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All Journal International Conference on Education and Language (ICEL) Jurnal English Education: Jurnal Tadris Bahasa Inggris JURNAL SMART IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Thawalib: Jurnal Kependidikan Islam JEELS (Journal of English Education and Linguistics Studies) Literatur : Jurnal Bahasa dan Sastra
Bambang Irfani
Universitas Islam Negeri Raden Intan Lampung
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Developing Interactive Speaking Flashcards Integrated with Revised Bloom’s Taxonomy for Junior High School Students Ferry Desryananda; Bambang Irfani; Zakiyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9287

Abstract

Speaking remains a challenging skill for junior high school students in English as a Foreign Language (EFL) context, as classroom activities often emphasize lower-order cognitive tasks and provide limited support for structured oral expression. This study aimed to develop interactive speaking flashcards integrated with Revised Bloom’s Taxonomy to facilitate HOTS-oriented speaking tasks, specifically analyzing (C4), evaluating (C5), and creating (C6). Using a Research and Development (R&D) approach, the study produced three types of flashcards, story/scenario, multiple-choice, and game-based, designed to guide students through cognitively structured speaking activities. The product was validated by experts and implemented in a small-scale classroom tryout. Expert validation results showed that the flashcards achieved valid to very valid categories, with mean scores of 3.47 (language), 4.53 (media), and 4.20 (content), supported by acceptable content validity based on Aiken’s V. Classroom implementation indicated that the flashcards were practically usable within a 25-minute lesson, as all implementation indicators were fulfilled (100% observation score). Students’ responses, measured through a Self-Determination Theory–based questionnaire, showed high agreement across autonomy (M = 3.93), competence (M = 3.92), and relatedness (M = 3.90). Overall, the findings indicate that the developed flashcards are feasible and practical instructional media for supporting structured, HOTS-oriented speaking tasks in junior high school EFL classrooms.
Co-Authors Agus Hidayat Erlina Erlina Ferry Desryananda Hijriah, Umi Istiqomah Nur Rahmawati Istiqomah Nur Rahmawati Juliansyah, M. Eko Maharani , Indah Permata Meisuri Meisuri Muzekki, Muzekki Rohmatillah Rohmatillah Suhaidi Pratama Suhaidi Pratama, Suhaidi Syamsiah, Nur Syamsiah Umi Hijriyah Yuli Yanti Zahra, Anes Melia Zakiyah Zulkifli Zulkifli