https://jlis.iicet.org/index.php/jlis <p style="text-align: justify;">Welcome to <em>Journal of Learning and Instructional Studies</em>, the Southeast Asia premier, peer-review, and open access journal. The journal provides a platform for the publication for research, and serving individuals in a wide range of disciplines who have an interest on learning and instruction. The journal accepts articles with outstanding coverage of learning and instructional by giving context for current research trends along with innovative or interdisciplinary approaches. The journal's objective is to fulfill this purpose through careful editorial review and publication of expert work, by creating legitimate dialogue in a field where a diversity of opinion exists, and by providing a professional forum for interaction of these views.</p> Southeast Asia Mental Health and Counseling Association en-US Journal of Learning and Instructional Studies 2776-2637 <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License" /></a><br />Journal of Learning and Instructional Studies is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;">This means, under the CC-BY 4.0 license the author(s) allow, permitted, and encouraged to:</p> <ul style="text-align: justify;"> <li>The others to share and adapt the work (the material and the content of publications);</li> <li>Enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book)</li> <li>Post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul> <p style="text-align: justify;">The users of Journal of Learning and Instructional Studies are required to cite the original source, including the author's names, Journal of Learning and Instructional Studies as the initial source of publication, year of publication, volume number, issue, and Digital Object Identifier (DOI).</p> https://jlis.iicet.org/index.php/jlis/article/view/59 <p>The Total Physical Response (TPR) method is a language learning approach that combines physical movement with verbal instruction. This study aims to explore the effectiveness of the TPR method in English number recognition in early childhood. The research was conducted using a qualitative approach based on literature study, by analyzing data from various accredited journals, reference books, and scientific articles. The results showed that the application of TPR significantly improved children's understanding, engagement and recall of abstract concepts such as numbers. In addition, this method is able to integrate cognitive and motor skills, as well as students' hard and soft skills, create interactive, fun and relevant learning with the characteristics of early childhood who are active and have a short attention span, and proven effective when combined with other learning media such as flash cards. Based on these findings, TPR is recommended to be applied in English language learning in early childhood education to support holistic child&nbsp;development.</p> Anita Dwiyanti Anita Syakira Putri Utami Syakira Sri Dewi Bella Bella Rhecka Natasya Rosiana Becca Copyright (c) 2025 Anita Dwiyanti Anita, Syakira Putri Utami Syakira, Sri Dewi Bella Bella, Rhecka Natasya Rosiana Becca https://creativecommons.org/licenses/by/4.0 2025-01-29 2025-01-29 4 2 62 66 10.46637/jlis.v4i2.59 https://jlis.iicet.org/index.php/jlis/article/view/60 <p><!--StartFragment--></p> <p class="MsoNormal" style="text-align: justify; border: none; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt; mso-border-shadow: yes; margin: 20.0pt 48.2pt 6.0pt 0in;"><span style="font-size: 10.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US;">The purpose of this research is to know the effect of using Audio-Lingual method towards student’s listening skills of SMPN 5 South Tambun. This research is a quantitative form using experimental and control methods. The sample of this research is 40 students with 20 students in the experimental class and 20 students in the control class. The result of mean for the experiment class shows 77,5, the median is 80,12, the modus is 84,5, the standard deviation is 13,80 and the variance is 190,526. In other hand, the result of mean for the control class shows 61, the median 59,5, the modus 55,5, the standard deviation is 13,86 and the variance is 192,368. The result of research show T_count= 4,67 at a significant level α = 0,05, T_score= 1,68, thus it can be concluded that T_count&gt; T_scorethat is 4,67 &gt; 1,68. These result indicate that the null hypothesis (H_o) is rejected and the research hypothesis (H₁) is accepted. Therefore, the writet realizes that there is an Effect of Using Audio-Lingual Method on The Student’s Listening Skill at The First Grade Student of SMPN 5 South Tambun.</span></p> <p><!--EndFragment--></p> Nurul Akmaliah Nurul Hanifah Copyright (c) 2025 Nurul Akmaliah, Nurul Hanifah https://creativecommons.org/licenses/by/4.0 2025-02-05 2025-02-05 4 2 67 78 10.46637/jlis.v4i2.60