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SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Published by Sensei Journal Publisher
ISSN : -     EISSN : 27753484     DOI : https://doi.org/10.53768/sijel.v3i1
Core Subject : Health, Education, Social,
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other
SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL), is a peer reviewed journal published in February, May, August, November welcome research paper in language, linguistics, oral tradition, literature, arts, education, and other related fields which are published in both online and printed versions.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 347 Documents
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IMPROVING STUDENTS’ CRITICAL READING SKILLS THROUGH INQUIRY-BASED LEARNING: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Cut Marlini; Zaki Al Fuad; Muhammad Zulhairi Bin Zubairi
Sensei International Journal of Education and Linguistic Vol. 6 No. 1 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i1.246

Abstract

Many students can read but they just accept what is written in the text and do not think critically. Inquiry-based learning can be used to make the students ask questions and find the evidence by themselves. This article discusses how inquiry-based learning can improve students' critical reading skills. The method used is literature review from international journals about inquiry learning and critical reading. The result shows that inquiry-based learning can improve critical reading because the students read with a purpose, ask questions, and support their answer with evidence from the text. But the inquiry must be guided by the teacher, because if the students are left alone they will be confused. Therefore the teacher must give scaffolding and also ask higher level questions.
TEACHERS' CHALLENGES IN ASSESSING SPEAKING SKILLS IN EFL CLASSROOMS: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Inayatul Muntaqiyah; Syifa Zia Muharni; Ali Salim Ali Razaq
Sensei International Journal of Education and Linguistic Vol. 6 No. 1 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i1.247

Abstract

Assessing speaking is not easy for the teacher because speaking happens directly and cannot be repeated like a written test. Many teachers feel confused about what should be assessed and how to give the score fairly. This article discusses teachers' challenges in assessing speaking skills in EFL classrooms. The method used is literature review from various journals about language assessment. The result shows that the challenges are about deciding the construct, designing the task, making the rubric, keeping the score consistent, and also the time because the class is big. The teacher also feels that they are not trained enough in assessment. Therefore the teacher needs training and the school must give time for the speaking assessment.
DEVELOPING INTERACTIVE E-MODULES FOR LANGUAGE LEARNING IN PRIMARY EDUCATION: AN ADDIE-ORIENTED DESIGN SYNTHESIS Nurmairina Nurmairina; Dinda Yarshal; Nurul Fatehah Binti Norhazaruddin
Sensei International Journal of Education and Linguistic Vol. 6 No. 2 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i2.248

Abstract

Nowadays the students in primary school already use handphone and laptop, so the teacher can also make the material in digital form. But many e-modules are only the textbook that is changed into PDF, so the students just read and there is no interaction. This article discusses the development of interactive e-modules for language learning in primary education. The method used is literature review from books and journals about e-module, multimedia, and young learners. The result shows that the e-module must have clear objective, interesting picture and audio, exercise with feedback, and also must be easy to be opened by the students. If the e-module is only interesting but not connected with the language objective, the students will only play and not learn. Therefore the teacher and the developer must design the e-module carefully by using the ADDIE model.
STUDENTS' ENGAGEMENT IN ONLINE ENGLISH LEARNING: FACTORS AND PEDAGOGICAL STRATEGIES Tina Sheba Cornelia Sitompul; Ulfah Sari Rezeki
Sensei International Journal of Education and Linguistic Vol. 6 No. 2 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i2.249

Abstract

Since the pandemic many schools and universities use online learning, but the problem is the students are often not active. They open the class but they do not turn on the camera, do not answer, and sometimes they leave the meeting. This article discusses students' engagement in online English learning, the factors and the pedagogical strategies. The method used is literature review from journals about engagement and online learning. The result shows that the engagement of the students is influenced by the teacher, the task, the interaction with the friends, the internet connection, and also the motivation of the students themselves. Therefore the teacher must design the online class so that the students have something to do and not only listen.
THE ROLE OF MOTHER TONGUE IN SUPPORTING EARLY LITERACY DEVELOPMENT: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Syahrul Riza; Maidar Maidar; Angela Mae Reyes
Sensei International Journal of Education and Linguistic Vol. 6 No. 2 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i2.250

Abstract

In many places the children speak the local language at home but when they enter the school they must read and write in Indonesian, so it becomes difficult for them. Actually the mother tongue can help them to understand better. This article discusses the role of mother tongue in supporting early literacy development. The method used is literature review from international journals about bilingual education and early reading. The result shows that mother tongue can help the children in oral language, phonological awareness, understanding the meaning, and also make them more confident to speak in the class. But the mother tongue must not be used to replace the school language, it is only a bridge. Therefore the teacher should use the mother tongue to help the children and slowly move to the school language.
FLIPPED CLASSROOM MODEL IN ENGLISH LANGUAGE TEACHING: IMPLEMENTATION DESIGN, LEARNING OUTCOMES, AND PEDAGOGICAL IMPLICATIONS Helminsyah Helminsyah; Nurul Zikri Filina; Muhammad Zulhairi Bin Zubairi
Sensei International Journal of Education and Linguistic Vol. 6 No. 2 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i2.251

Abstract

In the usual classroom the teacher explains and then gives homework, so the time in the class is used only for explanation. In the flipped classroom it is the opposite, the students watch the video at home and in the class they practice. This article discusses the implementation and the outcomes of the flipped classroom model in English language teaching. The method used is literature review from many journals. The result shows that the flipped classroom can make the students more active and they have more time to speak and to write in the class. But there are also problems, for example the students do not watch the video, the internet is not good, and the video is too long. Therefore the teacher must make the video short and must check whether the students have watched it or not.
AN ANALYSIS OF STUDENTS' ERRORS IN ENGLISH DESCRIPTIVE WRITING: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Dewi Afriany Susanti; Tina Sheba Cornelia Sitompul
Sensei International Journal of Education and Linguistic Vol. 6 No. 2 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i2.252

Abstract

Descriptive writing looks easy because the students only describe a person or a place, but actually many students still make errors in grammar, vocabulary, and also the organization. This article analyzes students' errors in English descriptive writing. The method used is literature review from journals about error analysis and second language writing. The result shows that the errors are mostly in the tense, the article, the plural, the preposition, the word choice, and also the spelling. Some errors are because of the influence of the first language and some are because the students have not mastered the rule. Therefore the teacher must not only correct the errors but also teach the students how to revise their own writing.

Page 35 of 35 | Total Record : 347

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