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All Journal Journal of English Language and Education Jurnal Pendidikan dan Sastra Inggris
Arif Wahyu Tomosa Halawa
Universitas Nias
Education Languange, Linguistic, Communication & Media Other

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Developing a Total Physical Response (TPR)-Based English Module to Enhance Listening-Speaking Skills of Young Learners Merlin Waruwu; Yunita Tafonao; Arniwati Gulo; Oktoberlianus Zendrato; Fitri Seniawati Halawa; Arif Wahyu Tomosa Halawa; Yaredi Waruwu
Jurnal Pendidikan dan Sastra Inggris Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v6i1.6743

Abstract

In order to address the issues of classroom management, media integration, and listening-speaking progression that teachers at PPA Kramer Hilina'a Gunungsitoli faced with 18 students ages 6 to 9, this research and development (R&D) study created Total Physical Response (TPR)-based English teaching modules using the ADDIE model. The class D English instructor served as the study population. Semi-structured interviews and TPR classroom observations were used to gather data, which was then subjected to content analysis. Three primary needs were identified by the findings: listening-speaking hurdles, current media structuring (PPT, flashcards, videos), and movement classroom management (73% interview codes). The module increased student engagement from 62% (11/18 students) to 89% (16/18 students), command-response frequency from 8 to 21 per session, and verbal repetition from 9/18 to 15/18 students (83%) after it was tested in two class D sessions and validated by experts (score 4.2/5 or 84%). This low-tech lesson can be replicated in PAUDs with limited funding and space, giving non-specialist teachers formal TPR assistance utilizing already-existing resources at no further cost. Single respondent and short trial duration are research limitations; subsequent long-term testing across several PAUDs is advised.
The Relationship between Students’ Cultural Habits, Hearsay Exposure, and the Importance of English Adieli Laoli; Puspa Triyani Waruwu; Siti Khafifah Shaleh N. Cui; Arif Wahyu Tomosa Halawa; Agustina Laia
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2116

Abstract

English plays a crucial role as a global language; however, students’ perceptions of its importance are shaped by their sociocultural environment. In addition to cultural habits reflected in daily community practices, students are also influenced by hearsay exposure, defined as repeated informal messages or opinions about English transmitted through family, peers, and community discourse. Previous studies have largely examined cultural or social belief factors separately, leaving limited understanding of their combined influence. This study aimed to investigate the relationship between students’ cultural habits, hearsay exposure, and their perceived importance of English at SMA Negeri 1 Lahewa. Using a quantitative correlational design, data were collected from 96 eleventh-grade students through a Likert-scale questionnaire and analyzed using Pearson correlation and multiple regression. The findings revealed that both cultural habits and hearsay exposure significantly correlated with students’ perceived importance of English, both individually and simultaneously. These variables collectively explained a substantial proportion of variance in students’ perceptions. The study highlights that students’ evaluations of English are socially constructed and underscores the need for culturally responsive English teaching that addresses prevailing community narratives.
Co-Authors Adieli Laoli Agustina Laia Arniwati Gulo Fitri Seniawati Halawa Merlin Waruwu Oktoberlianus Zendrato Puspa Triyani Waruwu Siti Khafifah Shaleh N. Cui Yaredi Waruwu Yunita Tafonao