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Improving Student’s Writing Skill through Mind Mapping Berminati, Desi; Subari, Imam; Wiratno, Purna; Marcela, Eny Dwi
Lentera: Jurnal Ilmiah Kependidikan Vol. 16 No. 1 (2023): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v16i1.999

This research was aimed to improve students’ writing skill through mind mapping at the seventh grade of MTs Negeri 2 Bandar Lampung. The subject of this research consisted of thirty which consisted of 11 males and 19 females. This research was conducted by using classroom action research. Kemmis and Taggart stated about the model of action research it consisted of two cycles. Each cycle consisted of four steps; planning, action, observing, and reflecting. The writer did pre-cycle before going to cycle 1, the pre-cycle was conducted to know the students’ writing skill and the student difficulties in writing. In this research, the writer collaborated with the English teacher at the seventh (VII A) grade of MTs Negeri 2 Bandar Lampung to carry out the data of the students. At this research the writer was focused to improve the students’ learning activities and the students’ writing skill. The students’ improvement in learning activities it could be seen from the average score of students’ learning activities of cycle 1 were 7.16 with the criteria quite active, while in the second cycle that 7.87 was active. So, during the cycle 1 and the cycle 2 there were improvement of students’ learning activity, which got 0.71 point. Meanwhile in the students’ writing ability, the improvement could be seen from the average score of pre-cycle was 64.03 there were 17 students that passed the Minimum Mastery Criterion. Then the average score of first cycle was 69.03, there were 20 students or 66.66% who passed the Minimum Mastery Criterion and the average score of second cycle was 78.36 there were 25 students who passed the Minimum Mastery Criterion or 83.33%. Based on the result of analyzing the data it could be concluded that the Classroom Action Research through mind mapping can improve students’ learning activities and the students’ writing ability.

Boosting Vocabulary Mastery with the Hello English App: A Game-Changing Solution for EFL Learners Hanif, Diandra; Nurchurifiani, Eva; Wiratno, Purna; Rohana; Susanti, Agus
IJLHE: International Journal of Language, Humanities, and Education Vol. 7 No. 2 (2024): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v7i2.1522

The aim of this research was to improve students' vocabulary mastery through the use of the Hello English application for tenth-grade students at SMA Negeri 8 Bandar Lampung during the 2023/2024 academic year. This study employed the Classroom Action Research (CAR) method, which was conducted in two cycles. The subjects of this research were 35 students from class X.1. Both experimental and non-experimental data collection methods were utilized. Vocabulary tests (sections 1 and 2) were used for experimental data, while observation cards were employed for non-experimental data. Data analysis incorporated both quantitative and qualitative approaches. The results of the study indicated that the Hello English application significantly improved students' vocabulary mastery. The average test scores increased from Cycle 1 to Cycle 2. In the first cycle, 14 students (40%) met the Minimum Mastery Criterion (KKM) with an average score of 70.63 points. In the second cycle, 24 students (69%) achieved the KKM, with an average score of 73 points. Additionally, the overall class performance improved from an average score of 6.5 in the first cycle to 7.22 in the second cycle, reflecting a shift from weak to satisfactory performance. Based on these findings, it was concluded that the implementation of the Hello English application effectively enhanced vocabulary mastery among the tenth-grade students of SMA Negeri 8 Bandar Lampung. This research implies that incorporating digital learning tools such as Hello English can be an effective strategy to address language learning challenges and foster student engagement in vocabulary acquisition.

AI Era: Using Hablo to Improve the Students’ English-Speaking Skills Herlisya, Destia; Wiratno, Purna
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 7 No. 1 (2025): JANUARY 2025
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v7i1.44669

English is no longer an exclusive language because it is now learned by people worldwide. In Indonesia, English plays a significant role in various domains, including society, business, politics, technological development, and education. However, Indonesian students often feel shy about speaking English when they believe they have not mastered the language. It is crucial for students to develop English-speaking skills to communicate effectively. Yet, speaking is a challenging skill to master. The third-semester students of STKIP PGRI Bandar Lampung in the academic year 2024/2025 faced several difficulties in speaking English, including a limited vocabulary, incorrect pronunciation, a lack of interlocutors, and minimal opportunities for extended interaction in English. To address these challenges, the researchers used Hablo, an application that integrates artificial intelligence features with English language learning. This study employed classroom action research conducted over two cycles. The results demonstrated significant improvements in both the students' speaking skills and their learning activities across the pre-cycle, Cycle I, and Cycle II. The mean speaking test score increased from 64.8 in the pre-cycle to 67 in Cycle I and further to 77.75 in Cycle II. The findings indicate that using Hablo positively impacts students' speaking abilities and engagement in learning. This research highlights the potential of integrating AI-powered tools, like Hablo, into English language teaching to address students' specific challenges in speaking. The study suggests that such tools can enhance vocabulary acquisition, improve pronunciation, and provide opportunities for interactive learning. These findings emphasize the importance of leveraging technology to create engaging and effective language-learning environments

