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Loli Safitri
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Enhancing EFL Vocabulary Mastery Through Contextualized Content and Language Integrated Learning (CLIL) Munadial Jannah M; Loli Safitri; Irwandi Irwandi; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Vocabulary mastery is fundamental to English as a Foreign Language (EFL) acquisition, yet many Indonesian secondary school students struggle with retention and productive use due to decontextualized, rote memorization techniques. This study investigated the effect of the Content and Language Integrated Learning (CLIL) approach on vocabulary mastery among seventh-grade students at UPTD SMPN 3 Kec. Harau, Indonesia. Employing a quantitative quasi-experimental design with a non-equivalent control group, two intact classes were selected via cluster random sampling: an experimental group (n=29) taught using a CLIL unit focused on procedural texts about Indonesian snacks, and a control group (n=28) taught using conventional, teacher-centered methods. Data were collected through pre-tests and post-tests measuring receptive knowledge of vocabulary form, meaning, and use. Paired-sample t-test results showed a significant improvement in the experimental group from pre-test (M=57.07) to post-test (M=77.24), t(28)= -11.441, p=.000. Independent-sample t-test results revealed that the experimental group significantly outperformed the control group (M=61.25) on the post-test, t(47.234)=6.133, p=.000. These findings demonstrate that CLIL’s dual focus on content and language, contextualized input, and emphasis on meaningful communication leads to superior vocabulary gains. This study provides empirical evidence for CLIL as an effective pedagogical strategy for enhancing vocabulary mastery in the Indonesian junior high school context, offering practical implications for EFL teachers and curriculum designers.
A Causal Comparative Study Of Dictionary Consultation and Contextual Guessing Strategy On Students’ Reading Comprehension at SMA N 2 Bukittingggi Dea Restian Putri; Loli Safitri; Reflinda; Leli Lismay
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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This study aimed to determine whether there was a significant difference in students’ reading comprehension between those who predominantly used Dictionary Consultation and those who predominantly used Contextual Guessing Strategy at SMA Negeri 2 Bukittinggi. Vocabulary knowledge is an important factor to support student’s reading comprehension, particularly when students encounter unfamiliar words in texts.  This research applied a quantitative approach using a causal-comparative design. The population included all eleventh-grade students taking the Advanced English program in the 2025/2026 academic year. Two classes were selected through purposive sampling: XI.F2, which mainly relied on Dictionary Consultation, and XI.F8, which mainly used the Contextual Guessing Strategy. A 25-item multiple-choice test was given to measure reading comprehension. Since the scores were not normally distributed, the Mann–Whitney U test was chosen for analysis. The average score of the Dictionary Consultation group was 76.12, while the Contextual Guessing Strategy group scored 78.00 on average. The Asymp. Sig. (2-tailed) value reached 0.363, which is above the 0.05 level. This means the difference between the two groups was not statistically significant. In short, this study found no meaningful difference in reading comprehension between students who used the two different strategies.  
Comparative Analysis of EFL Learning Motivation in Formal Classrooms and Extracurricular Activities: An SDT Perspective Aziz Rahman; Loli Safitri; Irwandi; Eliza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Students’ learning motivation serves as an essential factor influencing their level of engagement and achievement in English language learning. However, students may experience different motivational characteristics depending on the learning environment, particularly between formal classroom instruction and extracurricular English activities. Therefore, this study aimed to compare students’ learning motivation in regular English classrooms and extracurricular English activities based on the framework of Self-Determination Theory. The research adopted a quantitative comparative approach with participants of grade XI and XII at MA Sawah Dangka, an Islamic boarding school in Bukittinggi, West Sumatra, Indonesia. Data were collected through a 30-item questionnaire covering esigned to assess six aspects of motivational regulation, including amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation.. The collected data were analyzed using descriptive statistics and Independent Samples t-Test through IBM SPSS Statistics. The descriptive analysis revealed insights into students’ levels of learning motivation, indicating that in the regular English classroom was at a moderate level, while students’ learning motivation in extracurricular English activities was at a high level. The Independent Samples t-Test analysis demonstrated that revealed a significant difference in students’ learning motivation between the two groups (Sig. 2-tailed < 0.05), indicating that students participating in extracurricular English activities demonstrated higher motivation than those in the regular English classroom. In conclusion, extracurricular English activities provide a more motivating learning environment compared to regular classroom instruction.
