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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Journal of English Language, Literature, and Teaching (J-ELLiT) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Linguistics and Elt Journal Journal of Physics and Its Applications Jambura Journal of English Teaching and Literature Education and Human Development Journal Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) Journal of English Teaching, Literature, and Applied Linguistics Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Discovery : Jurnal Ilmu Pengetahuan J-REaLL Academia Open Journal of Community Service and Empowerment Indonesian Journal of Cultural and Community Development Borneo Educational Journal (Borju) JOLLT Journal of Languages and Language Teaching Indonesian Journal of Education Methods Development Society: Jurnal Pengabdian Masyarakat JEBIMAN: Jurnal Ekonomi, Bisnis, Manajemen dan Akuntansi Warta LPM Indonesian Journal of Public Administration Review ELLITE: Journal of English Language, Literature, and Teaching
Agustina, Sheila
Universitas Muhammadiyah Sidoarjo
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Journal : Indonesian Journal of Education Methods Development

 1 
Improving Students’ Figurative Language Writing through Explicit Instruction Ningrum, Nilam Nur Widya; Agustina, Sheila
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.888

Abstract

General Background: Writing in English requires mastery of lexical, compositional, and stylistic components, making it a complex skill for learners to acquire. Specific Background: Many junior high school students struggle with writing due to limited vocabulary and lack of engagement with creative language use. Knowledge Gap: While explicit instruction has been widely used to teach various language skills, its application in developing students’ use of figurative language in writing remains underexplored, particularly at the junior high school level. Aims: This study investigates how explicit instruction in figurative language contributes to improving students’ writing skills. Results: Using a pre-experimental design with 30 eighth-grade students in Sidoarjo, the study recorded an increase in mean scores from 59.5 (pre-test) to 70.67 (post-test), supported by t-test results, indicating statistically significant improvement. Novelty: This research integrates explicit instruction with figurative language teaching, offering a structured approach that enhances both linguistic creativity and writing quality. Implications: The findings suggest that explicit instruction can be a practical strategy for helping students develop stronger, more expressive writing skills, and promote independent application of language in academic and real-life contexts. Highlights : Uses pre-experimental design to measure writing skill development Focuses on eighth-grade students in a real classroom context Emphasizes the role of explicit instruction in creative writing Keywords : Explicit Instruction, Figurative Language, Writing Skills, Junior High School, Language Education
Diorama as an Interactive Tool for Learning House Vocabulary: Diorama sebagai Media Interaktif untuk Pembelajaran Kosakata Rumah Nayoan, Adinda Roro; Mandarani, Vidya; Megawati, Fika; Agustina, Sheila
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.849

Abstract

General Background: Effective learning media are crucial for enhancing language acquisition among elementary school students. Specific Background: Traditional teaching methods may not adequately engage students, highlighting the need for innovative approaches that foster interactive learning environments. Knowledge Gap: There is a lack of research on the application of three-dimensional teaching tools, such as dioramas, in vocabulary acquisition for English language learners. Aims: This study aims to develop a diorama as an interactive medium to teach house-related vocabulary in English to elementary school students. Results: The diorama features a visually appealing three-dimensional design and incorporates vocabulary targets identified by numbered sections. It employs velcro or fabric adhesive to facilitate the removal and placement of vocabulary terms, allowing students to match words with corresponding parts of the diorama. Novelty: This approach combines tactile and visual learning strategies, enhancing students' engagement and motivation in learning English vocabulary. Implications: The implementation of the diorama as a learning tool can significantly improve students' understanding of vocabulary, making it easier for them to connect words with their meanings through interactive activities in reading and speaking exercises. This innovative resource offers educators a novel method to enhance language learning in a classroom setting. Highlights: Interactive Learning: The diorama fosters engagement by allowing hands-on interaction with vocabulary. Visual Aid: Its three-dimensional design helps students better understand and remember target vocabulary. Motivation Boost: The innovative format encourages students to participate actively in English learning. Keywords: diorama, vocabulary, interactive learning, English education, elementary students
Improving Students’ Figurative Language Writing through Explicit Instruction Ningrum, Nilam Nur Widya; Agustina, Sheila
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.888

Abstract

General Background: Writing in English requires mastery of lexical, compositional, and stylistic components, making it a complex skill for learners to acquire. Specific Background: Many junior high school students struggle with writing due to limited vocabulary and lack of engagement with creative language use. Knowledge Gap: While explicit instruction has been widely used to teach various language skills, its application in developing students’ use of figurative language in writing remains underexplored, particularly at the junior high school level. Aims: This study investigates how explicit instruction in figurative language contributes to improving students’ writing skills. Results: Using a pre-experimental design with 30 eighth-grade students in Sidoarjo, the study recorded an increase in mean scores from 59.5 (pre-test) to 70.67 (post-test), supported by t-test results, indicating statistically significant improvement. Novelty: This research integrates explicit instruction with figurative language teaching, offering a structured approach that enhances both linguistic creativity and writing quality. Implications: The findings suggest that explicit instruction can be a practical strategy for helping students develop stronger, more expressive writing skills, and promote independent application of language in academic and real-life contexts. Highlights : Uses pre-experimental design to measure writing skill development Focuses on eighth-grade students in a real classroom context Emphasizes the role of explicit instruction in creative writing Keywords : Explicit Instruction, Figurative Language, Writing Skills, Junior High School, Language Education
Co-Authors A. Effendi Kadarisman, A. Effendi Anggraini, Rishma Aziz, Mochammad Lutfy Bindiya, Aisyah Chandrika Rahmania Cahyani Dian Novita Fadillah, Erennia Tasya Fadlilah, Nurul Lailatul Qodriatil Fajar Arianto Fatahillah, Muhammad Erwin Fika Megawati Fitria Wulandari Hadian, Nila Sekardhani Herwiana, Sakhi Imam Pribadi Khoirul Umam Kusumandari, Kusumandari Mafiroh, Riza Maghfiroh, Eka Masliha Alfiatul Aqliyah Meiramova, Saltanat Mirjam Anugerahwati Mongboon, Nantana Monica Indriya Lestari Muhlasin Amrullah Mustofa , Mutmainnah Mu’Minin, Sholikhatul Nasir, Muhammad Haydar Nayoan, Adinda Roro Niko Fediyanto Ningrum, Nilam Nur Widya Nurani, Sevya Dwi Gita Phumphanit, Yupha Putri Syalwa, Nadliyah Putri, Faradila Rahayu, Fajarista Faiq Rahmahwati, Tia Rahmania Sri Untari Rahmi Maulidiyah Riyanto, Raditya Ferdi Riza Mafiroh Salsabila, Nada salsabila, Saffana Setyowati, Nafi’ah Aghni Shah , Shanina Sharatol Ahmad Shanina Sharatol Ahmad Shah Sindi Dewi Aprillian Sinta, Nanda Aprila Sirah Robitha Maula Suharyana Suharyana Sumarni Sumarni Ubaidillah, M. Faruq Vidya Mandarani Wahyu Taufiq Yonlada Tappha Yuli Astutik Yuli Astutik Yupha Phumphanit Zaki Dzulfikar, Ahmad Zulikhatin Nuroh, Ermawati