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Journal : Proceeding International Conference on Education

 1 
The Effectiveness of the Mind Mapping Model Through Canva Application for Students’ Recount Text at SMKN 1 Kediri Legowo, Grace Ajar; Riwayatningsih, Rika; Sulistyani
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

This study explores the effectiveness of integrating the Mind Mapping model through the Canva application in improving students’ recount text writing skills at SMKN 1 Kediri. Writing recount texts plays a vital role in language learning, as it enables students to narrate personal experiences in a structured and chronological way. However, many vocational students struggle with limited vocabulary, poor text organization, and low confidence in writing. To address these issues, this research employed a quasi-experimental design using pre-test and post-test methods in two eleventh-grade classes. One class was taught recount writing using manual mind mapping, while the other applied Canva-based digital mind mapping. Students’ works were assessed using the COVLM rubric (Content, Organization, Vocabulary, Language, and Mechanics), and the data were analyzed through t-tests and N-Gain. The findings indicate that although both groups improved, the Canva-based group showed significantly higher gains in organization, engagement, and writing quality. Students also demonstrated greater enthusiasm and confidence when using digital tools. The study concludes that Canva-based mind mapping is more effective than manual techniques in enhancing recount writing skills and can serve as an innovative strategy for EFL classrooms.
Enhancing Students’ Reading Comprehension through the Flipped Classroom Model at Junior High School Rochma, Anis Fatur; Khoiriyah; Sulistyani
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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This research aims to examine the effect of Flipped Classroom Model in enhancing junior high school students' reading comprehension. This study uses a quantitative method with a quasi-experimental design. The population of this study is eighth grade of SMPN 1 Tarokan with a sample of two classes with a total of 64 students selected using purposive sampling technique. The experimental class used the Flipped Classroom Model, while the control class used traditional learning methods. The data were collected through multiple-choice tests given before and after the treatment. The results of data analysis showed a significant improvement in reading comprehension scores in the experimental class compared to the control class. The results of this research indicate that the Flipped Classroom model is effective in improving students' reading comprehension, especially in narrative texts. In addition, this model is also able to increase student engagement in the learning process. This study concludes that the Flipped Classroom Model is an innovative technology-based learning model that can be adopted in reading comprehension teaching at the junior high school level. This model is relevant to be applied in the context of modern education that requires technology integration to improve the quality of learning.
Enhancing Students’ Reading Comprehension Through Digital Gamification in Junior High School Abraham, Reyhan Haisung Aulada; Khoiriyah; Sulistyani
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

