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The Effectiveness of LingQ Application as Learning Media on the Student’s Reading Comprehension at Eight Grade of SMP Muhammadiyah Aimas Hayatun Nufus Rumaf; Agus Setiawan; Nursalim
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5076

Reading comprehension ability is one of the most important basic skills in learning English. However, the reality is that many junior high school students still struggle to understand reading texts, which is caused by limited vocabulary, monotonous teaching methods, and low learning motivation. Therefore, innovative and engaging learning media are needed, one of which is through the use of the LingQ application. This research aims to determine the effectiveness of using the LingQ application as a learning medium on the reading comprehension ability of eighth-grade students at Muhammadiyah Aimas Junior High School. This research uses a quantitative method with a pre-experimental design in the form of a one-group pre-test and post-test design. The research sample consisted of 20 students from class VIII B. The instrument used was a multiple-choice reading comprehension test with 20 questions. Data analysis techniques include descriptive statistical analysis, normality tests, and N-Gain tests. The research results indicate an effective in students' reading comprehension after being treated using the LingQ application. The average pre-test score was 48.00, which increased to 65.20 on the post-test. The N-Gain test results showed a value of 0.33, which falls into the moderate category, meaning that using the LingQ application is quite effective in students' reading comprehension.

Boosting Vocabulary Skills in Young Learners Using Mnemonics and the Fly Swatter Game Fahira Namsa; Nursalim; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Vocabulary acquisition is a cornerstone of language learning, particularly for young learners, as it forms the foundation for effective communication and comprehension. This research aimed to examine the effectiveness of using mnemonic strategies combined with the Fly Swatter game to enhance vocabulary learning among 5th-grade students at SD Muhammadiyah Aimas, Sorong Regency. Vocabulary acquisition is a vital component of language learning, yet many young learners face difficulties in memorization and retention. By incorporating an engaging and interactive teaching method, this study sought to improve both learning outcomes and student motivation. Using a pre-experimental One Group Pre-test Post-test design and a quantitative approach, data were collected from 40 students through vocabulary tests consisting of multiple-choice and matching questions administered before and after the intervention. Statistical analysis revealed a significant improvement, with average scores increasing from 57.5 on the pre-test to 85.8 on the post-test. These results demonstrate that combining mnemonic strategies with interactive games effectively enhances vocabulary learning and retention. The findings underscore the importance of integrating creative teaching methods that foster active participation and create a dynamic learning environment. This approach not only supports better academic performance but also increases student engagement and interest in language learning. Teachers are encouraged to adopt such innovative strategies to address common learning challenges and make vocabulary acquisition more effective and enjoyable.

Autodidactic English Learning Strategy of Tour Guide in the Raja Ampat Island Marlontinus Wair; Nursalim; Rizqi Claudia Wardani. H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study explores the autodidactic English learning strategies employed by local tour guides in Raja Ampat Island, a prominent marine tourism destination in eastern Indonesia. Due to limited access to formal language education, many guides independently develop their English skills to meet the communication demands of international tourism. Adopting a mixed-methods approach, the study involved 10 participants through in-depth interviews and a structured questionnaire. Thematic analysis was used to interpret qualitative data, while descriptive statistics supported the quantitative insights. The findings reveal that tour guides employ diverse self-directed strategies, including setting personal learning goals, practicing English through direct interactions with tourists, mimicking native speakers, maintaining vocabulary notebooks, and using digital tools such as Google Translate, YouTube, and ELSA Speak. These strategies align with theoretical frameworks such as Heutagogy, Self-Directed Learning (SDL), and Constructivism. Among the most effective approaches was real-time communication with international visitors, offering authentic exposure and immediate language application. Despite their dedication, participants reported several challenges, including limited grammar knowledge, lack of corrective feedback, and irregular learning routines. However, their strong intrinsic motivation, adaptability, and problem-solving attitudes illustrate the potential of self-managed learning in remote areas. The study concludes that autodidactic learning can be a viable path for language development in tourism sectors where formal instruction is scarce. It also suggests the need for accessible digital resources and minimal structured support to optimize learning outcomes. These findings offer practical implications for language educators, tourism authorities, and policymakers interested in enhancing the communicative competence of tour guides in under-resourced regions.

