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All Journal JURNAL IQRA´ Al-Irsyad: Journal of Education Science Jurnal Edukasi Saintifik
Zulkifli Surahmat
IAI DDI Sidenreng Rappang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Impact of Contextual Authentic Materials on Reading Comprehension among Vocational High School Learners Zulkifli Surahmat; Ahmad Risal Majid; Agnez; Sitti Hadija; Peter John Wanner
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6073

Abstract

This study investigates the effectiveness of using contextual authentic materials in improving vocational high school (SMK) students’ reading comprehension and motivation in learning English reading. The research was conducted among tenth-grade hospitality students at SMK Negeri 2 Polewali during the 2025/2026 academic year. Using a quasi-experimental nonequivalent control group design, 42 students were randomly assigned to experimental (n = 21) and control (n = 21) groups. The experimental group was taught using contextual authentic materials, such as hotel advertisements, reservation forms, tourism brochures, and workplace memos—while the control group received conventional textbook-based instruction over six sessions within five weeks. Data were collected through pretests and posttests consisting of 20 multiple-choice items measuring four sub-skills: identifying main ideas, recognizing supporting details, making inferences, and interpreting references. Statistical analyses using SPSS version 26 included descriptive statistics, assumption testing, and inferential analyses (ANCOVA and independent-samples t-test). The results revealed that the experimental group outperformed the control group significantly, F(1, 39) = 26.48, p < .001, partial η² = .40, with a large effect size (Cohen’s d = 1.62). Students exposed to contextual authentic materials demonstrated greater gains across all sub-skills, with the highest improvement in inference-making. Classroom observations further indicated that these materials enhanced students’ engagement and motivation by linking classroom learning to real-world professional contexts. The findings affirm that contextual authentic materials are effective in fostering both cognitive and affective outcomes in vocational English learning. They enable students to connect language learning with their future careers, promoting meaningful, relevant, and motivated reading comprehension. Consequently, English teachers and curriculum developers in vocational schools are encouraged to integrate authentic vocational texts into instruction to bridge the gap between classroom learning and workplace communication.
Enhancing Early Childhood Language Skills through Audio-Visual Storytelling: A Pre-Experimental Study Zulkifli Surahmat; Rahmaniar Rahmaniar; Emelia Fitri Limchio Sinaga
Jurnal Edukasi Saintifik Vol 6 No 1 (2026): Jurnal Edukasi Saintifik-InPress
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jes.v6i1.1199

Abstract

This study investigates the effectiveness of storytelling supported by audio-visual media in improving early childhood language skills at an Islamic kindergarten in Maritengngae District, Sidenreng Rappang Regency. The research employed a pre-experimental design using a one-group pretest–posttest approach. The participants consisted of early childhood learners whose language abilities were assessed before and after the implementation of storytelling activities using audio-visual materials. Data were collected through structured observation sheets covering four language domains: listening, speaking, reading, and writing, and were analyzed descriptively using percentage-based achievement indicators. The findings reveal a substantial improvement in children’s language skills across all assessed domains. Children’s listening abilities improved through better comprehension of instructions and repetition of complex sentences, while speaking skills developed through answering questions, narrating cause-and-effect events, and naming objects. Reading skills increased as children became more proficient in recognizing letters, symbols, and words, and writing skills improved through name writing and meaningful drawing activities. Overall, children’s language performance increased from approximately 50% in the pretest to 85% in the posttest, indicating that classical learning completeness was achieved. The results suggest that storytelling with audio-visual media creates an engaging and supportive learning environment that enhances children’s motivation and active participation. This study concludes that audio-visual storytelling is an effective and innovative instructional approach for fostering comprehensive language development in early childhood education.
KETERLAMBATAN BAHASA PADA ANAK DAN FAKTOR PENYEBABNYA Zulkifli Surahmat; Ahmad Risal Majid; A. Darma Isa; Sumiati Amin
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.210

Abstract

Penelitian ini merupakan kajian literatur yang membahas faktor-faktor penyebab keterlambatan bicara pada anak serta dampaknya terhadap perkembangan sosial dan emosional anak. Berdasarkan tinjauan pustaka, keterlambatan bicara dipengaruhi oleh faktor internal seperti kondisi fisik, gangguan neurologis, dan perbedaan perkembangan bahasa berdasarkan jenis kelamin, yang dapat menghambat kemampuan bahasa anak secara optimal. Selain itu, faktor eksternal yang mencakup pola asuh, lingkungan rumah, serta penggunaan dua bahasa tanpa strategi yang tepat juga berkontribusi terhadap keterlambatan bicara. Minimnya interaksi verbal langsung dan paparan teknologi yang berlebihan turut memperlambat perkembangan kemampuan berbicara anak. Dampak keterlambatan bicara tidak hanya terbatas pada aspek bahasa, tetapi juga berdampak pada kemampuan sosial dan emosional anak, seperti rendahnya rasa percaya diri dan kesulitan dalam berinteraksi sosial. Penelitian ini menegaskan pentingnya peran orang tua dan guru dalam melakukan deteksi dini serta memberikan stimulasi bahasa secara konsisten untuk mendukung perkembangan anak yang optimal.
Co-Authors A. Darma Isa Agnez Ahmad Risal Majid Emelia Fitri Limchio Sinaga Peter John Wanner Rahmaniar Rahmaniar Sitti Hadija Sumiati Amin