Journal Compound : Improving the Quality of English Education

INTEGRATING SIMPLE PAST TENSE IN PRIMARY SCHOOL ENGLISH CURRICULUM: A STUDY OF TEACHING STRATEGIES

2025-01-04T04:09:11+00:00

This research explored effective teaching strategies for teaching elementary school students the simple past tense. Given that children at primary school age experienced rapid cognitive development, appropriate teaching methods were essential for building a strong language foundation. This article reviewed teaching methods in the simple past tense, including Communicative Language Teaching (CLT), Game-Based Learning (GBL), and technology integration. CLT prioritized the use of language in accurate and relevant contexts, which helped students understand the use of the simple past tense in everyday conversations. Game-based learning (GBL) increased student engagement and motivation through interactive games, such as card and role-playing games, which facilitated the understanding of tense changes in a fun way. In addition, technologies such as language learning apps and interactive videos provided opportunities for students to practice independently and receive immediate feedback. The research also highlighted the importance of student motivation in successful teaching, where a supportive environment and fun activities increased student engagement and understanding of the material. The results of this research suggested that the combination of CLT, GBL, and technology methods, as well as the cultivation of student motivation, could create a compelling and engaging learning environment.

ENHANCING GRADE 6 STUDENTS’ MASTERY OF THE PAST TENSE THROUGH AI-DRIVEN LEARNING

2024-12-26T12:58:42+00:00

The study investigated the effectiveness of AI-driven learning tools in enhancing Grade 6 students’ mastery of the past tense in English grammar. The research aimed to explore how artificial intelligence could be leveraged to facilitate personalized, adaptive learning experiences that promoted better retention and application of past tense rules. Employing a mixed-methods approach, the study combined quantitative measures of grammar proficiency with qualitative data from interviews and observations of student interactions with AI-based learning platforms. The participants, consisting of 60 Grade 6 students from a public school in an urban setting, engaged with an AI-powered application over a period of 8 weeks. Results indicated a significant improvement in students’ understanding and use of the past tense, with students reporting higher engagement and confidence in grammar tasks. The findings underscored the potential of AI tools to provide tailored learning experiences that catered to individual learning paces and styles. The study concluded that AI-driven learning environments could enhance grammar acquisition in elementary education, offering implications for future integration of technology in English language teaching.

DEVELOPING AN ENGLISH LEARNING E-BOOK FOR GRADE 6 STUDENTS

2025-01-04T03:26:21+00:00

This study developed an English learning e-book for Grade 6 students using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) model to address curriculum requirements and enhance student engagement. The e-book focused on teaching language skills related to past activities, WH questions, and future plans. Key features included audio recordings, interactive exercises, vibrant visuals, and Google Forms for instant feedback. During the implementation phase, the e-book was tested in a simulated classroom setting, revealing initial usability issues such as unclear interactive features. Based on feedback, revisions improved the design by making links and buttons more user-friendly. Subsequent testing showed significant enhancements in usability and engagement, with the e-book effectively supporting students’ learning. This research highlighted the potential of integrating multimedia and digital tools in language instruction. The e-book served as an innovative resource, demonstrating how technology can improve teaching methods, align with curriculum goals, and foster active learning among primary school students.

DEVELOPING GRAMMAR INSTRUCTION USING THE ASSURE MODEL: A CASE OF TEACHING THE SIMPLE FUTURE TENSE

2025-01-04T06:39:15+00:00

This study aimed to create an effective learning unit for teaching the simple future tense to 6th-grade students using the ASSURE instructional design model. The research followed the ASSURE model, involving the analysis of learners, stating clear instructional objectives, selecting appropriate methods, media, and materials, utilizing these materials effectively, requiring learner participation, and evaluating and revising the instructional process. It also incorporates strategies to actively engage learners and evaluates the outcomes for continuous improvement. For this research, a group of 15 students participated in interactive activities, including sentence construction and role-playing exercises. The evaluation process included pre-tests and post-tests, which showed substantial progress, with average scores rising from 52% to 80%. Both students and teachers provided feedback, praising the clarity and engagement of the materials, though minor adjustments were made to better address diverse learning needs. These findings highlight the effectiveness of the ASSURE model in designing practical, engaging, and impactful grammar instruction.

MANDAU: A TRADITIONAL WEAPON RICH IN SYMBOLISM AND SPIRITUAL MEANING

2025-01-04T07:23:17+00:00

This study explored the cultural, symbolic, and spiritual significance of the Mandau, a traditional weapon deeply rooted in the heritage of the Dayak people in Kalimantan. More than a tool for hunting and self-defense, the Mandau represented profound values such as bravery, communal unity, and respect for ancestors. By employing qualitative descriptive methods combined with semantic analysis, the research investigated the intricate symbolic meanings behind each part of the Mandau. Data collection involved interviews with skilled Mandau craftsmen and respected cultural leaders, along with a thorough review of existing literature on the subject. The findings revealed that the Mandau held a central role in Dayak culture, symbolizing identity, protection, and spiritual connection. Additionally, the research demonstrated the Mandau's potential as a teaching medium in English language education, particularly in fostering contextual understanding and promoting cross-cultural awareness. This study underscored the value of incorporating local cultural elements into global educational frameworks, highlighting how culturally meaningful artifacts could serve as powerful tools for language learning and cultural exchange.