Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal PESHUM Jurnal Ilmiah Guru Madrasah (JIGM)
Zurina Zora
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Students’ Responses To The Implementation of Paragraph Shrinking Strategy in Improving Reading Comprehension Zurina Zora; Tri Putri Utami
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 6: Oktober 2024
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v3i6.7985

Abstract

This research aimed to find out students’ responses to the activities presented in the classroom after the implementation of Paragraph Shrinking Strategy to improve reading comprehension. This research was carried out to the first grade students in one of junior high school in Aceh. The data collected by questionnaire, then tabulated in Microsoft Excel and analyzed descriptively. The results showed that students’ responses to the implementation of Paragraph Shrinking Strategy were positive, as Paragraph Shrinking Strategy is effective in improving reading comprehension.
Teachers’ Perspectives on the Use of Physical Games in English Language Teaching Fajrinur, Fajrinur; Zurina Zora
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.104

Abstract

This study explores teachers’ perspectives on the use of physical games in English language teaching within school-based EFL contexts. Employing a descriptive qualitative design, data were collected through semi-structured interviews with eight secondary school English teachers who had experience using physical games in their classrooms. The data were analyzed using thematic analysis to identify recurring patterns in teachers’ perceptions and experiences. The findings reveal that teachers generally perceive physical games as a beneficial instructional approach, particularly for supporting vocabulary learning, speaking practice, and students’ motivation and engagement. Teachers reported that physical games encouraged active participation and reduced students’ anxiety in using English. However, the study also identifies several challenges in implementing physical games, including classroom management difficulties, limited instructional time, large class sizes, and restricted physical space. To address these challenges, teachers employed various adaptive strategies, such as selecting simpler games, establishing clear classroom rules, and modifying activities to fit contextual constraints. The study highlights that teachers’ perspectives on physical games are both positive and pragmatic. The findings suggest that physical games can be effectively integrated into English language teaching when they are carefully planned, contextually adapted, and aligned with instructional objectives. This study contributes to the understanding of physical games from the perspective of teacher cognition and offers practical insights for sustainable implementation in EFL classrooms.
Co-Authors Fajrinur, Fajrinur Tri Putri Utami