyarakat Al-Amin
Ahmad, Arimuliani
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Journal of English Language and Education

 1 
Designing the Flipped Classroom Strategy in Teaching Grammar Johari, Johari; Ahmad, Arimuliani; Salsabila, Intan Syazwina
Journal of English Language and Education Vol 9, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i4.548

Abstract

This study provides a simple design of a flipped learning instructional model to teach Basic English grammar at a Private University in Riau. Bloom's taxonomy of educational objectives was utilized as an underpinning to develop a top-down flipped learning model. To support student learning outside of the classroom, Google Classroom, an LMS, was used as a platform to disseminate pre-class video lectures. Moreover, this study employed a design-based research (DBR) approach for instructional technology, which provided several phases, namely; planning, designing, formative evaluation, revising, re-designing, and summative evaluation. Researchers suggest watching, summarizing, and taking notes as the three main tasks that can be done outside the classroom; while discussions and presentations are the main activities that occur in class. The findings of this study have consequences for authorities who should take into account flipped classrooms as the current method of instruction for providing grammar and other disciplines in any higher education institution in Indonesia.
Teaching at the Right Level: Approaches and Implementations to Improve Secondary School English Student Learning Outcomes Khulaifiyah, Khulaifiyah; Ahmad, Arimuliani; Iqbal, Muhammad
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.788

Abstract

This study aims to analyze the effectiveness of the Teaching at the Right Level (TaRL) approach in improving student learning outcomes. TaRL is a teaching strategy that adapts instruction to students' actual ability levels, rather than their formal grade levels. This research method uses a quantitative approach with an experimental design. The study sample consisted of 39 high school students who were divided into intervention and control groups. The results showed that students in the TaRL group experienced significant improvements in their English sentence construction and pronunciation skills compared to the control group. These findings indicate that the TaRL approach can be an effective strategy in improving learning outcomes, especially for students with learning gaps.
The Effect of Quora-Based Extensive Reading on EFL Students’ Critical Thinking Skills in Higher Education Satriani, Estika; Idayani, Andi; Etfita, Fauzul; Ahmad, Arimuliani; Alber, Alber; Kadar, Destry Pryant
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2144

Abstract

Critical thinking is a key competence in English as a Foreign Language (EFL) learning, particularly in higher education. This study examines the effect of extensive reading on Quora on EFL students’ critical thinking at the English Language Education Department, Universitas Islam Riau. A quasi-experimental design was employed involving 60 second-semester students divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received extensive reading instruction using Quora, while the control group used conventional materials. Data were collected through pre-test and post-test assessments, adapting Facione’s critical thinking framework. The outcome revealed that the experimental group's mean score increased from 62.40 to 78.60, and the control group improved from 61.90 to 69.30. An independent samples t-test revealed a significant difference between groups (t = 4.85, p 0.05). These findings indicate that Quora-based extensive reading effectively enhances EFL students’ critical thinking.
Co-Authors Alber Alber, Alber ASNAWI Atmazaki Atmazaki Elinur, Elinur Etfita, Fauzul Fanjani, Salwa Fitri, Sabina Idayani, Andi Johari Johari Johari, Afrizal Kadar, Destry Pryant Khulaifiyah Khulaifiyah, Khulaifiyah Muhammad Iqbal Mukhaiyar Nunuk Suryanti Rezki REZKI, REZKI Rugaiyah Salsabila, Intan Syazwina satriani, estika Sigit Nugroho Sri Wahyuni Yulianto Yulianto Yulianto