Study of Cohesion and Coherence in Description Text Nurbaiti, Nurbaiti; Surastina, Surastina; Hastuti, Hastuti; Wiratno, Purna
IJLHE: International Journal of Language, Humanities, and Education Vol. 2 No. 1 (2019): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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The purpose of this study is to find out and describe the forms of cohesion and coherence deviations in the descriptive text of class VII students of SMPN 6 Bandar Lampung in the 2018/2019 academic year. This research method uses qualitative because cohesion and coherence deviations in the descriptive text of class VII students of SMPN 6 Bandar Lampung in the 2018/2019 school year will be explained using words and sentences clearly, firmly, and transparently in accordance with the research findings. The results of this study indicate that students' descriptive texts are full of cohesion and coherence deviations. In the aspect of cohesion, deviations can be seen from errors in using the cohesion tool in terms of release or ellipsis and the use of conjunctions. Students are not aware that a word or phrase in the text can be released but correctly. Likewise with conjunctions. In coherence, the coherence deviations found included: the use of the wrong keyword repetition, the use of inappropriate and unvarying pronouns, the use of incorrect transition words due to the student's ignorance. In addition to the errors in the coherence tools, students did not seem to focus on the topics or themes discussed so that students' description texts were found that did not meet the parallel meaning element. That is, there are several descriptive texts of students in expressing ideas that do not focus on the problem so that they deviate from the text's keywords.

Improving Early Speaking Skills through The Use of Picture-Words Cards Online in Early Childhood Susyanti, Media; Surastina, Surastina; Sutrisno AB, Joko; Wiratno, Purna
IJLHE: International Journal of Language, Humanities, and Education Vol. 3 No. 2 (2020): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v3i2.802

This study aims to determine the use of picture word cards online in improving the quality of early speaking skills learning and to determine the improvement of early speaking skills in early childhood group B Al Azhar 18 Bandar Lampung Kindergarten in academic year 2019/2020. This type of research is Classroom Action Research (CAR) which is carried out in collaboration with class B teachers. The research design used goes through four stages, namely planning, action, observation and reflection. The subjects of this study were 25 children consisting of 9 boys and 16 girls. The object of research is speaking skills. Data collection techniques using observation and documentation. The data analysis technique used is descriptive qualitative and quantitative. The results showed that early speaking skills could be improved using pictorial word cards for group B children at Al Azhar Kindergarten 18 Bandar Lampung in the academic year 2019/2020. The results of the increase in initial speaking skills before the action were 55.25% which were included in the poor criteria and in the first cycle as many as 73% which were included in the sufficient criteria, so that there was an increase of 17.75%. The results in Cycle II were 91% which were included in good criteria, so there was an increase of 18%.

The Use of Animation Media Based on Character Education to Improve Students’ Writing Narrative Ability Ningsih, Tri Siska; Sutiyono, Akhmad; Rohana, Rohana; Wiratno, Purna
IJLHE: International Journal of Language, Humanities, and Education Vol. 4 No. 2 (2021): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v4i2.857

The purpose of the study was to determine and describe the effectiveness of character education-based animation media in improving the ability to compose narratives for fifth graders at SD Negeri 3 Waringinsari Barat for the 2020/2021 academic year. The underlying problem is that animation media has never been used in learning to compose narratives. The research method uses classroom action research. The subjects of this study were 28th-grade students of SD Negeri 3 Waringinsari Barat, Sukoharjo District, Pringsewu Regency. The data were collected using observations, questionnaires, interviews, and narrative writing tests. The research procedure uses four stages, namely planning, implementation, observation, and reflection, and is carried out in 2 research cycles. Data analysis was carried out by quantitative descriptive analysis using the percentage formula. The results of the study indicate that the use of animation media can increase the effectiveness of the learning process on the ability to compose narratives for fifth-grade students of SD Negeri 3 Waringinsari Barat. The improvement can be seen in the change from pre-action, cycle I to cycle II. The results of the student's ability to compose narratives in the first cycle obtained an average score of 62 which increased to 72 in the first cycle and increased to 82 in the second cycle.

The Use of Question Answer Relationship (QAR) for Improving Students' Reading Comprehension in Narrative Materials Indah, Okta Bitian; Jaya, Wayan Satria; Wiratno, Purna
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 1 (2022): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i1.873

The objectives of this research were to improve the students’ learning activity and reading comprehension by using Question Answer Relationship (QAR). It was a kind of reading technique where the students were given questions and found the correct answer based on the text. In this research, the writer used Classroom Action Research as the design in collected the data. The research implementation of research was in two cycles. The sample of this research was in one class only with 30 students. To get the data of research, the writer used observation sheet and reading test. The test used in this research was multiple choice consisted of 40 questions. The findings of this research showed Question Answer Relationship (QAR successful to improve students’ learning activity and reading comprehension. It can be seen from the average score of students’ learning activity and reading comprehension. The average score of students’ learning activity was increased from the first cycle 6.53 while in the second cycle 7.77, it was from less active to active criteria. Then, it was found that the average score in cycle 1 was 68.4 while in cycle 2 was 75.4. Therefore, the implementation of Question Answer Relationship (QAR) was successful to be used in improving the students’ learning activity and reading comprehension at the tenth grade of SMKN 1 Kalianda in academic year of 2021/2022.

