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All Journal Journal of English for Academic and Specific Purposes (JEASP) Magister Scientiae
Hertiki - Hertiki
Universitas PGRI Adi Buana Surabaya
Humanities Languange, Linguistic, Communication & Media

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IMPROVING STUDENTS’ WRITING SKILLS USING COOPERATIVE LEARNING AT SMPN 2 SUKODONO Hertiki - Hertiki; Juliati Juliati
Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1330.385 KB) | DOI: 10.18860/jeasp.v2i2.7853

Abstract

This research was conducted in order to find out whether using Cooperative Learning is effective to improve students’ writing skills or not. Also, it is to find the result of the students’ ability in writing when the researcher using Cooperative Learning. The main problems were: (1) the students seldom do the writing tasks; (2) they had difficulty in grammar during writing; (3) they got difficulty in developing ideas. The research methodology of this research was Classroom Action Research (CAR), which was done in two cycles. Every cycle consists of four steps, that is planning, implementing, observing, and reflecting. The techniques for collecting the data were documentation, observation and test. The subject of this research is class VII-H that consists of 33 students, one English teacher as a collaborator and the researcher herself involved in this research. Based on the results of the study, it showed that the mean score of students increased from 62.9 to 74.7 in cycle 1. On the other hand, in cycle 2, the mean score increased classically from 76.7 to 83.5. Considering the data above, the achievement of the students in writing skills has achieved the indicator of success using cooperative learning. From the result, the researcher concluded that applying cooperative learning can improve writing skills for seventh grade of SMPN 2 Sukodono.Keywords: classroom action research, writing skills, cooperative learning
IMPROVING STUDENTS’ WRITING SKILLS USING COOPERATIVE LEARNING AT SMPN 2 SUKODONO Hertiki - Hertiki; Juliati Juliati
Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v2i2.7853

Abstract

This research was conducted in order to find out whether using Cooperative Learning is effective to improve students’ writing skills or not. Also, it is to find the result of the students’ ability in writing when the researcher using Cooperative Learning. The main problems were: (1) the students seldom do the writing tasks; (2) they had difficulty in grammar during writing; (3) they got difficulty in developing ideas. The research methodology of this research was Classroom Action Research (CAR), which was done in two cycles. Every cycle consists of four steps, that is planning, implementing, observing, and reflecting. The techniques for collecting the data were documentation, observation and test. The subject of this research is class VII-H that consists of 33 students, one English teacher as a collaborator and the researcher herself involved in this research. Based on the results of the study, it showed that the mean score of students increased from 62.9 to 74.7 in cycle 1. On the other hand, in cycle 2, the mean score increased classically from 76.7 to 83.5. Considering the data above, the achievement of the students in writing skills has achieved the indicator of success using cooperative learning. From the result, the researcher concluded that applying cooperative learning can improve writing skills for seventh grade of SMPN 2 Sukodono.Keywords: classroom action research, writing skills, cooperative learning
ENGLISH EDUCATION STUDENTS’ PERCEPTIONS OF CHATGPT AI IN ENGLISH LEARNING TOOL Hertiki - Hertiki; Farah Alifiah; Razanawati Nordin
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.5809

Abstract

This research explored English education students' perceptions of ChatGPT AI as an English learning tool at Universitas PGRI Adi Buana Surabaya. As AI becomes more relevant in education, understanding students' experiences and challenges is increasingly important. The research employed a qualitative descriptive method, using open-ended questions interviews to gather insights from five participants. Findings revealed notable benefits, such as time efficiency, enhanced grammar and vocabulary knowledge, increased productivity, promotion of independent learning, and adaptability to diverse learning needs. However, challenges like over-reliance, overly general responses, technical disruptions, the necessity for specific prompts, and limitations in providing credible academic sources were also identified. The research underscored ChatGPT's potential as a supplementary tool that supported language learning while highlighting the importance of human guidance in maintaining educational balance.
Co-Authors Farah Alifiah Juliati Juliati Razanawati Nordin