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All Journal COMPETITIVE: Journal of Education ENGAGEMENT: Jurnal Pengabdian Masyarakat Elementaria: Journal of Educational Research Beginner: Journal of Teaching and Education Management INTERDISIPLIN: Journal of Qualitative and Quantitative Research
MJF Sujani
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Effective Strategies for Improving Vocabulary Proficiency among Upper Secondary Level Students AR. Mehthaff Banu; MJF Sujani; MB Nowzath; MR. Rishad Muhammed
Elementaria: Journal of Educational Research Vol. 2 No. 2 (2024): Transformative Learning Approaches
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v2i2.78

Abstract

The study aimed to enhance vocabulary proficiency among upper secondary students in English literature at Al Mazhar Girls’ High School, Nintavur. The objectives were to identify effective teaching methods for vocabulary acquisition, evaluate students’ attitudes toward literature-based vocabulary learning, and recommend integrating literature into the curriculum. A mixed methods approach was used, combining quantitative data from pre-tests, mid-tests, and post-tests with qualitative insights from structured questionnaires and observations. Out of 35 GCE(O/L) students who took the pre-test, 20 were selected for the study. Data analysis in MS Excel revealed significant improvements in students' vocabulary skills following the intervention. Strategies such as song-based learning, vocabulary games, and language boards proved highly effective. Pre-test and post-test comparisons showed notable progress, while qualitative data reflected positive student feedback and engagement. The study recommends integrating literature-based instruction and interactive methods, such as songs and games, into the curriculum to enhance vocabulary acquisition. These strategies not only improved learning outcomes but also increased students’ interest and motivation in acquiring new vocabulary.
The Impact Of Peer Collaboration On Enhancing English Writing Skills Among Learners Of English Language M.N.F. Rafaha; Jasseeth; MJF Sujani; MB Nowzath
ENGAGEMENT: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2025): Community Empowerment and Services
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/engagement.v4i1.132

Abstract

This study explores the impact of peer collaboration on enhancing English writing skills among Grade Nine learners at KM/Al-Ashraq M.M.V (National School), Nintavur. This study aims to evaluate the current English writing proficiency levels of Grade Nine students at KM/AL-Ashraq Maha Vidyalaya and explore the challenges they face in improving their skills. It seeks to investigate the impact of peer collaboration on enhancing creativity, writing fluency, and language expression. Additionally, the study will analyze student engagement and participation in peer-based activities and assess the overall satisfaction and perceived effectiveness of students and teachers in using peer collaboration as a method to enhance English writing skills. The study used a mixed–methods approach in both quantitative and qualitative approach a sample of 20 students was selected for the study, data were collected through pre-test and post-test assessments to measure progress in writing skills, alongside qualitative data from observations and student feedback. The study used SPSS for both quantitative and qualitative analyses. The findings highlight significant improvements in the student's writing abilities, particularly in terms of creativity, sequencing, and overall fluency. The research further reveals that peer collaboration fostered a supportive learning environment where students actively engaged in idea generation, peer feedback, and collective problem-solving. This collaborative approach not only enhanced their technical writing skills but also built confidence and motivation to engage with English writing tasks. The study concludes by recommending the integration of peer collaboration in English language curricula to further improve writing proficiency and encourages further research into its long-term effects across different learner groups.
Evaluating the Impact of Teaching Aids on English Language Acquisition Among Grade 6 Students J.F Mirfa; MJF Sujani; MR. Rishad Muhammed; MB Nowzath
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 2 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v2i3.98

Abstract

This research aims to investigate the impact of teaching aids on English language learning among Grade 6 students at KM/KM/Al-Manar Central College, Maruthamunai, focusing on how these aids enhance their learning process and address challenges in acquiring English language skills. The study objectives were;  to identify students' difficulties with teaching aids, understand the reasons for their struggles, determine areas requiring more time and practice to develop ESL skills, and propose effective solutions to address issues with descriptive teaching aids. The method used to carry out this research was classroom action research. A Classroom Action Research (CAR) design was employed, incorporating both qualitative and quantitative data collection methods. Primary data was gathered using tests (pre-test and post-test), observations, questionnaires, and interviews, while secondary data was sourced from textbooks, research articles, and reliable websites. Data analysis involved both qualitative approaches (descriptive analysis of observations and interviews) and quantitative methods (statistical analysis of test and questionnaire scores). Various tools, such as tables, graphs, and descriptive forms, were used to present the data. 9 Students were randomly selected as the sample from the total students of 30 students in the class. The data for the research was obtained using observations, interviews, questionnaires, and tests and data was analyzed under quantitative and qualitative methods. The impact of teaching aids on language learning is profound. Research reveals that incorporating multimedia, visual aids, and digital resources into language instruction significantly enhances engagement and comprehension. Teaching aids cater to diverse learning styles, improving vocabulary acquisition, pronunciation, listening, and speaking skills. They foster motivation and active participation, making English language learning enjoyable. However, their effectiveness depends on thoughtful integration and quality design. To maximize language learning outcomes, a balanced approach, merging traditional methods with modern aids, is essential.  
The Impact of the Mother Tongue on English Language Acquisition Among ESL Learners in the Sri Lankan Context Mohamed Ismail Reesma Sheroon; MJF Sujani; MB Nowzath; MR. Rishad Muhammed
COMPETITIVE: Journal of Education Vol. 4 No. 2 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i2.163

