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All Journal Journal of Development Research
Ratna Nurlia
Universitas PGRI Adi Buana Kampus Blitar
Civil Engineering, Building, Construction & Architecture Education Social Sciences

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 1 
The Effectiveness of Combining Scripting and Talking Chips on the Students’ Speaking Achievement Annisa Rahmasari; Ratna Nurlia
Journal of Development Research Vol. 6 No. 1 (2022): Volume 6, Number 1, May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i1.216

Abstract

This research is to find the effectiveness of combining Scriting and Talking Chips which helps students to be more active in speaking class. This research used quasi-experimental research with non-randomized pretest posttest design. The students of English Department of UNIPA Campus Blitar who took Basic Speaking 1 were the subjects of this research, in which Class A as the experimental group and class B as the control group. The instruments of this research were speaking test (pretest and posttest). One group was taught by combining scripting and talking chips method, in contrast, the control group was taught by using direct method. Then, both groups were given a posttest. The data was analyzed using ANCOVA and computed by SPSS version 20. The result of the analysis indicated that combining Scripting and Talking Chips strategy could make students’ speaking achievement better.
The Success of Using a Chain Writing Method With Comic Strip to Teach Writing to Junior High School Students Herlina Rahmawati; Ratna Nurlia
Journal of Development Research Vol. 6 No. 2 (2022): Volume 6, Number 2, November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i2.257

Abstract

The purpose of this study is to evaluate the chain writing technique for teaching how to write descriptive text using comic strips. This study employed a quasi-experimental methodology. Both the experimental class and the control class participated in the study four times each. A test is the instrument in use. Based on the analysis of the data, the experimental class's test results for creating an English paragraph had an average score of 86.22. While the control group's test results yielded an average score of 74.13. For degrees db = 5%, the value of thitung is 4.78, while the value of ttabel is 3.15. The use of the chain writing approach is significantly impacted since thitung > ttabel. The chain writing technique significantly improves the descriptive text writing abilities of first grade junior high school students. This demonstrates that learning to write more effectively through chain writing than through lecturing. It is recognized that the chain writing learning method can enhance learning outcomes based on the outputs of data processing.
The Effectiveness of Team-Assisted Individualization (TAI) in Teaching Grammar Ratna Nurlia; Herlina Rahmawati
Journal of Development Research Vol. 7 No. 1 (2023): Volume 7, Number 1, May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v7i1.311

Abstract

The aim of this study is to know the effectiveness of Team Assisted Individualization on English Department students’ English Grammar achievement. Quasi Experimental research using non-randomized pre-test post-test had been applied with the subject of study was the second semester of English departments students who took contemporary English grammar in Adi Buana University of Campus Blitar. Class A was experimental group and class B was control group. In collecting the data, pretest had been given to the two groups before treatment. The treatment given to class A was using Team Assisted Individualization in teaching grammar while class B as control group was using Grammar Translation Method. Then the post test was delivered to the two groups after the treatment. ANCOVA was used to analyze the data by applying SPSS for windows version 20 and the result showed that the students taught by using Team Assisted Individualization had achieved grammar skill better.
The Effectiveness of Student Team Achievement Division Method with Gitmind in the Teaching Writing for Junior High School Students Ratna Nurlia; Wiratno Wiratno
Journal of Development Research Vol. 7 No. 2 (2023): Volume 7, Number 2, November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v7i2.347

Abstract

Writing is one of the language skills that middle school students need to have. The purpose of this study was to determine the effectiveness of using the Student Group Performance Method with Gitmind to improve the writing ability of 7th grade students at Junior High School. In this study, a quasi-experimental design was used. The sample includes two classes (groups), an experimental class of 25 students and a control class of 24 students. This study uses the ANCOVA formula to analyze data. Research shows that instructional students who use Gitmind and the Student Team Performance Division method have better academic results. It is supported by the estimated marginal mean for the two groups, which is 56. 963 for the grammar translation method and 78. 474 for students taught using the Student Group Achievement Division with Gitmind method.
The Effectiveness of Somatic, Auditory, Visual, Intellectual (SAVI) Method in Teaching Reading on Descriptive Text for Senior High School Students Dessy Ayu Ardini; Ratna Nurlia
Journal of Development Research Vol. 8 No. 1 (2024): Volume 8, Number 1, May 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.v8i1.368

