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All Journal EduLine: Journal of Education and Learning Innovation Research and Innovation in Applied Linguistics
PATTY, Rafiqa Salwa
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Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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From Inspiration to Fluency: Investigating the Effects of TED Talks on Speaking Competence in Language Instruction PATTY, Rafiqa Salwa; TALIB, Ahmad; FARADIBA, Syarifah
Research and Innovation in Applied Linguistics Vol. 1 No. 2 (2023): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial-ej.v1i2.4267

Abstract

This article presents the findings of a quantitative study investigating the impact of integrating TED Talks media in language instruction on students' speaking skills. The study focused on assessing the effectiveness of utilizing TED Talks videos as a resource to enhance students' verbal expression and communication abilities. The analysis of pre-test and post-test scores revealed a significant improvement in students' speaking skills following the integration of TED Talks. By incorporating authentic and engaging content from TED Talks, students were exposed to a variety of topics, expert speakers, and real-life language use, leading to enhanced fluency, vocabulary, and pronunciation. These results underscore the potential of integrating TED Talks as an effective pedagogical tool for promoting students' speaking skills in language instruction. Language educators are encouraged to incorporate TED Talks into their teaching practices to create dynamic and interactive learning experiences that foster linguistic development and effective communication. The study contributes to the existing body of research on the use of multimedia resources in language education and offers practical insights for educators seeking innovative approaches to enhance students' speaking abilities.
The Students Perception of the Use Cornell-Note Taking Method in Improving Reading Retention at SMPN 1 Segeri Patty, Rafiqa Salwa; Abdullah, Abdullah; Munir, Munir
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4110

Abstract

This study aimed to determine students’ perception of the use of the Cornell note-taking method in improving reading retention. The theories underlying this research were Organizational Behaviour Theory, as presented by Robbins (2003), and the perception framework proposed by Kiong (2009), which highlights three key indicators of perception: acceptance, understanding, and assessment. Data were collected through interviews; this research applied a stratified purposive sampling technique. Participants were selected based on their post-test performance, which was categorized into students who had the best scores after conducting the post-test at SMPN 1 Segeri. Findings revealed that students’ perceptions of using the Cornell Note-taking method to improve reading retention had a positive perception. The study recommends that students, teachers, and future researchers investigate other methods that can improve reading retention and investigate the long-term effects of using the Cornell note-taking method at various educational levels, such as senior high school or university.
Co-Authors Abdullah Abdullah FARADIBA, Syarifah Muhammad Agus Muljanto Munir Munir, Munir