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p-Index From 2021 - 2026
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All Journal Journal of Language, Literature, and Educational Research
Firuza, Torebaeva
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Improving PISA Reading Literacy: The Effectiveness of KWL Strategy for Middle School Students' Comprehension of Descriptive Texts Emmanuel, Mercy; Firuza, Torebaeva; Zenuni, Jaup; Sane, Aladji Mamadou
Journal of Language, Literature, and Educational Research Vol. 2 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v2i1.2723

Abstract

Purpose of the study: This classroom action research aimed to investigate whether the Know-Want-Learned (KWL) strategy could improve the reading comprehension of descriptive texts among seventh-grade junior high school students, with implications for addressing the foundational literacy skills measured by international assessments such as PISA (Programme for International Student Assessment). Methodology: Employing the Kemmis & McTaggart model over two cycles, this study collected data using pre-tests, post-tests, observation sheets, teacher interviews, and student questionnaires. Quantitative data from tests were analyzed by calculating mean scores and the percentage of students passing the Minimum Mastery Criterion (KKM), while qualitative data were analyzed thematically to assess engagement and metacognitive development. Main Findings: The implementation of the KWL strategy significantly improved student outcomes. The percentage of students passing the KKM increased from 20% in the pre-test to 40% in post-test 1, and further to 80% in post-test 2. Qualitative data indicated increased student enthusiasm, active participation, and the development of metacognitive strategies such as questioning and reflection that align with core PISA reading literacy competencies. Novelty/Originality of this study: This study provides empirical evidence from an Indonesian junior high school context, specifically linking the KWL strategy not only to improved classroom performance but also to the development of higher-order reading skills relevant to PISA frameworks. It demonstrates KWL as a practical, low-tech strategy that can help bridge the gap between daily instruction and the literacy competencies emphasized in global assessments.
Improving PISA Reading Literacy: The Effectiveness of KWL Strategy for Middle School Students' Comprehension of Descriptive Texts Emmanuel, Mercy; Firuza, Torebaeva; Zenuni, Jaup; Sane, Aladji Mamadou
Journal of Language, Literature, and Educational Research Vol. 2 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v2i1.2723

Abstract

Purpose of the study: This classroom action research aimed to investigate whether the Know-Want-Learned (KWL) strategy could improve the reading comprehension of descriptive texts among seventh-grade junior high school students, with implications for addressing the foundational literacy skills measured by international assessments such as PISA (Programme for International Student Assessment). Methodology: Employing the Kemmis & McTaggart model over two cycles, this study collected data using pre-tests, post-tests, observation sheets, teacher interviews, and student questionnaires. Quantitative data from tests were analyzed by calculating mean scores and the percentage of students passing the Minimum Mastery Criterion (KKM), while qualitative data were analyzed thematically to assess engagement and metacognitive development. Main Findings: The implementation of the KWL strategy significantly improved student outcomes. The percentage of students passing the KKM increased from 20% in the pre-test to 40% in post-test 1, and further to 80% in post-test 2. Qualitative data indicated increased student enthusiasm, active participation, and the development of metacognitive strategies such as questioning and reflection that align with core PISA reading literacy competencies. Novelty/Originality of this study: This study provides empirical evidence from an Indonesian junior high school context, specifically linking the KWL strategy not only to improved classroom performance but also to the development of higher-order reading skills relevant to PISA frameworks. It demonstrates KWL as a practical, low-tech strategy that can help bridge the gap between daily instruction and the literacy competencies emphasized in global assessments.
Javanese Speech Levels and Language Politeness Among First-Grade Elementary Students: A Sociolinguistic Study Wulandari, Dwi; Al-Shidi, Samia; Firuza, Torebaeva
Journal of Language, Literature, and Educational Research Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jolle.v3i1.3175

Abstract

Purpose of the study: This study aims to describe the use of Javanese speech levels by first-grade students at Public Elementary School 2 Trnten, Candimulyo, Magelang, including the types of speech levels used, the factors influencing their use, and the communicative functions reflected in daily school interactions. Methodology: This study employed a descriptive qualitative method. The subjects were 16 first-grade students of Public Elementary School 2 Trenten, Candimulyo, Magelang. Data were collected through observation, interviews, field notes, recording using a recorder, and note-taking techniques. Data analysis used descriptive analysis with semantic validity and intra-rater reliability. Main Findings: The findings showed four types of Javanese speech levels used by students: ngoko lugu, ngoko alus, krama lugu, and krama alus. The use of speech levels was influenced by interpersonal formality, place and situation, communicative purpose, and social norms. Their functions reflected intimacy in ngoko and respect in krama interactions. Novelty/Originality of this study: This study specifically examines Javanese speech level usage among first-grade elementary students in natural school interactions, highlighting early language politeness development. It contributes to sociolinguistic studies by showing how children apply unggah-ungguh basa Jawa in real educational contexts and social communication practices
Co-Authors Al-Shidi, Samia Dwi Wulandari Emmanuel, Mercy Sane, Aladji Mamadou Zenuni, Jaup