JEEIM

Reading Strategies Employed By English Teacher MAN 1 Mempawah

Arya Panji Winata — 2026-03-14

This study aimed to identify and analyze the reading skill learning strategies used by English teachers in Grade 11 at Madrasah Aliyah Negeri 1 Mempawah. The main focus was to examine the effectiveness of these strategies and students’ perceptions of their use during the learning process. A descriptive qualitative approach was employed, with data collected through observation, interviews, and documentation.

The findings revealed that the primary strategy applied was pronunciation training, which significantly enhanced students’ reading abilities, especially in text comprehension and accurate pronunciation. This strategy also fostered active participation and boosted students’ confidence in using English. In terms of students’ perceptions, most found interactive and contextual strategies helpful for understanding texts. However, some students still favored traditional methods such as note-taking and textbook reading, which they found less engaging and sometimes bored.

Overall, the study highlights the importance of selecting adaptive and student-centered learning strategies to improve reading skills. It also underscores the value of incorporating student feedback in the teaching process to create a more effective and engaging learning environment. The effectiveness of teacher-led training was evident in helping students improve their reading skills, making the learning process smoother and more accessible.

The Effect Of Teacher Motivation In English Learning Achievement Of Ten Grade Students At SMA Negeri 1 Sungai Pinyuh

Cici Wahyuni — 2026-03-14

This study aims to analyze the effect of teacher motivation on students’ achievement in learning English. The research focuses on class X H students of SMA Negeri 1 Sungai Pinyuh. The problems formulated are: (1) How is teacher motivation related to English learning achievement of 10th grade students? and (2) What are the strengths and weaknesses of teacher motivation in English learning achievement? A descriptive qualitative approach was employed, and data were collected through interviews, classroom observations, and documentation.

The findings show that teacher motivation plays an essential role in creating a supportive learning environment, encouraging active participation, and improving learning outcomes. Motivated teachers tend to use more engaging strategies, provide constructive feedback, and build positive relationships with students, which overall enhance English learning achievement. However, weaknesses were also found, such as limited variation in teaching techniques and external factors influencing students’ learning. The study concludes that teacher motivation is a key factor in students’ academic achievement, and schools should support teachers to maintain high motivation levels.

The Effectiveness Of Blookets In Increasing Students Vocabulary In Class XI B MAN 1 Mempawah

Rica Muslimah — 2026-03-14

This research investigates the effectiveness of Blooket, a game-based learning platform, in improving students’ English vocabulary In class XI B MAN 1 Mempawah in the academic year 2024/2025. The study employed a qualitative descriptive method involving classroom observations, interviews with 13 students, and discussions with an English teacher. The results indicate that most students experienced increased motivation, engagement, and understanding of English vocabulary through Blooket’s interactive quizzes and game-based approach.

Students reported that learning vocabulary became more enjoyable and less monotonous, allowing better retention and usage of new words. Teachers also observed that students who were previously passive became more active and enthusiastic. Despite some challenges, such as internet connectivity and time limitations, the platform contributed significantly to vocabulary development. Blooket helped enhance contextual vocabulary use, boosted student confidence, and supported independent and collaborative learning. Overall, the study concludes that integrating Blooket into English instruction is a valuable strategy to enrich students’ vocabulary acquisition and foster a dynamic learning environment.

Implementation Of The Curriculum Merdeka In Realizing Quality Education At Madrasah Ibtidaiyah Al-Qomar Class IV Kuala Secapah Mempawah Hilir

Hamideh — 2026-03-14

This article explores the implementation of the curriculum merdeka (Kurikulum Merdeka) in realizing quality education at Madrasah Ibtidaiyyah (MI) Al-Qomar, Grade IV, Kuala Secapah, Mempawah Hilir. The study employs a qualitative descriptive method, gathering data through classroom observations, in-depth interviews, and document analysis. Results reveal that while teachers and students demonstrate strong motivation and commitment, the implementation is still at an early stage. Teachers face challenges in preparing teaching modules, adapting differentiated instruction, and applying authentic assessments, while students struggle with reflective and independent tasks. Moreover, technology integration remains minimal despite the availability of infrastructure. Supporting factors include high teacher dedication, alignment with the school’s religious-educational vision, and active participation in social and spiritual programs. The study emphasizes the importance of continuous professional development, mentoring, and digital literacy to optimize the curriculum merdeka. Hese findings offer valuable insights for Islamic elementary schools and broader educational reform in Indonesia.

Teachers’ Perceptions Of Students In Teaching English Vocabulary Seventh Grade At Madrasah Tsanawiyah Mujahidin Desa Pasir Academic Year 2024/2025

Fikri Haikal — 2026-03-14

This study aims to explore the process of learning English vocabulary among seventh-grade students of Madrasah Tsanawiyah Mujahidin Pasir Village in the 2025/2026 Academic Year and to understand the teacher’s perception of students during the teaching process. By examining both the learning process and the teacher’s views, this research seeks to provide a comprehensive picture of the effectiveness of the applied teaching methods and student responses.

The study employed a descriptive qualitative method with class VII students as the subjects. Data were collected through classroom observations and interviews. The research also identified supporting and hindering factors in vocabulary learning, including internal aspects such as motivation, interest, and readiness to learn, as well as external aspects such as teaching methods, learning environment, and teacher support.

The findings highlight both strengths and weaknesses in the teaching and learning process. Recognizing these aspects can help teachers refine their approaches to better match student characteristics and needs. Overall, this study is expected to contribute to improving the quality of English learning, particularly in vocabulary mastery, which is a crucial component of language skills, and serve as a reference for teachers, schools, and future researchers in designing more effective strategies.