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All Journal Jurnal Ilmiah Aquinas Jurnal Pendidikan Bahasa Inggris Proficiency SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) ENJEL: English Journal of Education and Literature
Hatip, Mochammad
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE INFLUENCE of CHAIN STORY TECHNIQUE in SPEAKING SKILL Aini, Nur; Hatip, Mochammad; Kamilah, Nur
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i2.5432

Abstract

This study aims to determine the influence of using the chain story technique on speaking skills. This research design is pre experimental (static group comparison). The subjects of this study were eighth grade students of SMPN 02 Ledokombo consisting of 44 students from 2 classes. Data were obtained through speaking tests. The results showed that there was a change between the experimental class and the control class, seen based on the average value of the experimental class of 59.77 superior to the control class of 50.91. After being tested using the independent t-test, it shows a significance of 0.043 that the value is less than 0.05 in accordance with the predetermined significance level. These results indicate that the null hypothesis is rejected and the alternative hypothesis is accepted. So, it can be concluded that the chain story technique is very effective to be applied to speaking skills.
STUDENTS SPEAKING DIFFICULTIES IN ENGLISH PRESENTATIONS AT SMA PUJER melinia, Melinia dwi Intan fransiska; Hatip, Mochammad; Rasukir, Muhlisin
ENJEL: English Journal of Education and Literature Vol. 3 No. 2 (2024): December Edition
Publisher : English Education Program, Education Faculty, Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/enjel.v3i2.526

Abstract

Students prefer their native language over English in everyday communication. While initial conversations in English go smoothly, difficulties arise as the conversation progresses. Especially, during presentation students often find it is difficult. This study set out to discover students speaking difficulties in English presentation. A qualitative method was used to summarize the data that was obtained from the outcome. The primary data in this research will take from that will be given for students at SMA Pujer in academic year 2022/2023. The data obtained from questionnaire that distributed to all students. The data obtained from the questionnaire was analyzed by using descriptive statistic.Those difficulties were categorized into several groups, namely: Speaking anxiety, topic and vocabulary, time management, grammar mastery and keeping the audience.Most of the students who had problems noted that giving an oral presentation was particularly tough because of their fear and lack of confidence. Students can overcome their challenges by bringing a note with them during presentations, memorising the material, and avoiding eye contact.
The Effectiveness of Graphic Organizer Strategy to Improve Reading Comprehension in Eleventh Grade Students at SMA Pancasila Ambulu Rahayu, Titik; Hatip, Mochammad; Oktarini, Widya
ENJEL: English Journal of Education and Literature Vol. 3 No. 2 (2024): December Edition
Publisher : English Education Program, Education Faculty, Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/enjel.v3i2.537

Abstract

Reading comprehension is an important point that needs to be considered in reading activities, namely the ability of students to understand the meaning of the contents of a reading text a whole. Graphic organizer strategy, namely as a graphic diagram or chart that represents the relationship directed by the verb thinking skills associated with the importance of students' reading comprehension. This strategy is effective to help students achieve their reading competence because using graphic organizers that focus on critical and creative thinking elements can help students better grasp the meaning of a text. This study followed a simple research design called pre-experimental research, specifically a static group comparison design. The participants were students from SMA Pancasila Ambulu, with 24 students from 11th Science A and 27 students from 11th Science B. The results revealed that the post-test scores of both the experimental and control groups were significantly different, with a level of significance of ≤0.05. This led to rejecting the null hypothesis (Ho) and accepting the alternative hypothesis (Ha). The experimental group scored 90.41 on the post-test, while the control group scored 37.37. This shows a significant difference in reading comprehension levels between students who learned using interactive graphic organizers and those who were taught with student worksheets.
The EFFECT OF ANAGRAM GAME TO STUDENT VOCABULARY AT JUNIOR HIGH SCHOOL Merinda, Merinda Bunga Anggresia; Hatip, Mochammad; Devanti, Yeni
ENJEL: English Journal of Education and Literature Vol. 3 No. 2 (2024): December Edition
Publisher : English Education Program, Education Faculty, Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/enjel.v3i2.801

Abstract

This research search is based on a preliminary study that I have researched about THE EFFECT OF ANAGRAM GAME TO STUDENT VOCABULARY AT JUNIOR HIGH SCHOOL. This study aims to determine the effectiveness of using the Anagram Game to improve vocabulary mastery of Grade 7 students at SMPN 02 Bondowoso in the 2022/2023 academic year. Researchers design grids that already exist in the curriculum, conduct treatments in class using anagram games, and provide questions so that we know the results that have been obtained when giving treatment to students. The research subject that I conducted was in grade 7 students at SMPN 02 Bondowoso, in the 2022/2023 academic year. The research that I did followed the existing procedures, namely planning in research, observing at school, conducting treatment, and collecting student data. To collect data, researchers used observation and test instruments. The data obtained is presented quantitatively. This study shows that Vocabulary Learning in the classroom with the Anagram Game method can increase students' vocabulary. This can be seen in the increase after each cycle. Prior to the research, none of the students scored above the KKM. In the first cycle, only a few students scored above the KKM. Whereas in the second cycle after conducting treatment using the Anagram Game, 14 out of 32 students scored above the KKM. That is, students give a positive response to the application of this method
IMPROVING STUDENT’S SPEAKING SKILL THROUGH GALLERY WALK AT SMK MIFTAHUL HASAN AL-UTSMANI Afkarina, Nailah; Hatip, Mochammad; Oktarini, Widya
Jurnal Ilmiah Aquinas Vol. 8 No.2 (2025):, Juli 2025
Publisher : Unversitas Katolik Santo Thomas

