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All Journal Jurnal Bilingual Proceeding International Conference on Education
Sari, Fitria Wulan
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE USE OF STORYTELLING TECNIQUE TO IMPROVE STUDENTS SPEAKING SKILL AT SMA NEGERI 5 KOTA TERNATE Sucimulya Capalulu, Sucimulya; Sari, Fitria Wulan; Lestari, Sri Ayu Budi
Jurnal Bilingual Vol 14, No 1 (2024): Jurnal Bilingual EDISI MEI 2024
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v14i1.8445

Abstract

This research aims to find out whether the use of storytelling techniques significantly improves students' speaking skills at SMA Negeri 5 Ternate City. This research uses quantitative methods with a pre-experimental design. This research involved 20 students as samples. Storytelling is used as a teaching technique. The research results show that the use of storytelling techniques can significantly improve students' speaking comprehension. The research results showed that the students' average score on the post-test was higher (73.05) compared to the pre-test score (46.35). The t-test shows that the t-statistic value (4.35) exceeds the table value (2.11) at a significance level of 0.05 and 20 degrees of freedom using a one-sided test. Therefore, the null hypothesis (HO) is rejected and the alternative hypothesis (H1) is accepted. Therefore, it can be concluded that the storytelling technique is useful for improving students' speaking abilities.
EXPLORING TEACHERS TECHNIQUE IN TEACHING ENGLISH OF BILINGUAL CLASS AT SMP NEGERI 1 KOTA TERNATE Wally, Ratih Virginia A.; Jusnita, Naniek; Sari, Fitria Wulan
Jurnal Bilingual Vol 13, No 1 (2023): Jurnal Bilingual EDISI MEI 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v13i1.6466

Abstract

This study aims to determine the teacher's technique in teaching English in bilingual class written by students of the English language education study program at Khairun University. This study uses a qualitative descriptive method in data collection and analysis. The instruments used were observation and interviews. The results of this study involved 1 subject, namely an English teacher, especially those who teach in bilingual class. From the results of this study, there are several teaching techniques that are used and some that are not used by the teacher to teach in bilingual class. Of the 8 techniques proposed by Amidinah (2015), there are only 3 techniques used during the learning process in the classroom. Those are panel discussion techniques, assignment techniques, and also questionanswer techniques. While the techniques that are not meant are lecture methods, discovery and simulation techniques, Inquiry techniques, travel technique and also experimental techniques. So the reason behind those techniques that do not occur in this teaching process is because they are adapted to the conditions and learning materials taught by the teacher in the classroom. where for travel techniques require students to study outside the classroom, experimental techniques are present if the material taught by the teacher is related to observing an object, lecture techniques only focus more on the teacher, while for discovery and simulation techniques only focus on understanding concepts, meanings and relationships, through an intuitive process to draw a conclusion from the learning material.
Collaborative Learning for EFL Academic Writing Development in Higher Education: A Systematic Literature Review Sari, Fitria Wulan; Jamilah; Aditama, Madya Giri; Bahara, Susana R; Daud, Abdulhalim
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

Academic writing is a central competency in higher education, yet many students struggle to meet the demands of disciplinary courses, particularly in English as a Foreign Language (EFL) context. Collaborative learning, grounded in social constructivist theory, has emerged as a promising pedagogical approach to enhance writing development by fostering interaction, peer feedback, and shared knowledge construction. This systematic literature review synthesizes empirical studies published between 2020 and 2025 that examine the implementation of collaborative learning in higher education settings. This study aims to determine the implementation of collaborative learning in EFL writing classroom (benefits and challenges) using the Systematic Literature Review (SLR) method. The SLR method is employed to rigorously identify, examine, evaluate, and interpret the body of existing research concerning a specified phenomenon, guided by clearly defined research questions. This approach enables the systemic identification of relevant scholarly works, with each phase conducted in accordance with predetermined, standardized procedures or protocols. The results indicate that collaborative learning in EFL writing instruction in higher education context boosts organization, grammar, vocabulary richness, fluency, and the ability to structure idea effectively. The students feel more motivated, confident, and less anxious, aligning with the social constructivist view that deeper language development emerges through interaction, meaning negotiation, and collaborative problem solving.
Co-Authors Aditama, Madya Giri Bahara, Susana R Daud, Abdulhalim JAMILAH Jusnita, Naniek Lestari, Sri Ayu Budi Sucimulya Capalulu, Sucimulya Wally, Ratih Virginia A.