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All Journal Jurnal Ilmu Pendidikan RETORIKA: Jurnal Ilmu Bahasa JURNAL KONFIKS IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan Indonesian EFL Journal Linguistic, English Education and Art (LEEA) Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Linguistics and Elt Journal Jurnal Bahasa Lingua Scientia VISION Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences English Education: English Journal for Teaching and Learning Seminar Nasional Peningkatan Mutu Pendidikan International Journal of English and Applied Linguistics (IJEAL) Linguistic, English Education and Art (LEEA) Journal ELOQUENCE: Journal of Foreign Language LingPoet: Journal of Linguistics and Literary Research Frasa: English Education and Literature Journal ITQAN: Jurnal Ilmu-ilmu Kependidikan TELL - US JOURNAL Socius: Social Sciences Research Journal Journal of Educational Review and Cultural Studies Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial International Journal Linguistics of Sumatra and Malay (IJLSM) Ibrah: Jurnal Pengabdian kepada Masyarakat English Education: English Journal for Teaching and Learning Edumaspul: Jurnal Pendidikan
Salmiah, Maryati
Universitas Islam Negeri Sumatera Utara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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THE EFFECT OF KAHOOT AS A LEARNING MEDIA ON STUDENTS’ VOCABULARY MASTERY Natasya Aisyah; Maryati Salmiah
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10081

Abstract

The purpose of this study was to determine how much influence the kahoot application has in evaluating junior high school students' word mastery which can be improved through the Kahoot application as a learning medium. This study used a quantitative approach. The sample size for this study consisted of 35 junior high school students in one class, namely class 8-3. The use of Kahoot in this study went through pre-test and post-test stages. The results of student assessment in the pretest or before the application of learning media reached an average of 74.85 with a poor category, and the results of student assessment in the posttest or after the application of Kahoot learning media reached an average of 83.00 with a good category. Therefore, there is a difference between the pretest and posttest results. The Shared Sample Test results show that the significant value (sig2-tailed) of 0.006 is below 0.05, which indicates that the t-table is the t-statistic. Therefore, H0 is rejected and Ha is accepted, which indicates that students of class VIII-3 of SMP IT Daarul Istiqlal Marindal I experienced a much greater increase in vocabulary after using Kahoot learning media.
The Implementation of a Multisensory Approach on Overcoming Vocabulary Learning Difficulties Among Dyslexic Junior High School Students Raihana, Ariqqah; Salmiah, Maryati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9904

Abstract

This study explores the implementation of a multisensory approach in teaching vocabulary to dyslexic students in an inclusive junior high school English classroom in Indonesia. The research employed a qualitative case study involving one English teacher selected through purposive sampling. Data were collected through semi-structured interviews, document analysis of lesson plans, and non-participant classroom observations. The data were analyzed using thematic analysis with methodological triangulation to ensure credibility. The findings revealed that multisensory elements were present in classroom practice, particularly through visual and auditory activities such as PowerPoint presentations, pronunciation modeling, and repetition exercises. However, kinesthetic and tactile components were limited and were not systematically integrated into the instructional process. Vocabulary learning was also embedded within grammar-focused lessons rather than being explicitly structured as a lexical learning objective. These findings indicate that although multisensory techniques were used in the classroom, their implementation remained implicit and did not yet reflect a structured multisensory instructional framework. The study highlights the need for more deliberate multisensory instructional design to support vocabulary development among dyslexic learners in inclusive EFL classrooms.
Co-Authors Ahmad Alqawwiy, Thareq Ananda, Dhio Rizky Anggini, Nurasiah Anggraini, Dwi Liza Budiman Budiman Cinta Taufika Anandra Dwi Liza Anggraini Emeliya Sukma Dara Damanik Ernita Daulay Farida Repelita Waty Kembaren Fenty Debora Napitupulu Fitriany Fitriany, Fitriany Fitriyani Fitriyani Handayani Piliang Harahap, Natasya Herza Harland, Nadynne Athaya Hasibuan, Ardina Khoirunnisa Hidayat, Vian Junaidi Junaidi Lubis, SitiIsma Sari Maulida, Maulida May Azura, Anisa Muhammad Dalimunte N, Nuriana Nasution, Agustami Natasya Aisyah Nur Hapsi Harahap Nurul Mifta Lubis Pasaribu, Gumarpi Pasaribu, Gumarpi Rahis Piliang, Wilda Srihastuty Handayani Rahmah Fithriani Raihana, Ariqqah Ramadani, Putri Intan Rambe, Susi Sahmarito Rusman, ِAbdul Aziz Siregar, Fitri Rayani SITI DRIVOKA SULISTYANINGRUM Susi Sahmarito Rambe Utami Dewi Utami Dewi Widiya, Siska Yunus, Aulia Zainal Abidin