cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Anas Amu
Contact Email
anasamu7@gmail.com
Phone
-
Journal Mail Official
anasamu@jurnalilmiah.co.id
Editorial Address
Desa Pohuwato, Dusun Binakarya, Kec Marisa, Kab. Pohuwato, Gorontalo
Location
Kab. pahuwato,
Gorontalo
INDONESIA
Journal of Education and Teaching Learning
Published by PT Media Jurnal dan Pendidikan
ISSN : 29863791     EISSN : 29863015     DOI : https://doi.org/10.59211/mjpjetl.v1i1
Core Subject : Education,
Other
Journal of Education and Teaching Learning: is an open-access, double-blind peer-reviewed journal published by PT Media Jurnal dan Pendidikan. (MJPJETL) aims to promote excellence through dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, elementary and secondary education, higher and adult education, teacher education, the education of special groups, gender and education, applied linguistics or language education, educational and information technology, educational theory, research and methodologies. This journal is published Biannually in online versions. All articles and issues are available for free download online.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol.3 No.1 (2025)" : 5 Documents clear
Enhancing Spatial Intelligence through Map Media in Elementary Social Studies Mohamad, Adelia
Journal of Education and Teaching Learning Vol.3 No.1 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i1.124

Abstract

Spatial intelligence is a crucial aspect of social studies education that often lacks optimization due to passive learning methods and inadequate media use. This study aims to explain the application of social studies learning in improving students' spatial intelligence through the enhancement of teachers' ability to prepare lessons, specifically utilizing map media in class V at SDN 07 Marisa. The research employed a qualitative descriptive design, with data collected through direct observation and document study involving the school principal and class teachers. Data were analyzed using interactive models comprising data reduction, data display, and conclusion drawing. The results indicate a significant difference in student spatial comprehension when teachers competently utilize map media compared to conventional teaching. The integration of map media effectively transitions learning from an abstract concept to a concrete experience, thereby avoiding verbalistic knowledge and increasing student engagement in understanding geographical elements. In conclusion, the appropriate use of learning media in social studies significantly enhances students' cognitive, affective, and psychomotor skills regarding spatial intelligence.
Evaluating Vocabulary, Mechanics, and Organization in High School Students' Descriptive Writing hunowu, hasna
Journal of Education and Teaching Learning Vol.3 No.1 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i1.125

Abstract

Writing descriptive text requires a complex integration of vocabulary, mechanics, and organization, which often presents significant challenges for English as a Foreign Language (EFL) students. This study aims to describe and evaluate the writing abilities of second-grade students in composing descriptive texts, specifically focusing on their proficiency in vocabulary usage, mechanical accuracy, and paragraph organization at SMA Negeri 1 Popayato. Employing a qualitative descriptive design, the research gathered data through targeted writing tests administered to a random sample of 20 students. The data were analyzed and categorized using standardized scoring criteria. The synthesized results revealed that the students' overall writing ability falls into the average category, with a mean score of 45.4. Specifically, the highest frequency of errors occurred in vocabulary (55%), characterized by limited word range and direct native-language translation, followed by organizational flaws (50%) and mechanical errors in capitalization and punctuation (45%). In conclusion, the students require targeted instructional strategies emphasizing contextual vocabulary building and mechanical practices to improve the coherence and accuracy of their descriptive writing
Overcoming Instructional Obstacles: The Implementation of Diverse EFL Teaching Strategies in Higher Education Hulopi, Febriyanti; Amu, Anas
Journal of Education and Teaching Learning Vol.3 No.1 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i1.126

Abstract

Teaching English as a Foreign Language (EFL) at the university level requires educators to dynamically implement various teaching strategies to meet diverse student needs. This research aimed to discover the specific strategies lecturers use in teaching English and explore the practical obstacles they face during implementation at Universitas Pohuwato. Employing a qualitative descriptive research method, data were systematically gathered through in-depth audio-recorded interviews with four English lecturers. The processed results reveal that lecturers utilize a multifaceted approach: interactive strategies, visualization, question-and-answer sessions, cooperative student-centered models, role-play, and drilling. Despite these robust strategies, their effectiveness is heavily moderated by several pedagogical and systemic obstacles. These include severe classroom management issues due to large student capacities, significant lack of student vocabulary mastery, poor interpersonal communication among learners, and the absence of adequate technological infrastructure, such as LCD projectors. In conclusion, while lecturers demonstrate pedagogical adaptability, university management must provide better infrastructure and balanced class sizes to fully optimize these EFL teaching strategies
Exploring EFL Students' Perceptions of Utilizing Harry Potter Movies for English Idiom Acquisition wahyuni, iga
Journal of Education and Teaching Learning Vol.3 No.1 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i1.127

Abstract

Mastering English idioms presents a significant challenge for English as a Foreign Language (EFL) learners due to their non-literal meanings. Integrating audiovisual media, such as movies, is theorized to provide the necessary contextual scaffolding. This research aimed to investigate the implementation of the Harry Potter movie series in teaching idioms and to explore students' perceptions of this media at Universitas Pohuwato. Employing a descriptive qualitative method supported by quantitative survey data, the study involved fourth-semester students from the English Education Department. Data were collected through questionnaires distributed to nine students and in-depth interviews with a purposive sample of six students. The synthesized results indicate a highly positive perception; 100% of respondents strongly agreed on the importance of learning idioms, and the majority found the movie engaging and effective for vocabulary expansion. Although students faced difficulties comprehending the British accent and rapid speech, the visual context of the movie significantly aided their idiomatic comprehension. In conclusion, utilizing Harry Potter movies is an effective pedagogical strategy that boosts student motivation and enriches their idiomatic repertoire, provided that lecturers offer adequate linguistic guidance.
Morphological and Syntactic Deficiencies in EFL Narrative Writing: A Surface Strategy Taxonomy Analysis of Past Tense Errors Mohamad, Pratiwi Ayu Lestari
Journal of Education and Teaching Learning Vol.3 No.1 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i1.128

Abstract

Mastering the simple past tense in narrative writing remains a significant grammatical hurdle for English as a Foreign Language (EFL) learners due to the complexities of verb inflection. This study investigates the specific morphological and syntactic errors in using the simple past tense among tenth-grade students, aiming to identify the types and dominant categories of these deficiencies. Utilizing a descriptive qualitative design, data were collected through a 90-minute narrative writing test from a random sample of 20 students at SMA Negeri 1 Popayato. The identified grammatical deviations were analyzed and categorized using Dulay’s Surface Strategy Taxonomy. The results revealed a total of 374 grammatical errors. Misformation was the overwhelmingly dominant error, accounting for 62% (231 errors), primarily driven by the misconjugation of irregular verbs and incorrect 'to be' usage. This was followed by errors of omission at 24% (90 errors), addition at 13% (48 errors), and misordering at 1% (5 errors). In conclusion, the high frequency of misformation and omission indicates a fundamental gap in students' understanding of past tense morpho-syntax, strongly influenced by first language (L1) interference where tense markers do not exist. This necessitates targeted pedagogical interventions, such as intensive verb-drilling and contextual grammar exercises, to improve EFL narrative writing accuracy.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol.4 No.1 (2026) Vol.3 No.2 (2025) Vol.3 No.1 (2025) Vol. 2 No. 2 (2024) Vol. 2 No. 1 (2024) Vol. 1 No. 2 (2023) Vol. 1 No. 1 (2023)