Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Majalah Lontar Journal of Language and Literature Studies
Aljalis, Anis
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Peningkatan Keterampilan Berbicara Melalui Mind mapping Pada Materi If Clause Type 1 Aljalis, Anis
MAJALAH LONTAR Vol 33, No 2 (2021): Majalah Lontar
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ltr.v33i2.9735

Abstract

Rumusan masalah penelitian ini adalah bagaimana proses pembelajaran dan hasil peningkatan keterampilan berbicara pada materi “if clause” melalui mind mapping pada peserta didik kelas XI Mipa 1 semester gasal  tahun pelajaran 2021/2022. Penelitian ini dilakukan dalam 2 siklus. Hasil penelitian menunjukkkan peningkatan rata-rata hasil belajar peserta didik dari 73pada siklus I menjadi 88 pada siklus II diiringi dengan perubahan kondisi kelas yang positif.Kata kunci :”mind mapping”, proses pembelajaran, hasil peningkatan keterampilan berbicara
Improving Senior High School EFL Students’ Argumentative Speech Performance Through Mnemonic Cues: A Quasi-Experimental Study Aljalis, Anis; Susanto, Dias Andris; Setyaji, Arso
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4605

Abstract

Speaking is a crucial component of English as a Foreign Language (EFL) learning; however, many Indonesian senior high school EFL students struggle to deliver well-structured argumentative speeches due to difficulties in recalling ideas and organizing arguments during real-time speech production. These challenges often result in hesitation, limited fluency, and weak argument development. To address this problem, this study investigates whether mnemonic cues can improve students’ argumentative speech performance. This study employed a quantitative quasi-experimental design using non-equivalent control group. The research involved 68 Indonesian senior high school EFL students divided into an experimental group taught with mnemonic cue-based instruction and a control group taught with conventional instruction. Data were collected through an argumentative speech performance test and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and effect size analysis. The findings revealed a statistically significant improvement in the experimental group (p<0.05), with the mean score increasing from 51.29 to 78.00 (mean gain=26.71). The effect size analysis yielded a Cohen’s d value of 1.47, indicating a very large effect. These results suggest that mnemonic cues function as effective cognitive scaffolding tools that support students in organizing arguments and maintaining fluency during speech delivery. The study provided empirical support for integrating mnemonic cues into EFL speaking instruction. It is recommended that teachers incorporate mnemonic cues as structured support to improve argumentative speech performance among Indonesian senior high school EFL students.
Co-Authors Arso Setyaji Dias Andris Susanto