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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Abjadia, International Journal of Education WIDYA LAKSANA Acuity : Journal of English Language Pedagogy, Literature and Culture Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an TELL - US JOURNAL UJET: Unila Journal of English Teaching
Ari Nurweni
Lampung University
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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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.
Improving students’ reading comprehension through implementation of content based instruction Karim, Ahmad Faisal; Nurweni, Ari; Nisa, Khairun
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 1 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.2

Abstract

Reading is the most required skill a student should have as a basis for learning any other language skills. Having reading skill opens up a whole new world of opportunities to learn, not only language but also many other schools of knowledge, as most of modern information is recorded in texts. The purpose of this research as a whole is to find out whether Content Based Instruction significantly improves students’ reading comprehension. The subject of this research was 24 students of class VII RI of SMPIT Permata Bunda Alawiyah. The instrument of the research was multiple choice test. The data were analysed by using Paired Sample T-test with a significant level of p<0.05 through SPSS version 26.0. The findings revealed a significant improvement in students’ reading comprehension after the implementation of Content Based Instruction (CBI),
Implementing Semantic Mapping to Improve Vocabulary Achievement Adilla, Alisya; Nurweni, Ari; Nisa, Khairun
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 2 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.80

Abstract

Abstract. This study investigates the effect of semantic mapping on improving vocabulary achievement among tenth-grade English as a Foreign Language (EFL) students at MAN 2 Bandar Lampung. A total of 30 students from class X-C participated in the study. Two treatment sessions were conducted in which student’s categorized content words (nouns, verbs, adjectives, and adverbs) in procedure texts using semantic maps. The results of a paired-sample t-test revealed a significant overall improvement in vocabulary achievement, with the mean score increasing from 42.84 in the pre-test to 63.34 in the post-test (p < 0.05). To compare the improvements across the four vocabulary aspects, a Two-Way ANOVA was conducted. The analysis showed significant differences in performance between the pre-test and post-test for each aspect, with nouns showing the highest gain (31%), followed by adverbs (25%), adjectives (22%), and verbs (21%). The interaction effect between the test (pre-test and post-test) and aspect (noun, verb, adjective, and adverb) was also significant, indicating that the improvement varied across the different aspects of vocabulary. These findings support the effectiveness of semantic mapping as a valuable tool for enhancing vocabulary achievement in EFL learners.  
Utilizing X as a media to improve writing ability on an analytical exposition text for EFL high school students Lukitaningtyas, Pinurih; Setiyadi, Bambang; Nurweni, Ari
U-Jet Unila Journal of English Language Teaching Vol. 14 No. 1 (2025): UJET
Publisher : English Language Education Study Program

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

Abstract

This study focuses on evaluating the writing skills of EFL high school students through analytical exposition after they utilized X. It was carried out with eleventh grade students at SMAS Al-Kautsar Bandar Lampung during the first semester of the 2024/2025 academic year. The sample was class IX.3, which consisted of 36 students. The research used pretest and posttest design. The data were gathered through those tests, which involved writing analytical exposition texts, and were analyzed using a Paired Sample t-test at a significance level of 0.05. The findings indicated a notable enhancement in the students' writing skills after using X as a learning media; the average scores from the pretest and posttest reflected this change. The pretest scores enhanced from 74.06 to 85, showing an improvement of 10.94 points. Additionally, the two-tailed significance value was less than 0.001. Therefore, it can be concluded that teaching analytical exposition texts using X effectively improves the students' writing abilities.
PENINGKATAN KEMAMPUAN GURU SMP KOTA BANDARLAMPUNG DALAM MEMBUAT SPEAKING TASKS MELALUI TASK-BASED LANGUAGE TEACHING (TBLT) WORKSHOP Nurweni, Ari; Mahpul, Mahpul; Nurdiana, Novita; Sholihah, Lilis
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol. 6 No. 2 (2022)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v6i2.256

