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Windy Citra Negara
SMAN 20 Surabaya

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The Use of Modified Scrabble Game to Improve Students’ Vocabulary in English Class at SMAN 20 Surabaya Khairunnisa Wijayanti; Windy Citra Negara; Linda Mayasari
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.v1i1.28126

Abstract

This research is a Classroom Action Research (CAR) which aims to determine the improvement of students' mastery of English vocabulary through the application of modified Scrabble game. This research was conducted in class XI-6 of SMAN 20 Surabaya in even semester of 2024/2025 academic year with 35 students. This Classroom Action Research (CAR) was conducted in two (2) cycles. Data were collected through English vocabulary mastery test. The data obtained were then analyzed descriptively, where the indicator of the success of the study was an increase in the percentage of the number of students who scored 75 after the implementation of the action using the modified scrabble game was 75%. The results of this study show that in cycle 1, there were 54.29% of learners getting a score of 75, while in cycle 2 there was an increase with a percentage of more than 75% of learners getting a score of 75 in cycle two (2) after the action using the modified scrabble game. Thus, it can be concluded that the use of modified scrabble game is known to improve the mastery of English vocabulary of students of class XI-6 SMAN 20 Surabaya.
Boosting Confidence and Fluency in Speaking Comprehension through Story-Relay Activity Moch Affan Heryana Santana; Windy Citra Negara; Linda Mayasari
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.v1i1.28127

Abstract

This Classroom Action Research activity examines how a structured story-relay activity in recount text improves Grade 10 EFL students’ self-confidence and speaking fluency. A total of 31 students from an Indonesian high school participated in two cycles of intervention. The first cycle is to check their confidence and their ability to speak, while the second is to apply the treatment of story relay. Pre- and post-intervention assessments of self-record video conducted outside the normal learning activity and will be compared. Both assessment were conducted using two validated rubrics: one measuring fluency (flow of speech, grammatical accuracy, narrative structure, and pronunciation) and the other assessing confidence (body language, eye contact, vocal volume, and expressive intonation), each rated on a four-point scale (1 = needs significant improvement to 4 = excellent). After collecting both data of pre- and post-assessment, both data will be compared to see how far the improvement after the treatment of story-relay on their confidence and ability to speak. Findings demonstrate that collaborative, form-focused narrative tasks can effectively foster both linguistic competence and learner confidence in an EFL context. The study recommends integrating story-relay activities as a regular classroom strategy to reinforce students’ speaking fluency and self-confidence.
Fostering an Appropriate Stage for Teaching Implementation in EFL Students’ Reading Comprehension by Developing Materials based on Oxford Word Level Fazl Ahmad Habib; Windy Citra Negara; Linda Mayasari
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.v1i1.28128

Abstract

Reading skill relies heavily on the reader’s comprehension. In English as a Foreign Language (EFL) classrooms, the presence of more than one language creates variation in both context and content during the reading process. In Indonesia, EFL learners often rely on teachers who assist their reading comprehension by translating unfamiliar words. This occurs because many students are not yet familiar with the vocabulary used in texts. This study focuses on teacher-created materials designed to support students’ understanding. The teacher used the Oxford 3000 word list to determine difficulty levels. The study employed Classroom Action Research (CAR) as its methodology, consisting of two cycles: the first cycle applied the direct teaching method, while the second implemented problem-based learning. In both cycles, the teacher provided materials based on the Oxford word levels. The results indicated that students' reading comprehension and motivation improved. The study suggests that formative assessment should be further developed in future research.
From Group Work to Independent Writing: Enhancing Students’ Analytical Exposition Texts through Task-Based Learning Fauzia Nurmalasari; Windy Citra Negara; Linda Mayasari
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.v1i1.28135

Abstract

This study aims to investigate the extent to which the implementation of the Task-Based Learning (TBL) model can enhance the ability of Grade XI students at a public senior high school in Surabaya to write analytical exposition texts. Conducted as a Classroom Action Research over ten weeks, the study comprised three cycles. The first two cycles applied the Project-Based Learning (PjBL) approach, while the third cycle introduced TBL as the main instructional intervention. Each cycle followed the stages of planning, action, observation, and reflection. Data were collected through writing assessment rubrics, classroom video recordings, and teacher reflection sheets. The findings revealed that although collaborative methods like PjBL encouraged initial engagement, they were insufficient in fostering independent writing skills. In contrast, the application of TBL in the third cycle, featuring context-rich, differentiated writing tasks conducted without gadget use, significantly improved students’ abilities in constructing arguments, organizing ideas, and using linguistic features accurately. The average student score rose to 75.78, with 55.56% of students reaching the minimum target score of 75, thus meeting the study’s success criteria. Additionally, student engagement improved markedly, particularly in focus, initiative, and language accuracy. These findings indicate that Task-Based Learning is an effective instructional approach for developing analytical exposition writing skills at the secondary level, especially when supported by leveled tasks and structured formative assessment.
Improving Students’ Mastery of Simple Past Tense in Recount Text Writing through Game Based Learning Rafida Dian Puspita; Windy Citra Negara; Linda Mayasari
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.v1i1.28137

Abstract

This study aims to improve the recount text writing skills of tenth-grade students through the implementation of the Game-Based Learning (GBL) method using the "Treasure Hunt" game. Preliminary study conducted in class X-4 at SMAN 20 Surabaya revealed that many students experienced difficulties in accurately using the simple past tense in recount text writing. Out of 35 students, 62.86% (22 students) scored below the Kriteria Ketuntasan Minimal (KKM). This research employed a Classroom Action Research (CAR) approach, consisting of four stages: planning, implementation, observation, and reflection, conducted over two cycles. In the first cycle, only 51% of students met the KKM. However, in the second cycle, after the application of GBL through the "Treasure Hunt" game, the percentage of students who met the KKM significantly increased to 97%, with an average score of 91. These results indicate that GBL effectively creates an engaging learning environment, enhances students’ motivation and active participation, and significantly improves their ability to write recount texts using the simple past tense. Therefore, the implementation of game-based learning is recommended as an alternative strategy in English language instruction, particularly for enhancing students’ writing competence.
Co-Authors Fauzia Nurmalasari Fazl Ahmad Habib Khairunnisa Wijayanti Linda Mayasari Moch Affan Heryana Santana Rafida Dian Puspita