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Huda, Feri
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Civil Engineering, Building, Construction & Architecture Education Social Sciences

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Journal : journal of development research

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The Effectiveness of ELSA Speak Role Playing in Teaching Vocational School Students to Speak on Report Texts Huda, Feri; Rahmawati, Herlina
Journal of Development Research Vol. 8 No. 2 (2024): Volume 8, Number 2, November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v8i2.406

Abstract

The purpose of this study was to ascertain whether speaking skill success was higher among vocational school students taught using ELSA Speak Role Playing than among those taught using the Grammar Translation Method (GTM). Some students who frequently have trouble communicating were the subjects of this investigation. When speaking, students usually have trouble with vocabulary, grammar, pronunciation, fluency, and comprehension. This study employed a quasi-experimental methodology and a quantitative approach. Students X MPLB and X AKL SMKS PGRI 4 Blitar served as the study's subjects. There were 14 students in the experimental class and 4 students in the control group. The experimental class and the control class each participated in the study three times. The results were derived using SPSS 20 and ANCOVA by the researcher. The mean score for role play with ELSA Speak (82.778a) was higher than the traditional technique (75.278a), indicating that the analysis utilizing the role play method had a positive effect. However, students who receive instruction through role-playing are more interested and prefer using English when speaking. It indicates that this approach with ELSA Speak produces better results than the traditional approach. It can be inferred that ELSA Speak role play is a superior way to enhance speaking abilities. To address the speaking issues of vocational school pupils, teachers are advised to employ role-playing with ELSA Speak.
DRTA Strategy with Instagram Media in the Teaching Reading for Senior High School Students Rahmawati, Herlina; Huda, Feri
Journal of Development Research Vol. 9 No. 1 (2025): Volume 9, Number 1, May 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v9i1.432

Abstract

This study aims to investigate the effectiveness of DRTA strategy with Instagram media in teaching reading to senior high school students. A quasi-experimental design, non-randomized pre-test post-test was used, involving second-year senior high school students. Grade XI IPS 3 served as the experimental group, while Grade XI IPS 5 served as the control group. Pre-tests were given to both groups before treatment. The experimental group received instruction using DRTA strategy with Instagram media, while the control group was taught using GTM method. The findings of the research showed that statistically the students taught using DRTA strategy showed significant higher achievement than those taught using conventional method (GTM). It can be seen from the differences between the means of the two groups, which are reported in the Estimated Marginal means table as DRTA method is 79.003, which is greater and 73.569 for the students taught using conventional method (GTM). From the practical view, DRTA strategy contributed the improving students’ reading skill especially in Hortatory Exposition text, because DRTA strategy provides clear directions; this encourages the students to read easily and helps students to find or builds the idea before they read the text. From the findings, it is suggested that DRTA strategy with Instagram media should be introduced, practiced and implemented in the English class especially in reading comprehension on Hortatory Exposition text.
The Effectiveness of CTL Using Realia in Teaching Writing to Vocational High School Students Rahmawati, Herlina; Huda, Feri
Journal of Development Research Vol. 9 No. 2 (2025): Volume 9, Number 2, November 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v9i2.482

Abstract

The purpose of this study is to find out how well vocational high school students learn writing through Contextual Teaching and Learning (CTL) using realia media. This study was carried out on several pupils who frequently struggle with their writing abilities. When producing documents, students frequently run into issues with sentence form, syntax, vocabulary choice, coherence across paragraphs, and logical idea organization. This study combined a quasi-experimental method with a quantitative approach. Students in the XI grade at SMKS PGRI 1 Blitar City served as the study's subjects. XI TKJ students served as the experimental group, while XI TPM students served as the control group. Researchers employed the ANCOVA approach, which was computed with the aid of SPSS version 20 software, to assess the study's findings. According to the analysis, the Contextual Teaching and Learning with Realia media treatment had a positive impact; its mean score (79.310a) was higher than that of the traditional approach (71.621a). This indicates that using realia media in contextual teaching and learning yields greater results than the traditional approach. Because contextual teaching makes learning more meaningful and encourages students to be more active and expressive, and because learning and realia media help students organize their thoughts and express ideas more concretely, it is recommended that teachers use contextual teaching and learning with realia media when teaching writing, particularly on procedure texts, to vocational high students.
Co-Authors Rahmawati, Herlina