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Developing Seventh Grade Students' Understanding of Possessive Pronouns through Contextual Learning Nova Evelin Saragih; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 1 (2025): December
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i1.1360

Grammar mastery plays a crucial role in developing students’ English proficiency; however, grammar instruction in junior high schools is often perceived as abstract and disengaging. Many students experience difficulties in understanding possessive pronouns due to traditional rule-based teaching methods that lack contextual relevance and meaningful application. This study aimed to improve seventh-grade students’ understanding of possessive pronouns through the implementation of the Contextual Learning Approach (CLA) at SMP Negeri 2 Pematangsiantar. This research employed a qualitative Classroom Action Research (CAR) design conducted in two cycles involving 32 students of class VII-5. The data were collected using tests, observation sheets, field notes, interviews, and documentation. The implementation of contextual learning activities emphasized real-life situations, such as identifying ownership through classroom objects and personal belongings, to help students construct grammatical understanding meaningfully. The findings revealed a significant improvement in students’ grammar mastery and classroom engagement. The students’ mean score increased from 60.06 in the pre-test to 83.25 in the final test, while the percentage of students achieving the minimum mastery criterion (70) improved from 37.5% to 90.6%. Qualitative findings indicated increased motivation, participation, confidence, and collaboration among students during the learning process. In conclusion, the Contextual Learning Approach effectively enhanced students’ understanding of possessive pronouns by linking grammatical concepts to real-life contexts. The study implies that contextual-based grammar instruction can create more meaningful, interactive, and student-centered learning environments, and it is recommended for teaching other grammatical topics in junior high school.

Improving Students Ability To Identify Main Ideas Through Guided Reading Strategy Grade VIII Joyada Sinambela; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 1 (2025): December
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i1.1361

Reading comprehension is a fundamental skill in learning English, as it enables students to understand written texts effectively and construct meaning from what they read. One of the main viralslot problems faced by junior high school students is difficulty in identifying the main idea of a text, which often results in poor overall comprehension. This difficulty is commonly caused by students’ limited reading strategies and lack of guided support during the reading process. Therefore, an effective instructional strategy is needed to help students improve their reading comprehension skills. This study aimed to improve students’ ability to identify main ideas through the implementation of the Guided Reading strategy at Grade VIII of SMP Swasta Teladan. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. The participants of this study were 30 eighth-grade students. Data were collected using reading comprehension tests, observation sheets, and field notes. The results of the study showed a significant improvement in students’ reading comprehension after the implementation of the Guided Reading strategy. The mean score increased from 61.2 in the pre-test to 82.0 in the post-test of Cycle II. Furthermore, the percentage of students who achieved the minimum mastery criterion (70) increased substantially from 13% in the pre-test to 93% in the final test. Observation results also indicated that students became more active, motivated, and confident during reading activities. In conclusion, the Guided Reading strategy was effective in improving students’ ability to identify main ideas and enhancing their overall reading comprehension. This study implies that Guided Reading can be an effective strategy for supporting students’ reading development in junior high school.

Audio Recording-Based Listening to Address Vocabulary Deficiency among Grade X Students of Taman Siswa Silvia Sherina Pangaribuan; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 1 (2025): December
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i1.1370

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The Impact Of Peer Teaching On Eleventh-Grade Students’ Ability To Write Descriptive Texts At Smk 1 Tamansiswa Pematangsiantar Tiondina Samosir; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 2 (2026): April
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i2.1381

Writing is one of the essential skills in English learning, yet many vocational high school students still struggle to express their ideas coherently and grammatically. Peer teaching strategy has been widely recognized as an effective approach to enhance students’ language skills through collaborative learning, but limited studies have investigated its impact on writing descriptive texts in the vocational school context. Therefore, this study aimed to determine the effect of the peer teaching strategy on students’ ability to write descriptive texts at SMK 1 Tamansiswa Pematangsiantar. The study employed a pre-experimental design with a pre-test and post-test administered to one class of students which is XI MPLB 2. The findings revealed a substantial improvement in students’ writing performance, where the mean score increased from 56.4 in the pre-test to 79.8 in the post-test. The result of the paired sample t-test showed a significant difference between the two means with a p-value of 0.000 < 0.05, indicating that the peer teaching strategy had a significant effect on students’ writing achievement. In conclusion, peer teaching effectively improved students’ writing ability in descriptive texts by fostering cooperation, confidence, and peer feedback

Linguistic Problem Analysis Of The Song “Count On Me” In An Efl Context Selviana Napitupulu; Jerico Devaly
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 2 (2026): April
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i2.1388

This study analyzes the motivational impact and linguistic problems arising from the use of the song “Count on Me” by Bruno Mars as instructional material in an Indonesian junior high school EFL classroom. The objectives of this study are to examine students’ learning motivation when songs are integrated into English instruction and to identify linguistic difficulties encountered during the listening activity. The study employed a descriptive qualitative design complemented by quantitative observational data. The qualitative data were obtained from researchers’ classroom observation notes and analysis of students’ responses during guided lyric discussion, which were used to identify linguistic problems at semantic, morphological, syntactic, phonological, and pragmatic levels. The quantitative data were derived from a motivation observation checklist. Students’ motivation was operationalized through four observable indicators: attention, participation, confidence, and anxiety, each scored dichotomously (observed/not observed) and converted into percentages. The learning activity was conducted in a single 80-minute classroom meeting involving 30 eighth-grade students. The findings reveal that the use of the song positively affected students’ motivation, as reflected in high levels of attention and participation, increased confidence, and reduced anxiety. However, students experienced linguistic difficulties, particularly in understanding idiomatic expressions, contractions, phonological reductions, and implicit pragmatic meanings in the song lyrics. This study concludes that while songs function as effective affective tools in EFL instruction, explicit linguistic scaffolding is necessary to ensure meaningful comprehension. Due to the limited duration and single-class implementation, the findings should be interpreted cautiously.

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