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p-Index From 2020 - 2025
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All Journal Journal of English Language and Pedagogy
Feti Dwijayanti
Unknown Affiliation
Languange, Linguistic, Communication & Media

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Integrating Total Physical Respond with Help Flashcards to Teach English Vocabulary to Young Learner Feti Dwijayanti; Kristi Nuraini
JELP Journal of English Language and Pedagogy Vol. 4 No. 1 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i1.3361

Abstract

This study investigates the integration of Total Physical Response (TPR) and flashcards as a combined media to enhance vocabulary acquisition. TPR links words with physical actions, engaging multiple senses, while flashcards provide visual reinforcement and repeated exposure. A review of 15 studies reveals that combining TPR and flashcards significantly improves vocabulary retention, comprehension, and engagement. TPR's kinaesthetic activities support long-term memory, particularly for kinaesthetic learners, while flashcards offer visual cues and interactive features that benefit diverse learners. Digital flashcards, like those on Quizlet, add gamification and promote autonomous learning, boosting motivation. This multimodal approach creates an inclusive, stress-free learning environment suitable even for students with dyslexia or visual impairments. However, challenges such as the need for teacher training, limited resources, and difficulty applying TPR to abstract vocabulary were noted. Recommendations include professional development, structured lesson plans, and using both traditional and digital tools to optimize outcomes. This integrative method offers promising potential for improving English vocabulary instruction for young learners
Investigating Students' Difficulties and Strategies in Writing Descriptive Text Feti Dwijayanti; Widya Oktarini; Yeni Mardiana Devanti
JELP Journal of English Language and Pedagogy Vol. 4 No. 2 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i2.3428

Abstract

Writing is a crucial skill in English learning that requires students to effectively express their thoughts and ideas. However, many students struggle with writing descriptive texts due to difficulties in organizing ideas, vocabulary limitations, and grammatical errors. This research aims to investigate the difficulties faced by students in writing descriptive texts and the strategies they use to overcome them. Conducted at SMAN 4 Jember, this study focuses on students' challenges in content development, text organization, vocabulary selection, grammar usage, and writing mechanics. The research employs a qualitative descriptive method, using observation, interviews, and document as data collection methods. The findings indicate that students struggle with expanding their ideas, often providing only basic descriptions without sufficient details. Some include irrelevant or repetitive information to meet length requirements. In terms of organization, many students fail to distinguish between identification and description, leading to unclear paragraph structures. Vocabulary limitations are also evident, with frequent repetition of the same words and difficulty selecting appropriate adjectives. Grammar-related challenges include inconsistent verb tense usage and errors in subject-verb agreement. Additionally, students often make mechanical errors, such as incorrect capitalization, punctuation, and spelling. To address these issues, students use strategies such as referencing online materials, brainstorming, peer feedback, and utilizing AI-based writing tools. These findings provide valuable insights for improving instructional approaches in English writing.
Co-Authors Kristi Nuraini Widya Oktarini Yeni Mardiana Devanti