Enhancing Junior High School Students’ English Proficiency Through Interactive Case-Based Learning

The Effect of Content and Language Integrated Learning on Students' Reading Skills

Reading is one of the essential language skills that enables students to acquire information and develop English proficiency. However, many junior high school students still experience difficulties in comprehending English texts because of limited vocabulary, low motivation, and teacher-centered instructional practices. This study aimed to investigate the effect of Content and Language Integrated Learning (CLIL) on students' reading skills at SMPN 3 Masbagik. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population consisted of 78 seventh-grade students, while 52 students were selected as the sample through purposive sampling, comprising 26 students in the experimental class and 26 students in the control class. Data were collected through reading comprehension tests administered as pre-tests and post-tests and were analyzed using descriptive statistics and an Independent Samples t-test with SPSS version 25. The findings revealed that students taught through CLIL demonstrated significantly better reading achievement than those taught through conventional instruction. The mean score increased from 41.54 in the pre-test to 68.19 in the post-test, and the Independent Samples t-test showed a significance value of 0.000 (p < 0.05), indicating that CLIL had a significant positive effect on students' reading skills. The findings suggest that integrating meaningful content with language instruction promotes active learning, enhances reading comprehension, and creates more contextualized learning experiences for junior high school students

Effectiveness of Canva as a Learning Medium in Improving Senior High School Students' Outcomes

Enhancing vocational students’ English learning through a Canva-based interactive website

This study aims to design and develop Canva-based website interactive media using a Contextual Teaching and Learning (CTL) approach for teaching Procedure Text in Grade XI English learning at a vocational high school. The subjects of this study were Grade XI students of SMK Negeri 1 Talang Ubi. The media development process followed the ADDIE model combined with Tessmer’s evaluation model. Based on the needs analysis results, students experienced difficulties in understanding the structure and language features of Procedure Text and tended to show low motivation when learning was still centered on textbook use. Validation conducted by material experts, media experts and language experts indicated a very high level of validity with an average score of 92.01%. One-to-one and small group trials showed positive student responses and ease of use of the media in the learning process. Teachers’ practicality assessments indicated that the media was easy to implement and effectively supported learning activities. The pretest and posttest results showed an improvement in students’ learning outcomes with an N-gain score of 0.73, which falls into the high category, indicating that the Canva-based website interactive learning media was effective in improving students’ understanding of Procedure Text. This study recommends that Canva-based website interactive learning media be more widely utilized and serve as a reference for future development of English learning media

The Impact on the STAD Cooperative Learning Method on Speaking Ability among Young English Language Learners

This study investigates the implementation of the Student Teams Achievement Division (STAD) cooperative learning method and its influence on young English language learners’ speaking ability in a primary school context. The introduction outlines the persistent challenges faced by students in developing speaking proficiency, including low confidence, limited vocabulary, and teacher-centered instructional practices. Using a qualitative case study design featuring an ex post facto perspective, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis at SD Bali Kiddy. The results show that STAD fosters a supportive, interactive learning environment that significantly enhances students’ speaking confidence, fluency, vocabulary use, and pronunciation. Heterogeneous grouping enables peer scaffolding, allowing lower-ability learners to benefit from modeling and corrective feedback from their peers. The study also identifies students’ positive emotional responses, including reduced anxiety and increased willingness to participate in oral activities

EFFECT OF STUDENT-CENTERED TEACHING STRATEGIES ON LEARNING OUTCOMES IN ENGLISH LANGUAGE SKILLS AT ELEMENTARY LEVEL IN PUBLIC SCHOOLS

This study examined the effect of student-centered teaching strategies on English language learning outcomes at the elementary level in public schools. Using a 30-item questionnaire, descriptive analysis revealed a high overall mean score of 4.15 (SD = 0.52), with 83% of respondents agreeing or strongly agreeing with the statements. Reliability analysis demonstrated excellent internal consistency (Cronbach’s α = 0.91). Correlation results showed strong positive relationships between cooperative learning, classroom interaction, feedback strategies, and English language development (p < 0.01). Regression analysis confirmed that student-centered teaching significantly predicts English language skills (R² = 0.64), with feedback and motivation emerging as the strongest predictor. The findings highlight that student-centered approaches foster engagement, confidence, and communicative competence, while areas such as learner autonomy and technology integration require further development. he findings revealed that approaches such as collaborative learning, activity-based instruction, inquiry-based tasks, peer teaching, and the use of visual aids significantly improved students’ proficiency. Results showed that more than 80% of participants agreed on the positive impact of these strategies. Collaborative learning enhanced peer interaction and speaking confidence, while activity-based instruction helped in better vocabulary retention and grammar application. Inquiry-based learning fostered critical thinking and comprehension skills, and peer teaching through role play increased fluency and reduced hesitation in speaking. The use of visual and interactive aids strongly engaged learners and improved reading comprehension, while feedback and self-assessment promoted learner autonomy and writing improvement. Overall, the study concludes that student-centered strategies are highly effective in strengthening English language skills, with consistent agreement levels above 80%, demonstrating their potential to transform language learning outcomes in elementary public schools

The Effectiveness of Using Canva as a Learning Medium in Improving High School Students' Learning Outcomes

Digital transformation in education requires innovative instructional media that can improve student learning outcomes, including Canva as an interactive visual platform. This study examined the effectiveness of Canva in improving the learning outcomes of Grade XI students in Information and Communication Technology (ICT) at SMA Negeri 1 Hutaraja Tinggi. A quantitative approach with a pretest-posttest control group design was employed. The sample comprised 40 students, with 20 students in the experimental class and 20 in the control class. Data were analyzed using normalized gain (N-Gain). The findings revealed a clear difference between the two groups. The experimental class achieved a mean N-Gain of 85.38%, categorized as high, whereas the control class achieved 69.81%, categorized as moderate. These findings indicate that Canva is effective in improving students' learning outcomes. The study provides practical implications for teachers seeking to develop more interactive and engaging digital instructional media, particularly for ICT instruction at the senior high school level.