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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Studies in Academic, Humanities, Research, and Innovation
Ismil Mubarok
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Religion Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Implementation of Total Physical Response Method with Pictures to Enhance Students’ Vocabulary and Creativity Al-Farisi, Nizar Ahmad; Ismil Mubarok; Fitrah Yuliawati; Slamet; Mohammad Jusak
Journal of Studies in Academic, Humanities, Research, and Innovation Vol. 2 No. 1 (2025): June 2025
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/sahri.v2i1.160

Abstract

This research explores the effectiveness of incorporating picture with the Total Physical Response (TPR) technique to improve vocabulary acquisition and creative thinking in EFL learners. A total of 36 second-grade students took part in two Classroom Action Research (CAR) cycles at SMAN 03 Pamekasan. The low average mark of 58 on the pre-test among students and early observations suggested significant challenges with vocabulary retention, spelling pronunciation and proper usage. TPR integration of movement and language acquisition was paired with writing activities. While introducing vocabulary words during the first cycle students worked together in groups to describe pictures in photos and include images and vocabulary words during the second cycle to increase memory. Although there was a 12.1% increase during the period of the study the outcomes did not meet the minimum passing criteria established by the institution (KKM). During the immediate cycle, additional practice and stress-relief techniques, such as occasionally reviewing images from recent tests, led to a significant improvement, with the average score increasing to 80. The research indicated that when paired with melodies, the TPR method enhanced students' vocabulary fluency, spelling, pronunciation, and accuracy of usage. Furthermore, it fostered greater student involvement, enthusiasm, and creativity in the classroom. Overall, the study demonstrates that TPR and picture provide an engaging, straightforward method for vocabulary acquisition, helping students navigate difficulties in language learning and fostering a more vibrant and enjoyable educational atmosphere.
Teacher’s Perception on the Implementation of Clustering Techniques Using Sticky Note Media in Teaching Writing Recount Text at the Tenth Grade of Senior High School Ismil Mubarok; Rini Listyowati; Ina Daril Hanna
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6356

Abstract

This study investigates the use of sticky note media and clustering approaches in the teaching of writing recount texts at SMAN 3 Pamekasan. When producing recount texts, many students struggle with concept organization and consistency. In order to overcome these obstacles, the instructor used sticky notes in conjunction with the clustering strategy to help the students write better. One English instructor at SMAN 3 Pamekasan was the subject of this qualitative case study, and information was gathered via documentation, semi-structured interviews, and observation. An interactive model that included data reduction, data display, and conclusion drawing was used to examine the data. According to the results, students’ creativity and organizational skills were greatly enhanced by the clustering technique using sticky notes. Sticky notes' adaptability and visual format made it easier for pupils to organize and link their ideas. The teachers thought well of the approach, observing a rise in student engagement and motivation. Modeling and guided practice helped to overcome the initial bewilderment of the students and the restricted availability of materials. The study comes to the conclusion that this method supports critical thinking and active involvement in addition to improving students' writing skills, which is in line with curriculum objectives.
Teacher’s Perception on the Implementation of Clustering Techniques Using Sticky Note Media in Teaching Writing Recount Text at the Tenth Grade of Senior High School Ismil Mubarok; Rini Listyowati; Ina Daril Hanna
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6356

Abstract

This study investigates the use of sticky note media and clustering approaches in the teaching of writing recount texts at SMAN 3 Pamekasan. When producing recount texts, many students struggle with concept organization and consistency. In order to overcome these obstacles, the instructor used sticky notes in conjunction with the clustering strategy to help the students write better. One English instructor at SMAN 3 Pamekasan was the subject of this qualitative case study, and information was gathered via documentation, semi-structured interviews, and observation. An interactive model that included data reduction, data display, and conclusion drawing was used to examine the data. According to the results, students’ creativity and organizational skills were greatly enhanced by the clustering technique using sticky notes. Sticky notes' adaptability and visual format made it easier for pupils to organize and link their ideas. The teachers thought well of the approach, observing a rise in student engagement and motivation. Modeling and guided practice helped to overcome the initial bewilderment of the students and the restricted availability of materials. The study comes to the conclusion that this method supports critical thinking and active involvement in addition to improving students' writing skills, which is in line with curriculum objectives.
Co-Authors Al-Farisi, Nizar Ahmad Fitrah Yuliawati Ina Daril Hanna, Ina Daril Listyowati, Rini Mohammad Jusak Rini Listyowati Slamet