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Sidik Indra Nugraha
Faculty of Teacher Training and Education, Universitas Singaperbangsa Karawang, Karawang, 41361, Indonesia
Religion Humanities Education Library & Information Science Other

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Engaging Secondary School EFL Students in Speaking Classroom through Guessing Games Zhafirah Alifah Yumna; Sidik Indra Nugraha; Yousef Bani Ahmad
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1-12

Abstract

Speaking remains one of the most challenging skills for EFL learners, particularly in contexts where classroom interaction is limited. To address this issue, interactive techniques such as Guessing Games are widely considered effective for promoting learner participation. This study aims to investigate students’ engagement in an EFL speaking classroom through the use of Guessing Games and to explore their perceptions of its implementation. Employing a qualitative descriptive design, the research was conducted in a secondary senior high school in Karawang Regency, West Java, Indonesia, involving one intact class of 30 eleventh-grade students aged 16–17. Data were collected through semi-structured interviews and classroom observation checklists, and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that students demonstrated strong behavioral, emotional, and cognitive engagement during the learning process. They followed classroom rules, listened attentively, and maintained focus; expressed enthusiasm, enjoyment, and positive emotions; and showed cognitive growth by enhancing their vocabulary, applying critical thinking, and demonstrating creativity when describing objects. Additionally, the activity fostered stronger peer and teacher–student connections. In conclusion, Guessing Games effectively support a more interactive, motivating, and engaging speaking classroom, making them a valuable technique for EFL instruction.
Using a Genre-Based Approach for Differentiated Instruction to Enhance Students’ Writing Skills Nofitasari Nofitasari; Sidik Indra Nugraha
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6749-6761

Abstract

This study investigates the application of the Genre-Based Approach in differentiated instruction to enhance students' writing skills. It also examines students' responses to the implementation of this approach in developing their writing abilities. The research employs a qualitative methodology with a case study design. The research participants consist of an English teacher and 41 eighth-grade students. Data were collected through observation, interviews, and documentation. The results of the study indicate that the teacher applied the four stages of the GenreBased Approach, namely BKOF, MOT, JCOT, and ICOT, which were combined with differentiated learning in writing skills. The study also shows that students experienced an increase in motivation and confidence and shows active participation in the learning process. However, it is found a number of challenges in its implementation. For teachers, the challenge lies in the limited time available, as GBA learning requires a lengthy and gradual process. Meanwhile, the challenges faced by students are related to their individual limitations in English language proficiency, necessitating intensive guidance and additional support during the writing process. Overall, this study demonstrates that the integration of GBA and differentiated learning can create a more inclusive, focused, and student-centered writing learning process.
Co-Authors Nofitasari Nofitasari Yousef Bani Ahmad Zhafirah Alifah Yumna