This study aims to describe and analyze the process of evaluating Al-Qur’an reading learning using the Tilawati method at TPQ Baitul Hikmah Purwokerto. The focus of this study is on the importance of mastering Qur’anic reading as a foundation for instilling religious values in children. The Tilawati method was chosen because of its simple and enjoyable approach, which has proven effective in improving reading skills. The research method used is qualitative, with data collection through observation, interviews, and documentation. The research results indicate that learning at TPQ Baitul Hikmah is conducted in a planned and systematic manner, following clear stages. Evaluation is carried out through pre-tests, daily evaluations, and volume advancement evaluations to measure the development of students’ reading abilities. The evaluation results show that most students meet the graduation criteria, although some need to repeat the process to improve their abilities. This evaluation process not only measures learning achievements but also fosters discipline and religious character. This study is expected to serve as a model for other educational institutions in implementing high-quality Qur’anic reading instruction.

This research is motivated by the low initial reading ability of first-grade learners of SD Negeri 1 Pangkalan, Plered District, Cirebon Regency. The research aims to determine the planning, implementation, and improvement of early reading learning using word puzzle media, specifically focusing on the process of saving words. The subjects of this research were 25 first-grade learners. The method used in this research is classroom action research (CAR) with the Kemmis & McTaggart model. This research was conducted in two cycles, each consisting of one meeting, and was divided into four stages: planning, implementation of actions, observation, and reflection. The results showed that the initial reading ability of learners increased from 68% to 98%. This indicates an increase in the initial reading ability of learners through word puzzle media, such as saving words.

Lexical prosodic competence and word reading in adult EFL learners

This study was conducted to determine the feasibility of Pop-Up Books to support reading learning in French, because it was found that the learning support used by teachers was less varied. The purpose of this study is to describe the needs of teachers and students related to the Pop-Up Book “Emploi du Temps” for reading learning and describe the development of the Pop-Up Book. This research is a research and development (R&D). The data collection techniques used were observation and questionnaires. The results of the needs analysis of teachers and students show that teachers and students are interested in 3D Pop-Up Book learning media. The result of this research is a 3D Pop-Up Book learning media product on Emploi du Temps material for reading skills.

The aimed of this research was to determine (1) Students’ interest in reading English ability of the Eight grade of SMP Negeri 14 Surakarta, (2) to find out the students’ reading ability of the eight grade of SMP N 14 Surakarta, and (3) to find out whether or not there is correlation of study between Students’ reading interest and students’ reading ability of students in grade Eight SMP Negeri 14 Surakarta in the Academic year 2024/2025. This researcher was conducted at the eight grade of SMP Negeri 14 Surakarta in the academic year 2024/2025. Researcher used quantitative methods with correlation techniques. The researcher give questionnaire to 30 participants in order to gather the data Students’ reading interest in learning reading English in a class. The questionnaire used consisted of 30 items. Then, to measure the ability reading students, this research used a reading test for students. In this researsh was used random sampling technjque to collect the data. In data analysis, students’ questionnaires were measured using a Likert Scale, and reading tests were measured using Suharsimi Arikunto’s categories reading achievement. The findings of this research indicate that there are positive about correlation of research between students’ reading interest and students’ reading English ability. It is proven by the results of calculation of ((rxy) 0.615) > rtable in the significant table 5% (0.374) and 1% (0.478). Then, it can be concluded that the alternative hypothesis (Ha) is therefore deemed to be accepted and the null hypothesis (Ho) is rejected. Therefore, in this research it can be concluded that there is a positive the correlation of research between students’ reading interest and students’ reading English ability. This means students’ reading interest has higher impact, the better students’ reading ability. Keywords : Reading Interest, Reading English Ability, Correlational Study

This community service activity aims to improve students' Qur'an reading skills through the Tilawati method at SDIT Al Qonita. The community service method used is Participatory Action Research (PAR) which consists of planning, action, observation, and reflection stages. The subjects of the activity are students who are taking part in the Qur'an reading learning in volume 2 which is divided based on reading ability. The mentoring is carried out through classical learning, reading, explanation of tajweed, and strengthening the rhythm of reading. The results of the activity show that students are enthusiastic about participating in learning, actively imitating reading, and experiencing increased abilities even though they still have difficulties with certain letters. In addition, this mentoring also strengthens the capacity of teachers to continue the Tilawati practice continuously, so that the Tilawati method is proven effective in creating a pleasant learning atmosphere while getting students used to reading according to the rules of tajweed.

