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EFL TEACHERS’ STRATEGIES IN TEACHING SPEAKING SKILL Juliani - Putri Utami; Aunurrahman - Aunurrahman; Ageung - Daraja; Heti - Susanti
Journal of English Language Teaching and Education (JELTE) Vol. 4 No. 2 (2023): JELTE
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jelte.v4i2.546

This study aims to find out and get information about the strategies used by teachers in teaching speaking English. This research was conducted using a descriptive qualitative study. The subjects in this study were 2 English teachers at SMA Karya Sekadau. In collecting data, researchers used observation blueprints, and field notes to record observations in research, and in data collection techniques researchers used, observation, questionnaires, and tryouts to obtain more valid information regarding the steps and strategies used by teachers in teaching speaking. English. Researchers also use thematic analysis to determine the meaning and theme of the research subject and can interpret it in the text. Based on the data, it was found that the strategies that were often used by teachers when teaching English Speaking in class includes role-playing, talking about games and graphics, and discussing strategies. Teachers employ this tactic more frequently to encourage student participation in class discussions. The approach is applicable to learning to speak English, thus that is the conclusion that may be reached. Students can converse more fluently in English as a result.

STUDENTS IMPROVEMENT IN READING COMPREHENSION THROUGH SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) TECHNIQUE Adla Mileni; Diah Astriyanti; Sahrawi Sahrawi; Heti Susanti
Journal of English Language Teaching and Education (JELTE) Vol. 5 No. 1 (2024): JELTE
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jelte.v5i1.839

To improve the reading comprehension of eighth grade students of SMP Muhammadiyah 2 Pontianak in the academic year 2023/2024, this study aimed to apply the SQ3R technique. Using the classroom action research method, qualitative and quantitative approaches were used to analyse individual scores and students' average scores. Judging from the field notes and observation checklist, there was an increase in the aspects that were the focus of this study. The students' reading comprehension test results were analysed quantitatively, showing an increase in the average score from 72 in cycle I to 89 in cycle II. In conclusion, the application of SQ3R has a positive impact in improving students' reading comprehension.

The Implementation of True and False Game in Studi Independen Program at English Village Habibi, Wahyu; Sahrawi; Hafis, Maliqul; Meliasari, Rahayu; Susanti, Heti
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/m0g7s264

True and false is the implementation of game that can be played in groups or individually which is students answer questions by answering True or False. This research aimed to determine the implementation of true and false game in English Village of Parit Baru and the effects of implementation true and false game in studi independen at English Village of Parit Baru. This research used a descriptive qualitative approach. The researcher used a interviews, questionnaire, observation and document as tools of data collection. The subject of this research was student at English Village of Parit Baru. The researcher used data reduction, data display and draw a conclusion to analyze the data. The results of this research showed that the implementation true and false game was successfully regarded. Although it has only been applied a few times and we don’t know the result of students learning outcomes accurately but we know that students are have fun, enjoy learning and increase students enthusiasm. This research has the potential to be further developed as a classroom action research.

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

THE EFFECTIVENESS OF USING POWTOON AS MEDIA IN TEACHING VOCABULARY Aspiani, Vidia; Finny Anita; Maliqul Hafis; Heti Susanti
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/cb8x0k14

The purpose of this research was to determine whether the use of Powtoon media is effective or not in teaching vocabulary and to assessthe effect of the Powtoon media in teaching vocabulary to grade VIII A students of SMPN 1 Kendawangan. This study uses a quantitative method, specifically a pre-experimental design with a one-group pre-test post-test. The subjects in this study were 24 eighth-grade A students at SMPN 1 Kendawangan. In this study. the measurement technique was used to collect data through tests. Pre-test and post-test assessments were given to collect data from students. The collected data analysis using descriptive statistics with SPSS for Windows version 24. The paired sample test analysis was used to test the hypothesis. In addition, Cohen's effect size was used to evaluate the impact of using the PowtoonMedia in teaching vocabulary.The research findings of the study showed the effectiviness of the Powtoonmedia in teaching vocabulary to eighth grade students of SMPN 1 Kendawangan. This was evidenced by the differences observed in the mean scores between the pre-test (48.75) and post-test (72.70), indicating a positive change after the treatment. The standard deviation pre-test (8.75) and the post-test (7.79). Furthermore, the sample t-test of 17.380 and the degrees of freedom (df) 23. This result allows us to reject the null hypothesis (Ho) and accept the alternative hypothesis (Ha). In conclusion, PowToon media is effective in teaching vocabulary. The effect size. based on the Cohen effect, was determined to be 1.44, indicating a strong effect of the Powtoon media in teaching vocabulary.