Abstract

The research aims to explore the challenges Grade 8 students at KM/KM/Shams Central College face in learning English due to the influence of their mother tongue, Tamil. It seeks to identify how Tamil language structures, such as sentence order and phonetic features, interfere with English learning, and to examine sociocultural factors like attitudes, language anxiety, and exposure that affect motivation and success. The study also evaluates the impact of linguistic interference on grammar, pronunciation, sentence structure, and vocabulary. Finally, it aims to propose effective teaching strategies to minimize Tamil's influence and enhance English proficiency, with a particular focus on rural educational contexts. A mixed-methods approach was employed, combining quantitative pretest and posttest assessments with qualitative data from structured questionnaires and semi-structured interviews with both students and teachers. The findings indicate that Tamil interference significantly contributes to challenges in English grammar and pronunciation, particularly in the misuse of articles, prepositions, and word order, as well as pronunciation errors involving sounds not found in Tamil. While the interventions implemented, such as task-based learning and pronunciation exercises, showed measurable improvements, sociocultural factors like anxiety and limited exposure to English outside the classroom remained barriers. The study concludes that effective English language acquisition requires addressing both linguistic interference and sociocultural challenges. Recommendations include incorporating communicative language teaching, increasing exposure to English in daily life, and providing professional development for teachers. Future research should explore the long-term impact of these strategies and the potential of technology in overcoming these challenges.
Investigating Errors in Past Simple Tense Usage Among English Language Learners As a Second Language : A Contemporary Analysis M.R.F Nashfa; MJF Sujani; MB Nowzath; MR. Rishad Muhammed
Beginner: Journal of Teaching and Education Management Vol. 3 No. 1 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i1.82

Abstract

This research aimed to find out the Common Errors Students make in learning past simple tense. The population of this research was Grade 6 students of K / Denu As Siraj Boys College—Dellanga, Gelioya. The objectives of the study were to identify the challenges faced by the grade 6 students, To find out the rules and regulations of the past simple tense, To find out the knowledge of regular and irregular verb forms, and to investigate the improvement in the level of language proficiency of students after examining them. The researcher used a mixed method to collect data from the students. Quantitative and Qualitative methods were used. Post Test and Pre Test were used as the quantitative data and the Interview as the Qualitative method. In this research, 35 students were performed as the sample. After the data collection procedure the researcher analyzed the data according to written test performance. In this process (SST), the Surface Strategy Taxonomy method was used to classify the errors.The findings of this research indicated that there were 130 total errors that students made in Post Test. which were classified into four categories based on the Surface Strategy Taxonomy (SST). Those were the error of omission with 47 errors , error of addition with 19 errors, misformation with 61 errors and misordering with 3 errors. The students made the dominant error in misformation category. It can be seen from the percentage result where misformation was 47%,then followed by error of omission with 36%,errors of addition with 15% and misordering with 2%.On the other hand in Pre Test students committed error in Misformation was 54%, error with omission 38%, Addition 6%, and Misordering 2%. The researcher finally got the conclusion that in both tests most of the students made dominant errors in Misformation. The researcher suggests that students learning English as a second language need proper guidance from the beginning. Emphasis should be placed on speaking practice rather than writing to help them better understand the language. Additionally, they are encouraged to develop reading habits to learn sentence structures and new vocabulary in English.
Hypermedia-based Poetries by Poetess, Anne Ranasinghe on Development of Adjectives MB Nowzath; S Umashankar; MR Rishad Muhammed; MJF Sujani
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.219

Abstract

Hypermedia-based Anne Ranasinghe’s poetry learning; refers to facilitate Anne Ranasinghe’s poetries including graphs, images, animation, sound and hypertext with constructive learning tactics exhibits a central part in the success of the students learning English as a second language. This study was steered to recognize the output of hypermedia-based teaching in the adjective development followed in the Certificate in Professional English (CPE) with factual learning styles: activities and arrangements in recitation with video and audio-based method. The term adjective refers to a word that modifies or describes a noun or pronoun and explains the qualities of someone or something independently or in comparison to something else. The study was conducted with participants of CPE course at the Sri Lanka Youth Vocational Training Centre of National Youth Services Council. Ninety students from CPE – class - A were engaged as an experimental group and equal numbers of students from class - B were engaged as the controlled group. A pre-test was led for both the groups to find out the previous proficiency level of adjectives of the students and the mean differences were found to be negligible for both the groups from the pre-test. Later, the experimental group used hypermedia-based learning based on selected learning strategies for six months with ninety hours learning while the controlled group was taught without the use of hypermedia-based Anne Ranasinghe’s poetry learning. After six months a post-test was conducted for both the groups. When the post-test was conducted the mean (-0.091) was slightly improved for the group - B than the pre-test, and the mean (-2.971) was significantly improved for the group - A in the post-test. Thus, it is found that there is a positive relationship between the hyper-media based learning and the performance in adjective development. The research findings indicate that hyper-media based Anne Ranasinghe’s poetry learning improves adjective development of the learners of English as a second language.
Co-Authors AR. Mehthaff Banu J.F Mirfa Jasseeth M.N.F. Rafaha M.R.F Nashfa MB Nowzath Mohamed Ismail Reesma Sheroon MR Rishad Muhammed MR. Rishad Muhammed S Umashankar