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Journal : Journal of English Language and Education

Improving English Writing Skills Using Text-Based Learning Methods and Group Work Nurmayana, Nurmayana; Hariati, Puji; Siahaan, Desta Gloria
Journal of English Language and Education Vol 9, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i4.534

Abstract

Students are required to master several skills. One of the skills that students must master in English subjects is text writing skills. It's just that the fact is that not all students are able to write well because of the lack of training provided by lecturers. Therefore, this research aims to analyze the use of text-based learning methods and group work on writing skills in UPMI students. This research uses a classroom action research method which is carried out in two cycles. The subjects of this research were Management Students at the Indonesian Community Development University (UPMI), totaling 35 students. Data collection in research was carried out using test methods and questionnaire methods. The research results show that the use of text-based learning methods and group work can improve students' writing skills. The average value of descriptive text writing skills in cycle I was 70.43 with a success of 34.28%. There was an increase in cycle II with an average student score of 78.86 with success of 77.14%. Student responses in cycle I were 40.11 in the positive category, while in cycle II it increased to 43.74 in cycle II in the positive category. So, the results of this research indicate an increase in students' descriptive text writing skills after learning using text-based learning methods and group work.
Transformative Experiences in English Microteaching: Educational Inquiry into Pedagogical Adjustment, Reflection, and Skill Refinement Stevani, Margaret; Martiningsih, Evi; Panduwinata, Tiara; Rais, Rinovian; Wardani, Happy Kusuma; Saragi, Alexander Adrian; Nurmayana, Nurmayana; Dalimunte, Nurul
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2046

Abstract

This qualitative study investigated the transformative experiences of pre-service English teachers during microteaching at two private universities in North Sumatra, Indonesia. Involving a purposive sample of 14 Indonesian pre-service teachers, data were collected through teaching journals, classroom observations, audio-visual recordings, and stimulated recall interviews. Thematic analysis was used, guided by Vygotsky’s ZPD, Schon’s reflective practice, and Wenger’s comunicative practices theory. Findings revealed shifts from routine teaching to adaptive, student-centered strategies characterized by pedagogical adjustment, reflective awareness, and instructional skill refinement. Participants showed increased sensitivity to timing, language accuracy, emotional climate, and sociocultural engagement. The study highlighted microteaching as a dynamic platform for identity formation and pedagogical growth. The research offered critical insights into teacher development and suggested future studies with broader contexts to capture sustained transformation in English education.