THE EFFECTIVENESS OF USING STORYBIRD TO TEACH DESCRIPTIVE TEXT WRITING TO TENTH GRADE STUDENTS AT SMAN 2 SEKAYAM Ervina Fitriana; Aunurrahman; Rahayu Meliasari; Heti Susanti
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/p6q2fh34

This study aims to examine the effectiveness of using Storybird, a digital storytelling platform, in teaching descriptive text to X-grade students at SMAN 2 Sekayam. The sample consisted of 28 students. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design. The instrument used was written test that evaluated five aspects: content, organization, vocabulary, grammar, and mechanics. Data were analyzed using SPSS software through the Wilcoxon Signed Rank Test and effect size calculation. The results revealed a significant improvement in students’ writing scores, increasing from a pre-test mean of 37.23 to a post-test mean of 59.55, with a moderate effect size of 0.74. The Wilcoxon Signed Rank Test yielded a p-value of < .001, indicating a statistically significant difference. These findings suggest that Storybird positively influences students’ ability to write descriptive texts, particularly in generating and developing ideas. Keywords: Storybird, Descriptive Text, Writing Skill.

Factors Influencing Entrepreneurial Motivation of Undergraduated Students Rahayu Meliasari; Elly Syahadati; Aunurrahman Aunurrahman; Heti Susanti
Jurnal Pendidikan Bahasa Vol. 14 No. 2 (2025): Jurnal Pendidikan Bahasa
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v14i2.10205

The notion of Edupreneurship course in tertiary institutions has given abundant opportunities for students not only to become entrepreneurs, but also to develop characters for human resources. This study aims to find out the factors affecting entrepreneurial motivation of undergraduated students in English Education Study Program. This research employs descriptive method using direct communication technique. In collecting the data, the researchers used interviews to 30 participants who were officially enrolled in Edupreneurship course. The interview was divided into two aspects: self-concept and entrepreneurship interest. The findings from the results of the interview revealed that the most dominant factor affecting entrepreneurial motivation of students in self-concept is being able to bring happiness to parents with 64%, while in entrepreneurship interest, 30% of the most dominant factor is to be able to get profit.

The Impact of Online Learning on Student Learning Outcomes in the Digital Era Heti Susanti; AMohd Hafizan Bin Hashim; Rahayu Meliasari; Utin Holanita; Abang Sudarso; Rivanka Elza Pratiwi; Sari Syahfani; Saskia Maharani; Seli Marselina; Syarifudin Mahfud; Winne Averline; Yesha Patrissia; Yogi Syaputra; Yennie Octavia; Iqzzy Salsabila
Jurnal Pendidikan Bahasa Vol. 14 No. 2 (2025): Jurnal Pendidikan Bahasa
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v14i2.10527

The fast growth of information and communication technology in the digital age has changed how we learn. One change is the rise of Online Learning as a useful option for learning. This study aims to deeply understand how Online Learning affect students' learning results. Using a quantitative approach, we collected data through a questionnaire from students chosen based on their experiences with different Online Learning. The data analysis focused on exploring their experiences, views, and opinions about the effectiveness, challenges, and benefits of online learning for their academic understanding. The results are expected to give clear insights into the role of online learning platforms in higher education today.

ENGLISH FOR EMPOWERMENT: PROGRAM PENGUATAN DIRI BAGI ANAK DI LEMBAGA PEMBINAAN KHUSUS ANAK (LPKA) MELALUI PEMBELAJARAN BAHASA INGGRIS DAN AKTIVITAS KREATIF Dian Shinta Sari; Maliqul Hafis; Desi Astuti; Sahrawi Sahrawi; Dayat Dayat; Dedi Irwan; Rahayu Meliasari; Muhammad Putra; Finny Anita; Ageung Darajat; Elly Syahadati; Aunurrahman Aunurrahman; Tri Kurniawati; Citra Kusumaningsih; Diah Astriyanti; Heti Susanti; Marsa Tira
BEGAWE: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2026): BEGAWE: Jurnal Pengabdian Masyarakat, Juli 2026
Publisher : Lembaga Berugak Baca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62667/begawe.v4i2.347

Children residing in the Juvenile Correctional Facility (LPKA) generally experience school dropout, low literacy levels, and limited access to educational opportunities that promote empowerment. These conditions negatively affect their academic abilities, learning motivation, and self-confidence. This community service program was implemented to enhance basic English proficiency while simultaneously fostering creative expression through an integrative learning model that combines experiential language activities with creativity-based tasks. The results of the pre-test and post-test indicate substantial improvement: vocabulary mastery increased by 63%, the ability to construct simple sentences improved by 61%, and the use of functional expressions rose by 65%. Observations and interviews further revealed positive changes in learning attitudes, motivation, and students’ willingness to participate actively. Creative skills also improved significantly, with 80% of participants able to produce English mini posters, 75% successfully developing story cards with clear narrative sequences, 60% capable of presenting their work orally, and 80% demonstrating positive expressions and enthusiasm throughout the activities. These findings suggest that creativity-based language learning not only enhances linguistic competence but also strengthens emotional resilience and self-expression. Overall, the program serves as an effective empowerment strategy for juvenile residents, supporting their academic, psychological, and social development.

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