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All Journal Wahana Didaktika Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal EXPOSE (Journal of English Education and for Specific Purpose) google scholar
Siswoyo Siswoyo
Universitas Muhammadiyah Pringsewu
Education Languange, Linguistic, Communication & Media

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Pendampingan Anak Dalam Proses Pembelajaran Bahasa Inggris Pada Anak Usia Sekolah Dasar Pasca Covid-19 Siswoyo Siswoyo; Fatma Yuniarti
Wahana Didaktika : Jurnal Ilmu Kependidikan Vol. 21 No. 1 (2023): Wahana Didaktika Jurnal Ilmu Kependidikan
Publisher : Faculty of teaching training and education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wahanadidaktika.v21i1.10946

Abstract

Berdasarkan temuan penelitian ini diketahui bahwa para orang tua perlu mendampingi anak-anak mereka dalam belajar Bahasa Inggris pasca covid-19. Anak-anak mengalami masalah ketika mereka mengerjakan tugas-tugas Bahasa Inggris. Temuan penelitian ini menyatakan bahwa sebagian orang tua menemui masalah dalam mendampingi anak-anak belajar Bahasa Inggris. Penelitian ini menggunakan pendekatan kualitatif. Terdapat 11 responden yang berpartisipasi dalam penelitian ini. Pengambilan data dilakukan dengan wawancara. Hasil penelitian ini menunjukkan bahwa pendampingan terhdap anak-anak dilakukan oleh orang tua sendiri namun juga ada yang meminta bantuan orang lain dalam mendampingi anak-anak. Adapun faktor-faktor pendampingan tersebut dikarenakan adaya masalah pada diri anakdan juga pada diri orang tua. Masalah Pada diri anak dikarenakan anak tidak bisa fokus dan masalah pada orang tua terkait dengan waktu dan kemampuan yang berbeda. Pendampingan ini mempunyai implikasi terhadap pembelajaran bahasa Inggris dan hasil pembelajaran. Mereka lebih semangat dan nilai mereka juga bertambah baik.
The Effectiveness of Reading Aloud Application on the Ability to Read the QS. Al-Ma’un and Translations in English Dian Pratiwi; Fatma Yuniarti; Siswoyo Siswoyo
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 6 No 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.1984

Abstract

This research was conducted to find out how effective the application of the reading-aloud method is on the ability to read the Q.S Al Ma'un and its translation in English. This study aims to determine whether the reading-aloud method affects students' ability to read Q.S Al-Ma'un of the Quran and its English translation in the second semester of the Management Study Program at Muhammadiyah University of Pringsewu. This study employs a quasi-experimental methodology. The results showed that the experimental class's post-test score was 69.1, with a standard deviation of 8.22, and the practical class's pre-test score was 56.5, with a standard deviation of 8.53. The control class's post-test score was 60.40, with a standard deviation 9.68. The outcomes of the two tests are dissimilar. Additionally, both classes’-test results are 0.00. This indicates that the hypothesis is correct and that the reading-aloud strategy can help students become more proficient readers.
Sustaining Oral Communication: A Quasi-Experimental Study of Project-Based Learning and Speaking Fluency in EFL Contexts Siswoyo Siswoyo
EXPOSE (Journal of English Education and for Specific Purpose) Vol 3, No 2 (2025): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v3i2.4733

Abstract

Speaking fluency is a crucial component of oral communication for English as a Foreign Language (EFL) learners, particularly in higher education where students are required to express ideas clearly and continuously. However, many EFL students experience limited fluency due to restricted opportunities for extended oral practice and the dominance of form-focused instruction. This study aims to examine the effect of Project-Based Learning (PBL) on undergraduate EFL students’ speaking fluency. A quantitative quasi-experimental design was employed involving 60 second-semester students at Universitas Muhammadiyah Pringsewu (UMPRI), divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received instruction through Project-Based Learning, while the control group was taught using conventional speaking instruction. Data were collected through pre-test and post-test speaking tasks and analyzed using paired-sample and independent-sample t-tests. Speaking fluency was measured based on speech rate, pause frequency, and length of continuous utterances. The results showed that the experimental group’s mean score increased from 62.40 to 78.15, while the control group improved from 63.10 to 69.30. Statistical analysis revealed a significant difference in post-test scores between the two groups (t = 5.36, p < 0.05). These findings indicate that Project-Based Learning significantly enhances EFL students’ speaking fluency and provides effective opportunities for sustained oral communication in higher education contexts.
Digital Storytelling as an Innovative Approach to Developing Narrative Writing Skills in Indonesian EFL Contexts Sayyida Natsa Natsa; Siswoyo Siswoyo
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 2 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i2.4664

Abstract

This study investigated the effectiveness of digital storytelling in enhancing senior high school students’ narrative writing skills. A quantitative quasi-experimental design was employed involving 60 tenth-grade students, who were divided into an experimental group (n = 30) and a control group (n = 30). Data were collected through narrative writing tests administered as pretests and posttests and analyzed using descriptive statistics, paired sample t-tests, and independent sample t-tests. The results showed that the experimental group’s mean score increased significantly from 64.06 on the pretest to 81.39 on the posttest, while the control group improved from 64.06 to 71.90. The paired sample t-test revealed a significant improvement in the experimental group (p < 0.05), and the independent sample t-test indicated a significant difference between the posttest scores of both groups (p < 0.05). These findings demonstrate that digital storytelling is more effective than conventional instruction in improving students’ narrative writing ability. However, this study was limited to a single school and a relatively short intervention period, which may restrict the generalizability of the findings. Therefore, it is recommended that educators integrate digital storytelling into writing instruction to promote creativity, engagement, and digital literacy, while future research should involve broader samples and longer implementation periods.
Using Guided Reading to Enhance Reading Comprehension among Junior High Students During Online Learning Siswoyo Siswoyo
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 1 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i1.4343

Abstract

This study aims to analyze the effectiveness of implementing the Guided Reading technique in enhancing reading comprehension among eighth-grade students at SMP Negeri 2 Lampung during online learning amid the COVID-19 pandemic. The research method employed is Classroom Action Research (CAR), conducted over two cycles with a total of 44 eighth-grade students as participants. Data collection involved reading comprehension tests, observations of learning activities, and student response questionnaires concerning the learning process. The findings reveal a significant improvement, with the average pre-cycle score of 60.11 increasing to 73.41 in the first cycle, and further rising to 83.52 in the second cycle. This progress can be attributed to Guided Reading's provision of structured guidance, which facilitates students' understanding of texts through guiding questions, vocabulary reinforcement, and targeted discussions. These results suggest that Guided Reading is an effective, straightforward, and flexible strategy for supporting online reading instruction. Furthermore, this research contributes substantially to the existing literature by confirming the relevance of the Guided Reading strategy in the context of remote learning at the middle school level.
Co-Authors Dian Pratiwi Fatma Yuniarti Sayyida Natsa Natsa