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All Journal International Journal of Elementary School
Yunis Eka Putra
Sekolah Indonesia Jeddah, Saudi Arabia
Humanities Education Other

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Interview-Based Role-Playing to Improve Elementary Students’ Speaking Skills Desviyenti Desviyenti; Dina Dahliana; Exsaris Januar; Yunis Eka Putra; Monika Handayani
International Journal of Elementary School Vol. 3 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i1.864

Abstract

This study was motivated by the low speaking skills of elementary school students, particularly in terms of speaking confidence, vocabulary use, intonation, and expression. This study aimed to describe the implementation of an interview-based role-playing method and examine changes in students' speaking skills following its implementation. The study employed a quantitative approach with a pre-experimental One-Group Pre-test-Post-test Design involving 30 elementary school students. Data were collected using a speaking skills observation sheet and a student participation questionnaire and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired-samples t-test. The results showed that the mean speaking skills score increased from 62.13 on the pre-test to 79.67 on the post-test, representing a mean gain of 17.54 points and an increase of 28.23%. All assessed aspects of speaking skills also showed improvement, with an overall N-Gain of 46.4%. The paired-samples t-test yielded a significance value of p < 0.001, indicating a statistically significant difference between the pre-test and post-test scores. These findings suggest that the interview-based role-playing method has potential to support the improvement of elementary students' speaking skills through structured and interactive speaking activities.
Mind Mapping to Enhance Reading Literacy of Informative Texts in Elementary Schools Fadly AS; A’rafatil Huda; Anisa Fitri Yeni; Yunis Eka Putra
International Journal of Elementary School Vol. 3 No. 2 (2026): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i2.874

Abstract

This study was motivated by fourth-grade students’ difficulties in reading comprehension, particularly in identifying main ideas, organizing information, and understanding instructions in Indonesian. The frequent use of regional languages in daily communication may create challenges when students encounter Indonesian as the language of instruction. This study aimed to improve students’ reading literacy and learning outcomes through the mind mapping model, which visually organizes keywords, main ideas, and conceptual relationships. The study employed participatory Classroom Action Research (CAR) involving 22 fourth-grade students (12 boys and 10 girls) at State Elementary School 04 Sulit Air, Solok, during the odd semester of the 2025/2026 academic year. The research was conducted in two cycles, each consisting of three meetings covering planning, implementation, observation, and reflection. Data were collected through observations, learning achievement tests, and documentation. Results showed improvement from Cycle I to Cycle II. In Cycle I, 11 students (50%) achieved the minimum mastery criterion, with an average score of 73.0. In Cycle II, 20 students (90.91%) achieved mastery, with an average score of 87.7. Thus, the average score increased by 14.7 points, while classical mastery increased by 40.91 percentage points, exceeding the 75% target. The findings indicate that mind mapping supported improvements in reading comprehension, main-idea identification, and classroom participation.
Co-Authors Anisa Fitri Yeni A’rafatil Huda Desviyenti Desviyenti Exsaris Januar Fadly AS Monika Handayani