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All Journal Linguapedia Explorations in English Learning
Rizki Amalyasari, Maya
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Education Languange, Linguistic, Communication & Media Other

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The Impact of Genius Magazine on Students’ English Reading Skills Rizki Amalyasari, Maya; Putri Annur, Maulidina
Linguapedia Vol. 9 No. 1 (2025): May
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v9i1.4320

Abstract

Narrative text is one of the texts in reading competency based on the school-based Curriculum. In teaching narrative text, teachers need media to make the teaching and learning process go well. One of the suitable teaching media is a module.  This study specifically explored the implementation of Genius Magazine in teaching narrative text. This research aimed in investigating deeply research on how students’ opinions or perceptions were related to the implementation of Genius Magazine, its effectiveness and practicality in teaching narrative text. The researcher used descriptive qualitative method with two research instruments used, they were observation paper and interview guide. The subjects selected in this study were 9th grade students with English teacher who implemented Genius Magazine in English learning in the classroom. The result of this study showed that students welcomed and agreed with the implementation of this magazine as a media to learn narrative text since it presented narrative text equipped with interesting and colorful illustration. The implementation of Genius Magazine was very effective and practical, students were very enthusiastic, the classroom atmosphere was more lively, students were more active in asking and answering teacher questions, interacting with friends or teachers, and their grades also significantly increased.
From Silence to Confidence: Improving Students’ Speaking through Word Card Media Rizki Amalyasari, Maya; Karnuara Mburu, Orny; Dewi Lestari, Hernina
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.261

Abstract

Speaking is one of the most essential yet challenging skills for language learners, especially when limited vocabulary and low confidence restrict their ability to communicate effectively. This Classroom Action Research (CAR) aimed to enhance students’ English-speaking skills through the use of word card media. The study involved 15 seventh-grade students of class VII A and followed four stages: planning, acting, observing, and reflecting. Data were collected through tests, observations, interviews, and questionnaires using both quantitative and qualitative analyses. Before the intervention, students showed low confidence, poor vocabulary mastery, and minimal participation. After implementing word card media, students became more active and confident in speaking activities. The mean speaking score increased from 71 to 80, surpassing the Minimum Mastery Criteria. Observations and questionnaire results (overall mean = 3.44) indicated higher motivation, engagement, and positive perceptions of the learning process. The findings demonstrate that word card media effectively improve vocabulary mastery, pronunciation, fluency, and confidence, while transforming the classroom into a more student-centered and interactive environment. This study also introduces a new concept of multimodal, vocabulary-driven speaking instruction, in which word cards act as interactive cognitive tools that bridge vocabulary learning and communicative use. Future research is recommended to explore digital or gamified word card applications to enhance personalized and engaging speaking practice in various educational contexts.
Co-Authors Dewi Lestari, Hernina Karnuara Mburu, Orny Putri Annur, Maulidina