The study investigated the effectiveness of alphabet videos from YouTube in improving the phonemic awareness skills of kindergarten pupils at Juan B. Tabla Elementary School. Motivated by the challenges in learning reading basics, the research aimed to assess the impact of digital tools, particularly YouTube videos, in enhancing phonemic awareness. An action research approach with a descriptive-comparative design was employed. The study was conducted during regular class days, involving 25 kindergarten pupils as subjects. Pretest and posttest assessments, using the Comprehensive Rapid Literacy Assessment (CRLA), were administered to measure progress. The intervention included selecting appropriate videos, guiding students, monitoring progress, and providing reinforcement. Findings revealed a significant improvement in phonemic awareness skills, with a 100% success rate in various aspects. Most subjects demonstrated a highly significant improvement in their phonemic awareness skills. It was found out that none of the subjects who performed excellent in their phonemic awareness skills went up to 60% (15 respondents) and leaving the 40% (10 subjects) at above average level. Thus, showed that no subjects were on the poor, below average, and average levels. The results highlighted the potential of incorporating YouTube alphabet videos as an effective instructional tool. For Juan B. Tabla Elementary School, these insights support the integration of digital resources in early literacy education. Further research is recommended to explore its applicability in different learning contexts.

Enhancing University Students’ Extensive Reading Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning. Objective: This study aimed to enhance students’ outcomes in the Extensive Reading course by integrating motivation, technology, and Collaborative Active Learning (CAL) into the learning process. It was conducted in response to low student achievement and to address the research gap, since few studies have comprehensively explored the combined role of motivation, technology, and CAL in improving extensive reading performance. Methods: The study involved 49 third-semester English Education students in East Nusa Tenggara, Indonesia, using a mixed-method approach. A quasi-experimental pre-test/post-test design, along with semi-structured interviews, was employed. The experimental group (n = 25) received the intervention, while the control group (n = 24) followed traditional methods. The intervention lasted for 14 weeks, beginning with a pre-test in week 1, followed by the intervention from weeks 2 to 15, and a post-test in week 16. Interviews were conducted with six purposively selected students (three high-achieving and three low-achieving) to support the quantitative findings. A paired samples t-test was used to analyze the data. Findings: The results showed that the integration of motivation, technology, and collaborative active learning significantly improved students' learning outcomes for the Extensive Reading course in the experimental group (pre-test mean: 41.32; post-test mean: 66.64; p <0.001), while the control group showed no change. Interview data revealed that technology and collaboration enhanced motivation and engagement among students in the experimental group, whereas the control group reported low motivation and limited support. Conclusion: Policymakers should support digital literacy initiatives, teachers should implement collaborative and technology-based reading activities, and universities should integrate these approaches into their curriculum design to enhance the success of extensive reading. Keywords: integration, motivation, technology, collaborative active learning, extensive reading, higher education.

Early reading skills are an important foundation for student literacy at the elementary school level. This study aims to examine the effectiveness of the application of the KWL (Know, Want, Learned) technique in improving the early reading skills of grade 1 students of Madrasah Ibtidaiyah. Using a literature study approach, this study analyzed various journals and scientific articles related to the application of the KWL technique. The KWL technique involves three stages, namely identifying initial knowledge (Know), determining learning objectives (Want), and reflecting on learning outcomes (Learned). The results of the study showed that the KWL technique significantly improved students' understanding of the text, learning motivation, and critical thinking skills. The use of supporting media, such as picture storybooks or letter puzzles, also strengthened the effectiveness of this technique by creating an interactive and meaningful learning experience. The application of KWL is in accordance with the theory of social constructivism and self-determination, which emphasizes the importance of social interaction and intrinsic motivation in learning. With promising results, the KWL technique can be a strategic alternative to improve students' early reading skills at the elementary school level. This study makes an important contribution to the development of innovative and enjoyable reading learning methods, which support the improvement of students' literacy quality as a whole

This paper is geared towards exploring how beginning reading development happen among Deaf learners in the primary grades. By reviewing several studies that were conducted related to beginning reading for young Deaf learners, the researcher extracted significant and relevant information on language and reading development for deaf learners. Effective reading strategies were also methodically identified as a recommendation for teachers to use in teaching DHH. The first part of the paper will explore on the language development of Deaf learners which is essential in understanding reading development. Furthermore, the reading development will be discussed vis-à-vis the Simple View of Reading theory by Gough and Tumner (1986). Several, reading strategies will also be discussed such as total communication, shared reading activities, and direct and mediated instruction. Finally, the paper concludes for careful planning of reading interventions that is theoretically-based and data driven.

