IJEEL (International Journal Of English Education And Linguistics.)

AN ANALYSIS STUDENTS’ MASTERY OF PRONOUN IN NARRTAIVE TEXT AT THE TENTH GRADE OF SMA NEGERI 8 PADANGSIDIMPUAN

Tasya Rahmadani — 2026-07-08

This study aims to analyze the mastery of pronouns among tenth-grade students of SMA Negeri 8 Padangsidimpuan in narrative texts and to identify the difficulties they experience. This research employed a qualitative descriptive method. The participants consisted of 29 students selected through simple random sampling. The research instruments included tests, interviews, and observations. The test consisted of 15 items focusing on possessive adjective pronouns and narrative text comprehension. The findings revealed that students’ mastery of pronouns was still low, particularly in the use of possessive adjective pronouns, with an average error rate of 54.82%. The difficulties were influenced by internal factors such as motivation, interest, and psychological condition, as well as external factors including learning environment and teaching methods. Low pronoun mastery negatively affected students’ comprehension of narrative texts. Therefore, more effective instructional strategies are needed to improve students’ pronoun mastery.

ENHANCING ENGLISH VOCABULARY MASTERY TROUGH DIGITAL STORYTELLING : A CLASSROM ACTION RESEARCH ON TENTH - GRADE STUDENTS AT SMA NEGERI 1 BATANGTORU

Sakinah Batubara — 2026-07-08

This study aims to investigate the effectiveness of digital storytelling in improving English vocabulary mastery of tenth-grade students at SMA Negeri 1 Batangtoru. The study was conducted due to students’ low vocabulary achievement, as indicated by their average scores which were below the Minimum Mastery Criterion (KKM) of 75. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The participants of this study were 32 students of class X-5 selected through purposive sampling. Data were collected using vocabulary tests (pre-test and post-tests) and non-test instruments such as observation sheets and interviews. The results showed a significant improvement in students’ vocabulary mastery. The mean score increased from 59.18 in the pre-cycle to 74.06 in Cycle I and further improved to 80.34 in Cycle II. These findings indicate that digital storytelling is an effective and engaging teaching strategy for enhancing students English vocabulary mastery.

THE USE OF MAKE A MATCH METHOD ON STUDENTS’VOCABULARY MASTERY AT THE EIGHTH GRADE ON SMP NEGERI 1 PAHAE JAE

Nande safna sormin — 2026-07-08

This classroom action research aimed to examine the effectiveness of The Use Of Make a Match method in improving vocabulary mastery among eighth-grade students of SMP Negeri 1 Pahae Jae. The study involved 30 students from class VIII-E and was conducted in two cycles. Data were collected through observation, interviews, and vocabulary tests (pre-test, post-test Cycle I, and post-test Cycle II) focusing on four aspects: spelling, meaning, usage in context, and pronunciation.
The findings revealed a significant improvement in students’ vocabulary mastery. The average pre-test score was 32, with only 6.67% of students meeting the minimum passing grade. In Cycle I, the average increased to 68 (40% mastery), and in Cycle II to 84 with 90% of students achieving the passing standard. These results indicate that the Make a Match method effectively enhances students’ vocabulary mastery.

ENHANCING STUDENTS’ VOCABULARY MASTERYTHROUGH SHORT STORY MEDIA AT THE TENTH GRADE OF SMA NEGERI 6 PADANGSIDIMPUAN

Ade Irma Suryani — 2026-07-08

This classroom action research aimed to examine the effectiveness of Short Story Media in improving vocabulary mastery among tenth-grade students of SMA Negeri 6 Padangsidimpuan. The study involved 30 students from class X-7 and was conducted in two cycles. Data were collected through observation and vocabulary tests (pre-test, post-test Cycle I, and post-test Cycle II).The findings revealed a significant improvement in students’ vocabulary mastery. The average pre-test score was 68.33, with only 20% of students meeting the Minimum Mastery Criterion (KKM) of 75. In Cycle I, the average increased to 73 with 36.67% mastery, and in Cycle II to 78.83 with 76.67% of students achieving the passing standard. These results indicate that Short Story Media effectively enhances students’ vocabulary mastery.

Improving Students Reading Skill Through Digital Storytelling Method At Tenth Grade of SMA Negeri 8 Padangsidimpuan

Elsa Stefani Pandiangan — 2026-07-08

This study aimed to improve students’ reading skills through the implementation of the Digital Storytelling (DST) method at the tenth grade of SMA Negeri 8 Padangsidimpuan. The background of this research was students’ low reading comprehension, limited vocabulary mastery, and minimal engagement during English reading lessons. The research employed Classroom Action Research (CAR) consisting of two cycles: planning, action, observation, and reflection. The participants were 35 tenth-grade students selected using total sampling. Data were collected through reading comprehension tests, observation sheets, and documentation. The findings revealed a significant improvement in students’ reading skills. The mean score increased from 57.34 in the pre-test to 65.75 in Cycle I and reached 80.69 in Cycle II. The percentage of students achieving mastery learning improved from 40% to 68.57% and finally 88.57%. The study concludes that Digital Storytelling is an effective instructional method to enhance students’ reading skills and classroom engagement.

THE APPLICATION OF FLASHCARDS MEDIA IN IMPROVING THE STUDENTS’ ENGLISH VOCABULARY MASTERY TO THE SEVENTH GRADE STUDENTS OF SMP NEGERI 1 ANGKOLA BARAT

Roilan Bahagia Hasibuan — 2026-07-08

This research aims to improve the English vocabulary mastery of the seventh grade students of SMP Negeri 1 Angkola Barat through the application of flashcards as a teaching medium. The background of this study is based on the observation that students struggle with vocabulary retention and lack motivation in English learning, which results in low academic performance in the subject. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, action, observation, and reflection phases. The population of the study was all seventh grade students, with class VII-B (30 students) selected as the sample. Data were collected through pre-tests, post-tests, observation, and interviews.The results showed a significant improvement in students’ vocabulary mastery after using flashcards. The average score increased from 43.67 in the pre-test to 68.33 in post-test cycle I, and 81 in post-test cycle II. Furthermore, the percentage of students achieving the minimum completeness criteria (KKM) of 72 rose from 23.33% in the pre-test to 83.33% in the second post-test. The use of flashcards made learning more interactive, fun, and effective in enhancing students’ engagement and vocabulary acquisition. Based on these results, it can be concluded that flashcards are an effective media to improve students' English vocabulary mastery and the hypothesis of this research is accepted.

THE EFFECTIVENESS OF THE INQUIRY – BASED LEARNING MODEL IN ENHANCING READING COMPREHESION TO THE ELEVENTH GRADE STUDENTS OF SMK N 1 SIABU

Adi Lubis — 2026-07-08

This study aimed to determine the effectiveness of the Inquiry-Based Learning (IBL) model in improving the inferential reading comprehension of eleventh-grade students at SMK Negeri 1 Siabu. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The sample consisted of 24 students from class XI RPL. A multiple-choice reading test was used as the research instrument to measure students’ inferential reading comprehension. The results indicated that the students’ mean score increased from 47.91 in the pretest to 81.66 in the posttest. The paired-sample t-test showed a significance value of p < 0.05, indicating a statistically significant difference between the pretest and posttest scores. Therefore, it can be concluded that the Inquiry-Based Learning model is effective in enhancing students’ inferential reading comprehension.