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Implementasi Canva dalam Pembelajaran Bahasa Inggris di Sekolah Menengah Atas Sungai Kakap Kubu Raya Sari, Dian Shinta; Astuti, Desi Sri; Suparjan, Suparjan
Journal of Education Research Vol. 5 No. 2 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i2.938

Latar belakang penelitian ini adalah terkait dengan pesatnya kemajuan teknologi khususnya dalam konteks pendidikan. Dalam perkembangan teknologi pendidikan, media yang interaktif dan bervariasi seperti Canva menjadi relevan. Tujuan dari penelitian ini adalah untuk menjelaskan bagaimana Canva digunakan dalam pembelajaran bahasa Inggris. Metode penelitian yang diterapkan adalah deskriptif kualitatif, dimana pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan penyebaran kuesioner. Subyek penelitian ini adalah siswa kelas XI SMAN Sungai Kakap Kabupaten Kubu Raya. Analisis data menggunakan pendekatan reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa penerapan Canva dalam pembelajaran bahasa Inggris di kelas XI SMAN Sungai Kakap Kabupaten Kubu Raya berlangsung menarik, interaktif, dan menumbuhkan keterlibatan aktif siswa dan guru sehingga menghasilkan lingkungan belajar yang kondusif. Kesimpulannya, penerapan Canva dalam pembelajaran bahasa Inggris mendapat respon positif dari siswa dan dinilai berhasil mendukung proses pembelajaran.

STUDENTS PERCEPTION OF ENGLISH CLUB IN ENHANCING COMMUNICATIVE SKILLS AT SMAN 1 MEMPAWAH HILIR IN THE ACADEMIC YEAR 2022/2023 Bimantara, Yogi; Aunurrahman; Darajat, Ageung
Journal of English Language Teaching and Education (JELTE) Vol. 5 No. 2 (2024): JELTE
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/x883fp23

In the research titled "Students Perception Of English Club In Enhancing Communicative Skills At Sman 1 Mempawah Hilir In The Academic Year 2022/2023," the aim of this study is to determine the benefits of joining the English club and students' perceptions of the English club in improving their communication skills. In this research, the researcher employed two instruments to collect data: field notes and interviews. The study was conducted at SMAN 1 Mempawah Hilir and involved the extracurricular English club instructor, Yuli Nuranawati, S.Pd. The researcher collaborated with the extracurricular instructor in data collection, seeking assistance in observing English club students to avoid bias. Meanwhile, the interviews were conducted by the researcher. Six English club students were selected as interviewees. Based on the results of observations and interviews conducted by the researcher in collaboration with the extracurricular instructor, it was found that the English club had a positive impact on their communication skills. The researcher also discovered how the English club enhanced their communication abilities.

ANXIETY BERBICARA MAHASISWA PADA MATA KULIAH SPEAKING FOR ACADEMIC PURPOSES Sari, Dian Shinta; Susanti, Heti; Suparjan, Suparjan
Jurnal Suluh Pendidikan Vol 13 No 1 (2025): Maret 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i1.1862

This research investigates the factors that contribute to students' speaking anxiety and and the strategies they employ to overcome it in the Speaking for Academic Purposes course. Using a qualitative research design, data were obtained through observations, interviews, and documentation. The findings highlight four primary factors contributing to speaking anxiety: psychological factors (shyness, fear of making mistakes, and lack of self-confidence), social factors social factors (social pressure and lecturer responses), linguistic factors (limited vocabulary, improper accent, and inaccurate pronunciation), and contextual factors (insufficient preparation and demanding presentation tasks). To address this anxiety, students utilized various strategies: cognitive strategies (preparing materials, developing presentation outlines, memorizing key terms, and simplifying vocabulary through synonyms), affective strategies (controlling emotions, fostering a positive mindset, and incorporating humor) social strategies (participating in small group discussions, seeking peer feedback, and utilizing body language) and metacognitive strategies (practicing independently and setting gradual performance targets). In conclusion, effective strategies can reduce speaking anxiety while enhancing students' performance and confidence in academic speaking.

ANXIETY BERBICARA MAHASISWA PADA MATA KULIAH SPEAKING FOR ACADEMIC PURPOSES Sari, Dian Shinta; Susanti, Heti; Suparjan, Suparjan
Jurnal Suluh Pendidikan Vol 13 No 1 (2025): Maret 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i1.1836

This research investigates the factors that contribute to students' speaking anxiety and and the strategies they employ to overcome it in the Speaking for Academic Purposes course. Using a qualitative research design, data were obtained through observations, interviews, and documentation. The findings highlight four primary factors contributing to speaking anxiety: psychological factors (shyness, fear of making mistakes, and lack of self-confidence), social factors social factors (social pressure and lecturer responses), linguistic factors (limited vocabulary, improper accent, and inaccurate pronunciation), and contextual factors (insufficient preparation and demanding presentation tasks). To address this anxiety, students utilized various strategies: cognitive strategies (preparing materials, developing presentation outlines, memorizing key terms, and simplifying vocabulary through synonyms), affective strategies (controlling emotions, fostering a positive mindset, and incorporating humor) social strategies (participating in small group discussions, seeking peer feedback, and utilizing body language) and metacognitive strategies (practicing independently and setting gradual performance targets). In conclusion, effective strategies can reduce speaking anxiety while enhancing students' performance and confidence in academic speaking. Keywords: Speaking anxiety, Student Strategies, Speaking for Academic Purposes