Anchored on the research objective of understanding the current challenges that confront the learning and teaching of reading skills in the Philippines’ basic education context, this systematic review study endeavors to identify the implemented intervention strategies and assess their effectiveness based on the empirical and anecdotal findings revealed in 10 published studies, coded S1 to S10, that met all the inclusion criteria for thematic analysis. The overall findings establish a clear existing need to develop multi-faceted approaches to addressing reading skill gaps, both in pedagogy and resource management. Specifically, it requires a revisit of teachers’ holistic professional training, an improvement of the readability of instructional resources, and a renegotiated collaborative partnership between schools and families.

In developing countries, rural households rely, at least partially, on solid fuels for their cooking, heating, and lighting needs. Household members, particularly women and children, provide the labour hours for manually collecting these fuels from forests, own land, and nearby areas. The literature on the human capital implications of fuel collection activity is scarce. In this study, using Indian households’ survey data, we find evidence of children from fuel-collecting households exhibiting poorer learning outcomes, in reading, writing, and mathematics skills, than those of children from households that do not collect fuel. We also find that such children are likely to spend lesser time on homework and tuition which potentially explains the lower learning levels. Additionally, we find large heterogeneity in learning levels along the lines of caste and land-possession, but mixed heterogeneity in the three learning areas on the basis of children’s gender.

Purpose of the study: The objective of this study is his study ims to evaluate the effectiveness of Raz-Kids in improving students’ reading skills and investigate the effect of Raz-Kids on students during a reading program. Methodology: The method implemented in this study was Systematic Literature Review (SLR). There were 16 papers on implementing Raz-Kids in teaching reading from Google Scholar, SINTA, Science Direct, and ERIC. The step in writing this scientific work is to find the sources of previous studies, examine them, and make conclusions based on the subject of the study. Main Findings: The result showed that Raz-Kids is an effective internet portal that helps students develop reading skills. It also supports students’ enthusiasm and independent learning in reading. The parents and teachers act as support systems to encourage them to achieve their reading goals. However, there are many challenges with Raz-Kids’ use in reading programs. It highlights the need for this portal to be enhanced. Thus, Raz-Kids is a valuable online resource that helps learners develop their reading skills. Novelty/Originality of this study: This review mainly focused on implementing specific internet portals, namely Raz-kids, in teaching reading in EFL Classes. It aims to develop the knowledge of researchers, educators, policymakers, and technology developers concerning the crucial internet portal Raz-Kids in teaching reading and its effect on students’ outcomes.

This study employed a descriptive research method with a mixed-methods approach to investigate the university students’ need in learning English reading at a private university in Southeast Sulawesi province, Indonesia. A descriptive design was used to analyze students’ needs in learning reading—particularly in relation to Islamic content—without manipulating variables. The research design followed a Needs Analysis framework in English for Specific Purposes (ESP), combining questionnaires for quantitative data and interviews for qualitative insights. The findings reveal that students are dominantly motivated by instrumental goals, with 87.75% aiming for better career opportunities, and high percentages driven by examination success (87%) and academic achievement (85%). Reading has been widely identified as a fundamental skill that plays a pivotal role in fostering vocabulary acquisition and enhancing academic literacy, particularly within the domain of Islamic studies. Students also expressed a preference for bilingual instruction, balancing Indonesian and English, to support comprehension and gradual exposure to authentic input. Overall, the study concludes that students’ motivations are multifaceted, encompassing career, academic, and disciplinary needs. These results underscore the importance of designing ESP-based English programs that integrate workplace relevance, academic literacy, and Islamic content within a flexible bilingual pedagogy.

This study investigates how large language models (LLMs) can support informal learning in social reading environments. Focusing on critical thinking, collaborative knowledge construction, and group learning, it adopts a stage-based co-design approach grounded in an informal learning cycle. Two participatory design workshops were conducted with social readers, LLM experts, and interaction designers. Participants used first-person narratives and shared tasks to envision LLM-assisted learning processes. Thematic and visual analyses revealed three key design principles: stage-specific intervention, bidirectional prompting, and balancing individual autonomy with collaborative engagement. Building on these findings, we propose a conceptual design model illustrating how LLMs can facilitate social learning in future reading platforms. The study contributes to HCI by expanding the theoretical application of informal learning with LLMs, introducing a novel participatory method, and offering actionable insights for the development of AI-mediated social reading tools.

