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Chusna Apriyanti
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INDONESIA
The Journal Of English Teaching For Young And Adult Learners
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Persatuan Guru Republik Indonesia Pacitan
ISSN : 28091752     EISSN : 28091752     DOI : https://doi.org/10.21137/jeeyal
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
This journal is open to its content due to making research freely available to global readers and academicians. The editorial board of the Journal of English Teaching for Young and Adult learners receives unpublished and original works on teaching English for young learners and adult learners. Every manuscript submitted for publication in JEEYAL will be checked for plagiarism using Turnitin software. If the editors or peer reviewers detect plagiarism, the author/s will be informed and requested to rewrite the text or provide any necessary citations. If the Turnitin report results in more than 20% similarity index, the manuscript will not be eligible for review and publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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THE EFFECTIVENESS OF USING ROLE PLAY METHOD ON EIGHT GRADE STUDENTS’ SPEAKING SKILL septiana rahmawati; Iin Baroroh Ma’arif
The Journal Of English Teaching For Young And Adult Learners Vol. 5 No. 02 (2026): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2026.5.2.3

Abstract

This study investigates the effectiveness of the Role Play method in improving students’ speaking skills, particularly in expressing asking for and giving opinions among eighth-grade students at Madinatul Ulum Junior High School. The research problem focused on whether the Role Play method significantly improves students’ speaking ability. This study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants consisted of 32 students of class VIII. Data were collected through speaking tests assessed using a rubric covering pronunciation, fluency, grammar, vocabulary, and gesture. The findings revealed that students’ speaking performance improved significantly after the implementation of the Role Play method.The mean score increased from the pre-test to the post-test, with a mean difference of -5.25. The Paired Sample T-Test showed a t-value of -17.430 with a significance value of  < 0.001, which was lower than 0.05. Therefore, the Role Play method was proven effective in enhancing students’ speaking skills and encouraging students to express opinions more confidently and communicatively in English learning activities.
VOCASIGN: AN INTERACTIVE VOCABULARY LEARNING APPLICATION FOR STUDENTS WITH HEARING DISABILITIES Siska Nur Rohimah; Chusna Apriyanti; Saptanto Hari Wibawa
The Journal Of English Teaching For Young And Adult Learners Vol. 5 No. 02 (2026): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2026.5.2.5

Abstract

This study focused on the development and evaluation of VocaSign, an interactive digital tool designed to help students with hearing disabilities master English vocabulary. This study employed a Research and Development (R&D) approach based on the ADDIE model, which consisted of Analysis, Design, Development, Implementation, and Evaluation. The study participants were seventh-grade students with hearing disabilities at SLB YKK Pacitan. Data were collected through interviews, observations, expert validation surveys, student feedback forms, and pre- and post-tests. The findings indicated that VocaSign had high feasibility based on expert evaluation, with an average content validity score of 91.2% and a media validity score of 95.6%, both of which were considered highly feasible. Students responded positively to the implementation of the program. In addition, the average pre-test score increased from 27.5 to 95.0 on the post-test, resulting in an N-gain score of 0.933, which indicated substantial effectiveness. Therefore, VocaSign served as a practical and effective tool for improving English vocabulary proficiency among students with hearing disabilities.
TEACHING ENGLISH PRACTICES FOR ELEMENTARY SCHOOL STUDENTS IN PACITAN Nadilla Emma Elsadela Elsadela; Samsul Hadi; Chusna Apriyanti
The Journal Of English Teaching For Young And Adult Learners Vol. 5 No. 02 (2026): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2026.5.2.4

Abstract

This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.

Page 6 of 6 | Total Record : 53

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