The Influence of Think, Predict, Read, and Connect Strategy Towards Students’ Reading Comprehension Amandari, Amalia Lintang; Nurchurifiani, Eva; Wiratno, Purna
IJLHE: International Journal of Language, Humanities, and Education Vol. 6 No. 1 (2023): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v6i1.1200

The research aimed to know the influence of Think, Predict, Read, and Connect strategy on students’ reading comprehension. This strategy helped the students comprehend main idea, supporting idea, inference, reference and vocabularies of the text. In this research the writer used quantitative method and categorized the research as quasi experimental method. The sample was taken by using Cluster Random Sampling technique. There were two classes for the sample. X PM 1 was an experimental class consisted of 35 students and X PM 2 was a control class consisted of 34 students. Based on the data analysis and testing of hypotheses, it showed that the average score of students who were taught through Think, Predict, Read, and Connect (TPRC) strategy was higher than which was taught through direct instruction. It was got 75.24 > 63.97 and in the end of result, it showed that was higher than . In the calculation of two averages score, it was obtained 3.99 > 2.00 < 2.66 and in the calculation of the difference of two averages score, it was obtained 3.99 > 1.67 < 2.39. Therefore, it can be concluded that there was a significance influence of using Think, Predict, Read, and Connect strategy towards students’ reading comprehension at the tenth grade of SMK Negeri 4 Bandar Lampung in 2022/2023.

An Effect of Using Group Investigation Method to Improving Critical Thinking Skill Dewi, Yohana Puspita; Wiratno, Purna; Herlisya, Destia
IJLHE: International Journal of Language, Humanities, and Education Vol. 6 No. 2 (2023): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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

Students' critical thinking ability can be enhanced through an effective learning process. To achieve this, the learning process must be designed to engage students in the classroom actively. The effort to achieve these results involves improving the quality of learning through effective teaching materials. Learning involves more than just acquiring information from lecturers; it encompasses various activities and actions to achieve better student learning outcomes. For instance, providing tasks that stimulate students to think critically, incorporating methods and learning models into the teaching process, is essential. The learning process is fundamentally a teaching-learning process that underscores the significance of experiential learning to gain valuable insights. This research aims to identify the process and outcomes of implementing the group investigation learning model to enhance critical thinking skills. Students' critical thinking is crucial as, during the learning process, students formulate ideas about the problems presented in their studies. Some students face challenges in thinking creatively when learning in English. They struggle to express their ideas, lack vocabulary, and find it challenging to generate ideas to solve problems when asked to discuss topics in English. Examples of these topics include educational issues and the impact of technology on students.

Boosting Vocabulary Mastery with the Hello English App: A Game-Changing Solution for EFL Learners Hanif, Diandra; Nurchurifiani, Eva; Wiratno, Purna; Rohana; Susanti, Agus; Sukmawati, Nur Najibah
IJLHE: International Journal of Language, Humanities, and Education Vol. 7 No. 2 (2024): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v7i2.1522

The aim of this research was to improve students' vocabulary mastery through the use of the Hello English application for tenth-grade students at SMA Negeri 8 Bandar Lampung during the 2023/2024 academic year. This study employed the Classroom Action Research (CAR) method, which was conducted in two cycles. The subjects of this research were 35 students from class X.1. Both experimental and non-experimental data collection methods were utilized. Vocabulary tests (sections 1 and 2) were used for experimental data, while observation cards were employed for non-experimental data. Data analysis incorporated both quantitative and qualitative approaches. The results of the study indicated that the Hello English application significantly improved students' vocabulary mastery. The average test scores increased from Cycle 1 to Cycle 2. In the first cycle, 14 students (40%) met the Minimum Mastery Criterion (KKM) with an average score of 70.63 points. In the second cycle, 24 students (69%) achieved the KKM, with an average score of 73 points. Additionally, the overall class performance improved from an average score of 6.5 in the first cycle to 7.22 in the second cycle, reflecting a shift from weak to satisfactory performance. Based on these findings, it was concluded that the implementation of the Hello English application effectively enhanced vocabulary mastery among the tenth-grade students of SMA Negeri 8 Bandar Lampung. This research implies that incorporating digital learning tools such as Hello English can be an effective strategy to address language learning challenges and foster student engagement in vocabulary acquisition.

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