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All Journal Edumedia: Jurnal Keguruan dan Ilmu Pendidikan Pedagogic Research - Applied Literacy Journal
Atrianus Toni
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Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Other

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IMPROVING STUDENTS’ SPEAKING ABILITY BY SHORT DILAOGUES MEMORIZATION Atrianus Toni
Edumedia : Jurnal Keguruan dan Ilmu Pendidikan Vol 6 No 2 (2022): Edumedia: Jurnal Keguruan dan Ilmu Pendidikan
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/edumedia.v6i2.666

Abstract

This research aimed at improving students’ speaking ability using short dialogue. It was a classroom action research (CAR). The study was conducted in a cyclic process starting from planning, acting, observing, and reflecting. What technique? Technique was implemented in two cycles. The subjects of this research were elementary level students from SMAS Panca Setya Sintang. The study found out that the implementation of short dialogue memorization technique has improved the students' speaking ability. The students also improved their active involvement in class. In the first cycle, only some students participated in class actively, but most of them were very active in the second cycle. Based on the students’ score data, more than half of the students got higher in each aspect. Compared with the data from Cycle I, Cycle II was dominated by the students who got a score of 6 in each aspect, while Cycle I was dominated by the students who got score 2 and 1. Almost all students passed the criteria of success, 70. Therefore, the teachers were recommended to improve the students’ speaking ability using short dialogue memorization technique.
TRAIN CONFIDENCE IN SPEAKING ENGLISH BY USING A MIRROR Atrianus Toni
Pedagogic Research-Applied Literacy Journal Vol. 2 No. 1 (2025): Volume 2 Number 1 January 2025
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/ymfwx974

Abstract

This study explores the effectiveness of using mirrors as a tool to boost learners’ confidence in speaking English. Confidence is a critical factor in mastering spoken language, as it enables learners to practice fluency, pronunciation, and expression without fear of judgment. The research employs a qualitative approach, analyzing the experiences of English learners who incorporate mirror practice into their study routines. Participants engage in structured activities, including self-introductions, storytelling, and impromptu speeches while observing their reflections. The mirror serves as a visual aid to build self-awareness and simulate the presence of an audience. Findings reveal that mirror practice enhances self-confidence, reduces anxiety, and fosters self-correction in pronunciation and body language. This simple yet effective method encourages consistent practice, leading to noticeable improvements in speaking skills. The study concludes that incorporating mirrors into language learning can significantly impact learners' confidence and oral communication proficiency, especially for self-directed learning environments.
AN ANALYSIS OF STUDENTS' DIFFICULTIES IN LEARNING TENSES AT SENIOR HIGH SCHOOL LEVEL Atrianus Toni
Pedagogic Research-Applied Literacy Journal Vol. 2 No. 3 (2025): Volume 2 Number 3 May - July 2025
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/vgjrk179

Abstract

Mastery of English tenses is a fundamental component in achieving proficiency in English grammar. However, many senior high school students continue to face persistent challenges in understanding and using tenses correctly. This study aims to analyze the types and causes of students’ difficulties in learning English tenses at the senior high school level. Using a descriptive qualitative method, data were collected through classroom observations, student questionnaires, and interviews with English teachers. The findings reveal that the major difficulties encountered by students include confusion in differentiating tense functions, limited vocabulary, lack of practice, and interference from their first language. Moreover, instructional approaches that do not emphasize contextual usage also contribute to students’ misunderstanding. Based on the results, the study suggests that teachers adopt more communicative and contextualized strategies in teaching tenses, such as integrating grammar with speaking and writing activities. This research provides insights into improving grammar instruction to support better learning outcomes in EFL classrooms.
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