AS-SABIQUN

An Analysis of the Challenges Faced by Non-Native Speakers in English Pronunciation

Baiq Amalia Zahrah — 2026-09-01

Despite the critical role of pronunciation in promoting intelligible communication in English as a Foreign Language (EFL) contexts, research offering a comprehensive account of the multidimensional pronunciation challenges experienced by non-native speakers remains limited. This study aimed to analyze these challenges, identify the linguistic, psychological, and instructional factors contributing to them, and examine the strategies learners employ to improve their pronunciation. Adopting a qualitative descriptive design, the study involved 10 ninth-semester students enrolled in an English Education Study Program who were selected through purposive sampling. Data were collected through semi-structured interviews, questionnaires administered via Google Forms, and documentation, and were analyzed thematically with data triangulation used to enhance credibility. The findings revealed interconnected difficulties involving English vowel distinctions, consonant articulation, word stress, rhythm, intonation, speech rate, and accent variation. These difficulties were primarily associated with first-language interference, limited exposure to authentic English, insufficient speaking practice, the learning environment, and psychological factors, particularly low confidence and fear of making mistakes. To address these challenges, participants engaged in authentic listening, imitation practice, pronunciation applications, International Phonetic Alphabet learning, self-recording, and communicative speaking activities. The study concludes that pronunciation development is a multidimensional process requiring the integration of phonological competence, authentic language exposure, instructional support, and sustained communicative practice. These findings reinforce the importance of intelligibility-oriented pronunciation pedagogy, extend the literature on pronunciation learning in EFL contexts, and provide practical guidance for lecturers and curriculum developers. Future research should employ larger samples, mixed-methods designs, and objective pronunciation assessments.

The Effect of Gallery Walk Learning Model on Speaking Skills Viewed from Students' Self-Confidence at SMAN 1 Masbagik

Nurholis Mahbubi — 2026-09-01

Although the Gallery Walk learning model and self-confidence are recognized as important factors in developing communicative competence, limited research has examined their combined influence on students’ English speaking skills in English as a Foreign Language (EFL) classrooms. This study aimed to investigate the effects of the Gallery Walk learning model, students’ self-confidence, and their interaction on the speaking skills of eleventh-grade students at SMAN 1 Masbagik. A quantitative quasi-experimental design with a 2 × 2 factorial structure was employed. The sample comprised 80 students selected through simple random sampling, with 40 students assigned to the experimental group and 40 to the control group. Data were collected using a speaking performance test and a self-confidence questionnaire and analyzed through descriptive statistics, normality and homogeneity tests, an independent-samples t test, and two-way analysis of variance. The findings showed that students taught through the Gallery Walk learning model achieved significantly higher speaking scores than those receiving conventional instruction. The two-way analysis of variance further revealed significant effects of the learning model, F = 19.488, p < .001, self-confidence, F = 74.041, p < .001, and their interaction, F = 76.059, p < .001, on students’ speaking achievement. These findings demonstrate that English speaking performance is shaped by both instructional strategy and learners’ psychological readiness. The study concludes that integrating collaborative, learner-centered instruction through the Gallery Walk model with efforts to strengthen students’ self-confidence can effectively enhance speaking competence. This study contributes to communicative language teaching by providing empirical evidence of the interaction between instructional and affective factors and offers practical guidance for designing EFL speaking activities that promote active participation, confidence, and oral communication. Future research should examine the model across broader educational contexts and incorporate additional affective variables.

Pengaruh Media E-Book Cakap terhadap Keterampilan Intonasi Deklaratif dan Interogatif Siswa Kelas IV Sekolah Dasar

