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All Journal Edulangue SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL JELL (Journal of English Language Learning
Ibrahim
Universitas Muhammadiyah Kalimantan Timur
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Case Study on Teaching English with Differentiated Instructions at a Junior High School in Taiwan Abdul Halim; Sunarti; Ibrahim
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.5130

Abstract

The article aims to explore a case of teaching with differentiated instructions approach at a Junior High School, Eastern County, Taiwan. The author used case study as the interpretivism paradigm in the methodology of exploring the contexts. The participants were twenty-five 12 graders. They were assigned by the school academic director to participate in the classroom demonstration on differentiated instruction with one of the senior teacher trainers from Taipei City. Pre-observation interview, observation, and post-observation interview were utilized to collect the data. The study indicated that a well-planned lesson for differentiated instruction would be able to help mixed-ability students get most of the lessons. Furthermore, it can also enhance the student’s engagement during the lesson in the classroom. Some suggestions for further research are proposed.
STUDENTS’ PERCEPTIONS OF TECHNOLOGY INTEGRATION AND MEDIA USE IN LEARNING ACTIVITIES: A MIXED-METHODS APPROACH Nur Kamilasari; Sunarti; Ibrahim
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i1.5467

Abstract

This study investigates university students’ perceptions of technology integration and media use in English language learning using a mixed-methods approach. Quantitative data were collected from 432 students via a Likert-scale questionnaire and analyzed through descriptive and inferential statistics, including Mann-Whitney U and Kruskal-Wallis H tests. The findings showed a generally positive perception (M = 48.30, SD = 5.81), with no significant differences based on gender (p = .163), but a significant variance based on semester level (p = .026), indicating improved perception with higher academic exposure. Qualitative data from interviews with selected students revealed five central themes: ease of access, technical challenges, platform overload, preference for blended learning, and the influence of prior digital experience. Students favored media such as Kahoot, videos, and animations for their engaging features, although their long-term impact on learning was questioned. Participants with earlier exposure to digital tools adapted more confidently, while others initially struggled. Both statistical and thematic analyses highlight the importance of pedagogical alignment, infrastructure stability, and gradual digital familiarization. The study underscores that technology and media can enhance English learning when meaningfully integrated into instruction and supported by institutional strategies.
Improving Student’s Narrative Text Writing Skills Using Short Videos Shofia Alya Dzakiriah; Dzul Rachman; Ibrahim
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13930

Abstract

Writing narrative texts poses significant challenges for many EFL students, including difficulties in organizing ideas, using appropriate vocabulary, and applying correct grammar. This study explores the effectiveness of short videos in improving students’ narrative text writing skills, focusing on creativity, vocabulary, and writing structure. A quasi-experimental design with a one-group pre-test and post-test was used. The participants were 36 eighth-grade students from a junior high school. Data were collected using writing tests and questionnaires administered before and after the intervention. During the treatment, students were taught narrative writing through short video media, designed to provide visual and auditory input to stimulate ideas and model narrative structures. The results demonstrated a significant improvement in students' narrative writing performance, with average scores increasing from 51.53 in the pre-test to 80 in the post-test. Statistical analysis using the Wilcoxon Signed-Rank Test and Paired Samples t-Test confirmed the effectiveness of the intervention. Questionnaire findings also indicated increased motivation, engagement, and understanding of narrative elements. These outcomes suggest that integrating short videos into EFL writing instruction can enhance students’ creativity, enrich their vocabulary, and strengthen their ability to construct coherent narratives. The findings advocate for more dynamic and multimodal teaching approaches to support students in developing effective writing skills.
Co-Authors Abdul Halim Dzul Rachman, Dzul Nur Kamilasari Shofia Alya Dzakiriah Sunarti