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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of English Language and Education Al-MIKRAJ: Jurnal studi Islam dan Humaniora
Baureh, Gabriella Alleid Dian
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Visual, Auditory, and Tactile Learning Style in SMP Advent Unklab Rachman, Lisa Mathilda; Sanger, Alan Hubert Frederick; Baureh, Gabriella Alleid Dian
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol 5 No 2 (2025): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i2.6843

Abstract

This research aims and focuses on finding out the most dominant leaning styles (visual, auditory and tactile learning styles) at Unklab Adventist Middle School (SMP). This research involved 33 respondents from class VIII B SMP Advent Unklab. The total respondent sampling method was used in this research using a questionnaire as the instrument distributed to the respondents. The questionnaire used in this research, which was adapted from the University of Texas Learning Center (2006), was to find out what learning styles was the most dominant learning styles at SMP Advent Unklab. The results showed that the most dominant learning style is visual learning style (M= 3.57) although it is only slightly different from tactile (M= 3.53), and the last one was auditory (M= 3.47).
PENGGUNAAN STRATEGI METAKOGNITIF SISWA DAN PRESTASI BAHASA INGGRIS Baureh, Gabriella Alleid Dian; Cathrine Sapulete
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.28704

Abstract

This study aims to examine the use of metacognitive strategies and the level of students' achievement in English subject. It also seeks to determine whether there is a significant relationship between the use of metacognitive strategies and students' achievement in English. The research employed a quantitative approach with a descriptive-correlational analysis. The study was conducted at SMP Advent UNKLAB and involved over one hundred seventh-grade students selected through convenience sampling. The instruments used for data collection were a questionnaire adapted from the Strategy Inventory for Language Learning (SILL) and the students' English exam results. The findings revealed that students demonstrated a high use of metacognitive strategies and achieved excellent performance in English. Correlation analysis indicated a significant relationship between the use of metacognitive strategies and students' academic achievement. These findings confirm that metacognitive strategies play an important role in supporting students' learning success, particularly in foreign language learning such as English.
Visual, Auditory, and Tactile Learning Style in SMP Advent Unklab Rachman, Lisa Mathilda; Sanger, Alan Hubert Frederick; Baureh, Gabriella Alleid Dian
AL-MIKRAJ Jurnal Studi Islam dan Humaniora Vol. 5 No. 2 (2025): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i2.6843

Abstract

This research aims and focuses on finding out the most dominant leaning styles (visual, auditory and tactile learning styles) at Unklab Adventist Middle School (SMP). This research involved 33 respondents from class VIII B SMP Advent Unklab. The total respondent sampling method was used in this research using a questionnaire as the instrument distributed to the respondents. The questionnaire used in this research, which was adapted from the University of Texas Learning Center (2006), was to find out what learning styles was the most dominant learning styles at SMP Advent Unklab. The results showed that the most dominant learning style is visual learning style (M= 3.57) although it is only slightly different from tactile (M= 3.53), and the last one was auditory (M= 3.47).
Learners’ Perceptions of Social Media-Based Vocabulary Learning: Insights from TikTok, Instagram, and YouTube Users in an EFL Context Baureh, Gabriella Alleid Dian; Neman, Meily Ivane Esther
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1742

Abstract

This study examines learners’ perceptions of utilizing social media platforms, including TikTok, Instagram, and YouTube, as tools for acquiring English vocabulary. Recognizing that vocabulary is a key component of communicative competence, this research examines how informal, multimodal exposure through social media supports incidental vocabulary learning. A qualitative descriptive design was employed involving eight EFL students from a private university in Manado, Indonesia, who actively use social media for English learning. Data were collected through semi-structured interviews and analyzed thematically to identify patterns in learners’ experiences, strategies, and challenges. Findings reveal that most learners prefer video-based content for its visual clarity, contextual richness, and entertainment value, which foster motivation and engagement. Learners employed a combination of strategies, including note-taking, translation, and pronunciation practice, to enhance word retention. Participants viewed social media as an effective and enjoyable platform for vocabulary acquisition; however, they also encountered difficulties with accent comprehension, word retention, and technical constraints. The study finds that social media is a good supplement to formal education because it helps students learn on their own and exposes them to real language. It recommends that teachers integrate social media-based activities into classroom tasks to support vocabulary enrichment. Future research could employ mixed-method or experimental designs to measure the actual impact of social media exposure on vocabulary development.
Co-Authors Alan Hubert Frederick Sanger Cathrine Sapulete Meily Ivane Esther Neman Rachman, Lisa Mathilda