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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of English Education and Teaching (JEET) Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Educational Research and Social Sciences (IJERSC) Al-Hijr: Journal of Adulearn World Tamaddun Jurnal Penelitian Ilmu Pendidikan Indonesia IJIS Edu : Indonesian Journal of Integrated Science Education
Susanto, Ferri
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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 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 in Colaboration with www.stie-sampit.ac.id

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.
DISCOURSE ANALYSIS OF PRESIDENT PRABOWO’S INAUGURAL SPEECH FOCUSING ON SYSTEMIC FUNCTIONAL LINGUISTICS AND RHETORICAL STRATEGIES Apriyono, Teguh; Susanto, Ferri; Revola, Yashori
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13367

Abstract

This study investigates how meaning is constructed in the inaugural speech of President Prabowo Subianto through the deployment of nominalization, passivization, modality, and rhetorical strategies, and examines the communicative purposes underlying these linguistic choices in the formation of political discourse. Drawing on Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), this study adopts a qualitative descriptive approach to analyze the interplay between language, power, and ideology within the speech. The findings indicate that nominalization and passivization are systematically employed to reframe processes as abstract entities and to background agency, thereby representing policies and national issues as collective responsibilities while maintaining a formal and impersonal tone. Modality, particularly expressions of obligation and high certainty, encodes authority, commitment, and determination, whereas the use of inclusive pronouns such as “we” facilitates audience alignment and collective engagement. In addition, rhetorical strategies, including repetition, parallelism, and appeals to unity, function to foreground key themes, enhance persuasive force, and construct a shared national identity. Overall, the speech operates not merely as a vehicle for articulating governmental vision but as a strategic discursive practice that legitimizes power and shapes social reality within the broader context of political leadership.
THE CORRELATION BETWEEN SPEAKING ANXIETY AND PERCEPTION OF ORAL COMMUNICATION COMPETENCE IN FOURTH-SEMESTER STUDENTS AT UINFAS BENGKULU Aprilinda Putri, Renti; Susanto, Ferri; Febriani, Hanura
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62401

Abstract

This study aims to examine the correlation between speaking anxiety and perceived oral communication competence among fourth-semester students of the English Education program at UINFAS Bengkulu. Using a quantitative correlational approach, the study involved 67 respondents selected through purposive sampling. The instruments used were the Foreign Language Classroom Anxiety Scale (FLCAS) and the Self-Perceived Communication Competence (SPCC) Scale, with very high reliability (Cronbach's Alpha = 0.963). Tests for normality and linearity assumptions showed the data were normally distributed and had a linear relationship. Analysis results indicated an average speaking anxiety score of 87.15, and an average perceived oral communication competence score of 82.76. The Pearson correlation test produced a very strong positive relationship (r = 0.965, p < 0.01), meaning that the higher the speaking anxiety, the higher the students' perception of their oral communication competence. These findings enrich psycholinguistic studies by challenging the assumption that speaking anxiety always has a negative effect (debilitating anxiety). Instead, in this context, anxiety functions as facilitating anxiety that reflects students' critical awareness and high academic standards as prospective educators.
Co-Authors Anita Anita Anita Aprilinda Putri, Renti Apriyono, Teguh Cardinal, Kaufmann Deng, Changjiang Dewi, Sistri Kartika Efrizal, Dedi Fadillah, Rahmatul Febriani, Hanura Fitriani Fitriani Hamzah, Syukri Ibrahim, Muhammad Abdul Ali Sayyid Islakhiya, Maula Juniarti, Yulia Khan, Ali Kurniawan, Ildi Nadrah, Nadrah Nur Hidayah Ramos, Patricia Perez Revola, Yashori Syamsul Rizal Yusrizal Yusrizal Zasrianita, Fera