This study aims to observe the senior high school learners’ self-concept in learning English reading comprehension. A survey method was applied in this study by utilizing a Self-Concept Inventory (SCI) to obtain the data on self-knowledge, self-expectation, and self-evaluation. There were 87 students, consisting of 42 male and 47 female students, involved as the research sample. The results of this study showed that the mean score of the students’ self-knowledge was 2.94, indicating that the students generally possess a high level of self-knowledge, especially in emotional awareness, acceptance of criticism, and social responsibility. The mean score of self-expectation was 2.98, affirming that participants have a strong positive self-expectation. The mean score of self-evaluation was 3.11, implying that the students perceive themselves positively across all these self-evaluation dimensions. Meanwhile, for overall self-concept, the mean score achieved 3.00 expressed that the students possessed a high level of self-concept (ranging 2.9 – 3.5), in which this self-concept is usually applied in learning reading comprehension. With higher academic self-concept, students tend to put more effort into understanding reading texts, are more motivated, and generally perform better in reading tasks compared to those with lower self-concept.

Reading ability is a very important basic skill in basic education, especially for high school students. However, low interest and reading comprehension are problems that need to be overcome. This community service project aims to determine the process of socializing the use of learning media to improve students' reading comprehension in upper elementary school classes. The method used is Participatory Action Research (PAR). The results of the community service show that the socialization of the use of learning media, such as picture books, big books, and interactive media, has a positive impact on increasing students' motivation, interest, and reading comprehension. Therefore, selecting appropriate learning media is crucial in creating an effective and efficient reading learning process.

The urgency of this research is that foreign language skills, including French, are needed in the era of globalisation to meet the demands of the 2nd Century. In higher education, the reception Écrite (Written Text Comprehension) course at A1 level has a strategic role in equipping students to understand simple texts in French, as regulated by the Common European Framework of Reference for Languages (CEFR).The purpose of this study is to develop Microlearning-based A1 level French reading learning media in the A1 level Reception Écrite course. This media is designed to improve students' ability to understand simple written text effectively and independently, in accordance with CEFR standards. The research collaborative initiative between Indonesia and Algeria, the study aligns with both countries’ education cooperation policies and their shared commitment to multilingual education and digital innovation. and is a international collaboration between the Département de Didactique du FLE, Faculté des Langues et des Arts, Universitas Negeri Jakarta, and the Département de Français, Faculté des Langues Étrangères, Université d’Oran 2 Mohamed Ben Ahmed, Algeria.The research approach used methods approach, qualitative. The data collection technique used a questionnaire distributed online using Google Form and analyse data such as data reduction, data presentation, and drawing conclusions or verifying data. The results of this study indicate that 100% of the need for educational cooperation policies for the development of Microlearning-based French reading learning media for Comprehension Ecrite Level A1 courses in Indonesia and Algeria to increase educational diplomacy cooperation.

The purpose of this study was to use flashcard media to improve the reading skills of group A children at RA Al Huda, Malang. Early childhood education is an important phase in child development because here children build basic skills such as reading. Text comprehension and recognition of letters, words, and sentences are components of early childhood reading learning. In this study, a case study approach was used to evaluate the experiences of teachers and children with flashcard media. Observation, interviews, and documentation were used to collect data. The results showed that the use of flashcard media significantly increased children's interest and reading skills. As a visual learning tool, flashcards offer an interactive learning method that encourages students to work together and makes learning more fun. Flashcards also help children remember and understand new concepts better. Therefore, this study suggests the use of flashcard media as a great way to improve early childhood reading skills. Keywords: Early Childhood; Learning Methods; Flashcard Media

Implicit/explicit learning has been one of the hot topics in the fields of education, cognitive psychology, and second language acquisition. Over the past two decades, implicit learning has attracted numerous theoretical studies. However, its application in fields such as education remains in its infancy. The application of the concept of implicit learning has enlightened people that this psychological phenomenon of learning is far more complex than what we have been accustomed to for thousands of years. Modern psychology indicates that besides explicit and conscious learning, there also exists implicit and unconscious learning. Implicit learning refers to the unconscious process of acquiring complex knowledge from the stimulus environment, while explicit learning is a conscious process of acquiring knowledge. In recent years, many researchers have shifted their focus from emphasizing the differences between the two to examining their connections and interactions, recognizing that the integration of implicit and explicit learning represents the optimal learning approach in English language teaching. The experimental purpose of this study is to explore the effects and impacts of implicit and explicit learning in English reading.