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All Journal J-CEKI Journey: Journal of English Language and Pedagogy
Ginanti, Endah
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Efektivitas Teknik Storytelling Dalam Meningkatkan Keterampilan Berbicara Siswa SMP Terpadu Darul Falah Malang Ginanti, Endah
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 5: Agustus 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i5.12033

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas teknik storytelling dalam meningkatkan keterampilan berbicara siswa SMP Terpadu Darul Falah Malang. Masalah keterampilan berbicara masih menjadi tantangan bagi siswa, khususnya dalam menyampaikan ide secara runtut, jelas, dan percaya diri. Metode penelitian yang digunakan adalah penelitian eksperimen dengan desain pre-experimental one group pretest-posttest. Sampel penelitian terdiri atas 30 siswa kelas VIII yang dipilih secara purposive sampling. Instrumen penelitian berupa tes keterampilan berbicara yang dinilai melalui aspek kelancaran, ketepatan kosakata, pengucapan, struktur kalimat, dan kepercayaan diri. Data dianalisis menggunakan uji t-test untuk mengetahui perbedaan hasil sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan adanya peningkatan signifikan keterampilan berbicara siswa setelah penerapan teknik storytelling dengan nilai rata-rata posttest lebih tinggi dibandingkan pretest. Temuan ini membuktikan bahwa storytelling merupakan strategi pembelajaran yang efektif dalam meningkatkan kemampuan berbicara siswa SMP.
THE EFFECT OF LEARNER DIFFERENCES AND TEACHING OF COLLOCATION ON STUDENTS’ COLLOCATION COMPETENCE Ginanti, Endah
Journey: Journal of English Language and Pedagogy Vol. 3 No. 1 (2020): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v3i1.724

Abstract

Collocation has a fairly prominent role in English Language. For non-native speakers, the years learning English does not mean non-native speakers are able to apply collocation correctly. Non-native speakers will face great difficulty in collocation because they have limited quantity of doing much exposure and their learner differences such as motivation. This current study critically reviews Mansoor Ganji’s (2012) work which investigated the influence of Gender and Years of Instruction on Iranian EFL learners’ Collocational Competence. Ganji’s found that Iranian English majors were weak in lexical collocation in spite of English had been taught at least 6 years and English teachers were blamed since they seemed not to pay enough attention to collocation teaching in Iran. This study is descriptive quantitative. The results indicates that students of nursing department at STIKES Widya Cipta Husada are also weak in collocation. However, English teachers cannot be blamed on students’ weaknesses on collocation because English teachers had taught collocation both implicitly and explicitly.
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