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All Journal Prominent : Journal of English Studies Simple: International Journal of English Education
Febriyanti, Laili
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Education Languange, Linguistic, Communication & Media Other

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THE EFFECT OF REFLECTIVE TEACHING AND THE USE OF TEXT MODELS ON STUDENT ENGAGEMENT AND ACHIEVEMENT IN ENGLISH CLASSES Febriyanti, Laili
SIMPLE: International Journal of English Education Vol 3, No 1 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i1.14435

Abstract

This study investigates the impact of Reflective Teaching combined with the use of text models on student engagement and achievement in English writing classes at MTs Nurul Huda Kragan. The research employs a mixed-method approach, integrating quantitative data from pre-test and post-test scores with qualitative insights derived from observations and semi-structured interviews. Results demonstrate a significant increase in student participation, from an average of 50% to 76.42%, and an improvement in achievement scores, with a rise from 58.44 to 85.57 after the intervention. The Reflective Teaching approach enabled teachers to adapt their methods through continuous self-assessment, fostering a more interactive and supportive classroom environment. Additionally, the use of text models facilitated students’ understanding of writing structure and content, enhancing their critical thinking and creativity. This study concludes that the combination of Reflective Teaching and text models is an effective strategy to address challenges in writing instruction, offering valuable insights for educators seeking to improve learning outcomes in similar contexts.
Teachers’ Perspectives on CLIL Implementation in Indonesian Primary Schools: Challenges and Classroom Strategies Putri, Oky Adinda; Ardianti, Fatiha Dyah Puspa Ardianti Puspa; Febriyanti, Laili; Kurniati, Diah; Sulistyowati, Titis
Prominent Vol 8, No 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.14418

Abstract

This study explores teachers’ perspectives on the implementation of Content and Language Integrated Learning (CLIL) in science and math classrooms at SD Al Azhar Pati, a primary school in Indonesia. While CLIL is acknowledged as a bilingual instructional strategy that enhances both language and subject knowledge, limited research has explored its implementation in non-international, resource-limited school contexts. Using a qualitative case study approach, data were collected from five teachers through structured questionnaires and semi-structured interviews via WhatsApp. Findings reveal that teachers view CLIL as effective for fostering academic vocabulary and meaningful learning. However, challenges such as language barriers, limited materials, and varied student engagement persist. Teachers employed bilingual strategies, interactive activities, and collaboration with English teachers to overcome these challenges. This study underscores the need for professional development and localized resources to strengthen CLIL practices in similar settings.
Co-Authors Ardianti, Fatiha Dyah Puspa Ardianti Puspa Diah Kurniati Putri, Oky Adinda Titis Sulistyowati