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All Journal Journal of English Education and Teaching (JEET) International Journal of Educational Research and Social Sciences (IJERSC) Al-Hijr: Journal of Adulearn World Tamaddun Jurnal Penelitian Ilmu Pendidikan Indonesia TOFEDU: The Future of Education Journal Journal of Innovative and Creativity Journal of Innovation in Teaching and Instructional Media At-Tadris: Journal of Islamic Education IJIS Edu : Indonesian Journal of Integrated Science Education
Susanto, Ferri
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Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Effect Total Physical Response Method on Students’ Vocabulary Mastery at SDN 182 Bengkulu Utara Islakhiya, Maula; Susanto, Ferri; Anita, Anita
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 4 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i4.860

Abstract

This research aims to determine the effect of the Total Physical Response (TPR) method on improving the vocabulary mastery of fifth-grade students at SDN 182 Bengkulu Utara. Vocabulary mastery plays an essential role in English language learning, yet many young learners still face difficulties in understanding and retaining new vocabulary. This study employed a quantitative approach using a quasi-experimental design consisting of an experimental group taught with the TPR method and a control group taught with conventional learning methods. The sample consisted of 43 students selected through total sampling. The research instrument was a vocabulary test administered during the pre-test and post-test sessions. The findings revealed a significant improvement in the experimental group, with the average score increasing from 54.66 to 81.47, while the control group showed a smaller increase from 34.77 to 47.22. Statistical analysis indicated that the TPR method had a significant effect on students’ vocabulary mastery. Therefore, the Total Physical Response method is considered effective and suitable as an alternative method for teaching vocabulary to elementary school students.
EXPLORING INQUIRY-BASED LEARNING IN IMPROVING READING-VIEWING SKILLS. (A CASE STUDY IN CLASS SEVENTH GRADE STUDENTS’ OF SMPN 20 KOTA BENGKULU) Andira, Ayu Yeri; Susanto, Ferri; Anita
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.5920

Abstract

This study provides an in-depth description of how the implementation of the Inquiry-Based Learning model improves the reading–viewing skills of seventh-grade students at SMPN 20 Kota Bengkulu. Using a qualitative approach with a case study design, the research subjects consisted of 30 seventh-grade students and three English teachers as primary informants. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman & Saldana model, namely data reduction, data display, and drawing/verifying conclusions. The results show that the consistent implementation of Inquiry-Based Learning increases student engagement and reading–viewing abilities. Students become more active in asking questions, are able to analyze information from texts and visual media, and present findings logically. Teachers also applied differentiation through grouping by learning styles, the use of audiovisual media, and staged guidance as facilitators. Thus, this study concludes that Inquiry-Based Learning has a positive and effective impact on improving the reading–viewing skills of seventh-grade students at SMPN 20 Kota Bengkulu, especially through analytical, collaborative, and reflective activities that are relevant to 21st-century learning needs.
The Effect Of Using Mondly Application As Platform Teaching Basen On AI To Improve English Vocabulary Mastery At Junior High School 04 Bengkulu Pristiawan, Regy; Susanto, Ferri; Anita, Anita
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.6092

Abstract

This research aimed to analyze the effect of using the Mondly application based on Artificial Intelligence (AI) on improving English vocabulary mastery among seventh-grade students at SMP Negeri 04 Bengkulu. The main problem was the students’ low vocabulary ability, which resulted from traditional teaching methods and the lack of interactive learning media. To address this issue, the study employed a quasi-experimental method using a Non-Equivalent Control Group Design that involved two classes: VII.1 as the experimental group and VII.2 as the control group. Multiple-choice test instruments were administered as pre-tests and post-tests to measure students’ vocabulary mastery before and after treatment. The results show that the experimental class experiences a significant improvement compared to the control class. These findings indicate that the Mondly application is effective as an AI-based learning platform for enhancing students’ vocabulary mastery and creates a more interactive and engaging learning environment for seventh-grade learners.
The Effect of Project-Based Learning on Speaking Skills: A Quasi-Experimental Study in a Sports-Talent High School Farisi, Muhammad Faqih Al; Susanto, Ferri; Anita, Anita
Journal of Innovation in Teaching and Instructional Media Vol 6 No 1 (2025): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i1.1386

