Article Per Year (5 Year)
p-Index From 2021 - 2026
1.686
P-Index
This Author published in this journals
All Journal Indonesian EFL Journal Jurnal Basataka (JBT) Jurnal Ilmiah Wahana Pendidikan SIGEH ELT : Journal of Literature and Linguistics LINGUISTIK TERAPAN International Journal of Integrative Sciences Teaching English and Language Learning English Journal
Ira Maria Fran Lumbanbatu
Universitas Negeri Malang
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Teaching English and Language Learning English Journal

 1 
Teacher’s Strategies in Teaching Reading Comprehension: A Case Study at a Junior High School Anjelina Malau; Br Sembiring, Yenita; Ira Maria Fran Lumbanbatu
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8326

Abstract

This study aims to explore the strategies used by an English teacher in teaching reading comprehension at a junior high school, focusing on how these strategies support students’ understanding and the challenges encountered in their application. Using a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews, and document analysis. The findings reveal that the teacher employed a combination of strategies, including pre-reading vocabulary activation, think-aloud modeling, reciprocal teaching, questioning techniques, and post-reading summarization. These strategies positively influenced students’ engagement, comprehension, and metacognitive awareness. However, the teacher also faced several challenges, such as time limitations, diverse student reading abilities, and lack of authentic materials. The study concludes that effective reading instruction requires not only teacher initiative and skill but also institutional support and resources. This research contributes to the understanding of real-life teaching practices and emphasizes the importance of strategy-based instruction in improving students' reading comprehension in EFL contexts.
Gamified Quizzes as Media to Enhance Students’ English Reading Comprehension Skills Damanik, Fitri; br sembiring, yenita; Br Karo, Valentina; Lumbanbatu, Ira Maria Frans; Tarigan, Merry Susanty Br
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9996

Abstract

This study examines how gamified quizzes can support junior high school students in improving their English reading comprehension. Using a qualitative approach, the research gathered rich insights from 25 students through interviews, focus group discussions, classroom observations, and weekly reflective journals. Throughout the lessons, students engaged with reading activities that included interactive game elements such as points,timers, and leaderboards. The findings show that these gamified quizzes helped students understand texts more effectively, especially when identifying main ideas, recognizing supporting details, and making inferences. Students reported that the instant feedback and engaging format made them more willing to reread passages and reflect on their answers. The study also found a noticeable increase in students’ motivation. Many who previously felt bored or uninterested in reading became more enthusiastic when tasks were presented as challenges. In addition, students demonstrated stronger critical-thinking habits, such as analyzing information more carefully and discussing different interpretations with their peers. Overall, the study suggests that gamified quizzes not only make reading activities more enjoyable but also encourage deeper thinking and more consistent engagement. These results highlight the potential of gamification as a meaningful addition to traditional reading instruction.
Co-Authors Anjelina Malau Asyari, Sarah Berliana br Ginting Br Karo, Valentina Br. Aritonang, Sintia Romian Brigita Br Manurung Chairunnissa Charlene Utanis Damanik, Fitri Devia Silviana br Sitepu Grecia Sri Dame Br Manik Hulu, Novia Magdalena Kristin Pasaribu Lawelin Magdalena br Kembaren Lince Sihombing LumbanTobing, Tessalonika Megawati Sihombing Munthe, Melisa Debora Novia Magdalena Turnip Putri Palentin Tambunan Sandra Natasya Sarah Ebrina Br Mataniari Stevany Immanuella br Sinurat Sulastri Sitanggang Sumarsih Sumarsih Susi Sandriani Tabita Claudia Marcella Sianipar Tarigan, Merry Susanty Yenita Br Sembiring