Abstract

To find the effect of Somatic, Auditory, Visual, Intellectual (SAVI) method on the students’ reading achievement was the aim of this study. Quasi experimental using non randomized pre-test posttest had been the research design in this study which involving first year students of senior high school as the subject of study. Class X5 was experimental group and class X7 was control group. To collect the data, pretest was given before the treatment. Somatic, Auditory, Visual, Intellectual (SAVI) method was given to experimental group and grammar translation method was given to control group. As result, T-score got from posttest with equal variance assumed was 6.604 with the probability 0.000 which was smaller than 0.05. It means the students taught by using Somatic, Auditory, Visual, Intellectual (SAVI) method achieved reading skill better than those who are taught by using Grammar Translation Method.
The Effectiveness of RAFT Strategy Combined with Process Writing Approach in Teaching Writing for Junior High School Students Nurlia, Ratna; Ardini , Dessy Ayu
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.v8i2.405

Abstract

This study aimed to determine the impact of the Role Audience Format Topic (RAFT) strategy combined with process writing approach on students' writing achievement. A quasi-experimental, non-randomized pre-test post-test design was employed, involving second-year junior high school students. Class 8A served as the experimental group, while Class 8B was the control group. A pre-test was administered to both groups before the treatment. The experimental group received instruction using the RAFT strategy, while the control group was taught using the grammar translation method. An analysis of covariance (ANCOVA) revealed a significant difference between the two groups. The p-value of .000, which is less than .05, indicates that students who were taught using the RAFT strategy achieved significantly better writing skills than those who were taught using the grammar translation method.
The Effectiveness of Youtube Assisted Process Based Instruction on The Students' Writing Achievement Rahmasari, Annisa; Nurlia, Ratna; Ardini, Dessy Ayu
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.v9i1.433

Abstract

YouTube is a useful tool for integrating technology into EFL learning. YouTube offers a wide range of learning materials that are accessible at anywhere and anytime, catering to individual learning needs and styles. This study investigated the effectiveness of YouTube as a learning tool in Process-Based Instruction (PBI) to enhance students' writing skills, particularly in procedure texts. Using a quasi-experimental non randomized pretest posttest design, the research compared the writing performance of two groups of high school students: one group used YouTube-based PBI, while the other used traditional textbook instruction with both taking a pre-test prior to the treatment. The results showed a significant difference in writing achievement. Students who were taught using process-based instruction with YouTube performed better writing achievement than those taught with text book.
Improving English Vocabulary Using Gamification of Bamboozle Platform for SMPN 2 Nglegok Grade 8 Nurlia, Ratna; Wiratno; Mulhuda, M. Ali
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.v9i2.479

Abstract

This research aims to enhance students' vocabulary mastery through gamification on Baamboozle, as traditional teaching methods often fall short in holding students’ attention. The research employs a Classroom Action Research (CAR) methodology, conducted in two cycles, involving planning, action, observation, and reflection stages. It involved 29 eighth-graders at SMPN 2 Nglegok. Pre-tests and post-tests were given to track their vocabulary progress, and also observed their engagement and participation in class. Results indicated a significant improvement in vocabulary mastery, with the percentage of students achieving the Minimum Mastery Criteria (KKM) rising from 17.24% in the pre-test, to 48,28% in the post test of cycle 1, and  to 82.76% in the post-test II. The findings suggest that gamification, through interactive and competitive elements of the Baamboozle platform, effectively increases student motivation and engagement in learning English vocabulary. This study contributes valuable insights into the integration of technology and innovative teaching methods in language education, highlighting the importance of gamification in fostering a more dynamic and enjoyable learning environment to improve vocabularies.
Using AI to Enhance Listening Ability among English Freshman Students Wiratno; Nurlia, Ratna; Mulhuda, M. Ali
Journal of Development Research Vol. 10 No. 1 (2026): Volume 10, Number 1, May 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v10i1.528

Abstract

Listening comprehension continues to present significant challenges for English freshman students, particularly due to limited exposure to authentic language input, rapid speech delivery, and the lack of interactive listening practice. This study investigated the effectiveness of Artificial Intelligence (AI), specifically ChatGPT, in enhancing students’ listening skills through the implementation of Classroom Action Research (CAR). The research involved 25 freshman students and was conducted in two cycles encompassing planning, action, observation, and reflection stages. Data were obtained from listening tests, classroom observations, questionnaires, and reflective evaluations. The findings revealed notable improvements in students’ listening comprehension, classroom participation, and learning motivation. The study concludes that ChatGPT has substantial potential to support listening instruction in higher education contexts.
Co-Authors Adi Wiratno, Adi Dessy Ayu Ardini Herlina Rahmawati Mulhuda, M. Ali Wiratno Wiratno