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All Journal Journal of Research and Investigation in Education
Tiara Putri Aishwaryadi
Universitas Putra Indonesia YPTK Padang
Education Mathematics Other

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Peningkatan Hasil Belajar Bahasa Inggris pada Materi Descriptive Text Melalui Model Pembelajaran Kooperatif Tipe Student Teams-Achievement Divisions (STAD) Tiara Putri Aishwaryadi
Journal of Research and Investigation in Education Volume 4, No. 1, April 2026
Publisher : SAFE-Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37034/residu.v4i1.222

Abstract

This study aims to improve student learning outcomes by implementing the Student Teams Achievements Divisions (STAD) cooperative learning model in the English subject of Descriptive Text at SMKN 9 Padang. This method uses classroom action research (CAR), which is a deliberate observation of the teaching and learning process in the classroom. Before carrying out the main activities, the researcher first conducted initial observations as initial reflection material. The research subjects were 35 students in class X culinary 5. The results of the research that have been conducted, it can be concluded that the application of the Student Teams Achievements Divisions (STAD) cooperative learning model in the English subject of Descriptive Text is effective in improving student learning outcomes. This is evident from the increase in the percentage of student learning completion from 48.57% in cycle I to 88.57% in cycle II. This increase indicates that the STAD model is able to encourage active student participation, improve understanding, and help students who experience difficulties through group collaboration. In addition, structured learning and more intensive guidance from teachers also contribute to improving learning outcomes and student engagement during the learning process.
Exploring Lexical Density in English Reading Passages for Senior Vocational High School Students Tiara Putri Aishwaryadi
Journal of Research and Investigation in Education Volume 4, No. 2, August 2026
Publisher : SAFE-Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37034/residu.v4i2.226

Abstract

This study explores the lexical density of an English reading text designed for 11th-grade vocational high school students, with the aim of evaluating its suitability for educational use. Lexical density refers to the ratio of content words to the total number of words in a text, which serves as an indicator of text complexity and information load. The study uses a qualitative descriptive approach, supported by content analysis, to measure lexical density in four paragraphs discussing historical topics: the Black Death, the Industrial Revolution, and the First World War. The findings indicate a consistently high lexical density across all four paragraphs, ranging from 51.05% to 53.13%. This indicates that the text contains a significant proportion of content words, reflecting an appropriate level of academic rigor for vocational high school students. Despite the high lexical density, the text remains clear and easy to read due to its manageable grammatical structure. These results align with previous research, which suggests that a lexical density between 40% and 60% is suitable for learning texts. The study concludes that the analyzed reading text is a valuable educational resource. This reading effectively balances information richness with accessibility, supporting vocabulary development, reading comprehension, and academic literacy. These findings highlight the importance of lexical density as a linguistic feature and pedagogical tool in the evaluation and design of English as a Foreign Language (EFL) reading materials.  
The Most Common Mistake in Constructing Procedure Text about Food and Beverage Tiara Putri Aishwaryadi; Rahma Dania; Rosi Kumala Sari
Journal of Research and Investigation in Education Volume 4, No. 3, December 2026 (Accepted)
Publisher : SAFE-Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37034/residu.v4i3.234

Abstract

This study investigates the most common mistakes made by tenth-grade culinary students in constructing procedure text about food and beverages. The aim is to identify students’ challenges in applying appropriate linguistic features and sentence structures. A descriptive qualitative method was used, with data collected through students’ written texts, classroom observations, and interviews. The results show that many students faced difficulties in constructing imperative sentences, using action verbs correctly, and organizing steps using adverbials of sequence. Errors also appeared in the use of adjectives, nouns, and conjunctions. These issues affected the clarity and cohesion of their texts. Observations revealed that students often relied on literal translation from their first language, while interviews indicated confusion about grammatical rules and limited vocabulary. These findings highlight the need for more explicit teaching on language features and text structure in procedure writing. the study suggest that targeted instruction and practice can help students improve their sentence construction skills and produce more effective procedural texts.
Co-Authors Rahma Dania Rosi Kumala Sari