Improving Students’ Vocabulary Learning Using Finding Word Game: A Classroom Action Research Christian Totti; Tri Kurniawati; Ageung Darajat; Hamzani Wathoni
Journal of English Language Proficiency Vol. 1 No. 1 (2024): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v1i1.3872

This study aimed to enhance eighth-grade students' vocabulary acquisition using Finding Word Games, employing a Classroom Action Research approach. Data was collected using observation sheets and vocabulary tests and analyzed with content analysis and measurement techniques. The study was conducted with 20 students (11 male and 9 female) in Class VIII C at SMP Santa Monika, Kubu Raya, West Kalimantan. In the first cycle, the average vocabulary test score was 65.4, with a 10% completion rate, and the highest score was 78. By the second cycle, the average score improved to 77.1, with an 80% completion rate, and a peak score of 85. This represented an 11.7-point increase in average scores and a 70% improvement in completion rates between cycles. Findings suggest that the integration of Finding Word Games as an instructional tool can significantly improve students' vocabulary learning, offering an engaging and effective method for vocabulary instruction.

The Role of Technology in English Classroom: Exploring Teacher's and Students' perspectives at School of Pontianak Laura, Lidya; Maliqul Hafis; Dian Shinta Sari; Desi Sri Astuti; Purwiyanti
Journal of English Language Teaching and Education (JELTE) Vol. 6 No. 1 (2025): JELTE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/fneynk35

This study aims to explore the role of technology in English language learning at SMP Negeri 13 Pontianak from the perspectives of teachers and students. A descriptive qualitative approach was employed, utilizing observation, semistructured interviews, and documentation as data collection techniques. The research instruments included an observation sheet to record the use of technology in the classroom, interview guidelines to explore the perceptions and experiences of teachers and students, and a documentation checklist to gather relevant teaching materials and media. The participants consisted of one English teacher and five eighth-grade students selected through purposive sampling. The data collected were analyzed using Braun and Clarke’s thematic analysis, which involves six steps: familiarizing with data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the final report. The findings revealed that technology such as Kahoot, projectors, and mobile devices effectively enhanced students’ motivation, engagement, and understanding of the learning material. Both the teacher and students expressed positive attitudes toward technology integration in the classroom. However, several challenges were identified, including limited school infrastructure, unstable internet connectivity, and varying levels of digital literacy among students. This study recommends continuous teacher training and improvements in school facilities to optimize technology-based learning. Keywords: Learning technology, teacher and student perceptions, technology integration

THE EFFECTIVENESS OF PICTURE BOOKS ON STUDENTS’ NARRATIVE TEXT WRITING SKILLS Cahyadi, Riyandi Agil; Darajat, Ageung; Sari, Dian Shinta
Journal of English Language Teaching and Education (JELTE) Vol. 6 No. 1 (2025): JELTE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/mczyga03

Abstract This study aimed to examine whether there was a difference in students’ narrative text writing performance before and after the implementation of Picture Books as a teaching medium, and to explore the extent of that difference among tenth-grade students of TKJ 3 at SMKN 1 Nanga Pinoh during the 2025/2026 academic year. The research employed a quantitative method using a pre-experimental one-group pre-test and post-test design. The results showed that the standard deviation of the pre-test was 5.26, slightly higher than the post-test, which was 5.25. A paired sample t-test revealed a statistically significant difference between the pre-test and post-test scores (t-obtained = 7.317; p < 0.05). Additionally, the effect size calculated using Cohen’s d was 1.29, indicating a strong magnitude of difference. While the findings suggest a potential association between the use of Picture Books and improved narrative writing performance, they should be interpreted with caution due to the absence of a control group. The results are indicative, not conclusive, regarding instructional effectiveness. Keyword: Picture Books, Writing Skills, Narrative Text,Pre-Experimental Research

THE EFFECTIVENESS OF PICTURE BOOKS ON STUDENTS’ NARRATIVE TEXT WRITING SKILLS Cahyadi, Riyandi Agil; Darajat, Ageung; Sari, Dian Shinta
Journal of English Language Teaching and Education (JELTE) Vol. 6 No. 1 (2025): JELTE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/mczyga03

Abstract This study aimed to examine whether there was a difference in students’ narrative text writing performance before and after the implementation of Picture Books as a teaching medium, and to explore the extent of that difference among tenth-grade students of TKJ 3 at SMKN 1 Nanga Pinoh during the 2025/2026 academic year. The research employed a quantitative method using a pre-experimental one-group pre-test and post-test design. The results showed that the standard deviation of the pre-test was 5.26, slightly higher than the post-test, which was 5.25. A paired sample t-test revealed a statistically significant difference between the pre-test and post-test scores (t-obtained = 7.317; p < 0.05). Additionally, the effect size calculated using Cohen’s d was 1.29, indicating a strong magnitude of difference. While the findings suggest a potential association between the use of Picture Books and improved narrative writing performance, they should be interpreted with caution due to the absence of a control group. The results are indicative, not conclusive, regarding instructional effectiveness. Keyword: Picture Books, Writing Skills, Narrative Text,Pre-Experimental Research

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