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The Application of Interactive Learning Methods in English Class (A Survey at SMK Teknologi Muhammadiyah Limboto) Nur Diva Hanafi; Yuwin Rustam Saleh; Adimawati Helingo; David Kaunang
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1764

This research aims to investigate the application of interactive learning methods in English classes and identify the challenges faced by teachers at SMK Teknologi Muhammadiyah Limboto. As vocational students require practical communication skills, the study explores how teachers bridge the gap between student passivity and active engagement in the classroom. This study employed a qualitative survey method. Data were collected through classroom observations and semi-structured interviews with English teachers, then analyzed using thematic analysis to identify recurring patterns in teaching strategies and classroom dynamics. The findings reveal that teachers actively implement various interactive methods, including Project-Based Learning, Role-Playing, Group Discussions, Storytelling, and Debates. These activities are supported by digital tools such as Flip, Padlet, Quizizz, and Kahoot to foster a collaborative learning environment. However, the implementation faces several challenges, specifically time constraints, disparities in student abilities, and limited infrastructure. Teachers overcome these obstacles through adaptive strategies like cooperative learning and the utilization of simple technology. The study concludes that while challenges exist, interactive learning effectively promotes critical thinking and communication skills, suggesting a need for continued pedagogical adaptation and facility support in vocational education.

TEACHERS’ STRATEGIES AND CHALLENGES IN IMPLEMENTING HIGHER-ORDER THINKING SKILLS (HOTS) IN EFL READING INSTRUCTION: A CASE STUDY OF AN INDONESIAN SENIOR HIGH SCHOOL Rival Raboy; Yuwin Rustam Saleh; Titin Suhartini Kaaba; Marina Pakaja; Andiani Rezkita Nabu
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2515

This study explores the implementation of Higher-Order Thinking Skills (HOTS) in reading instruction at the senior high school level, focusing on teachers’ practices and the challenges encountered during the learning process. A qualitative descriptive design was employed, involving one English teacher at SMAN 1 Kabila selected through purposive sampling. Data were collected through semi-structured interviews, one month of classroom observations across seven learning sessions, and documentation, and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that HOTS was implemented through structured lesson planning, open-ended questioning, differentiated instruction, and interactive learning activities. Three HOTS dimensions were identified in classroom practice: analyzing, evaluating, and creating. Students demonstrated analyzing skills by interpreting information and examining relationships between ideas, evaluating skills by justifying opinions with logical reasons and responding to alternative viewpoints, and creating skills by generating new ideas and products based on the texts they read. The study also identified major challenges, including differences in students’ abilities and learning styles, as well as limited instructional time for facilitating higher-order thinking activities. This study contributes to HOTS implementation research by providing empirical evidence of how HOTS is enacted in classroom reading practices and by highlighting the instructional strategies and challenges experienced by teachers in fostering higher-order thinking in EFL reading contexts.

Discovery learning versus direct instruction: Reading comprehension of Islamic texts in English among first-semester Islamic Education students Asna Usman Dilo; Yuwin Rustam Saleh; Nur Zaimah Ubaidillah
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8458

Background: English reading competence is essential in Islamic higher education because students increasingly access academic and disciplinary knowledge through English-language sources, while first-semester students must simultaneously develop academic English and discipline-specific understanding. Aims: This study compared the effectiveness of Discovery Learning and Direct Instruction in developing comprehension of Islamic texts in English among first-semester Islamic Education students. Methods: Twenty-five students experienced both instructional conditions using texts designed to be comparable in length, difficulty, vocabulary demand, and conceptual complexity. Reading comprehension was assessed through literal comprehension, vocabulary in context, inferential comprehension, and integrative interpretation. Data were analyzed using descriptive statistics and paired-samples t-tests. The instructional sequence followed a fixed order (Discovery Learning first, then Direct Instruction) without counterbalancing. Results: Discovery Learning produced a higher overall mean score than Direct Instruction (87.08 vs. 79.84), with a mean difference of 7.24 points and a 95% confidence interval of 6.61 to 7.87. The largest advantages occurred in inferential comprehension (89.87% vs. 78.27%) and integrative interpretation (88.48% vs. 77.60%), whereas differences in literal comprehension and vocabulary in context were smaller. Implications: Discovery-oriented learning appears particularly useful for higher-order reading processes requiring inference, information integration, and meaning construction, while explicit instruction may remain valuable as complementary scaffolding for foundational language and reading skills.

Discovery learning versus direct instruction: Reading comprehension of Islamic texts in English among first-semester Islamic Education students Asna Usman Dilo; Yuwin Rustam Saleh; Nur Zaimah Ubaidillah
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8458

Background: English reading competence is essential in Islamic higher education because students increasingly access academic and disciplinary knowledge through English-language sources, while first-semester students must simultaneously develop academic English and discipline-specific understanding. Aims: This study compared the effectiveness of Discovery Learning and Direct Instruction in developing comprehension of Islamic texts in English among first-semester Islamic Education students. Methods: Twenty-five students experienced both instructional conditions using texts designed to be comparable in length, difficulty, vocabulary demand, and conceptual complexity. Reading comprehension was assessed through literal comprehension, vocabulary in context, inferential comprehension, and integrative interpretation. Data were analyzed using descriptive statistics and paired-samples t-tests. The instructional sequence followed a fixed order (Discovery Learning first, then Direct Instruction) without counterbalancing. Results: Discovery Learning produced a higher overall mean score than Direct Instruction (87.08 vs. 79.84), with a mean difference of 7.24 points and a 95% confidence interval of 6.61 to 7.87. The largest advantages occurred in inferential comprehension (89.87% vs. 78.27%) and integrative interpretation (88.48% vs. 77.60%), whereas differences in literal comprehension and vocabulary in context were smaller. Implications: Discovery-oriented learning appears particularly useful for higher-order reading processes requiring inference, information integration, and meaning construction, while explicit instruction may remain valuable as complementary scaffolding for foundational language and reading skills.

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