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Promoting Students’ English-Speaking Skill through Communicative Language Teaching (CLT) and Investigating Students’ Voices Purnama, Dian; Aniuranti, Asfi; Wulandari, Yasinta; Haryani, Nur
Journal of Nusantara Education Vol. 5 No. 2 (2026): April 2026
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i2.203

Abstract

Speaking is an essential English skill, yet it can be troublesome for many learners. Every English teacher must implement teaching strategies to support the achievement of learning objectives in speaking classes. Speaking problems also appeared in MA Ma'arif NU Sains Al-Qur'an Sumbang. Therefore, the researchers conducted action research using Communicative Language Teaching (CLT) approach to boost the speaking skill of eleventh-grade students. This class was chosen because their speaking score was still low. Additionally, this investigation aims to explore students’ perceptions of CLT implemented. The action research was conducted through planning, acting, observing, and reflecting. The enhancement of speaking skill was measured through pre-test and post-test by calculating the average scores. Moreover, the students’ perceptions were explored through a questionnaire, and the data were analysed by calculating the percentage of each item. The test results demonstrated a notable increase in students’ speaking ability. In cycle 1, the average scores increased from 47.67 to 85.11.  Then, in Cycle 2, students’ English-speaking skill increased from 62.73 to 85.5. Additionally, based on the survey, the majority of students admitted that CLT exercises were enjoyable and useful in improving their speaking ability and confidence. The study shows that CLT exercises are successful in enhancing students' speaking skill, and it receives positive opinions from the students. Therefore, the findings of this study can be taken into account while utilising CLT to enhance students' English-speaking ability.
PENERAPAN PENDEKATAN SUPERVISE KOLABORATIF DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI SDN TELAGA BIRU 1 Purnama, Dian; Rini, Arisandi Tiya; Metroyadi; Sakka, Ambo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45872

Abstract

This study aims to analyze the implementation of a collaborative supervision approach in improving teachers’ professional competence at SDN Telaga Biru 1. The background of this study is based on the importance of enhancing the quality of learning through continuous and participatory professional development of teachers. The research employs a qualitative approach to explore the process, implementation, and impact of collaborative supervision in the school context. The research subjects include the principal and teachers involved in supervision activities. Data collection techniques consist of observation, interviews, and documentation. The results indicate that the implementation of collaborative supervision effectively improves teachers’ professional competence, particularly in lesson planning, instructional implementation, and student learning evaluation. The supervision process is carried out through joint discussions, reflective practices, and constructive feedback between supervisors and teachers. Furthermore, it fosters a more open and supportive working environment, encouraging teachers to actively develop their professional skills. Supporting factors for the success of this approach include effective communication, shared commitment, and participatory leadership from the principal. However, several challenges were identified, such as limited time and teachers’ workload. Overall, the collaborative supervision approach proves to be effective in enhancing teachers’ professional competence and can serve as an alternative strategy for teacher development in primary schools.
Co-Authors Ahmad Suriansyah Ajat Sudrajat Ambo Upe Andi Wawo Aniuranti, Asfi Aslamiah Aslamiah Beninda, Jihan Afifah Budihardjo Achmadi Hasyim Damayanti Rusmana, Fenny Elistari Emmy Syafitri Hairani, Irma Haryani, Nur Hasan, Uswatul Hendra Pratama Indah Purnamasari Juhadi Juhadi Meldayani, Sri Metroyadi Muhammad Sarjan Nurfajriani, Nurfajriani Octafian, Ade Citra Oktavia, Amalia Prasetya, Muhammad Arief Purwanti, Ratna Qashlim, A. Akhmad Rahmadiyanti Rini, Arisandi Tiya Rizky Amelia Saiful Muchlis, Saiful Saragih, H. Rodearny Susilowati, Hanifah Trisna Trisna, Trisna Yasinta Wulandari