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All Journal Proceedings of ISELT FBS Universitas Negeri Padang International Journal of Innovation and Education Research
Adelia Puspa
Universitas Bengkulu
Education Social Sciences Other

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STUDENT-MADE VIDEO PROJECT TO ENHANCE STUDENTS’ LEARNING EXPERIENCE Adelia Puspa
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (476.578 KB)

Abstract

Student-made video project was implemented in this research to develop students’ English skills in a more meaningful task, and to train the technical and soft skills required for living in 21st century citizenship. The objectives of this research was to find out the most developed English skill in each phase of video project implementation, as well as to analyze whether the students perceive student-made video project as positive learning experiences to develop their 21st century skills in relevant to their future career. Close-ended questionnaire was distributed to 31 students of Management class to obtain quantitative data, while the qualitative data were gathered from group observation, group reports, and semi-structured interviews. The results revealed that in the preparatory phase the students stated that they develop their writing the most, in the production phase speaking skill was trained the most, and in the video presentation phase the students’ reading and listening were the two English skills that developed the most. Moreover, the students also viewed the project as positive learning experience in developing 21st century skills. The skills included self-directed, knowledge creation, collaboration, and digital literacy.However, the roles of teacher in the project work should be taken into a deeper understanding in the future research.
Metaphor Depicted in Taylor Swift's Songs Dea Salsabila; Indah Damayanti; Adelia Puspa
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.47240

Abstract

A metaphor is a figure of speech or figurative language used to make an indirect comparison between two different things. Metaphors can be found in various media, including song lyrics. This research aims to determine the types of metaphors and their meanings in Taylor Swift's album "The Tortured Poets Department: The Anthology." A qualitative descriptive method with data tabulation as the main instrument was employed. The research steps included downloading the song lyrics, listing all the lyrics in sequence, reading them thoroughly, and then identifying and classifying the metaphors using codes before inserting the metaphors into the instruments. The research object contained all the songs on Taylor Swift's latest album, "The Tortured Poets Department: The Anthology." This study utilized the theory of Lakoff and Johnson (2003), which categorizes metaphors into three types: structural metaphors, orientational metaphors, and ontological metaphors. The research found 135 data on structural metaphors, 65 data on orientational metaphors, and 280 data on ontological metaphors. The research concluded that ontological metaphors were the most frequently found, while orientational metaphors were the least frequently found.    Keywords: Metaphor, Structural Metaphor, Orientational Metaphor, Ontological Metaphor, Song Lyrics, Taylor Swift
Developing an English for Presentation Textbook to Support Speaking Skills in General English Course Adelia Puspa; Anggun Citra Sari Dewi; Perti Rosanda
International Journal of Innovation and Education Research Vol. 5 No. 1 (2026): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v5i1.50844

Abstract

The ability to deliver effective presentations in English has become an essential competency for university students. However, many students enrolled in the General English course still experience difficulties in organizing presentations, using appropriate presentation expressions, and delivering ideas confidently. In addition, instructional materials specifically designed to support English presentation skills in General English contexts remain limited. This study aimed to develop and validate an English for Presentation textbook to support students' speaking skills in General English courses at the University of Bengkulu. The study employed a Research and Development (R&D) design adapted from Borg and Gall, involving needs analysis, product development, expert validation, field testing, and product revision. Data were collected through classroom observations, interviews, focus group discussions, and questionnaires administered to expert validators and students. Qualitative data were analyzed using an interactive analysis model, while quantitative data were analyzed descriptively using percentages. The findings revealed that the developed textbook successfully addressed students' learning needs by integrating presentation language, presentation strategies, and practical speaking activities into a structured learning resource. Expert validation indicated that the textbook was valid in terms of content, presentation, and language, while the field trial showed that more than 90% of students responded positively to its clarity, relevance, and usability. These findings suggest that the textbook is both valid and practical for use in General English courses and may serve as an alternative instructional resource to support the development of students' English presentation skills in higher education. Keywords: English for Presentation, Instructional Material Development, General English, Presentation Skills, Research and Development
Improving Students' Reading Comprehension by Using Teaching Proficiency through Reading and Storytelling (TPRS) Syntia Sari Dewi; Indah Damayanti; Adelia Puspa
International Journal of Innovation and Education Research Vol. 5 No. 1 (2026): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v5i1.51174

Abstract

This study aimed to improve students’ reading comprehension by implementing Teaching Proficiency through Reading and Storytelling (TPRS). This study employed a Classroom Action Research (CAR) design consisting of two cycles based on the model proposed by Kemmis et al. (2014). The participants in the study were 37 students from Class VII.5 at SMP Negeri 1 Kota Bengkulu. The data were collected through observation checklists, field notes, and reading comprehension tests. The implementation of TPRS consisted of three steps: establishing meaning, telling/asking a story, and reading. The results showed a very significant improvement in students’ reading comprehension, which was reflected in the increase in the percentage of students who achieved the Minimum Mastery Criterion (KKM) from the first cycle to the second cycle. This improvement was also supported by the students’ increased engagement, participation, and positive responses during the learning process, indicating that the predetermined criterion of success was achieved. The implication of the findings is that TPRS is an effective instructional method to improve the seventh-grade students’ reading comprehension at the junior high school level. Keywords: Classroom Action Research, Descriptive Text, Reading Comprehension, TPRS
Co-Authors Anggun Citra Sari Dewi Dea Salsabila Indah Damayanti Perti Rosanda Syntia Sari Dewi