Misbahuddin Nur Fazri — 2026-09-01

The limited availability of learning media specifically designed to train declarative and interrogative intonation remains a challenge in Indonesian language instruction at the elementary school level, although these suprasegmental features play an important role in determining the clarity of oral communication. Initial observations of fourth-grade students at a public elementary school in Sumedang Regency showed that the students tended to use flat intonation and were not yet able to distinguish between the intonation of statements and questions. This study aimed to analyze the effect of E-Book CAKAP as an interactive digital learning medium on fourth-grade students’ declarative and interrogative intonation skills. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The sample was selected through purposive sampling and involved 41 students, comprising 20 students in the experimental group and 21 students in the control group. Data were collected through performance tests in the form of paired interview conversations administered at the pretest and posttest stages and assessed using a validated rubric. The data were analyzed using the Mann–Whitney U test, N-Gain analysis, and Cohen’s d effect size. The results showed that the experimental group achieved a mean N-Gain of 0.51, categorized as moderate, which was higher than the control group’s mean of 0.36, categorized as low–moderate. The Mann–Whitney U test indicated a significant difference between the two groups (Z = −2.607; p = 0.009 < 0.05), with an effect size of 0.734, which was categorized as moderate and approaching large. These findings confirm that E-Book CAKAP, through its Probinton feature, pronunciation audio, colored lyrics, educational games, and voice-recording feature, effectively improves students’ declarative and interrogative intonation skills. This study contributes theoretically to the development of digital media for teaching speaking skills and practically provides guidance for educators in utilizing interactive e-books in Indonesian language instruction at the elementary school level. Future research should involve a larger sample and evaluate the long-term retention of intonation skills.

Pengaruh Video Pembelajaran Interaktif Berbasis YouTube terhadap Hasil Belajar Matematika Siswa Kelas V SD

Alincia Nodika — 2026-08-03

Students’ low understanding of mathematics is partly caused by the dominance of conventional teaching methods that have not adequately facilitated an interactive learning process. This study aimed to analyze the effect and contribution of YouTube-based interactive instructional videos on the mathematics learning outcomes of fifth-grade students at SD Negeri 1 Pagar Alam. The study employed a quantitative approach using a pre-experimental method and a one-group pretest–posttest design. The research sample comprised 34 students selected through cluster random sampling. Data were collected using a multiple-choice test and analyzed using statistical tests. The results showed that YouTube-based interactive instructional videos had a positive and significant effect on students’ mathematics learning outcomes, with a two-tailed significance value of 0.000 < 0.05. The mean posttest score was 78.6241, which was higher than the mean pretest score of 61.5644, with an effect contribution of 27.6%. These findings confirm that the use of YouTube-based interactive instructional videos can improve students’ mathematics learning outcomes. This study provides practical implications for educators and schools to optimize the use of interactive videos as supporting media for more effective mathematics instruction capable of improving students’ learning outcomes.

E-Module Focused on Problem-Based Learning Incorporating Medicinal Plants from Riau for Teaching About the Digestive System

Laila Witra — 2026-09-01

The limited availability of diverse, engaging, and contextually relevant learning resources remains a challenge in biology education, particularly in facilitating students’ understanding of the digestive system. This study aimed to develop a Problem-Based Learning (PBL) electronic module integrating local medicinal plants from Riau for Grade XI students. A Research and Development (R&D) approach was employed using the Analyze, Design, and Development phases of the ADDIE model. Participants comprised 72 students from SMAN 2 Siak Hulu and SMAN 03 Siak Hulu, selected through purposive sampling, as well as three expert validators and two biology teachers. Data were collected through interviews, needs-assessment questionnaires, expert-validation forms, student-response questionnaires, and documentation and were analyzed using qualitative and quantitative descriptive techniques. The electronic module achieved an overall validity score of 95%, comprising scores of 94% from the subject-matter expert and 96% each from the media and instructional experts. Student responses were also highly positive, with an overall score of 92% across visual design, readability, language, content, and presentation. These findings indicate that the developed electronic module is suitable as supplementary instructional material for teaching the digestive system. By integrating medicinal plants from Riau, the module contextualizes biological concepts within students’ familiar environment and offers a locally relevant resource for PBL-based instruction. Further research should undertake the Implementation and Evaluation phases of the ADDIE model and assess the module’s effectiveness in improving learning outcomes and other educational competencies.

Keywords: Digestive System; Electronic Module; Local Medicinal Plants; Problem-Based Learning; Riau Contextual Learning