Abstract

This study examined the effect of Project-Based Learning (PjBL) on the speaking skills of eleventh-grade students at SMAN Keberbakatan Olahraga Kota Bengkulu. A quasi-experimental design with a quantitative approach was employed. The study was conducted from August to September 2025 and involved an experimental class taught using PjBL and a control class taught using a conventional method. Students’ speaking skills were measured through pre-test and post-test assessments, and data were analyzed using t-tests and F-tests. Results showed that students taught using PjBL experienced an improvement in speaking skills, with mean scores increasing from 21.95 to 36.4. However, the control class showed a greater improvement, with mean scores rising from 28.85 to 68.8. Statistical analysis indicated a significant difference between the two groups, favoring the conventional method. The findings suggest that conventional teaching methods may be more effective in contexts where students are more familiar with direct instruction. This study provides context-based evidence that PjBL is not always more effective than conventional methods in improving speaking skills.
The Effect of Project-Based Learning Method InImproving Students’ English Speaking Skills Dewi, Sistri Kartika; Susanto, Ferri; Anita
Tamaddun Life Vol 24 No 2 (2025): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i2.1038

Abstract

This research aims to determine the effect of the Project Based Learning (PjBL) method on improving students’ English speaking skills at SMPN 16 Bengkulu City. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The sample consisted of two seventh-grade classes: class VII G as the experimental group and class VII B as the control group, with a total of 62 students. The instrument used was a speaking test assessing three components: fluency, accuracy, and comprehensibility. The research procedures included a pre-test, four treatment sessions for the experimental group, and a post-test. The results indicated a significant improvement in speaking skills among students taught using the PjBL method. The experimental group’s mean score increased from 35.8 (pre-test) to 66.9 (post-test), while the control group increased from 34.3 to 55.7. Normality and homogeneity tests showed that the data were normally distributed and homogeneous. The independent sample t-test result revealed a significance value lower than 0.05, indicating that PjBL had a statistically significant effect on students' speaking achievement. In conclusion, the Project Based Learning method is effective in enhancing students’ English speaking skills, particularly in fluency, accuracy, and comprehensibility. It is recommended that English teachers apply PjBL as an interactive, student-centered learning strategy.
Reading, Encoding, Annotating, and Pondering Technique As Learning Process In Pandemic Era to Improve Reading Comprehension Stability or Students Susanto, Ferri
International Journal of Educational Research & Social Sciences Vol. 2 No. 1 (2021): February 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i1.15

Abstract

The students' reading comprehension is very lowat the pandemic era, Theyare difficult to understand the text, they don’t haveEnough English vocabulary, Many teachers/lecturer used techniques that wereless precise in teaching reading, and the students got reading comprehension scores below the minimum completion criteria (KKM). This research aims to determine whether using Reading, Encoding, Annotating, and Pondering techhnique as Learning process in pandemic era to improve reading comprehension stability for students.This research is conducted by using descriptive qualitative method, which describe of students’s problem at pandemic era by zoom in the Internet after that, analyze the data which used percentage.The researcher also has done pre-assesment for supporting accurate data.The subjects of this research were 20 students, consisted 11 females and 9 males. The subject Instrument used in this research is reading comprehension test, researcher observation cheklits and field notes, student observation Cheklist and field notes, interview and documentation by zoom at the Internet. According to avarage results, the increasing for students' reading comprehension ability on the pre-assessment is the average student reaches, (55.14%), learning 1 (62.15%), learning 2 (70.14%), and learning 3 (75.65%) avarage students’ score increase and got standardization of school. Based on the result in each levels which there is indeed REAP technique could increasing students’ reading comprehension text.
Implication Principles Of Carousel Brainstorming Strategy As An Effeciency Motivation For Improving Reading Comprehensionin Pandemic Era Rizal, Syamsul; Susanto, Ferri
International Journal of Educational Research & Social Sciences Vol. 2 No. 2 (2021): April 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i2.76

