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Aulia Mustika Ilmiani
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Journal of Foreign Language Learning and Teaching
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 27767957     EISSN : 27759539     DOI : https://doi.org/10.23971/jfllt
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JoFLLT: Journal of Foreign Language Learning and Teaching The journal welcomes research-based papers that touch on the foundations of Arabic and English language teaching and learning with insights from applied linguistics, literature, and related academic disciplines. The editor welcomes scholars, researchers and practitioners around the world to submit scientific articles for publication through this journal. All articles will be reviewed by experts before being accepted for publication. Each author is fully responsible for the content of the published article. The scope of JoFLLT addresses the areas of Arabic and English Language Teaching in the context of Arabic as well as English as a foreign and second language, such as: Arabic Language Teaching & Learning English Language Teaching & Learning Applied linguistics, literature, and academic disciplines
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol 5 No 1 (2025)" : 5 Documents clear
The Effect of Survey, Question, Read, Recite, Record, Reflect, And Review (SQ5R) Method on Students’ Reading Comprehension Septiani, Silvia; Nirwanto, Rahmadi
Journal Of Foreign Language Learning and Teaching Vol 5 No 1 (2025)
Publisher : Institut Agama ISlam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mme0s251

Abstract

ABSTRACT Reading was a crucial skill for students, especially in understanding English language content. This study examined the impact of the Survey, Question, Read, Recite, Record, Reflect, and Review (SQ5R) method on students' reading comprehension at MTs Hidayatul Muhajirin Palangka Raya. The research employed a quantitative pre-experimental design using a one-group pre-test and post-test approach, involving 28 students in the experimental class who were selected through purposive sampling. Data were collected using multiple-choice pre- and post-tests. A Paired Sample t-test revealed a significant improvement in students' reading comprehension scores (p = 0.00 < 0.05), with a t-count of 2.934, which exceeded the t-table value of 1.703. These results led to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (Ha), indicating that the SQ5R method had a measurable effect on student performance. The findings suggested that SQ5R significantly enhanced reading comprehension and served as an effective instructional strategy. The study concluded that applying the SQ5R method positively influenced students’ ability to understand and analyze texts, making it a beneficial tool for improving reading skills during the 2024/2025 academic year. Keywords: Effect, Reading Comprehension, SQ5R Method, Students' Achievement
An Evaluation of the ‘English for Nusantara’ Grade VII Textbook: Content, Language, and Design Aspects Ariska, Serli; Fitriyah; Cahaya Ningrum; Akhmad Ali Mirza
Journal Of Foreign Language Learning and Teaching Vol 5 No 1 (2025)
Publisher : Institut Agama ISlam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/4wt6q364

Abstract

This study aims to evaluate the English for Nusantara Grade VII textbook in terms of content, language, and layout design based on criteria proposed by Tomlinson (1998). Using a qualitative descriptive method, the textbook is analyzed according to five main aspects: physical appearance, structure and organization, activities, vocabulary and grammar, and language level. The evaluation shows that the textbook is visually appealing and appropriately structured for Grade VII students. The activities are varied and interactive, encouraging student participation. The vocabulary and grammar presented are suitable for the learners’ proficiency level, and the overall language use is accessible and appropriate. Based on these findings, the textbook is considered effective in supporting English language learning at the junior high school level.
A Textbook Evaluation of “My Next Words” Grade 1: A Qualitative Content Analysis Using Tomlinson’s Framework Defi Ela Safitri; Nur Lutfiah; Rahmahdalena Putri Khairunnisa
Journal Of Foreign Language Learning and Teaching Vol 5 No 1 (2025)
Publisher : Institut Agama ISlam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/ycdk1q43

Abstract

Teaching materials serve as a bridge that connects theory and practice in language learning. In other words, teaching materials are created by prioritizing the developers' belief in effective language acquisition methods, which rely on targeted exposure and activities. This study aims to evaluate the content of the English textbook for grade 1 elementary school entitled "My Next Words Grade 1: Student's Book for Elementary School" using the teaching material evaluation framework from Tomlinson. Textbook evaluation is essential to ensure that the material delivered is appropriate to the needs and characteristics of the students. In this study, we will analyze the content of textbooks qualitatively to identify the strengths and weaknesses of the existing material. The method used is qualitative content analysis, focusing on aspects such as materials, presentations, and exercises contained in textbooks. The results of the analysis revealed that this book offers the use of contextual and repetitive vocabulary, multimodal support, and interactive classroom activities. All of this contributes to increased language retention and student learning independence. This book still has limitations in terms of integrating authentic texts and developing critical thinking skills. Although My Next Words has met several criteria for effective language teaching materials for beginners, it is recommended that further development be undertaken to balance communicative competencies with cognitive challenges. These results show that the application of the Tomlinson framework can improve the teaching quality as well as the practicality of textbooks used in learning English at the primary education level. The textbook "My Next Words" shows good potential as an English teaching material for grade 1 elementary school. However, some improvements and adjustments are needed to improve the overall quality.
Content Analysis of "Bloom and Shine" Grade 1: Evaluated by Tomlinson's Criteria Agni Oktavia R., Amanda; Rica Amelia Putri; Asri, Diar Mukti
Journal Of Foreign Language Learning and Teaching Vol 5 No 1 (2025)
Publisher : Institut Agama ISlam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/968x7829

Abstract

This study looks at the Bloom and Shine English textbook for Grade 1 students, using Brian Tomlinson’s sixteen principles of effective language learning materials as a guide. The research uses a qualitative content analysis to see how well the textbook supports these principles. The results show that the textbook does a good job in keeping students engaged, interested, and catering to different learning styles with its colorful pictures, fun topics, and playful activities. However, most of the activities still focus on simple skills like remembering and understanding, with very few chances for students to use real-life English or think critically. This shows the need for more activities that help students develop higher-level thinking skills and use English creatively. This study helps teachers and textbook developers by pointing out areas that could be improved to make learning more meaningful for young learners.
Perencanaan Dan Implementasi Kurikulum Merdeka di Madrasah Aliyah 2 Muhammadiyah Al-Furqan Banjarmasin Asbi Kurniawati; Faiza Zahidah; Habibah Salwa; Fatwiah Noor
Journal Of Foreign Language Learning and Teaching Vol 5 No 1 (2025)
Publisher : Institut Agama ISlam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/v2napk91

Abstract

This study aims to describe the planning and implementation of the Merdeka Curriculum at a private Madrasah Aliyah, with a focus on Arabic language instruction. A qualitative descriptive approach was employed through observation and documentation techniques. The findings show that the implementation of the Merdeka Curriculum is conducted gradually in line with the policy of the Ministry of Religious Affairs. Grades X and XI have adopted the Merdeka Curriculum, while grade XII continues to use the 2013 Curriculum. During the transition period, the school independently organized five teacher training sessions to support curriculum implementation. Due to the absence of an internal subject-based teacher forum (MGMP), the Arabic language teacher prepares teaching modules independently. One of the main challenges faced is the difficulty in mapping students’ initial competencies because diagnostic assessments have not been optimally implemented. In addition, students’ diverse educational backgrounds influence the effectiveness of Arabic language learning. To address these challenges, the teacher applies differentiated learning strategies by grouping students according to their achievement levels and implementing collaborative learning approaches. Efforts to enhance students’ interest and motivation in learning Arabic are also carried out through religious-based approaches that emphasize the integration of spiritual values in the learning process. The study concludes that institutional readiness, teacher initiative, and adaptive instructional strategies play a crucial role in supporting the successful implementation of the Merdeka Curriculum in private madrasah settings. Keywords : Implementation, Merdeka Curriculum, Planning

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