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All Journal Jurnal Metamorfosa Getsempena English Education Journal
Rizka Marlisa Aini
Universitas Bina Bangsa Getsempena
Education Languange, Linguistic, Communication & Media

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PEMBELAJARAN BERDIFERENSIASI (DIFFERENTIATED INSTRUCTION) MELALUI PENDEKATAN GAMIFIKASI UNTUK MENINGKATKAN KEMAMPUAN CRITICAL READING SMA DI ACEH Rizka Marlisa Aini; Mulyadi Syahputra; Maulizan Maulizan
Jurnal Metamorfosa Vol 13 No 1 (2025)
Publisher : Program Studi Pendidikan Bahasa Indonesia, STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/metamorfosa.v13i1.3137

Abstract

Skor literasi Indonesia pada PISA 2022 turun 12 poin menjadi 359, menempatkan negara ini di peringkat 62 dari 72 peserta. Penurunan ini menyoroti pentingnya peningkatan keterampilan Membaca Kritis, terutama di Provinsi Aceh, di mana siswa sekolah menengah menghadapi tantangan dalam berpikir kritis akibat kesenjangan kemampuan, tingkat membaca, dan minat membaca yang rendah. Keberhasilan pengajaran diferensiasi juga bergantung pada keterlibatan siswa, sehingga diperlukan strategi inovatif untuk meningkatkan partisipasi mereka. Oleh karena itu, penelitian ini bertujuan meningkatkan keterampilan membaca kritis siswa melalui differentiated Instruction yang dikombinasikan dengan gamifikasi dalam pembelajaran bahasa Inggris. Pendekatan kuantitatif dengan eksperimen sebenarnya digunakan dalam penelitian ini. Sampel terdiri dari siswa kelas 11 dari tiga sekolah di Aceh, yang dipilih secara acak menjadi kelompok kontrol dan eksperimen. Instrumen yang digunakan meliputi tes membaca kritis berbasis SAT dan kuesioner persepsi siswa. Hasil analisis uji-t dengan SPSS menunjukkan bahwa kelompok eksperimen mengalami peningkatan keterampilan membaca yang signifikan dibandingkan kelompok kontrol. Selain itu, kuesioner menunjukkan hasil positif, seperti peningkatan keterlibatan siswa, pemahaman materi yang lebih baik, dan instruksi yang lebih jelas dari guru dengan pendekatan gamifikasi. Penelitian ini diharapkan berkontribusi pada strategi pengajaran yang lebih efektif, khususnya dalam meningkatkan keterampilan membaca kritis melalui pengajaran diferensiasi yang terintegrasi dengan gamifikasi di sekolah menengah.AbstractIndonesia’s PISA 2022 literacy score dropped by 12 points to 359, ranking 62 out of 72 countries, highlighting the need for continued focus on Critical Reading. High schools in Aceh face challenges in enhancing students’ critical thinking due to disparities in ability, reading levels, and interest. The success of differentiated instruction (DI) also depends on student engagement, making it crucial to integrate gamification to boost participation.This study aims to improve students’ critical reading skills through gamified DI in English learning. A quantitative true-experimental design was used, involving 11th-grade students from three randomly selected schools in Aceh: SMAN 1 Blangpegayon, SMAN 1 Pidie Jaya, and SMAN Kota Bahagia. Students were divided into control and experimental groups. Instruments included an SAT-based critical reading test and a questionnaire measuring student perceptions. Data analysis using t-tests and SPSS percentage analysis showed that the experimental group significantly outperformed the control group, with higher post-test scores. The questionnaire also revealed positive feedback, such as increased engagement, better comprehension, and clearer teacher instructions. This study contributes to effective high school teaching strategies by integrating gamification with DI to enhance critical reading skills, ultimately addressing literacy challenges in Aceh.
From Anxiety to Confidence: Implementing Communication-Orientation Motivation Therapy in Analytical Exposition Speaking Rizka Marlisa Aini; Latifah Nur Oktaviani; Feni Aurila; M Rayyan; Putri Humaira; Ainun Nurhidayah; Amanda Shulma Zuhra
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

