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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Journal of English Education Program (JEEP) AKM: Aksi Kepada Masyarakat
Ananda, Elsa
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Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPROVING STUDENTS’ SPEAKING PERFORMANCE BY USING TALKING STICK METHOD Ananda, Elsa
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 6, No 8 (2017): Agustus 2017
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (514.79 KB)

Abstract

Abstract: This research was conducted based on the problems found in the process of learning activities.. The purpose of this research was to improve students’ speaking performance by using talking stick method. This classroom action research was conducted in 3 cycles. The participant of this research was 14 students of the second grade of SMPS BumiKhatulistiwa in Academic Year 2016/2017. The data were gathered from observation-checklist, field note and students’ score in each cycle. The data showed that the students’ were encouraged to speak confidently in front of their friends.In the cycle 1, the main problem faced by the students was they did not use various vocabularies. In the cycle 2, the students were enthusiastic to speak; tell their experience even they still used limited vocabulary to describe their opinion. Then, in the cycle 3, only small number of students who had problem in their performance, almost all students had improved their performance. In conclusion, the implementation of talking stick method could encourage students to speak and also helped the students solve their problems in speaking; self-confident. Keywords: Talking stick method, Students speaking performance. Abstrak: Penelitian ini dilaksanakan berdasarkan masalah yang ditemukan didalam proses pembelajaran. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan siswa untuk tampil berbicara dengan menggunakan metodologi tongkat berbicara. Penelitian tindakan kelas ini dilaksanakan dalam 3 siklus. Peserta dari penelitian adalah 14 orang siswa dari kelas delapan SMPS Bumi Khatulistiwa tahun akademik 2016/2017. Data menunjukkan bahwa siswa terdorong untuk berbicara dengan percaya diri didepan teman-temannya. Di siklus 1, masalah yang sering dihadapi siswa adalah mereka tidak menggunakan kosakata yang beragam. Di siklus 2, siswa-siswa telah antusias untuk berbicara; menceritakan tentang pengalaman mereka walaupun mereka masih menggunakan kosakata yang terbatas untuk mendeskripsikan opini mereka. Lalu, di siklus 3, hanya sedikit dari mereka yang masih memiliki masalah di penampilan mereka. Hampir seluruh siswa telah melakukan peningkatan.Kesimpulannya, penerapan metode tongkat berbicara dapat memicu siswa untuk berbicara dan juga membantu siswa untuk memecahkan masalah mereka dalam berbicara yaitu kepercayaan diri. Kata kunci : Metode tongkat berbicara, Penampilan berbicara siswa.
Enhancing Reading Comprehension Through Extensive Reading Fergina, Ana; Ghazy, Ahmad; Prancisca, Stella; Aminah, Syarifah; Ananda, Elsa
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.71717

Abstract

Numerous studies support extensive reading as beneficial for second language learners, enhancing vocabulary, grammar, writing, and overall English proficiency. However, there is still a small number of research on how this technique influences students' ability to answer reading comprehension questions. Extensive reading and reading comprehension have quite different reading goals. Extensive reading aims to make readers enjoy reading material and can choose reading materials according to the reader's level. Meanwhile, reading comprehension emphasizes students' level of understanding about the details of reading material. This research aims to look at the effect of extensive reading strategies on students' ability to answer reading comprehension questions. The method used in this research is experimental by using “One Group Pretest-Posttest Design”. This design requires to conduct pre-test before implementing the treatment then followed by conducting post-test once it’s done. The results of this study indicated that the extensive reading strategy applied to class A of Islamic Economics Study Program for 1 semester can significantly improve the quality of students' understanding in answering Reading Comprehension questions. This improvement can be seen from the results obtained in the pretest and post-test which have been conducted before and after treatment (Extensive Reading). By conducting the extensive reading it can bolster students' academic scores by cultivating a deep-seated comprehension, vocabulary breadth, and critical thinking skills. Through consistent exposure to diverse texts, students enhance their overall literacy, fostering a solid foundation for improving academic performance
Empowering Border-Area Students Through Technology-Integrated Extensive Reading: A Community Service Initiative Prancisca, Stella; Fergina, Ana; Ghazy, Ahmad; Ananda, Elsa; Aminah, Syarifah; Rizqi, Muhammad Ainur
AKM Vol 6 No 1 (2025): AKM : Aksi Kepada Masyarakat Jurnal Pengabdian Kepada Masyarakat - Juli 2025
Publisher : Sekolah Tinggi Ekonomi dan Bisnis Syariah (STEBIS) Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36908/akm.v6i1.1440

Abstract

This article presents a community service program conducted at SMAN 1 Sajingan Besar, a high school located near the Indonesia–Malaysia border. The program aimed to improve students’ interest and skills in reading English by introducing an easy and enjoyable reading approach. Over two days, students learned the difference between reading for understanding and reading for details, and were trained to use an online tool called MReader to track their reading progress. The program received enthusiastic responses, especially during quiz games and hands-on practice sessions. Students not only became more motivated to read but also learned how to use digital tools in their English learning. The activity helped create a fun and competitive learning environment and gave students practical experience in choosing and completing English books. The program showed that using technology in learning can increase student interest and reading habits. For lasting impact, regular training, better internet access, and more book options are recommended. This program has the potential to become a long-term solution to support literacy in remote border areas.
Co-Authors Ana Fergina Ghazy, Ahmad Prancisca, Stella Rizqi, Muhammad Ainur Syarifah Aminah