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All Journal IJIET (International Journal of Indonesian Education and Teaching) Journal of Classrom Action Research
Izlin, Rosita
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Education Languange, Linguistic, Communication & Media

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TEACHERS’ PERSPECTIVE ON USING MULTIMEDIA TECHNOLOGY FOR TEACHING ENGLISH Izlin, Rosita; Widiyati, Elok
IJIET (International Journal of Indonesian Education and Teaching) Vol 7, No 2 (2023): July 2023
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v7i2.6048

Abstract

The rapid development of information and communication technology in this recent times has influenced the way the English language should be taught. This study aims to find out the use of multimedia as a technological device in English learning from the perspective of the teacher. This study involved 2 participants: the two 12th-grade English teachers of SMAN 2 Semarang. This study applied a qualitative approach with a phenomenological approach. Data were collected through observation and in-depth interviews based on three categories; kinds of multimedia, advantages, and disadvantages, and how the teacher uses the media. A thematic analysis design is used in this study. This started at the data collecting phase and lasts through the transcription, reading and re-reading, analysis, and interpretation stages of the data. It is concluded that the teachers have a positive perspective toward using multimedia technology in the classroom to teach English. The use of multimedia technology has had a major impact on the advancement of education, especially English learning.
Implementing “Escape Room” to Enhance Students' Reading Comprehension of Narrative Texts: A Classroom Action Research Atmadja, Dhimas Dwyki; Fauzi, Dicky Hilman; Izlin, Rosita; Faridah, Didih; Purwaningsih, Juki
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.452

Abstract

Reading comprehension, particularly of narrative texts, remains a persistent challenge among Indonesian high school students. Conventional reading instruction often results in passive learning and low student engagement. This study aimed to investigate the effectiveness of the “Escape Room Reading Challenge” as an innovative, gamified instructional strategy to enhance students’ reading comprehension and engagement. This Classroom Action Research (CAR) was conducted in two cycles involving 33 tenth-grade students at SMAN 1 Baregbeg, Ciamis, Indonesia. The research followed the Kemmis and McTaggart model, which consists of planning, acting, observing, and reflecting stages. Data were collected through reading comprehension tests, observation checklists, and field notes. The results indicated a consistent improvement in students’ reading comprehension and classroom participation. In Cycle 1, the average post-test score increased from 61.58 to 69.09. Following instructional refinement in Cycle 2, the average post-test score rose significantly to 83.76. Observation data revealed that active participation also improved from 60% in Cycle 1 to 90% in Cycle 2. These findings suggest that the escape room approach effectively promotes critical thinking, teamwork, and student motivation while supporting deeper comprehension of narrative texts. The study concludes that integrating gamified strategies like escape rooms into reading instruction can create a more meaningful, collaborative, and enjoyable learning environment. Further research is recommended to explore its adaptability across genres and its long-term impact on literacy development.  
Co-Authors Atmadja, Dhimas Dwyki Didih Faridah, Didih Elok Widiyati, Elok Fauzi, Dicky Hilman Purwaningsih, Juki