Public speaking in a foreign language can intensify anxiety when learners interpret a classroom presentation as an evaluative performance. This qualitative single-case study investigated how Communication-Orientation Motivation (COM) Therapy was implemented in analytical exposition speaking at SMAN 5 Banda Aceh. COM reframes public speaking as purposeful communication with an audience rather than a performance before judges. The case involved one English teacher with more than ten years of experience and a Grade XI science class of 31 students. Data comprised a semi-structured teacher interview and non-participant classroom observation and were analyzed thematically. Four themes characterized the implementation: communicative reframing of the speaking task, pre-class preparation of analytical exposition content, guided presentation followed by peer interaction, and teacher and institutional support for a low-threat classroom climate. The teacher assigned students to study the material before class, clarified the communicative purpose, encouraged speakers to engage classmates as interlocutors, and followed presentations with discussion and language support. These practices positioned COM as a classroom routine that integrates cognitive reframing, task readiness, and interaction. The findings show how the approach can be operationalized in a secondary EFL setting; however, they do not establish causal reductions in anxiety or gains in speaking proficiency because the study did not collect student self-report or pre- and post-performance measures.
BEYOND THE LESSON PLAN: A QUALITATIVE STUDY OF CLASSROOM AND INSTITUTIONAL CHALLENGES IN INDONESIAN EFL TEACHING Rizka Marlisa Aini; Nur Amalia; Machyuzil; Syahril Ramadhan; Atikah Naya Anandita; Zhahniatul Fitri; Novita Fatria
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

English teachers in foreign-language settings work at the intersection of learner needs and institutional demands. This qualitative descriptive study examined the challenges experienced by English teachers at SMAN 2 Banda Aceh, the conditions they associated with those challenges, and the strategies they used in response. Three teachers, identified as R1–R3, participated. Semi-structured interviews constituted the principal data source, supported by classroom observations and lesson-plan analysis. A question-oriented, semantic thematic analysis compared patterns across participants and sources. Six themes were identified. All three teachers reported low student motivation, limited self-confidence, and insufficient vocabulary. Individual participants also emphasized reduced instructional time, repeated curriculum adjustment, and a heavy workload. Contributing conditions included perceptions of English as difficult, fear of pronunciation errors, limited use of English beyond the classroom, weak vocabulary recycling, and mood or adjustment concerns among some boarding students. Teachers responded through individual motivational conversations, short games, supportive prompting, praise for effort, low-stakes speaking and presentation opportunities, vocabulary memorization and reuse, and independent projects followed by classroom review. The themes formed an interdependent system: restricted vocabulary reduced confidence, low confidence constrained participation, and limited exposure weakened retention and motivation. The findings indicate practical teacher agency but also show that curriculum and workload pressures require school-level support. Because the study involved three teachers in one school and relied substantially on reported experience, its contribution is analytic and context-specific rather than statistically generalizable.
READING BETWEEN PANELS: COMIC BOOKS AS MULTIMODAL SCAFFOLDS FOR EFL NARRATIVE COMPREHENSION Rizka Marlisa Aini; Dinni Melisza Ananda; Silvi Rahma Yanti; Maulidia; Muzantiani Zaskia Ananda; Siti Ayyuwa Indana; Fira Intan Nurlita
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

This quantitative pre-experimental study examined within-group changes in narrative reading comprehension after comic-book-based instruction among 33 Grade X students in class X IPAS 8 at SMAN 9 Banda Aceh. Students completed a pretest, participated in three instructional meetings that integrated sequential images, captions, and dialogue, and then completed a posttest and a ten-item dichotomous questionnaire. Before instruction, 17 students were classified as sufficient and 10 as poor; afterward, 3 were classified as excellent, 26 as very good, and 4 as good. The reported mean normalized gain was 58.43% (range = 37.50%–75.00%). Because the pretest and posttest distributions were non-normal (Shapiro–Wilk p < .001 for both), a Wilcoxon signed-rank test was used. All 33 students obtained higher posttest scores, Z = −5.043, p < .001, with a derived effect size of r = .88. Questionnaire responses indicated high enjoyment, motivation, perceived vocabulary support, and perceived comprehension; however, 22 students (66.7%) still endorsed the statement that narrative text remained difficult. The findings indicate substantial improvement within this class and support the pedagogical promise of comics as multimodal scaffolds. They do not establish a causal effect because the study involved one convenience sample, no comparison group, a brief intervention, and incompletely reported instrument validation.
Co-Authors Ainun Nurhidayah Amanda Shulma Zuhra Atikah Naya Anandita Dinni Melisza Ananda Feni Aurila Fira Intan Nurlita Latifah Nur Oktaviani M Rayyan Machyuzil Maulidia Maulizan ZA Mulyadi Syahputra Muzantiani Zaskia Ananda Novita Fatria Nur Amalia Putri Humaira Silvi Rahma Yanti Siti Ayyuwa Indana Syahril Ramadhan Zhahniatul Fitri