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All Journal International Journal of Social Science International Journal of Education, Vocational and Social Science
Sabriandi Erdian
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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CG Cartoons-based Jigsaw Classroom Strategy: Eliminating Students’ Social Gaps and Developing their Positive English Writing Learning Outcomes Telaumbanua, Yohannes; Hasbi, Hasbi; Hendro Saptopramono; Sabriandi Erdian
International Journal of Education, Vocational and Social Science Vol. 2 No. 01 (2023): Februari, International Journal of Education, Vocational and Social Science (I
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v2i01.153

Abstract

Fact discloses that those taking undergraduate classes have always been naturally colored by assorted differences in social stratifications and this is definitely a blessful godsend. These, however, unwittingly drive segregation whose effects clearly disrupted their social interaction, communication, learning atmosphere, and learning outcomes. This research, therefore, aimed at mitigating the issues (gaps). Observation, interviews, and NTA were techniques for collecting and analyzing qualitative data. The major results found that the Cartoons-based Jigsaw Classroom Strategy can reduce social inequalities, performance gaps, and social conflicts among students. Accordingly, the students strongly acknowledged cultural diversity and accept it as a part of life, succeeded in establishing friendly social rapports, and were capable of improving interpersonal skills, developing intercultural competence, critical thinking skills, and pragmatic competence. More outstandingly, this strategy better improved their learning motivation, engagement, and English writing skills. To wrap things up, EFL classrooms are increasingly diverse every year and cultural diversity is the key issue to embrace so that language teachers succeed in being educators, encourage inclusive classrooms culturally, and ease them to develop their social competence and academic bits of intelligence and achievement.
EMPOWERING LEARNERS FOR JOB INTERVIEW: MEASURING THE EFFECTIVENESS OF AN AUTONOMOUS SPEAKING TEXTBOOK Hendro Saptopramono; Difiani Apriyanti; Novi Fitria; Witri Handayani; Yaningsih, Yaningsih; Kotrini, Kotrini; Sabriandi Erdian; Rina Anggraini
International Journal of Social Science Vol. 5 No. 3 (2025): October 2025
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/ijss.v5i3.11497

Abstract

This study aims to assess the effectiveness of the autonomous speaking textbook, which provides detailed guidance for preparing to master English job interviews. This textbook provides detailed guidance on applying autonomous learning in speaking practice within a job interview context, along with rubrics and a weekly journal for autonomous purposes. The Design-Based Research (DBR) methodology was employed in this study, as it is more suitable for developing and evaluating educative innovations in authentic settings. The data were collected from the pre-test and post-test of the students' interviews, as well as survey results, to assess the students’ perceptions and strengthen the measurement of the effectiveness of 27 final-semester D4 English Department students at Politeknik Negeri Padang. The study's results reveal a significant improvement in the students’ speaking competence, particularly in terms of fluency, clarity, confidence, and vocabulary use. Most students felt that practicing mock interviews, receiving peer feedback, and keeping self-assessment journals helped them identify their strengths and weaknesses. These findings highlight the potential of an autonomous speaking textbook to bridge the gap between academic speaking activities and real-world job interview demand. Thus, it offers practical implications for EFL pedagogy and the development of employability skills
Co-Authors Difiani Apriyanti Hasbi Hendro Saptopramono Kotrini, Kotrini Novi Fitria RINA ANGGRAINI Witri Handayani Yaningsih, Yaningsih Yohannes Telaumbanua