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Nur Fitriah
SMAN 17 Surabaya

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Enhancing Social Relationship Skills through Social-Emotional Learning Using PjBL Mini-Drama at X-7 SMAN 17 Surabaya Elvira Putri Amalia; Wijayadi; Nur Fitriah
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.v1i1.28116

Abstract

This study aims to improve the social relationship skills of Class X-7 students at SMAN 17 Surabaya by integrating Social-Emotional Learning (SEL) and Project-Based Learning (PjBL) through mini drama in narrative text in English learning. Involving 30 students, the research used a Classroom Action Research (CAR) design, including planning, implementation, observation, and reflection. Instruments included sociometric questionnaires (pre- and post-tests) and observation sheets evaluated by observers. Pre-test results showed most indicators were in the “Acceptable” to “Good” range, with the lowest score (63.34%) in students’ comfort involving unfamiliar peers. The intervention featured SEL videos, group discussions, script writing, peer feedback, and moral reflection. Observations showed active participation (90%), problem-solving (80%), and teamwork (90%). Post-test scores improved across all indicators, with “inviting unfamiliar peers” increasing to 78% and “group involvement” reaching 86.7%. These results align with Piaget’s and Vygotsky’s constructivist theories, SEL frameworks, and the effectiveness of PjBL and drama-based learning in developing communication, collaboration, empathy, conflict resolution, and advocacy. The study concludes that the PjBL Mini Drama model supported by SEL principles effectively enhances students’ social relationship skills in the English language learning context.
Improving Students’ Focus and Participation through the Use of Interactive Videos in Narrative Text Learning in Class X-2 of SMAN 17 Surabaya Juliarni Nalisaputri; Wijayadi; Nur Fitriah
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.v1i1.28123

Abstract

This study aims to enhance students' focus and participation in learning Narrative Text through the implementation of interactive video media. The research employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The subjects of this study were 36 tenth-grade students of SMAN 17 Surabaya. Data were collected using observation sheets designed to assess two main aspects: students’ focus and participation during the learning process. The results showed that in the first cycle, the average student focus reached 79.44% (categorized as good), while participation was 75% (categorized as fair). After improving the strategy in the second cycle, the results increased to 80% for focus and 78.33% for participation, both categorized as good. These improvements indicate that the use of interactive video media with appropriate duration, engaging storyline, and embedded critical questions can significantly enhance students' cognitive and affective engagement. These findings emphasize the importance of integrating interactive learning media supported by appropriate teaching strategies and the active role of teachers in creating an engaging and participatory learning environment.
The Implementation of the Teaching at The Right Level (TaRL) Approach through Differentiated Instruction to Improve Narrative Text Learning Outcomes among Grade XI-8 Students at SMAN 17 Surabaya Safira Aqila; Wijayadi; Nur Fitriah
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.v1i1.28124

Abstract

This study aims to describe the effectiveness of implementing differentiated instruction through the Teaching at The Right Level (TaRL) approach to improve Narrative Text learning outcomes among Grade XI-8 students at SMAN 17 Surabaya. The research method employed was Classroom Action Research (CAR) conducted in two cycles, involving 23 students as subjects. Data were collected through diagnostic assessment, observation, and student reflection. The results showed an increase in the average student score from 53.91 (pre-test) to 85.22 (post-test). As many as 60.87% of students experienced a very significant improvement, 17.39% significant, 13.04% moderate, and only 8.7% showed no improvement. The implementation of TaRL-based differentiated instruction proved effective in meeting diverse learning needs, increasing motivation, participation, and student achievement in Narrative Text material. The implications of this research emphasize the importance of continuous assessment and adaptive teaching strategies to optimize students’ potential
Improve of Using Animation Videos in Speaking Skill on NarrativeText forSenior High School in Class X3 SMAN 17 Surabaya Ari Cindy Agustina; Wijayadi; Nur Fitriah
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.v1i1.28139

Abstract

This study aims to analyze the effectiveness of using animation videostoenhance speaking skills in narrative text for Class X3 students at SMAN17 Surabaya. This research used a quantitative approach with a one-group experimental design. Data were collected through a pre-test using conventional teaching methods andapost-test after teaching with animation videos. The results showed that studentstaught with animation videos significantly improved their speaking skills, includingfluency, vocabulary, and storyline comprehension. Additionally, studentsdemonstrated higher motivation and engagement during lessons.
Co-Authors Ari Cindy Agustina Elvira Putri Amalia Juliarni Nalisaputri Safira Aqila Wijayadi