Articles
<![CDATA[BRINGING INNOVATION INTO ENGLISH CLASSROOMS: EXPLORING THE DIFFUSION OF INNOVATION IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Sri Agriyanti Mestari]]>;
<![CDATA[Novianty Djafri]]>
<![CDATA[ INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 5 (2025): MAY ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study explores the diffusion of innovation in the context of English Language Teaching (ELT). Using Rogers' diffusion of innovation theory as a theoretical framework, the research examines the factors that facilitate or hinder the implementation of innovative practices in English language teaching. Through an extensive literature review, English language teachers in different educational settings are highlighted to understand their perceptions, attitudes and experiences of integrating innovative teaching methods, technologies and materials. The findings show that the rate of adoption of innovations in ELT is influenced by a number of factors, including the perceived characteristics of the innovation, communication channels, time and the social system. Innovative teachers who act as early adopters play a crucial role in the diffusion process by modelling good practice and providing peer support. However, organisational culture, resource constraints and teachers' beliefs also emerge as significant barriers to the widespread diffusion of innovations. The study provides insights into strategies for promoting the successful implementation of innovations in English language teaching. It highlights the importance of creating a supportive environment that encourages risk-taking, provides continuous professional development, and fosters a culture of collaboration and shared learning among English language teachers. The findings have implications for educational policy makers, teacher educators and school administrators in their efforts to improve the quality of English language teaching through innovative approaches.]]>
<![CDATA[Teacher’s Strategies in English Vocabulary Instruction for Learners with Hearing Impairment at Special Education School ]]>
<![CDATA[Sarlan Hamid]]>;
<![CDATA[Sri Agriyanti Mestari]]>;
<![CDATA[Haris Danial]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v14i1.10329
<![CDATA[This study aims to explore teacher’s strategies in English vocabulary instruction for learners with hearing impairment at SLB Negeri Kota Gorontalo. It employed a descriptive qualitative design to gain an in-depth understanding of classroom practices in a natural setting. Data were collected through classroom observations and semi-structured interviews with an English teacher experienced in teaching learners with hearing impairment. The findings reveal five main strategies: (1) sign language, (2) visual media, (3) fingerspelling, (4) lip reading, and (5) drilling strategy. Sign language is the most dominant, serving as the primary medium to bridge students’ understanding of English vocabulary. Visual media, such as pictures and flashcards, support comprehension, while fingerspelling helps students recognize word structures. Lip reading facilitates pronunciation and articulation, and drilling strengthens memory through repetition. Therefore, more interactive, multimodal, and technology supported strategies are recommended to improve vocabulary acquisition and student engagement.]]>
<![CDATA[The Effect of Make a Match Technique Toward Students’ Vocabulary ]]>
<![CDATA[Sujihan A. Arief]]>;
<![CDATA[Sri Agriyanti Mestari]]>;
<![CDATA[Helena Badu]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 2 No. 1 (2023): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2023 - Juli 2023) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v2i1.26
<![CDATA[This research intends to find out whether the application of Make A Match technique can enhance students’ vocabulary achievement at SMA Negeri 4 Gorontalo. It was conducted to first grade particularly class X IPA 1 as the sample of this research. The researcher used pre-test post-test design in order to find out the significant difference of students’ vocabulary achievement before and after the application of Make a Match technique. The quantitative method is applied for this research due to this type of research is explaining a phenomenon by collecting numerical data that are analyzed statistically. As the result, after application of Make a Match technique it can be seen that the students’ vocabulary increased. It showed based the result of mean score in pre-test is 16,25 and in post-test increased to 19,3. In addition, the application of this technique made the students actively participate and focus on the vocabulary learning process, interested to follow the learning process due to the learning media and the role that they play during the section. Finally, the students can build communication and corporate with other students.]]>
<![CDATA[English Teachers’ Perspective Towards the Implementation of Curriculum 2013 ]]>
<![CDATA[Seprianto Pompana]]>;
<![CDATA[Jolanda H. D. Pilongo]]>;
<![CDATA[Sri Agriyanti Mestari]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 2 No. 1 (2023): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2023 - Juli 2023) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v2i1.33