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

Abstract

In English language learning, speaking skill is one of the important basic abilities but often becomes a challenge for students, especially due to limited vocabulary, lack of confidence, and fear of making mistakes. This study aims to determine whether there is an improvement in students' speaking skills through the application of the Gallery Walk method in class X-2 students of SMK Miftahul Hasan Al-Utsmani in the 2024/2025 school year. This study used a qualitative approach with the Classroom Action Research (CAR) method consisting of two cycles. Each cycle includes planning, action, observation, and reflection stages. The subjects in this study were 21 students of class X-2. Data collection techniques used observation, speaking tests, documentation, and assessment rubrics covering aspects of fluency, pronunciation, vocabulary, and content understanding. Based on the results of the cycle 1 test, the average student score of 61.1 shows that there are still many students who have not reached the minimum completion criteria (KKM). However, after improvements were made in cycle 2 in the form of simplifying topics, providing vocabulary lists, and re-explaining instructions, the average score increased to 75.1 and met the KKM. The observation results also showed an increase in students' active participation and confidence in speaking activities. Thus, it can be concluded that the Gallery Walk method has a significant effect on improving students' speaking skills. This method is proven to create a collaborative, interactive learning atmosphere and support the development of speaking skills effectively.
LEARNING ANXIETY IN SPEAKING ACTIVITIES AMONG SENIOR HIGH SCHOOL Cahyaningtiyas, Yola; Hatip, Mochammad; Oktarini, Widya
Jurnal Ilmiah Aquinas Vol. 8 No.2 (2025):, Juli 2025
Publisher : Unversitas Katolik Santo Thomas

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Abstract

In Anxiety in speaking English remains a major obstacle for high school students in the learning process. This study aims to describe the level and type of speaking anxiety experienced by students in the context of English language learning. This study employs a descriptive quantitative approach involving 100 eleventh-grade students at SMAN 1 Asembagus. The instrument used is the Foreign Language Classroom Anxiety Scale (FLCAS), which has been validated and analysed using SPSS version 27. The results indicate that 40% of students are at a low level of anxiety, 55% at a moderate level, and 5% at a high level. The most dominant aspect of anxiety was communication apprehension with an average score of 25.50, followed by fear of negative evaluation (23.22), and test anxiety (12.31). These findings indicate that most students feel anxious when they have to speak spontaneously in English. Therefore, teaching strategies that support and create a comfortable classroom environment are needed to help students feel more confident in speaking English.
THE CORRELATION BETWEEN INTRINSIC MOTIVATIONAND SPEAKING PROFICIENCY IN EFL CLASSROOM Utarida, Adibah Aida; Hatip, Mochammad; Nuraini, Kristi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v5i3.6474

Abstract

Speaking proficiency is a crucial aspect in determining students’ success in learning English. Nevertheless, many EFL learners still encounter challenges in developing this skill. One internal factor believed to play a significant role is intrinsic motivation. This study aims to examine the relationship between students’ intrinsic motivation and their speaking proficiency, which was assessed using David P. Harris’s analytical scoring rubric. Employing a quantitative approach with a correlational design, the research involved 81 ten-grade students. The research instruments included a motivation questionnaire adapted from the Intrinsic Motivation Inventory (IMI) and a speaking test evaluated by two interrater based on five components: pronunciation, grammar, vocabulary, fluency, and comprehension. The results indicated a positive and significant correlation between intrinsic motivation and students’ speaking proficiency (r = 0.579; p < 0.001). Among the four subscales of intrinsic motivation, Enjoyment–Interest showed the highest correlation, whereas Perceived Competence had the lowest. These findings underscore the importance of intrinsic motivation in enhancing EFL students’ speaking proficiency. Consequently, to support the development of speaking skills, ABSTRAKKemampuan berbicara merupakan aspek penting dalam menentukan keberhasilan siswa dalam pembelajaran Bahasa Inggris, namun masih banyak pembelajar EFL yang mengalami kesulitan dalam keterampilan ini. Salah satu faktor internal yang diyakini berperan besar adalah motivasi intrinsik. Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi intrinsik dan kemampuan berbicara siswa, yang diukur menggunakan rubrik penilaian analitik dari David P. Harris. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional, melibatkan 81 siswa kelas X. Instrumen penelitian terdiri atas kuesioner motivasi yang diadaptasi dari Intrinsic Motivation Inventory (IMI) dan tes berbicara yang dinilai oleh dua penilai berdasarkan lima aspek: pelafalan, tata bahasa, kosakata, kelancaran, dan pemahaman. Hasil analisis menunjukkan adanya hubungan positif dan signifikan antara motivasi intrinsik dan kemampuan berbicara siswa (r = 0.579; p < 0.001). Dari keempat subskala motivasi, Enjoyment–Interest memiliki korelasi tertinggi, sedangkan Perceived Competence memiliki korelasi terendah. Temuan ini menegaskan bahwa motivasi intrinsik memiliki peran penting dalam meningkatkan kemampuan berbicara siswa EFL. Oleh karena itu, strategi pembelajaran yang mendukung otonomi siswa, kesenangan dalam belajar, dan keterlibatan aktif perlu diterapkan untuk mendorong perkembangan keterampilan berbicara.
Co-Authors Afkarina, Nailah Cahyaningtiyas, Yola Devanti, Yeni Kristi Nuraini, Kristi melinia, Melinia dwi Intan fransiska Merinda, Merinda Bunga Anggresia Nur Aini Nurkamilah Nurkamilah Oktarini, Widya Rasukir, Muhlisin Titik Rahayu Utarida, Adibah Aida