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All Journal Journal of Educational Study Indo-MathEdu Intellectuals Journal
Indrawati, Ni Putu Ayu Candra Nora
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Theory and Practice: Strategies for Teaching Reading in English Language Classrooms Kurniawati, Kadek Lina; Indrawati, Ni Putu Ayu Candra Nora
Journal of Educational Study Vol. 3 No. 2 (2023): JoES (Desember)
Publisher : English Education Department STKIP Agama Hindu Singaraja

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Abstract

This study investigates effective reading strategies in English as a Foreign Language (EFL) classrooms by bridging theoretical frameworks with practical instructional approaches. Drawing on a qualitative content analysis of seven peer-reviewed journal articles published between 2009 and 2025, the study identifies key strategies aligned with schema theory, metacognitive strategy instruction, and the Content and Language Integrated Learning (CLIL) approach. These strategies are categorized into three stages of reading instruction: pre-reading, during-reading, and post-reading. The findings highlight the importance of activating background knowledge, combining intensive and extensive reading practices, promoting reading strategy awareness, and integrating reading and writing in subject-based instruction. The study also addresses the instructional adaptations required in low-resource settings, emphasizing the need for teacher training and contextualized support. By connecting theoretical insights with real classroom practices, the research offers a comprehensive model for enhancing reading comprehension and fostering learner autonomy in EFL contexts.
Grammar Translation Method in English Learning Situation: Is it Effective for Increasing Students’ Vocabulary? Kurniawati, Kadek Lina; Indrawati, Ni Putu Ayu Candra Nora; Fatmawan, Aditya Ridho
Indo-MathEdu Intellectuals Journal Vol. 6 No. 8 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i8.4684

Abstract

This study investigates the role of the Grammar Translation Method (GTM) in enhancing students’ vocabulary development through a Systematic Literature Review (SLR) of relevant studies published between 2014 and 2023. The data were drawn from peer-reviewed journal articles selected using predetermined inclusion and exclusion criteria. Data collection followed the SLR stages of identification, screening, and eligibility, while the analysis employed thematic synthesis to categorize findings across studies. The reviewed literature indicates that GTM consistently contributes to vocabulary development through translation activities, explicit grammar explanations, and structured vocabulary lists. Several studies also show that GTM becomes more effective when combined with modern learning media, such as crossword puzzle applications, comic-based materials, and digital resources. Although GTM originates from traditional language-teaching practices, the findings demonstrate that it continues to support vocabulary acquisition, reading comprehension, and linguistic accuracy across diverse educational contexts. Overall, this review concludes that GTM remains a valuable method, particularly when innovatively modified or integrated with interactive media to meet the needs of contemporary learners
Co-Authors Aditya Ridho Fatmawan Kurniawati, Kadek Lina