Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal ELS Journal On Interdisciplinary Studies in Humanities Journal of English Language Teaching and Literature (JELITA)
Nanning Nanning
Institut Agama Islam Negeri Parepare
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Augmented Reality in 4D Flashcard: The Effects in Teaching Speaking Skill Nanning Nanning; Ismail Latif; Putri Nasrinda; Ahmed Sardi
JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i1.641

Abstract

The use of augmented reality of 4D flashcard is one of the media that supports teaching English, especially in speaking skills, it can also increase students' confidence and interest in learning. The purpose of this study was to determine whether the use of augmented reality in 4D flashcard can improve students ' speaking skills. This study used a pre-experimental method with one group pre-test and post-test design. The sample of this study was Class XI MIPA 3 consisting of 34 people with classroom random sampling techniques. This research instrument was a test of speaking skills. The results of this study showed that there was an increase in the students’ average score. The pre-test score of students (55.37) is greater than the post-test (71.03). In the significance level p (5%) and T-test value of 2.03 is greater than T-table 16.46 (2.03 ° 16.46). Thus, it can be concluded that the use of augmented reality of 4D flashcard students were able to improve students’ speaking skills. So, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted.
Beyond Single Exposure: Recycled Input and Vocabulary Mastery in Young EFL Learners Salsa Aulini; Kalsum Kalsum; Nanning Nanning; Munawir Munawir
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.51337

Abstract

Vocabulary mastery constitutes a foundational pillar in English language learning for young learners at Islamic elementary schools (Madrasah Ibtidaiyah/MI). However, linear and non-repetitive vocabulary instruction frequently constrains learners from achieving adequate vocabulary mastery. This study investigates the effectiveness of the Recycled Input Technique (RIT) operationalized through four sequential stages exposure, retrieval, recycling, and consolidation on the vocabulary mastery of Grade IV students at MI DDI Ujung Lare Parepare. Employing a pre-experimental design with a one-group pretest–posttest model, this study selected 25 students with complete paired data from a total enrolment of 28 fourth-grade students through simple random sampling. The target vocabulary comprised 20 items from the Daily Activities unit of the My Next Words Grade 4 textbook. The assessment instrument consisted of a 20-item vocabulary test covering multiple-choice, word-matching, and sentence-completion tasks. Data were analyzed using descriptive statistics and a paired-samples t-test. The analysis revealed a mean score improvement from 73.80 in the pretest to 93.20 in the posttest, a gain of 19.40 points, with t(24) = 7.41, p < .001, and a large practical effect (Cohen's d = 1.48). The proportion of students achieving the 'Excellent' category rose from 8% to 80%, while the 'Poor' category was completely eliminated, decreasing from 20% to 0%. These findings substantiate that systematically designed recycled input significantly enhances vocabulary mastery in EFL contexts at the Islamic primary school level, with particularly pronounced gains observed among initially low-performing learners.
Co-Authors Ahmed Sardi Ismail Latif Kalsum Kalsum Munawir Munawir Putri Nasrinda Salsa Aulini