cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ahmad Pramudiyanto
Contact Email
pramudiyanto_pbj@stkippgriponorogo.ac.id
Phone
-
Journal Mail Official
jurnaldiwangkarastkippo@gmail.com
Editorial Address
Jl. Ukel No.39, Ronowijayan, Kertosari, Kec. Babadan, Kabupaten Ponorogo, Jawa Timur 63491
Location
Unknown,
Unknown
INDONESIA
Salience: English Language, Literature, And Education Journal
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Ponorogo
ISSN : 27978982     EISSN : 2797863X     DOI : https://doi.org/10.60155/Salience
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Salience: English Language, Literature, and Education Journal registered with ISSN (Online and Print), is a media to disseminate the conceptual thoughts or ideas and research results that have been achieved. Salience, pays special attention to the main issues in the development of the social and humanities fields, as follows: English Education English Linguistics English Teaching and Learning English Literature others
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 23 Documents
 1   2   3 
The Effectiveness of Augmented Reality As Learning Media For Students With Intellectual Disabilities Intellectual Disabilities Afif, Elma Fatikha; Agustina, Ulfa Wulan; Afidah, Nurul; Bachtiar, Yuyun
SALIENCE: English Language, Literature, and Education Journal Vol 5 No 2 (2025): November
Publisher : STKIP PGRI Ponorogo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60155/salience.v5i2.669

Abstract

The purpose of this research is to ascertain whether Augmented Reality (AR) is a useful learning tool for helping students with intellectual disabilities recognize animal names and whether a rise in the average score of these students occurs. A new technology that mixes two- and three-dimensional items with information in a true projection is called Augmented Reality (AR). We employed pre-experimental design and experimental research approaches in this work. As tools for gathering data, the researcher performed tests and observations twice at each meeting. According to SLB Muhammadiyah Jombang research, Augmented Reality (AR) significantly enhances learning for students with intellectual disabilities, particularly when it comes to identifying animal names. Following the use of Augmented Reality (AR), the average pre-test score rose to 73.87, while the post-test score rose to 88.50. High levels of involvement and enthusiasm were evident during the Augmented Reality (AR) lecture, according to observation results. Augmented Reality (AR) has a good influence on student attention and engagement, as evidenced by the N-Gain formula's effectiveness score of 64.06%. For students with intellectual disabilities, Augmented Reality (AR) is a useful tool to improve their educational experience.
Digital Storytelling in English Language Teaching (ELT) Engaging Learners Through Multimedia Narratives Fitria, Tira Nur; Afdaleni, Afdaleni
SALIENCE: English Language, Literature, and Education Journal Vol 5 No 2 (2025): November
Publisher : STKIP PGRI Ponorogo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60155/salience.v5i2.679

Abstract

This research describes the digital storytelling in ELT in engaging learners through multimedia narratives. This research is library research. The analysis shows that storytelling is a traditional method of conveying experiences, ideas, and emotions through words, images, and sound. It involves narrating stories that share personal experiences and facilitate emotional connections between individuals. In education, storytelling enriches learning by presenting vivid narratives that convey values, morals, and knowledge effectively. In ELT specifically, storytelling aids in understanding language structures, improving speaking skills, and deepening comprehension of target language cultures. Digital storytelling in ELT encompasses various applications that enhance language learning through multimedia narratives. Students engage in personal narrative projects, book reviews in video format, and historical or cultural storytelling to develop English proficiency and critical thinking. They use digital storyboards to structure narratives, interactive apps for creative storytelling, and collaborate on digital projects to foster teamwork. Competitions and augmented reality (AR) applications further motivate students, promoting language skills, cultural awareness, and digital literacy in dynamic educational settings. Digital storytelling in ELT relies on various platforms, tools, and resources for creating and engaging with multimedia narratives. It integrates images, videos, and audio to deepen reflection and articulate personal or academic content creatively. Educators access curated materials from sources like the British Council's Teaching English and TESOL International, while educational apps and YouTube offer templates and examples for language learners. Besides, professional journals, webinars, and teacher networks provide further support, promoting effective implementation of digital storytelling to enhance learning and collaboration in ELT classrooms.
A Case Study on Reading Achievement of Eighth- Grade Students at MTs in Badegan Ponorogo Mu’awanah, Roudlotul; Harida, Ratri; Putra, Tomy Kartika
SALIENCE: English Language, Literature, and Education Journal Vol 5 No 2 (2025): November
Publisher : STKIP PGRI Ponorogo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60155/salience.v5i2.763

Abstract

This study investigates the difficulties of eighth-graders in comprehending English reading texts and what leads to those difficulties. Employing the case study strategy, this study recruited 52 students at Badegan’s junior high school, Ponorogo as the subjects. Data were collected using questionnaires and interviews and analyzed quantitatively with the Likert scale and qualitatively with thematic analysis. Findings revealed that the main challenges students had were understanding the overall gist of texts (M = 3.06), limited mastery over vocabulary (M = 2.92), and difficulty following English grammar and sentence structure (M = 2.73). The other areas included main and supporting points, understanding idioms, and grasping word roles. Apart from language issues, there were also some non-linguistic variables found to affect comprehension, such as inadequate reading time (M = 2.98), insufficiency of practice (M = 2.83), and lack of strategies for reading provided by teachers (M = 2.69). All these results indicate that internal and external factors interact to hinder reading comprehension among the students.

Page 3 of 3 | Total Record : 23

 1   2   3 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol 5 No 2 (2025): November Vol 5 No 1 (2025): Mei Vol 4 No 2 (2024): November Vol 4 No 1 (2024): May