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All Journal Journal of English Language and Education
Marharini, Swasti
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Languange, Linguistic, Communication & Media Other

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Exploring Students’ Learning Styles in English Language Learning: Implications for Differentiated Instruction Strategies Rohmah, Dine Fitriana; Fitriah, Fitriah; Marharini, Swasti
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1659

Abstract

Learning styles play an important role in shaping how students process and internalize language input. Information about students’ learning styles enables teachers to select appropriate approaches that address and accommodate their needs. This study investigates the preferred learning styles of junior high school students in English language learning and examines the implications for differentiated instructions. Using a quantitative descriptive design, data were collected from 45 eighth-grade students through a standardized learning style questionnaire adapted from Nisa’ul Kumalasari. The results reveal that seven categories of learning style are identified, namely visual learning, tactile learning, auditory learning, group learning, individual learning, reading learning, and kinesthetic learning. From the seven categories, auditory learning and tactile styles emerged as the two most dominants. These findings indicate that students learn more effectively through listening and collaborative interactions.  This highlights the need for teachers to implement multimodal instructional strategies that integrate auditory, visual, and kinesthetic elements to accommodate diverse student needs and enhance learning engagement.
The Use of Dialogue Reading and Role - Playing to Enhance Students’ Speaking Skills Aqilla, Nofi Arum; As'ad, Fitriah; Marharini, Swasti
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1679

Abstract

Teachers may use different ways to encourage students using target language. They may believe the more students practice the language the better their speaking skill will be. This study aims to investigate the use of reading dialogue and role-playing methods in facilitating students’ speaking skills. The study used a qualitative descriptive design by observing the classrooms. The participants were 30 students from Class VIII-B at one of the public junior high schools in Surabaya. The results showed that reading dialogues help students facilitate students’ speaking skills. Through role-playing and dialog reading, students could practice their fluency, accuracy, intonation, non-verbal communication, and confidence. Students became more fluent through repeated performance, more accurate through imitation of modelled sentences, and more expressive through attention to body language and eye contact. Overall, the study suggests that dialogue reading and role-play are effective in facilitating speaking skills, although teachers need to ensure that the activities maximise language exposure rather than focusing solely on creating an enjoyable atmosphere.
Co-Authors Aqilla, Nofi Arum As'ad, Fitriah Fitriah Fitriah Rohmah, Dine Fitriana