An Analysis of Deep Learning in Reading to Develop Students’ Critical Thinking Riza Syahfitri; Absharini Kardena; Leli Lismay; Loli Safitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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The growing demands of 21st-century education have highlighted the importance of developing students’ critical thinking skills as an essential competency for academic success and lifelong learning. In English language education, particularly reading instruction, students are expected not only to comprehend textual information but also to analyze, evaluate, and construct meaning critically. However, many learning practices continue to emphasize surface-level understanding, limiting students’ opportunities to develop higher-order thinking skills. Therefore, this study aimed to examine the role of deep learning in fostering students’ critical thinking skills through a review of previous research. This study employed a qualitative literature review design by analyzing fifteen scholarly articles published in educational contexts related to deep learning, critical thinking, and English language learning. The data were collected from reputable academic sources and analyzed using thematic analysis to identify recurring patterns and themes. The findings revealed that deep learning contributes significantly to the development of critical thinking by promoting active engagement, inquiry, reflection, problem-solving, knowledge transfer, and meaningful learning experiences. Strategies such as problem-based learning, critical reading, collaborative learning, and dialogic learning were consistently associated with improvements in students’ analytical, evaluative, and creative thinking abilities. These findings suggest that deep learning provides an effective pedagogical framework for enhancing critical thinking and supporting meaningful learning in English language education. The study contributes to the growing body of literature on deep learning and offers practical insights for educators seeking to develop higher-order thinking skills in contemporary classrooms.
Exploring 7th-Grade Students' Learning Readiness in English Classrooms at SMP Negeri 4 Payakumbuh Indah Lavenia Putri; Febria Sri Artika; Eliza Eliza; Widya Syafitri; Loli Safitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Learning readiness is an important factor influencing students’ participation and success in English learning. This study aims to analyze the dimensions of students’ learning readiness in English at the seventh grade of SMP Negeri 4 Payakumbuh. This research employed a qualitative descriptive design involving students of class VII.7 as the participants. Data were collected through classroom observations and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The study focused on four dimensions of learning readiness: physical, emotional, experiential, and knowledge readiness. The findings showed that physical readiness was generally adequate, as most students were able to attend class, prepare learning materials, and follow classroom instructions. However, health status was a weaker aspect because several students appeared tired and less focused during learning activities. Emotional readiness varied, particularly in anxiety and risk-taking behavior. Some students were confident in answering questions and participating in speaking activities, while others hesitated or avoided responding because they were afraid of making mistakes. Experiential readiness was supported by students’ previous exposure to English through songs, movies, social media, and other learning experiences, although the extent of such experiences differed. Knowledge readiness showed differences in students’ prior knowledge and ability to understand English materials. Students with more prior knowledge tended to participate and respond more easily, while those with limited knowledge needed additional explanation and guidance. Overall, the findings indicate that learning readiness is a dynamic and multidimensional condition that influences students’ participation and understanding in English learning.
An Analysis of Classroom Management Challenges Faced by Pre-Service English Teachers During Teaching Practicum in Indonesian EFL Classrooms Cinta Amalia Putri; Febria Sri Artika; Eliza; Loli Safitri; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
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Classroom management presents significant challenges for pre-service English teachers because they must manage student behavior, instructional communication, attention, and classroom activities while developing their teaching competence. This study aimed to examine the classroom management challenges experienced by pre-service English teachers during their teaching practicum in the Indonesian EFL context. A qualitative descriptive approach with a retrospective orientation was employed. The participants were seven pre-service English teachers from the English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi, Indonesia, who had completed their Field Experience Practice (PPL) in 2025 at partner schools. Data were collected through semi-structured interviews conducted from June to July 2026 and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed three main areas of classroom management challenges: behavioral challenges, communicating rules and procedures challenges, and attention and transition management challenges. The findings further indicated that these challenges were interconnected, as behavioral difficulties could affect students’ attention and instructional continuity, while unclear instructions could contribute to difficulties during classroom activities and transitions. The study highlights the need for teacher education programs to prepare pre-service English teachers to understand classroom management as an integrated competence within authentic Indonesian EFL teaching contexts.
The Effect of the Word Ladder Game on Vocabulary Mastery of Senior High School Students Laysa Rahmisa; Irwandi Irwandi; Loli Safitri; Widya Syafitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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This article reports a planned quasi-experimental study examining the effect of the Word Ladder Game on the vocabulary mastery of tenth-grade students at a senior high school in Bukittinggi, Indonesia. Vocabulary mastery is fundamental to communicative competence, yet Indonesian EFL learners commonly struggle with spelling, pronunciation, and retention of new words, and conventional translation-based teaching has left students passive and unmotivated. The Word Ladder Game, in which learners transform one word into another by changing a single letter at a time, is proposed as an interactive alternative that promotes active cognitive engagement with vocabulary. Employing a non-equivalent control-group design, an experimental class will receive Word Ladder Game instruction while a control class receives conventional teaching, with vocabulary mastery measured through pre-test and post-test multiple-choice instruments and analyzed using an independent-samples t-test. It is hypothesized that the Word Ladder Game will produce a statistically significant improvement in vocabulary mastery compared with conventional instruction. The findings are expected to provide empirical support for game-based vocabulary instruction and offer English teachers a practical, engaging alternative to memorization-based methods.
Co-Authors Absharini Kardena Absharini Kardena Aziz Rahman Cinta Amalia Putri Dea Restian Putri Eliza Eliza Eliza Febria Sri Artika Indah Lavenia Putri Irwandi Irwandi Laysa Rahmisa Leli Lismay Munadial Jannah M Reflinda Reflinda Riza Syahfitri Widya Syafitri