Think Pair Share Integrated with Make a Match: A Cooperative Learning Strategy to Improve Vocabulary Mastery among Young EFL Learners Stella Siwalette; Nursalim
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Vocabulary is essential for developing language proficiency, particularly among young EFL learners who rely on vocabulary knowledge to support their reading, writing, listening, and speaking skills. However, many elementary students in Indonesia struggle with vocabulary retention and application due to traditional, teacher-centered instruction and limited engagement. This study examines the effectiveness of integrating two cooperative learning strategies Think Pair Share (TPS) and Make a Match (MaM) to improve vocabulary mastery among fifth-grade students at SD YPPK Kristus Raja I Kampung Baru. Using a pre-experimental one-group pretest-posttest design, the research involved 18 purposively selected students from a single fifth-grade class. A 20-item vocabulary matching test focused on basic English nouns and verbs was administered before and after the intervention. The instructional treatment was implemented over four sessions, combining structured peer discussion using TPS and interactive word-matching activities using MaM. The data were analyzed using descriptive statistics and a paired sample t-test with SPSS. The results revealed a statistically significant improvement in students’ vocabulary scores (p = 0.000), with an average gain of over 30 points from pretest to posttest. Most students moved from the “poor” and “fair” categories to “good” and “very good,” indicating substantial vocabulary growth. The findings suggest that the integration of TPS and MaM not only enhances vocabulary comprehension and retention but also promotes higher student engagement and confidence in using new words. This study provides empirical evidence that interactive, cooperative learning strategies can be highly effective in supporting vocabulary development among young EFL learners. Teachers are encouraged to implement these methods to create more student-centered, engaging vocabulary instruction. Further studies with larger samples and varied contexts are recommended to validate and expand on these results.

The Effectiveness of LingQ Application as Learning Media on the Student’s Reading Comprehension Hayatun Nufus Rumaf; Agus Setiawan; Nursalim
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar

Reading comprehension ability is one of the most important basic skills in learning English. However, the reality is that many junior high school students still struggle to understand reading texts, which is caused by limited vocabulary, monotonous teaching methods, and low learning motivation. Therefore, innovative and engaging learning media are needed, one of which is through the use of the LingQ application. This research aims to determine the effectiveness of using the LingQ application as a learning medium on the reading comprehension ability of eighth-grade students at Muhammadiyah Aimas Junior High School. This research uses a quantitative method with a pre-experimental design in the form of a one-group pre-test and post-test design. The research sample consisted of 20 students from class VIII B. The instrument used was a multiple-choice reading comprehension test with 20 questions. Data analysis techniques include descriptive statistical analysis, normality tests, and N-Gain tests. The research results indicate an effective in students' reading comprehension after being treated using the LingQ application. The average pre-test score was 48.00, which increased to 65.20 on the post-test. The N-Gain test results showed a value of 0.33, which falls into the moderate category, meaning that using the LingQ application is quite effective in students' reading comprehension.

Innovative Strategies for Vocabulary Acquisition: Integrating Suggestopedia and Word Search Games in EFL Classrooms Selfin Jesika Loblobly; Nursalim
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Vocabulary acquisition remains a significant challenge for many junior high school students in English as a Foreign Language (EFL) context. This study aims to examine the effectiveness of integrating the Suggestopedia method and Word Search Games in improving students’ vocabulary mastery. The research employed a pre-experimental one-group pretest–posttest design involving 20 seventh-grade students from class VII B at SMP Negeri 3 Kota Sorong. Data were collected through a vocabulary test consisting of 20 items focusing on verb-related vocabulary administered before and after the treatment. The collected data were analyzed using SPSS through descriptive statistics and a paired sample t-test. The results showed a clear improvement in students’ vocabulary achievement. The mean score increased from 60.00 in the pre-test to 79.75 in the post-test, indicating a substantial improvement after the implementation of the instructional strategy. The paired sample t-test produced a significance value of 0.000 (p < 0.05), demonstrating a statistically significant difference between the pre-test and post-test scores. These findings indicate that the integration of Suggestopedia and Word Search Games effectively improves students’ vocabulary acquisition. The results suggest that combining a relaxed learning environment through Suggestopedia with interactive game-based activities such as Word Search Games can support vocabulary learning in EFL classrooms. This integrated approach encourages student participation and facilitates repeated exposure to target vocabulary. Therefore, the study concludes that the combined use of Suggestopedia and Word Search Games provides an effective alternative strategy for vocabulary instruction in junior high school EFL contexts.

Developing Instagram Reels-Based Instructional Media for Teaching Simple Present Tense in Higher Education Nur Mardiyani Fauziah Fuad; Nursalim; Fitri Arniati
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2854

This study investigates the development of Instagram Reels-based learning media for teaching the simple present tense to non-English major students in higher education. Although social media integration in English Language Teaching (ELT) has increased significantly, limited studies have examined the pedagogical potential of short-form video microlearning for grammar instruction among non-English major students in Indonesian higher education contexts. This study addresses this gap by integrating Instagram Reels, microlearning principles, and digital pedagogy into grammar learning. The research employed a Research and Development (R&D) design using the 4D model consisting of Define, Design, Develop, and Disseminate stages. The participants were students from the Physical Education and Civic Education study programs at Universitas Pendidikan Muhammadiyah Sorong. Data were collected through observations, interviews, questionnaires, expert validation, and pre-test and post-test assessments. The findings revealed that the Instagram Reels-based learning media improved students’ grammar achievement, with Physical Education students increasing from 50% to 80% and Civic Education students from 55% to 83%. The media also enhanced students’ motivation, participation, and learning engagement through concise, contextual, and visually interactive grammar instruction. This study contributes theoretically to digital ELT pedagogy by demonstrating the effectiveness of social media-based microlearning in supporting grammar learning among non-English major students in higher education.

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