iosr-JRME   Volume-15 ~ Issue-3 ~ May – Jun. 2025

Abstract: Background: This study investigates the effect of using English poetry on students’ vocabulary mastery and writing skill at the junior high school level. The research employed a quasi-experimental design involving two classes: an experimental class taught through English poetry and a control class taught using conventional methods. Data were collected through pre-tests and post-tests in writing, assessing five key aspects: content, organization, vocabulary, language use, and mechanics....

Keywords: English poetry, vocabulary mastery, writing skill, junior high school, experimental study, language learning

[1]. Antika, R. (2016). The effectiveness of using poetry to improve students’ speaking skill. ELT Forum: Journal of English Language Teaching, 5(2), 1–8.
[2]. Brown, J.D. (2007). Multiple Views of L1 Writing Score Reliability. Second Language Studies, 25(2), 1-31.
[3]. Bagherkazemi, M., & Alemi, M. (2010). Literature in the EFL/ESL classroom: Consensus and controversy. LiBRI: Linguistic and Literary Broad Research and Innovation, 1(1), 1–12.
[4]. Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
[5]. Fitrawati, F. (2013). The use of authentic material in teaching writing descriptive text for junior high school students. Jurnal Bahasa dan Seni, 1(2), 123–135.

Abstract: This study addresses the integration of digital technology in English language teaching, focusing on podcast applications as an alternative platform for speaking practice. The research was conducted at a Junior High School in Pekanbaru, Indonesia, using the Think-Pair-Share (TPS) strategy as a pedagogical approach. A mixed-method research design was applied, combining quantitative and qualitative data collection. The ADDIE model guided the development and implementation of the podcast application. Data collection involved questionnaires, podcast tasks, and validation by.....

Keywords:podcast application, speaking, Think-Pair-Share, English language teaching, TPACK, ADDIE..

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[4]. Clarke, L. et al. (2020). Beyond podcasts: Media usage in a digital age. Research in Learning Technology, 28(1), 1–15.
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Abstract: Research universities in the United States of America (USA) and other Organization for Economic Co-operation and Development (OECD) nations are experiencing a significant structural decline in public funding, referred to as a research funding cliff. This term is defined here as a systemic and sustained decrease in public research and development (R&D) investment that challenges the historic financial stability and innovation capacity of higher education institutions. The purpose of this article is to examine the historical trajectory and contemporary implications of declining funding, alongside rising operational costs, regulatory complexity, and stagnant capacity grants. Utilizing.....

Keywords: Research Funding Cliff; Innovation Business Models; Organizational Change; Entrepreneurial Leadership; Revenue Diversification; Strategic Philanthropy; Cross-sector Integration

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Abstract: This study investigated the influence of teacher engagement with PhET Interactive Simulations on learner engagement and conceptual understanding in secondary school science classrooms within rural, under-resourced settings in Western Kenya. Anchored in constructivist and social constructivist theories, the research adopted a convergent parallel mixed-methods design involving teacher and learner questionnaires, classroom observations, focus group discussions, and pre- and post-tests.....

Keywords: Teacher Engagement, PhET Simulations, Learner Engagement, Conceptual Understanding, Science Education, Digital Pedagogy

[1]. Abenga, E., & Ogolla, D. (2021). Status of integration of ICT in science teaching in secondary schools in Kenya. International Journal of Scientific Research and Innovative Technology, 8(2), 17–24.
[2]. Adams, W. K., Paul, A., & Wieman, C. E. (2020). Analyzing student learning from interactive simulations and cognitive load theory. Journal of Interactive Learning Research, 31(1), 27–45.
[3]. Akpan, I. J., Essien, A., & Okon, S. (2023). Modeling teacher engagement and student learning with simulations in Sub-Saharan Africa. Journal of Science Education and Technology, 32(3), 285–299.
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