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All Journal Edukasi Lingua Sastra
Reni Erawati
Universitas Muhammadiyah Kotabumi
Arts Education Languange, Linguistic, Communication & Media

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THE INFLUENCE OF USING PROBLEM-BASED LEARNING ON STUDENTS’ WRITING ABILITY IN ANALYTICAL EXPOSITION TEXT IN THE ELEVENTH GRADE OF SMA KEMALA BHAYANGKARI KOTABUMI IN ACADEMIC YEAR 2025/2026 Marthalia Farmadeaty; Elis Susanti; Yuli Yantika; Reni Erawati; Ega Wardani; Yolanda; Yusuf Nurparit
Edukasi Lingua Sastra Vol 21 No 2 (2023): Edukasi Lingua Sastra
Publisher : Universitas Muhammadiyah Kotabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47637/elsa.v21i2.2257

Abstract

Students’ writing ability were still relatively low, characterized by difficulties in developing ideas, limited vocabulary mastery, and the use of inappropriate language structures. The Problem-Based Learning (PBL) method was believed to improve these ability because it emphasized problem-solving, encouraged active student involvement, and promoted critical thinking. Then the purpose of this study was to determine the influence of using problem-based learning on students’ writing abilities. This study used experimental research with a quasi-experimental design. The population in this study were all of the eleventh grade at SMA Kemala Bhayangkari Kotabumi with a total of 188 students, the sample taken in this study was class XI.5 as the experimental class and class XI.6 as the control class, with a total of 59 students. In the experimental class group, learning was given using the problem-based learning method, but for the control class group was taught by using the usual method applied by the teacher. The instrument use in this study was an analytical exposition text writing test. Data collection was carried out by means of a pretest then posttest, after which the data was analyzed using t-test. The results of the study showed that the tobserved was 4,636 with ttable 2,0027, indicating that the tobserved was greater than ttable. It means that the use of problem-based learning has an influence on the ability to write analytical exposition text. Teachers were encouraged to apply the Problem- Based Learning (PBL) method in writing instruction to improve students’ writing ability. Future studies were suggested to examine its effectiveness in different contexts.
THE INFLUENCE OF GAMIFICATION STRATEGY TOWARDS ENGLISH VOCABULARY MASTERY AT THE NINTH GRADE STUDENTS OF MTS N 2 NORTH LAMPUNG ACADEMIC YEAR 2025/2026 Ivonne Novenska Rahmadani; Rulik Setiani; Elis Susanti; Dewi Sartipa; Fina Oktavia; Reni Erawati; Intan Lestari; Dian Meirani
Edukasi Lingua Sastra Vol 21 No 2 (2023): Edukasi Lingua Sastra
Publisher : Universitas Muhammadiyah Kotabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47637/elsa.v21i2.2259

Abstract

The problems in this research were that the ninth-grade students of MTsN 2 North Lampung had low English language skills, limitations in mastering English vocabulary, low learning motivation, and a less of interest in learning English. In addition, teachers had not applied much variation in English teaching techniques, and games were rarely used as a learning method in English classes. To overcome these problems, the researcher applied a gamification strategy as an alternative method to improve students’ English vocabulary mastery. This study aimed to find out the influence of the gamification strategy towards English vocabulary mastery at the ninth-grade students of MTsN 2 North Lampung in the academic year 2025/2026. The population of this research was all ninth-grade students, totaling 224 students. The sample consisted of two classes: IX.1 as the experimental class and IX.2 as the control class, each consisting of 33 students, selected using the purposive sampling technique. The research method used was a quantitative quasi-experimental design with a nonequivalent control group design. The data were collected through pre-tests and post-tests to measure students’ vocabulary mastery before and after the treatment. The instrument used was a multiple-choice test consisting of 40 validated and reliable items. The data were analyzed using normality, homogeneity, and hypothesis tests with a t-test formula. The results showed that the average post-test score of the experimental class was significantly higher than that of the control class. The t-test result indicated that tobserved > ttable (0.937 > 0.334) at a significance level of 0.05, meaning that Ha was accepted. This finding shows that there is a significant influence of gamification strategy towards English vocabulary mastery at the ninth-grade students of MTsN 2 North Lampung in the academic year 2025/2026. Therefore, gamification can be considered an effective and enjoyable learning strategy to enhance students’ engagement and vocabulary acquisition in English learning.
Co-Authors Dewi Sartipa Dian Meirani Ega Wardani Elis Susanti Fina Oktavia Intan Lestari Ivonne Novenska Rahmadani Marthalia Farmadeaty Rulik Setiani Yolanda Yuli Yantika Yusuf Nurparit