Abstract

This research was Constitutional law program students IAIN of Bengkulu that they haveless motivated and learning reading comprehension is bored, only 120 minutes in a week to study English at Faculty. The purpose of this research explain whether using Carousel Brainstorming Strategy can improve students’ Reading comprehension IAIN Bengkulu especiallyConstitutional law program students IAIN of Bengkuluin Academic year 2019/2020. Therefore, this research by Descriptive Qualitative and quantitative dataThe subjects instruments of this research were 30 students, consisted of females 23 and 7 males. The instruments of this research were reading tests, students observation checklists andlecturer observation checklist and fiels notes, and interview. The result of students mean score in Pre-assessment and every meeting, there are improvement in pre-assessment ( 50,1), The first meeting (62,43), and The second meeting (75,33). This research shows that using Carousel Brainstorming Strategy has successfully improved the students reading comprehension, the improvement was influenced by the used of interesting material chosen and lecturer’s participation toward the students.
The Context, Input Process, Product (CIPP) evaluation model as a Comprehensive Framework for evaluating online English learning towards the industrial revolution era 5.0 susanto, Ferri; hamzah, Syukri
International Journal of Educational Research & Social Sciences Vol. 3 No. 6 (2022): December 2022
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i6.544

Abstract

The research focuses on evaluation using qualitative descriptive evaluative methods. This evaluation research aims to determine whether online English courses are good or not in three study programs, namely Constitutional Law, Sari'a Economic Law and Islamic Family Law at Islamic University of Fatmawati Sukarno Bengkulu for the 2021-2022 period with the CIPP model (context, input, process, and product). Instrument development in this study is an instrument that uses the CIPP model based on Daniel Stufflebeam's theory. Data collection techniques using closed questionnaires and supported by triangulation, namely observation, structured interviews and documentation. Legitimacy by using Trustiness. Data management refers to the Guttmann scale. The results showed an average score of 0.70 from the context evaluation, 0.48 from the input evaluation which indicated a fairly weak average score, 0.77 from the process evaluation, and 0.785 from the product evaluation. So from the CIPP evaluation process for online learning English courses at the Fatmawati Sukarno Bengkulu State Islamic University, it is quite good.
The Effect of Task Based Language Teaching Method on English Speaking Skills at SMP Negeri 06 Kaur Anggilia, Gina; Susanto, Ferri; Anita, Anita
The Future of Education Journal Vol 4 No 9 (2025): #1
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1276

Abstract

Speaking skills are crucial to learning English. However, many students still struggle to speak fluently due to anxiety, lack of confidence, and fear of making mistakes. This study aims to assess how effectively the Task-Based Language Teaching (TBLT) method can enhance the speaking abilities of seventh-grade students at SMP Negeri 06 Kaur. The research employed a quantitative, quasi-experimental design with two classes: VII-A as the experimental group and VII-B as the control group. The primary data collection tool was a speaking test, and analysis was conducted using ANOVA in SPSS version 26. The findings revealed that the experimental group showed greater improvement in speaking skills than the control group. The experimental group's pre-test scores, initially ranging from 16 to 58, increased to 50-83 in the post-test, with an average score of 60.03. In contrast, the control group's scores only rose from 8 to 58 in the pre-test to 29 to 66 in the post-test, averaging 46.34. The ANOVA results indicated an F value of 49.014, which exceeds the F table value of 4.00, and a Partial Eta Squared of 44.2%, confirming that TBLT significantly enhances students' speaking skills. Therefore, it can be concluded that the TBLT approach effectively improves the speaking skills of seventh-grade students at SMP Negeri 06 Kaur.
Co-Authors Andira, Ayu Yeri Anggilia, Gina Anita Anita Anita Cardinal, Kaufmann Deng, Changjiang Dewi, Sistri Kartika Efrizal, Dedi Fadillah, Rahmatul Farisi, Muhammad Faqih Al Fitriani Fitriani Hamzah, Syukri Ibrahim, Muhammad Abdul Ali Sayyid Ilham, Mareisca Islakhiya, Maula Juniarti, Yulia Khan, Ali Kurniawan, Ildi Nadrah, Nadrah Nur Hidayah Pristiawan, Regy Ramos, Patricia Perez Syamsul Rizal Yusrizal Yusrizal Zasrianita, Fera