<![CDATA[This study aimed to know the perspective of English teachers towards the implementation of the 2013 curriculum at SMP Negeri 16 Gorontalo. The participants in this study were English teachers consisting of 2 teachers who taught classes V11 to 1X for the 2022/2023 academic year. This study uses a descriptive qualitative method with data collection techniques using interviews and documentation (Sugiyono, 2016). This study also uses the data analysis model of Miles and Huberman (1984), as cited in Sugiyono (2016). The interview indicators were adapted and developed from the fourteen learning principles of the 2013 curriculum in Permendikbud number 22 of 2016. The results of this study indicate that English teachers have quite well implemented the implementation of the 2013 curriculum. It is evident from the teacher's strategy in implementing the 2013 curriculum learning principles. However, several principles still have not met the 2013 curriculum learning expectations and the obstacles encountered by English teachers. Some of the teacher obstacles in implementing the 2013 curriculum include limited learning resources, teacher readiness, book sources that are difficult to understand, lack of training or workshops on implementing the 2013 curriculum, assessment formulation, lack of teacher understanding in integrated learning, lack of student participation and confidence, and limited facilities and infrastructure.]]>
<![CDATA[Enriching Students’ Vocabulary by Using Frontloading Strategy ]]>
<![CDATA[Nadia Pratiwi Kasim]]>;
<![CDATA[Rasuna Rasid Talib]]>;
<![CDATA[Sri Agriyanti Mestari]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 2 No. 2 (2023): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2023 - Januari 2024) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v2i2.60
<![CDATA[The aim of this research is to find out whether frontloading strategy can enrich significantly the students’ vocabulary of SMK Negeri Model Gorontalo or not. This research applied the pre-experimental research design, with one Pre-test and Post-test design which consisted of seven meetings include the treatments. The population in this research was tenth grade students of SMK Negeri Model Gorontalo which consisted of 105 students. The sample was taking by purposive sampling technique and the total number of samples was 35 students in class Ⅹ TKJ. The result of the data analysis show that there is an improvement between the result of pre-test and post-test. The mean score of the pre-test of the students was 50,02 and the post-test was 75. It also shown that the t-test value (8,50) was higher than the t-table value (2,032). It means that the Alternative Hypothesis (H1) was accepted, and the Null Hypothesis (H0) was rejected. Thus, the using Frontloading Strategy can enrich significantly the students’ vocabulary at tenth grade students of SMK Negeri Model Gorontalo.]]>
<![CDATA[A Jigsaw Technique as a Stimulant for Promoting Reading Comprehension among EFL High School Students ]]>
<![CDATA[Amelia Mada]]>;
<![CDATA[Sartin T. Miolo]]>;
<![CDATA[Sri Agriyanti Mestari]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 3 No. 1 (2024): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2024 - Juli 2024) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v3i1.85
<![CDATA[This research explores the impact of implementing the Jigsaw technique as a cooperative learning strategy on the reading comprehension skills of 10th-grade students studying English as a Foreign Language (EFL) at SMA Negeri 1 Botumoito. The study specifically focuses on students' understanding of report texts, including their ability to identify main ideas, details, vocabulary, references, and inferences. The Jigsaw technique was chosen due to its potential to enhance cooperative learning and engagement among students. The study involved a sample of 60 students over eight weeks. Data were collected through pre-test and post-test assessments, and the results were analyzed using paired samples t-tests. The analysis indicated a statistically significant improvement in students' reading comprehension, with mean pretest scores of 45.55 rising to posttest scores of 74.00. The t-test results (t = 0.000, p < 0.05) confirmed the hypothesis that the Jigsaw technique positively influences reading comprehension skills. Despite some challenges, such as time constraints and dynamics between academically strong and weak students, the research interventions facilitated a positive learning environment and stimulated students' critical thinking and problem-solving skills. These findings suggest that the Jigsaw technique is an effective strategy for improving reading comprehension in EFL contexts. The study recommends further research to explore the long-term impacts and adaptations of the Jigsaw technique in diverse educational settings.]]>
<![CDATA[Improving Students’ Reading Comprehension on Narrative Text by Using Story Mapping Strategy ]]>
<![CDATA[Sri Meilanti Potale]]>;
<![CDATA[Sartin T. Miolo]]>;
<![CDATA[Sri Agriyanti Mestari]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 1 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2025 - Juli 2025) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v4i1.143
<![CDATA[The purpose of this research is to find out whether story mapping strategy can improve students' reading comprehension or not. The population of this research is students of class VIII of SMP Negeri 15 Gorontalo City and the sample of this research is class VIII-2 which amounted to 20 students. This study used a pre-experimental design with one group pre-test and post-test. The results of this study showed that the mean value of the pre-test was 13.85, and the mean value of the post-test was 18.1. In addition, the results of the research hypothesis found that Tcount > Tlist or 11.172 > 2.101. This means that the hypothesis (H1) of this study is accepted. The students were able to map the basic components of the story such as character, setting, problem, and problem solving. Therefore, it can be concluded that story mapping strategy can improve the reading comprehension of students in class V111-2 SMP Negeri 1 Kota Gorontalo.]]>
