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All Journal Abdimas Language Circle : Journal of Language and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Rainbow : Journal of Literature, Linguistics and Cultural Studies Dinasti International Journal of Education Management and Social Science Language and Education Journal Jurnal Pendidikan Indonesia (Japendi) UNNES International Conference on ELTLT Jurnal Bina Desa
Seful Bahri
Semarang State University
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Implementing Problem-Based Learning with Patchwork-Based Presentation Media to Enhance Student’s Speaking Performance in Procedure Text Fika Rokaya; Seful Bahri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8506

Abstract

In English language learning, students’ speaking performance remains a challenge, particularly in producing procedural texts. The purpose of this study was to examine the effectiveness of implementing Problem-Based Learning integrated with Patchwork-Based Presentation Media in enhancing students’ speaking performance in procedure texts. This study was conducted with XI DPB (Desain dan Produksi Busana) 1 students at SMK Negeri 1 Pringapus using a quasi-experimental one-group pre-test–post-test design with a qualitative follow-up. The data were collected through speaking performance tests, classroom observations, and student interviews. The findings show two main results. First, the implementation of Problem-Based Learning supported by Patchwork-Based Presentation Media resulted in a statistically significant improvement in students’ speaking performance, as indicated by higher post-test scores and a significant p-value (p < 0.05). Second, the learning approach encouraged students' active participation, developed their problem-solving skills, increased their confidence, and motivated them to engage in speaking activities. The integration of problem-based tasks and patchwork-based presentation media also helped students organize procedural sequences, use appropriate vocabulary and grammatical structures, and improve fluency and clarity in delivering procedure texts. Overall, the study concludes that implementing Problem-Based Learning with Patchwork-Based Presentation Media is an effective and student-centered approach to enhancing students’ speaking performance in procedure texts, particularly in vocational high school contexts.
The Effectiveness of Canva-Based DIY Presentations in Enhancing English-Speaking Performance Ayusasmita, Via; Wahyuni, Sri; Bahri, Seful
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 1 (2025): Dinasti International Journal of Education Management and Social Science (Octob
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i1.5091

Abstract

Improving students’ English-speaking skills remains a persistent challenge in Indonesia, particularly in traditional classroom settings. This study explores the effectiveness of Canva-based Do-It-Yourself (DIY) projects, specifically procedural text presentations, as a pedagogical tool to enhance speaking performance. Utilizing a mixed-methods approach, the research integrates quantitative data from pre-tests, treatments, and post-tests. Canva-based DIY presentations served as the independent variable, while students’ speaking performance was the dependent variable. Statistical analysis, conducted via SPSS, revealed a significant improvement: a 26.08-point increase in speaking scores, a rise in post-test completion rate from 0% to 64.3%, and a p-value of 0.000 (<0.05), confirming the effectiveness of the intervention. Students also reported increased motivation, creativity, and confidence, despite minor technical hurdles. These findings suggest that Canva offers a low-cost, visually rich platform to stimulate learner engagement and support the development of key speaking sub-skills: grammar, pronunciation, vocabulary, and fluency. However, the study’s small sample size and limited classroom context constrain its generalizability. Future research should involve broader populations and longitudinal designs to validate long-term impacts.
Co-Authors Ayusasmita, Via Bambang Purwanto Faadhillah, Farah Fatma Hetami Fika Rokaya Fitriani, Rani Ligar Galuh Kirana Dwi Areni Hartono, Rudi Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Imanuel Kamlasi Intan Satriani Kharismawaty, Inggil Maulia, Vina Citra Tri Nina Sofiana Rini Susanti Wulandari Rudi Hartono Safitri, Irfina Safitri, Irfina Saparena, Ayun Bekti Saparena, Ayun Bekti Sri Wahyuni Stephanie Priyanto Putri Suprianto, Sekar Pramudya Wardani Triyoga Dharma Utami W, Widhiyanto Yusnita Sylvia Ningrum zulfa Sakhiyya