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p-Index From 2021 - 2026
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All Journal JPGI (Jurnal Penelitian Guru Indonesia) English Teaching and Linguistics Journal (ETLiJ)
Khairun Nissa
Universitas Muhammadiyah Sumatera Utara
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Impact of Using Audio Visual Media on Students' Learning Outcomes in English Grade VII of Junior High School Resty Wahyuni; Khairun Nissa
English Teaching and Linguistics Journal (ETLiJ) Vol 4, No 2 (2023): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v4i2.16067

Abstract

This study aims to determine The Impact of Using Audio-Visual Media on the English Learning Results of Grade VII of Sabilina Junior High School, Deli Serdang. This research is exploratory research in the form of a quasi-experimental design type non-equivalent control group design that employs a test group and a control group. The experimental group was treated using audio-visual media, while the control group using normal lecture method and printed book media. Information collection methods utilized English learning results tests and perception sheets. The information examination procedure employs the t-test to test the impact of utilizing audio-visual media on student learning results. The results show that the calculation of the normal post-test value of the test group is 82.25 which is higher than the normal control group which is 68.25. The results of the information examination appeared that the tcount 3,701 ttabel 1,729. This could be translated that learning uses audio-visual media has higher learning results compared to learning that does not utilize audio-visual media. To conclude, it appears that the use of sound media influences students' English learning results. After all, teachers ought to disseminate the utilization of audio-visual media in learning English to improve student learning results.
Enhancing English reading comprehension through narrative engagement among Thai elementary students: An explanatory mixed method study Heny Ristianty; Khairun Nissa
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026126jpgi0005

Abstract

In an increasingly globalized world, English reading comprehension is an essential skill, particularly for young learners in non-native English-speaking contexts such as Thailand. This study explores the effectiveness of narrative engagement in enhancing English reading comprehension among Thai elementary students through an explanatory sequential mixed-methods design. The research involved 27 fifth and sixth-grade students from a primary school in Satun Province, Thailand. Data were collected through a reading comprehension post-test, a questionnaire, and classroom observation. Quantitative results revealed a high average post-test score (M = 86.67, SD = 8.77), indicating substantial improvement in reading comprehension following the narrative-based intervention. The findings show that students experienced emotional connection, attention, and identification with the stories. The majority of students reported feeling engaged, visualizing the scenes vividly, and relating to the characters’ experiences. These findings confirm that narrative engagement significantly contributes to students’ cognitive and emotional involvement in reading, leading to improved comprehension. The study recommends the integration of narrative texts into English language instruction to foster deeper reading experiences and motivation among young EFL learners.
Students' Efforts in Improving English Vocabulary, A Qualitative Study at Al Ulum Junior High School Resty Wahyuni; Khairun Nissa
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.24400

Abstract

Vocabulary is the main foundation in learning English, because without adequate vocabulary mastery, students will find it difficult to understand and convey messages effectively. This study aims to describe in depth the various efforts made by Al-Ulum Junior High School students in improving their vocabulary mastery. Using a descriptive qualitative approach, data was obtained through semi-structured interviews and classroom observations of 30 purposively selected 8th grade students. The results revealed that students utilize a variety of learning strategies, ranging from recording new vocabulary in a special book, using digital-based learning applications such as Duolingo and YouTube, to repeating vocabulary independently outside of class hours. These strategies reflect the application of cognitive and memory strategies, and display a tendency towards self-directed learning. However, there are still some barriers, such as low self-confidence and limited practice of vocabulary use in real-life situations. The results of this study show that the presence of a supportive teacher and a positive learning environment are instrumental in increasing students' participation and confidence in using vocabulary when communicating daily. The findings are expected to be valuable input in developing teaching approaches that are more relevant, flexible, and in line with the needs and characteristics of learners in the current era. 
Co-Authors Fany Selvia Nasution Heny Ristianty Resty Wahyuni