<![CDATA[Students’ Perception on The Use of Readtheory.org at SMK Negeri 1 Suwawa ]]>
<![CDATA[Nurlila Syayahni Syaripudin]]>;
<![CDATA[Karmila Machmud]]>;
<![CDATA[Sri Agriyanti Mestari]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 2 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2025 - Januari 2026) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v4i2.239
<![CDATA[This research aims to explore students’ perceptions on the use of ReadTheory.org and how it affects their learning motivation in developing English reading skills. The study was conducted using a descriptive qualitative method involving five tenth-grade students from SMK Negeri 1 Suwawa. Data were collected through open-ended questionnaires and classroom observations during the students’ use of ReadTheory.org. The results indicate that students had positive perceptions toward the platform. They found ReadTheory.org engaging and helpful in improving their reading comprehension due to its adaptive features, immediate feedback, and varied reading topics. The platform also enhanced their learning motivation, as shown by increased enthusiasm, self-confidence, and independent study habits. Students reported feeling more motivated to read, were encouraged to improve their scores, and demonstrated perseverance in overcoming learning obstacles. Furthermore, teacher support played an important role in guiding students to use the platform effectively. In conclusion, the use of ReadTheory.org positively influenced students’ perceptions and motivation in reading English texts. The findings suggest that integrating digital tools like ReadTheory.org in the classroom can support technology-based reading instruction and foster students’ motivation, especially in vocational school contexts.]]>
<![CDATA[The Use of TTW (Think, Talk, Write) Strategy in Developing Student’s Writing English Narrative Text ]]>
<![CDATA[Annisa Djibran]]>;
<![CDATA[Karmila Machmud]]>;
<![CDATA[Sri Agriyanti Mestari]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 2 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2025 - Januari 2026) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v4i2.245
<![CDATA[The objective of this research is to find out whether Think-Talk-Write (TTW) strategy develop students’ writing skill in narrative text. To achieve the objectives, this research employed a quantitative experimental method using one group pre-test and post-test design. The population of this research was the ninth grade students of SMPN 1 Bulango Timur, consisting of 29 students. Data were collected through writing tests on narrative texts before and after treatment. The results show that the TTW strategy gave a positive effect on students’ writing skill. The mean score of the pre-test was 23.65, while the mean score of the post-test increased to 39.03. The statistical analysis used Wilcoxon Signed-Rank Test because the post-test data were not normally distributed. The result of the test showed a significance value of p < 0.001 and an effect size of -1.000, indicating a strong and significant improvement in students' writing ability after the treatment. The increase in scores proves that Think-Talk-Write strategy effectively enhances students’ understanding and ability in writing narrative texts. From the data above, it can be concluded that the use of Think-Talk-Write (TTW) strategy is effective in developing the students’ writing skills in narrative texts. It provides structured stages that encourage students to think critically, collaborate through discussion, and express ideas in written form.]]>
<![CDATA[Role Play as an Active Learning Techniques in Improving Speaking Skill of Grade 7 Students at MTs Al-Huda Gorontalo ]]>
<![CDATA[Wahyudin A.R. Latoko]]>;
<![CDATA[Moh. Syahrun Ibrahim]]>;
<![CDATA[Sri Agriyanti Mestari]]>;
<![CDATA[Rasuna Rasid Talib]]>;
<![CDATA[Zulkifli Tanipu]]>
<![CDATA[ Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 1 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2026 - Juli 2026) ]]>
Publisher : <![CDATA[Transbahasa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/researchreview.v5i1.327
<![CDATA[This study aimed to investigate the effectiveness of the Role Play technique as an active learning strategy in improving the speaking skills of seventh-grade students at MTs Al-Huda Gorontalo. The research employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants of the study were 24 students of Class VII-B in the 2024/2025 academic year. Data were collected through speaking tests administered before and after the treatment. The speaking assessment covered fluency, pronunciation, vocabulary, grammatical accuracy, and comprehensibility using a rubric adapted from Brown (2004). The treatment was conducted in six meetings through structured, semi-guided, and open-ended role play activities based on daily communication contexts. The results showed that students’ speaking skills improved significantly after the implementation of the Role Play technique. The mean score increased from 48.55 in the pre-test to 63.36 in the post-test. In addition, students became more confident, active, and fluent in expressing ideas orally. The paired sample t-test indicated that the improvement was statistically significant at the 0.05 level. Therefore, Role Play was found to be effective in improving students’ speaking skills and creating a more interactive and communicative learning environment.]]>
