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All Journal English Education and Applied Linguistics Journal (EEAL Journal) Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Rahma Dania
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Use of Padlet Application to Improve Students’ Writing Skill at the Second Grade of SMPN 30 Padang Rahma Intan Ditami Haque; Annisha Dyuli Adha; Rahma Dania
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 2 No. 4 (2024): December: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v2i4.1108

Abstract

The problems of this research were students students cannot write in a good form, students often do nit remember the general structure of the text well, and cannot find the the right words to write. The research aimed to find out the Impact of Padlet Application on Improving Students’ Writing Skill at SMPN 30 Padang. Padlet is an online tool that allows users to create virtual bulletin boards where they can post various types of content such as text, images, videos, links, and documents. This research used quantitative method with a pre-experimental approach and data collection was carried out using pretest and post test to analyze the effect of using Padlet application on students at SMPN 30 Padang who consisted 33 students from class VIII.I who has choosen using cluster random sampling. The research result show that Padlet application can improve students’ writing skill. The pretest result showed average score was 55,60 and the post test was 70,88. After data was collected, the data was analyzed using t-test formula. The result of the analysis showed that value of t-test > t table is 7,067 > 2,03693. The last hypothesis shows that Ho is rejected and Ha is accepted. It means there is a significant influence on improving students’ writing skill using Padlet application.
Using Werewolf Game to Improve Students’ Speaking Skill at the Second Grade of SMPN 33 Padang Rima Angelina; Rahma Dania; Suparmi Suparmi
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 2 No. 4 (2024): Juli: Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v2i4.763

Abstract

The problem of this research is students’ low speaking skills; students are afraid, nervous, and less interested in learning English. The purpose of the study is to improve students' speaking skills using the Werewolf game. This research was conducted at SMP N 33 Padang. The researcher only took one class as a sample. The sample consisted of 31 students from class VIII 4 who were chosen using cluster random sampling. This study used a quantitative method with a pre-experimental approach. The experimental group was taught the Werewolf game. The data collection instrument was an oral test. The experimental group was given a pre-test and a post-test. The pre-test result showed the average experimental class score was 57.42 and the post-test was 66.06. After the data is collected, the data is analyzed using the t-test formula. The results of the analysis showed that the value of t test> t table is 3.695 > 2.0454. The last hypothesis shows that Ho is rejected and Ha is accepted. This means that there is a significant influence on improving students' speaking skills using the Werewolf game.
The Use of Story Face Strategy to Enhance Reading Comprehension in Narrative Text Mery Handrayani; Annisha Dyuli Adha; Rahma Dania
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This study investigates the use of the Story Face Strategy to enhance students’ reading comprehension of narrative texts at one of public junior high school in Padang. The research was motivated by students’ difficulties in understanding narrative texts, particularly in identifying the main idea, characters, setting, conflict, and resolution—common challenges faced by eighth-grade students. The objective of this study is to determine whether the implementation of the Story Face Strategy significantly enhances students’ reading comprehension. A one-group pre-test and post-test pre-experimental design was employed, with instruction delivered using the strategy across multiple sessions. Data were collected through a 25-item multiple-choice reading comprehension test administered before and after the intervention. The results showed a notable enhancement in students’ performance, with the average score increasing from 53.5 (pre-test) to 76.9 (post-test). A paired sample t-test confirmed the statistical significance of this improvement at the 0.05 confidence level. These findings suggest that the Story Face Strategy is effective in helping students understand narrative elements and can serve as an engaging and structured method for enhancing reading comprehension in junior high school contexts.
The Effect of Using Flower Writing Strategy on Students’ Writing Skills of First Grade Students in Vocational High School Raehan Anwar; Asma Alhusna; Rahma Dania; Dwi Megista Putri
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This study investigated the effectiveness of the Flower Writing Strategy in improving tenth-grade students’ writing skills. Employing a quantitative approach with a pre-experimental one-group pre-test and post-test design, the research was conducted at a vocational high school in Padang. A total of 35 students from Class X Culinary 1 were selected as the sample through purposive sampling. Data were collected using a writing test administered before and after the treatment. The collected data were analyzed using a t-test to examine the research hypothesis. The results revealed that the calculated t-value (3.442) exceeded the critical t-table value at the 0.05 significance level (1.692), indicating a statistically significant difference between students’ pre-test and post-test scores. Consequently, the alternative hypothesis (Hₐ) was accepted, while the null hypothesis (H₀) was rejected. These findings demonstrate that the Flower Writing Strategy has a significant positive effect on students’ writing skills. The study suggests that this strategy can serve as an effective instructional approach to enhance writing performance in EFL classrooms, particularly at the vocational high school level.
Co-Authors Annisha Dyuli Adha Asma Alhusna Mery Handrayani Putri, Dwi Megista Raehan Anwar Rahma Intan Ditami Haque Rima Angelina Suparmi Suparmi