Abstract

Guru Bahasa Inggris yunior Sekolah Menengah Pertama (SMP) di Kota Bandarlampung perlu terus meningkatkan kompetensinya dalam pembelajaran Bahasa Inggris agar siswanya mampu berbahasa Inggris. Tujuan kegiatan pengabdian kepada masyarakat (PKM) ini yaitu untuk meningkatkan kemampuan guru-guru Bahasa Inggris Kota Bandarlampung agar dapat melaksanakan tugas utamanya sebagai guru secara optimal, terutama meningkatkan kemampuannya dalam membuat speaking tasks sebagai materi pembelajaran speaking dan juga sebagai alat untuk mengukur kemampuan berbicara Bahasa Inggris siswanya. Untuk mencapai tujuan tersebut dilakukan workshop selama 2 hari tatap muka langsung (pemaparan materi, pemberian contoh, dan simulasi), dan pemberian tugas melalui flipped class selama 5 hari kerja. Sasaran kegiatan PKM ini yaitu 20 guru Bahasa Inggris yang relatif yunior Kota Bandarlampung. Hasil kegiatan PKM ini menunjukkan bahwa pada awal kegiatan pengetahuan guru-guru peserta PKM ini tentang speaking tasks dalam pembelajaran Bahasa Inggris bervariasi dan lebih dari 50% peserta pengetahuannya masih di bawah 60%; secara rata-rata masih tergolong rendah. Pada akhir kegiatan Pengetahuan peserta meningkat dengan skor rata-rata yang tergolong tinggi dan hanya satu yang masih tergolong sedang. Ini mengindikasikan bahwa peserta mampu membuat speaking tasks untuk siswa SMP dan scoring rubric-nya. Dengan kemampuan ini guru-guru Bahasa Inggris peserta kegiatan pengabdian ini tampaknya akan akan mampu mengadministrasikannya, dan menilai speaking performance siswa berdasarkan speaking task yang telah dibuatnya serta mampu menerapkan kemampuan yang diperoleh melalui kegiatan PKM ini dalam pembelajaran Bahasa Inggris yang dilaksanakannya sehari-hari
The Integration of Semantic Mapping Strategy with Group Investigation Method to Improve Students’ Vocabulary Achievement Al Khoiriyah, Anisa; Nurweni, Ari; Sutarsyah, Cucu
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/p6xgje42

Abstract

The aim of this research is to investigate the effectiveness of combining the Semantic Mapping Strategy with the Group Investigation Method to improve students' vocabulary achievement. While Semantic Mapping is a recognized cognitive tool, its conventional application often founders due to a reliance on individual work, which limits the exchange of linguistic ideas and prevents students from engaging in the social negotiation of meaning. To address this, the study integrates the Group Investigation Method to foster a more dynamic and collaborative learning environment. A quantitative experimental design using a pretest–posttest control group was conducted with 70 first-grade students at SMAN 2 Gading Rejo during the 2025/2026 academic year. Vocabulary achievement was measured via a multiple-choice test and analyzed using an independent samples t-test. The results revealed that the experimental group demonstrated a superior improvement in vocabulary scores, increasing from 52.69 to 82.69, compared to the control group’s increase from 52.63 to 69.89, with a statistically significant difference identified (ρ=0.000 < 0.05). This study concludes that transitioning from individual semantic mapping to group-based investigations significantly boosts vocabulary gains. However, teachers must exercise careful time management to complete all investigation phases. Future research should investigate the application of this combined strategy to other language skills, specifically writing, speaking, and listening, to determine its broader pedagogical utility.
Co-Authors Adilla, Alisya Al Khoiriyah, Anisa Ayu, Dian Pawitri Bambang Setiyadi Bening, Katrine Tirta Budi Kadaryanto Cucu Sutarsyah Deva Setyawan, Deva Fadhillah, Nurul Fenny Thresia Galant Jodhi Pratama, Galant Jodhi Hery Yufrizal Huzairin Huzairin Intan, Laksmi Dwi Karim, Ahmad Faisal Khairun Nisa Kusumaningsih, Deny Lilis Sholihah Lukitaningtyas, Pinurih Mahful, Mahful Mahpul Mahpul, Mahpul Martadho, Dzaky Munifatullah, Feni Munifatullah, Feni Nabila, Nada Novita Nurdiana Patuan Raja Pramesti Eba Utami, Dian Anggoro Putrawan, Gede Eka Putrawan, Gede Eka Ramadhan, Bintang Caesario Riyantika, Fajar Selly Rahmawati