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All Journal Journal Of Teaching Of English Journal of English Language and Education Primary Education Insight
Nurdiansa, Eko Saputra
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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THE EFFECT OF THREE PHASE TECHNIQUE ON STUDENTS’ READING COMPREHENSION Nurdiansa, Eko Saputra
Journal of Teaching of English Vol 4, No 3 (2019): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v4i3.13959

Abstract

The objective of the study is to know whether or not three phase technique   has   significant   effect   on   students’ reading comprehension. The design of this study was quasi experimental research. The population of the study were students who were taking Reading 1 class in English study program at Halu Oleo University in academic year of  2016-2017.  By  employing  purposive  sampling technique the researcher chose class A as the sample of this study. Instrument of study was reading comprehension test in form of multiple choices questions. The result of this study confirmed that the teaching reading  by  using  three  phase  reading  technique  could give significant effect on the students’ reading comprehension. Based on the Paired Sample Test, it was found that there was a significant difference of students’ reading comprehension score before and after they were given treatment by using three phase reading technique procedure in Reading 1 class with the significant degree of 0.013. Furthermore, there was also significant improvement in students' mean score (79.78). Therefore, the proposed hypothesis which stated “three phase reading technique has significant effect on students’ reading comprehension” was accepted. Keywords: Three Phase Technique, Reading Comprehension
Application of Picture as an Interactive Learning Media to Improve English Vocabulary in Elementary School Jamal, Faisa; Maulina, Maulina; Faridawati, Faridawati; Nurdiansa, Eko Saputra
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1503

Abstract

Vocabulary plays a pivotal role in English learning as it forms the foundation for developing core language skills. However, many elementary students struggle with vocabulary acquisition due to limited exposure and the use of less effective instructional methods. This research aimed to examine the effectiveness of picture media as an interactive learning tool in enhancing the vocabulary mastery of fifth-grade students at Kofalagadi Elementary School, Menui District. A pre-experimental method with a one-group pretest–posttest design was applied, involving 12 students as participants. The instrument used was a vocabulary test consisting of 20 items in the form of matching, multiple-choice, and jumbled-word questions. The findings showed that the students’ mean score improved from 65.83 in the pre-test to 95.00 in the post-test, with a mean difference of 29.17 points. The paired samples t-test indicated a significance value of 0.000 (p 0.05), confirming that there was a significant improvement in students’ vocabulary mastery after the intervention. These results suggest that picture media, when applied interactively, can serve as an effective instructional strategy to support vocabulary learning, particularly at the elementary school level. Furthermore, this study provides practical insights for teachers in selecting engaging media and demonstrates that picture-based strategies can be effectively integrated into classroom practice to foster student motivation and vocabulary development.
English Language Learning in Primary Schools: A Bibliometric Review of Trends, Collaboration, and Future Research Directions Melisa, Rahyuni; Dakka, Litha Nesidekawati; Nurdiansa, Eko Saputra; Wardani, Wa Ode Siti
Primary Education Insight Vol. 1 No. 1 (2025): Primary Education Insight, June Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v1i1.18

Abstract

This study aims to map the research landscape of English language learning in primary schools through a bibliometric analysis. Data were collected from scientific publications spanning 2000 to 2024 and analyzed using VOSviewer. The findings reveal a marked increase in publications, particularly from 2020 onward, peaking in 2022. Language, Culture and Curriculum emerged as one of the most influential journals, while Khon Kaen University was identified as the most prolific contributing institution. Among individual contributors, Halbach A was the most productive author, whereas Al-Issa AS received the highest number of global citations, indicating substantial scholarly influence. Cluster analysis revealed seven major thematic areas, encompassing student and teacher roles, curriculum development, and teacher professionalism. Overlay visualization further highlighted emerging research themes, such as multimodality, gamification, and Content and Language Integrated Learning (CLIL), pointing to future directions in the field. These findings carry significant implications for curriculum design, teacher education, and the development of innovative instructional strategies. Notwithstanding its contributions, this study is limited by the scope of data and analytical methods employed. Future research is recommended to adopt mixed-methods approaches and incorporate multilingual data to achieve a more comprehensive mapping.
Co-Authors Faridawati Faridawati, Faridawati Jamal, Faisa Litha Nesidekawati Dakka Maulina Maulina, Maulina Melisa, Rahyuni Wardani, Wa Ode Siti