eading comprehension is a critical skill in English as a Foreign Language (EFL) learning. However, many Indonesian junior high school students face persistent challenges in this area, primarily due to low motivation, lack of engagement, and the continued use of conventional instructional methods. These issues underscore the need for innovative pedagogical strategies that align with learners’ interests and digital habits. This study investigates the effect of digital gamification on students’ reading comprehension using a narrative-based video game titled “I Got This: An Interactive Story” as a digital medium in the learning process. The gamification was implemented without the use of specialized platforms, as game elements were manually integrated by the researcher. A quantitative approach with a quasi-experimental design was employed, involving 60 eighth-grade students at SMPN 1 Tarokan, who were assigned to the experiment group and control group through purposive sampling. The experiment group received instruction through a gamified video game incorporating points, levels, leaderboards, badges, and rewards, while the control group was taught using conventional methods. Both groups completed a pre-test and post-test consisting of 25 multiple-choice questions based on narrative texts. Data were analyzed using the Mann-Whitney U test due to non-normal distribution. The results showed a statistically significant difference between the two groups (p = 0.002), with the experimental group demonstrating greater improvement in reading comprehension. These findings highlight the pedagogical value of narrative-driven digital gamification and offer implications for educators and curriculum designers seeking to modernize reading instruction in alignment with the digital habits of 21st-century learners.
A Survey on Students’ Perception Towards Netflix Application in Speaking Class of the 11th Grade of SMK PGRI 2 Kediri Fadilla, Diana Nur; Sulistyani; Khoiriyah
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This study examines students' perceptions of the use of the Netflix application in English classes, driven by low speaking skills among students, including lack of confidence, limited vocabulary, and difficulty understanding native speakers. This study was conducted at SMK PGRI 2 Kediri with 86 grade XI students using a quantitative approach and survey method. The tool used was a closed-ended questionnaire focusing on four indicators of speaking skills: pronunciation, fluency, accuracy, and performance. The results showed that most students had a positive perception of using Netflix as a learning medium. More than 77% agreed that Netflix improved their pronunciation and fluency, while 90% agreed that it improved their grammatical accuracy. However, only 6% strongly agreed, and 66% of students agreed in terms of performance. It means that it improves their speaking performance, indicating challenges in expressing themselves confidently and with appropriate body language. Netflix's authentic content, such as films and series with subtitles, provides real-life examples of language use, helping students mimic native speaker pronunciation, understand sentence structure, and expand their vocabulary. Despite its limitations, such as the need for active practice outside of watching, Netflix is considered an effective tool for supporting more engaging, flexible, and contextual speaking development. In conclusion, the Netflix app receives positive feedback for helping students improve their speaking skills. Additionally, Netflix can serve as a strong supplementary medium in English-speaking classes, especially when integrated with interactive learning strategies such as role-playing or shadowing.
The Effectiveness of the Mind Mapping Model Through Canva Application for Students’ Recount Text at SMKN 1 Kediri Legowo, Grace Ajar; Riwayatningsih, Rika; Sulistyani
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the effectiveness of integrating the Mind Mapping model through the Canva application in improving students’ recount text writing skills at SMKN 1 Kediri. Writing recount texts plays a vital role in language learning, as it enables students to narrate personal experiences in a structured and chronological way. However, many vocational students struggle with limited vocabulary, poor text organization, and low confidence in writing. To address these issues, this research employed a quasi-experimental design using pre-test and post-test methods in two eleventh-grade classes. One class was taught recount writing using manual mind mapping, while the other applied Canva-based digital mind mapping. Students’ works were assessed using the COVLM rubric (Content, Organization, Vocabulary, Language, and Mechanics), and the data were analyzed through t- tests and N-Gain. The findings indicate that although both groups improved, the Canva-based group showed significantly higher gains in organization, engagement, and writing quality. Students also demonstrated greater enthusiasm and confidence when using digital tools. The study concludes that Canva-based mind mapping is more effective than manual techniques in enhancing recount writing skills and can serve as an innovative strategy for EFL classrooms.
Enhancing Students' Reading Comprehension through CIRC Method at Vocational High School 2 PGRI Kediri Ingga, Hero; Khoiriyah; Sulistyani
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This study investigates the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving students' reading comprehension at SMK PGRI 2 Kediri. The motivation arose from students' difficulties in understanding English narrative texts, often caused by limited vocabulary, low motivation, and ineffective reading strategies. A quantitative approach was used with a one-group pre-test and post-test design, involving 25 students from Class XI Accounting 2. Data was collected through multiple-choice reading comprehension tests administered before and after implementing the CIRC method. The results show a significant improvement, with average scores rising from 48.64 in the pre-test to 80.24 in the post-test. The paired sample t-test revealed a significant difference (p < 0.05), indicating that the CIRC method has a positive impact on reading comprehension. Moreover, CIRC encourages collaborative learning and increases student engagement, fostering a more interactive and enjoyable classroom environment. These social and emotional benefits suggest that CIRC not only enhances academic achievement but also improves classroom dynamics. In conclusion, the CIRC method is an effective strategy for boosting reading comprehension among vocational high school students and is recommended for English teachers seeking innovative, student-centered teaching approaches. Future research could explore the application of this method to other language skills or educational contexts.
Co-Authors Abraham, Reyhan Haisung Aulada Arisanti Locita Burhannudin Ichsan Devi, Ninda Callista Fadilla, Diana Nur Fajar harisandi, Prasetyo I Ketut Sutapa I Putu Ananta Wira Adhyatma I Putu Bagus Bang Graha Saputra I Putu Pande Surya Pramana Ida Bagus Yodhie Harischandra Ingga, Hero Ira Dwi Susanti Iwan Setiawan Khoiriyah Legowo, Grace Ajar Liem, Christina Maria Rabiatul Hariroh, Fiqih Ni Wayan Suartini Ninna Rohmawati Onny Setiani Riwayatningsih, Rika Rochma, Anis Fatur Salsabila, Unik Hanifah Sri Hernawati Syahrul Alim