Journal of Language Instruction and Applied Linguistics

The Effect of Inquiry-Based Learning in Writing Descriptive Text

Salamun — 2024-09-30

The research aimed to assess the effectiveness of Inquiry Based Learning (IBL) for writing descriptive texts. Utilizing a pre-experimental design with pre-test and post-test measurements, the study focused on first-grade students at SMP MKU for the 2023/2024 academic year. The research involved 32 students from class VII A, selected from a total of 288 first-year students. Tests served as the primary research instrument, and data were analyzed using a t-test through SPSS 20. The analysis revealed a notable improvement in students' descriptive writing, with pre-test scores averaging 69.69 and post-test scores rising to 81.25. The paired sample t-test showed a t-count of 7.996, significantly higher than the t-table value of 2.021. This indicates a meaningful difference in writing performance before and after implementing IBL. The results suggest that IBL is an effective strategy for teaching descriptive writing at the SMP level, evidenced by both improved test scores and an increase in word quantity.

Achieving a Holistic and Inclusive Pedagogy for Students with Various Linguistic Backgrounds

Ivan Nur Seha — 2024-09-30

Students in a multilingual classroom come from different ethnic, cultural, and linguistic origins. Their needs, views, and philosophies diverge. Because of this, "one size fits all" pedagogy is both unnecessary and ridiculous since classroom interactions and instructions do not meet the needs of every student. As a result, a well-thought-out pedagogy that meets each student's needs in the classroom uniquely is required. Given the circumstances, it may be more advantageous to use multilingual pedagogy in the classroom since it can better meet the requirements of individual students by ensuring that education is inclusive and available to all. According to Neuner (2004), multilingual pedagogy is a collection of ideas that are used in various ways and to varied degrees based on the curriculum, learners, and teaching situation. This essay explores some multilingual pedagogical approaches, techniques, and tactics that can be used in a classroom with pupils from different linguistic origins. The discussion of the concepts' actual application in certain schools helps to paint a clear image of the theoretical concepts. It is discovered during implementation that bilingual education has the ability to improve student learning.

Keywords: multilingual pedagogy, students, linguistic background

Exploring Bilingualism: Methods and Practices in Teaching English as a Second Language

salsa rifda — 2024-12-05

This paper investigates the multifaceted approaches and effective practices in teaching English as a second language (ESL) within bilingual education settings. With the increasing prevalence of bilingualism globally, the demand for innovative teaching methodologies that cater to diverse linguistic backgrounds has become paramount. The study examines various pedagogical strategies, including communicative language teaching, content-based instruction, and task-based learning, emphasizing their roles in fostering language acquisition and proficiency. Additionally, it explores the integration of technology and culturally responsive teaching practices that promote student engagement and facilitate language learning. Through qualitative and quantitative analyses, this research highlights the challenges and successes experienced by educators and learners in bilingual environments. The findings aim to provide valuable insights for educators, policymakers, and curriculum developers to enhance ESL teaching practices and ultimately support the linguistic and academic success of bilingual learners.

Innovative Approach in Language Pedagogy: Enhancing English Learning Through Technology and Creativity

Khoirul Huda — 2024-12-05

In today's fast-evolving educational landscape, traditional methods of language teaching are being redefined through the integration of technology and creative strategies. This article explores innovative approaches in English language pedagogy that leverage digital tools and creative practices to enhance learning outcomes and student engagement. It highlights the role of digital platforms, gamification, AI-driven tools, and virtual classrooms in making language learning more interactive and accessible. Additionally, the article discusses the use of creative techniques such as storytelling, role-playing, and project-based learning to foster imagination and deepen language skills. By analyzing case studies and current trends, the article outlines best practices for merging technology with creativity, offering insights into how these innovations can boost motivation, improve proficiency, and promote independent learning. The findings emphasize the need for teacher training in these areas, as well as the importance of maintaining a balance between technology use and human interaction. Ultimately, the article advocates for a forward-thinking approach to language teaching, one that prepares learners for the dynamic, globalized world of the 21st century.

English Teachers Perception and Practice on The Transition from Curriculum 13 to Merdeka Curriculum

Maskurotin Ni’matul Fauziah Fauziah — 2024-12-25

This research was aimed at investigating, (1) english teacher’s perception and practice in implementing Curriculum 13 and Merdeka Curriculum, (2) the realization and correlation between implementing Curriculum 13 and Merdeka Curriculum. The research was mixed method. Data were collected by using document, questionare, observation class, and interview. The results showed that the perception of English teachers in Lamongan regarding the implementation of the Merdeka Curriculum stated that the results were positive in the English language learning process and were well received by the Guru Penggerak in Lamongan. Based on this research, it is recommended that English teachers get used to implementing the learning approaches and methods that have been recommended in Merdeka curriculum. School principals should consider the availability of learning media and teacher needs to support the implementation of the Merdeka curriculum. Other researchers are advised to conduct research related to the assessment process in the Merdeka curriculum