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All Journal English Review: Journal of English Education Edu Sciences Journal DEVELOPMENT : Journal of Community Engagement MATAI: International Journal of Language Education Koli Journal: English Language Education German für Gesellschaft (J-Gefüge) Huele: Journal of Applied Linguistics, Literature and Culture
Wenda Marlin Kakerissa
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Koli Journal: English Language Education

 1 
Empowering Students’ Reading Comprehension through Paired Reading Method at the Tenth Grade of SMA Negeri 14 Maluku Barat Daya Meyer, Fredi; Kakerissa, Wenda Marlin
Koli Journal : English Language Education Vol 6 No 1 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.1.56-66

Abstract

This classroom action research study aimed to enhance and empower reading comprehension among tenth-grade students at SMA Negeri 14 Maluku Barat Daya through the systematic application of the paired reading method. The study sought not only to improve students’ technical reading skills but also to foster greater self-efficacy and motivation by engaging them in structured peer learning. Baseline assessments revealed that many students faced challenges when reading individually, highlighting the need for a collaborative instructional approach. In Cycle 1, the intervention was implemented with strategic pairing based on reading proficiency and enhanced teacher facilitation; the results indicated that approximately 64% (16 out of 25) of the students met the predetermined reading comprehension benchmark. Based on these findings, refinements were made for Cycle 2 including improved pairing strategies, increased scaffolding, and more rigorous data management—which culminated in all 25 students (100%) achieving the benchmark. These outcomes demonstrate that iterative application of the paired reading method can significantly elevate reading comprehension outcomes while simultaneously empowering students through collaborative learning. This study contributes to the growing body of evidence supporting classroom action research as an effective means for refining instructional practices, and its findings underscore the potential benefits of peer-assisted reading strategies in secondary education.
Dioramas as Multimodal Instructional Media in English Language Education: A Literature Review Kakerissa, Wenda Marlin; Meyer, Fredi
Koli Journal : English Language Education Vol 6 No 2 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.2.89-101

Abstract

In the domain of learning English as a foreign language, there are ongoing discussions regarding the effectiveness of visual learning media in developing contextual and meaningful language skills. This study presents Jewitt and Mayer’s multimodal learning theory, Kolb’s experiential learning theory, and project-based learning approaches as analytical frameworks for exploring the role of dioramas in language instruction. The three theories emphasize that learning experiences are enhanced when students engage through multiple channels of representation (visual, linguistic, spatial) and actively participate in creating meaning through collaborative projects. An extensive review of the literature from the past five years indicates that dioramas effectively enhance contextual vocabulary acquisition, improve both oral and written language production, foster critical thinking, and promote cultural awareness. Dioramas are recognized as effective and practical tools that can be employed across various educational levels and are adaptable to advancements in technology. Theoretical implications indicate that the use of dioramas as a pedagogical method in English language education can be effective when thoughtfully integrated into the curriculum, supported by comprehensive teacher training, and supplemented with pertinent guides addressing both local and global issues.
Co-Authors Ahmad Bukhori Muslim Meyer, Fredi Nenden Sri Lengkanawati Toisuta, Emanuela Giovanni Tuasela, Reinhard Glory