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All Journal At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Jumper : Journal of Educational Multidisciplinary Research
Dessy Kurniasy
IAIN Langsa
Computer Science & IT Education Environmental Science Library & Information Science Mathematics Social Sciences Other

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Students' Writing Augmentation through Vocabulary, Connective, Opener, and Punctuation (VCOP) Strategy Zahratul Idami; Dessy Kurniasy; Zaiyana Putri; Muhammad Rizky
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 11 No. 1 (2024): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v11i1.8090

Abstract

This study was grounded in the observation that students often encounter challenges when attempting to initiate the introductory paragraph of a descriptive text due to insufficient command of vocabulary. Hence, this experimental research employed the VCOP strategy as a viable approach with the purpose was to enhance students' vocabulary, thereby influencing their writing skills. The research was conducted at SMK Negeri 5 Langsa, with X3 assigned as the experimental class and X5 as the control class. Each class comprised 32 students. The instruments employed in this study were pre-test and post-test. The findings indicated that the implementation of the VCOP was successful in enhancing students' writing proficiency. The statistical finding showed that the post-test score of the Experimental Group (EG) was greater than those of the Control Group (CG). The discrepancy between 69.38 and 57.19 was calculated to be 12.19. This disparity suggested that the administered treatment had a positive impact on pupils' learning outcomes. Furthermore, the t-test value of -3.8 obtained in this study exceeded the predetermined threshold, indicating a significant difference between the two groups. Consequently, the alternative hypothesis was accepted whereas the null hypothesis was rejected. The findings suggest that the academic performance of the experimental group was superior to that of the control group. Hence, VCOP is believed as an alternative strategy to be applied in writing classroom.
Exploring the Use of Short Films in A Deep Learning Oriented EFL Listening Classrooms: A Qualitative Case Study Dessy Kurniasy; Zahratul Idami; Shafrida Wati; Wahidah
Jumper: Journal of Educational Multidisciplinary Research Vol 5 No 2 (2026): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v5i2.378

Abstract

Listening comprehension continues to present significant difficulties for English as a Foreign Language (EFL) learners, especially when they must process spoken language in real time. The audiovisual media in listening instruction can improve comprehension and learning engagement. This study investigates how short films are used in a deep learning approach in a university English as a Foreign Language (EFL) listening class. A qualitative case study method was used, involving twenty-two undergraduate students in a Listening and Speaking course at the State Islamic Institute (IAIN) Langsa, Indonesia. Classroom observations, student reflection logs, and semi-structured interviews were used to gather the data. The training unfolded over four separate sessions. The project involved watching films, identifying important words, creating stories, and writing personal reflections. The findings indicated that the incorporation of short films improved students' listening comprehension by providing contextual visual cues that facilitated meaning construction. Moreover, the use of reflective activities encouraged deeper cognitive involvement, allowing students to connect the film's content with their own experiences and the larger societal context. Conversely, some students encountered difficulties in spontaneous oral retelling, attributable to limited vocabulary and speaking confidence. In conclusion, the study indicated that the combination of audiovisual materials with deep learning activities can cultivate more meaningful listening experiences within EFL classrooms.
Co-Authors Muhammad Rizky Shafrida Wati Wahidah Zahratul Idami Zaiyana Putri