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Journal : TELL - US JOURNAL

THE IMPACT OF INTEGRATING MIND MAPPING WITH GROUP INVESTIGATION IN TEACHING WRITING Intan, Laksmi Dwi; Raja, Patuan; Nurweni, Ari
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9704

Abstract

This study aimed to investigate the effectiveness of integrating mind mapping with group investigation compared with mind mapping. A quantitative method with quasi experimental design was employed. The participants were two second-grade classes at one of vocational high schools in Bandar Lampung. The experimental group was taught by using mind mapping with group investigation, meanwhile, the control group was taught using mind mapping. The result of the post-test showed that the experimental group achieved a higher average of 80.2 compared to 73.6 in the control group. T-test score indicated a significance value (Sig. 2-tailed) of 0.001, which is below 0.05, shows a statistically significant difference between the two groups after the students got the treatment. Moreover, the students in the experimental group demonstrated greater improvement in terms of five aspects of writing, including content, organization, vocabulary, grammar, and mechanics. These findings suggested that integrating mind mapping with group investigation is more effective in improving students’ writing achievement that using mind mapping.
INTEGRATING THINK PAIR SHARE AND THREE STEP INTERVIEW TO ENHANCE STUDENTS’ SPEAKING ACHIEVEMENT Pramesti Eba Utami, Dian Anggoro; Nurweni, Ari; Munifatullah, Feni
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10478

Abstract

This study aims to examine the improvement of students’ speaking achievement and their perceptions toward the implementation of integrated Think–Pair–Share (TPS) and Three-Step Interview (TSI). The research employed a one-group pretest–posttest design involving 30 ninth-grade students at SMPN 4 Metro. Instruments included a speaking test (pretest and posttest) and a perception questionnaire. Data were analyzed using a paired sample t-test and descriptive analysis. The results showed a significant improvement in students’ speaking scores from a pretest mean of 84.80 to a posttest mean of 89.40 (p < 0.05). Furthermore, students’ perceptions toward the TPS–TSI were positive with overall mean = 3.86, with the Target and Situation dimensions receiving the highest means, 3.94. These findings suggest that the integration of TPS–TSI not only enhances speaking skills but also fosters a supportive learning environment aligned with students’ future goals.