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All Journal Journal of English Education and Linguistics Jurnal Cendekia Ilmiah
Mukarromah, Marwah
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Humanities Social Sciences Other

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A DISCOURSE ANALYSIS OF PRIMARY SCHOOL ENGLISH TEACHING ARGUMENTS Mukarromah, Marwah; Nuruddin Hidayat, Didin; Alek, Alek
Journal of English Education and Linguistics Vol. 5 No. 1 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i1.1708

Abstract

This study delves into the complex and contentious debate over language policy in primary education, focusing on the inclusion of English language instruction. Using a discourse analysis approach, the study delves into multifaceted arguments and counterarguments related to adopting English as a primary language of instruction in early childhood education. A qualitative descriptive research design with content analysis and discourse analysis techniques is used in the methodology. A Content Analysis Worksheet and a Transcription Template are among the research tools used to analyze YouTube videos about the removal of English as a mandatory subject in Indonesian primary schools. Findings reveal a range of viewpoints among stakeholders, including educators, government officials, and citizens, with regional perspectives from Bali emphasizing the practical importance of English in a tourism-centric environment. The discussion highlights the importance of clear communication, consideration of regional contexts, balancing academic requirements, and long-term planning in shaping effective language policies in primary education.
A DISCOURSE ANALYSIS OF PRIMARY SCHOOL ENGLISH TEACHING ARGUMENTS Mukarromah, Marwah; Nuruddin Hidayat, Didin; Alek, Alek
Journal of English Education and Linguistics Vol. 5 No. 1 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i1.1708

Abstract

This study delves into the complex and contentious debate over language policy in primary education, focusing on the inclusion of English language instruction. Using a discourse analysis approach, the study delves into multifaceted arguments and counterarguments related to adopting English as a primary language of instruction in early childhood education. A qualitative descriptive research design with content analysis and discourse analysis techniques is used in the methodology. A Content Analysis Worksheet and a Transcription Template are among the research tools used to analyze YouTube videos about the removal of English as a mandatory subject in Indonesian primary schools. Findings reveal a range of viewpoints among stakeholders, including educators, government officials, and citizens, with regional perspectives from Bali emphasizing the practical importance of English in a tourism-centric environment. The discussion highlights the importance of clear communication, consideration of regional contexts, balancing academic requirements, and long-term planning in shaping effective language policies in primary education.
The Effect Of Collective Game-Based (CGB) And Spatial Ability On Students’ Vocabulary Mastery In English Learning Mukarromah, Marwah
J-CEKI : Jurnal Cendekia Ilmiah Vol. 5 No. 3: April 2026
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/j-ceki.v5i3.15905

Abstract

Spatial ability is a crucial cognitive domain involving visualization, mental rotation, spatial perception, and orientation, and its role is increasingly acknowledged not only in STEM but also in language learning, particularly in vocabulary acquisition with spatial content. This study investigated the effect of the Collective Game-Based (CGB) approach and spatial ability on students’ vocabulary mastery in English. It examined whether CGB-based instruction outperforms conventional teaching and how spatial ability and gender relate to learning gains. A quantitative quasi-experimental design with pretest–posttest control groups was employed. The experimental group received vocabulary instruction through CGB activities integrating collaboration, digital/visual interaction, and contextual spatial vocabulary tasks, while the control group was taught using traditional methods. Vocabulary mastery tests and spatial ability measures were administered before and after the intervention. Data were analyzed using Wilcoxon tests to examine pre–post changes and independent t-tests to compare posttest scores between groups by gender. Results showed significant improvement in vocabulary mastery for the CGB group, but not for the control group. Male students achieved slightly higher gains, yet both males and females improved significantly, indicating that spatial ability is malleable and responsive to instructional intervention.
Co-Authors Alek, A Nuruddin Hidayat, Didin