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Nur Afifah
SMP Negeri 4 Surabaya

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Fostering Student Engagement in Reading Class through Kinesthetic-Based Reading Race for Eighth Grade Students Arinatus Safitri; Gusti Nur Hafifah; Nur Afifah
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28037

Abstract

This Classroom Action Research investigated the impact of a kinesthetic team-based Reading Race activity on multidimensional student engagement among eighth-grade English as a Foreign Language (EFL) learners in an Indonesian junior high school. Focusing on five dimensions of engagement—enthusiasm, physical engagement, teamwork, text comprehension, and self-regulation (confidence and discipline), the study used classroom observations and a 20-item Likert-scale questionnaire to collect data before and after one intervention cycle consisting of two meetings. Quantitative analysis revealed high levels of engagement across all dimensions, with teamwork and physical engagement scoring the highest. Qualitative observations supported these findings, highlighting active participation, collaboration, and increased motivation during the kinesthetic reading task. While text comprehension and self-regulation showed positive improvements, both also indicated areas for further development. The study concluded that the Reading Race method effectively fostered holistic engagement in EFL classrooms by integrating movement, competition, and cooperative learning. The findings offer practical insights for educators seeking to accommodate diverse learning styles and improve reading instruction in Indonesian junior high schools.
IMPLEMENTING COOPERATIVE GAME-BASED LEARNING TO ENHANCE STUDENTS’ MOTIVATION IN ENGLISH LEARNING Faiqohan Salsabila Huwaidah; Gusti Nur Hafifah; Nur Afifah
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28118

Abstract

This classroom action research explores the effectiveness of integrating game-based cooperative learning to enhance student motivation in English language learning at SMP Negeri 4 Surabaya, Class VII-F. Sparked by declining engagement due to monotonous teaching methods, the study adopts Kurt Lewin’s action research model, implemented in one cycle. Thirty-three students participated, with data gathered through observation sheets and Likert-scale questionnaires, targeting six motivational indicators: interest, active participation, task consistency, self-confidence, questioning initiative, and teamwork. The findings reveal a significant improvement across all indicators following the implementation of educational games such as Vocabulary Match!, Reading Race, and Descripto Dash!. Students became more enthusiastic, cooperative, and confident—particularly when given positive reinforcement and grouped heterogeneously. Questionnaire results reinforced these observations, with students responding positively to the playful yet purposeful learning design. The study concludes that game-based cooperative learning offers a powerful, student-centered strategy to transform classroom dynamics and spark motivation in learning English, especially for descriptive text comprehension.
Padlet as a Digital Tool to Improve Students Motivation and Writing Abilities in Grade 7 Althaf Maulana; Gusti Nur Hafifah; Nur Afifah
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28136

Abstract

This study aims to improve the writing abilities and learning motivation of seventh-grade students of the Junior High School in Surabaya through the use of Padlet as a technology-based learning media in the Project-Based Learning (PjBL) model. This study uses a Classroom Action Research (CAR) design with a cycle approach consisting of planning, action implementation, observation, and reflection stages. The subjects of the study were 31 students of class VII A. Data were collected through pre-tests and post-tests as well as classroom observation. The results showed that the average score of students increased from 69.3 in the pre-test to 78.3 in the post-test. The percentage of learning completion also increased from 51.6% to 87.1% in just one cycle. In addition to improving writing abilities, the integration of Padlet also creates a collaborative, interactive, and enjoyable learning environment that encourages students to be more active in expressing their ideas in writing. The Culturally Responsive Teaching (CRT) approach used in the learning process has also proven effective in increasing the relevance of the material to students' backgrounds, thus triggering their intrinsic motivation in writing. These findings indicate that the integration of technology through Padlet in the PjBL model, supported by the CRT approach, is not only able to improve students' writing abilities but also motivates them to be more actively involved in the learning process. Therefore, the use of Padlet is recommended as an innovative learning strategy to improve students' 21st-century abilities, especially in writing.
Co-Authors Althaf Maulana Arinatus Safitri Faiqohan Salsabila Huwaidah Gusti Nur Hafifah