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All Journal English Community Journal Journal of Research in Social Science and Humanities ENRICH: Jurnal Pendidikan, Bahasa, Sastra dan Linguistik
Hartini Agustiawati, Hartini
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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English Learning Style for Young Learners through Collaborative Learning at SD Negeri 5 Palembang Agustiawati, Hartini; Orenza, Della Teresia
Enrich: Jurnal Pendidikan, Bahasa, Sastra dan Linguistik Vol 5 No 2 (2024): Jurnal Enrich: Pendidikan , Bahasa , Sastra dan Linguistik
Publisher : Prodi Pendidikan Bahasa Inggris Universitas Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36546/enrich.v5i2.1456

Abstract

English is a tool for communication. The use of English will be challenging Nowadays. In this study, the collaborative learning has been used to improve students’ motivation in learning English. The descriptive method was used in this study. The observation, interview and students’ answer were the instrument test of this study. The result showed that there was improvement in students’ achievement in learning English after the use of collaborative learning. This concludes that, it was approved that the use of collaborative learning improved and significantly gave high contribution to the students’ achievement.
THE USE OF PROJECT BASED LEARNING TO IMPROVE THE STUDENTS’ SPEAKING PERFORMANCE Agustiawati, Hartini; Elfarissyah, Andriamella; Lestari, Winda
English Community Journal Vol 8, No 2 (2024): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v8i2.7704

Abstract

English as a foreign language has important role in our life especially for students who want to reach their dreams to work or study in abroad. They must have a skill to speak and communicate in English. There are many problems for teachers to teach English in the classroom, Such as low motivation, lazy to practice and a little time to teach. These problems are familiar to students who learn English as a Foreign language. Therefore, teachers need strategies to motivate and encourage students to learn, read and practice English. In order to help students to speak effectively, a strategy can be used. Project based learning is a suitable strategy to develop students to speak and it motivates students to practice and show their performance in speaking English.
The Use of Gamification Methods Through Thematic Activities to Enhance Vocabulary Mastery of Fifth Grade Students at SDN 006 Palembang Oktavita, Via; Agustiawati, Hartini; Novasyari, Ressy; Husni, Na'imatul
Journal of Research in Social Science and Humanities Vol 5, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v5i4.483

Abstract

This study examines the effectiveness of gamification methods integrated with thematic activities in enhancing the vocabulary mastery of fifth-grade students at SDN 006 Palembang. The research was motivated by students’ common challenges in memorizing and retaining vocabulary. The objective was to determine whether there is a significant difference in vocabulary achievement between students taught using gamification and those taught through conventional methods. A quantitative approach with a pre-test–post-test experimental design was applied. The participants were two fifth-grade classes: class 5B as the experimental group (N = 29) and class 5A as the control group (N = 30). A 50-item vocabulary test served as the main instrument. Due to the non-normal distribution of data, the Wilcoxon Signed-Rank Test was used for within-group analysis, and the Mann-Whitney U Test was used for between-group analysis.The results showed significant improvement in both groups from pre-test to post-test. However, the experimental group achieved a higher post-test mean rank (34.79) than the control group (25.37), with a statistically significant difference (p = .033). These findings indicate that the use of gamification integrated with thematic activities has a significant positive impact on improving vocabulary mastery among fifth-grade students.
Co-Authors Andriamella Elfarissyah, Andriamella Angraini, Nike Berliani, Wulandari Husni, Na'imatul lestari, winda Nia Anggraini Novasyari, Ressy Novianty, Melisa Oktavita, Via Orenza, Della Teresia Wati, Ambar