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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan GEMBIRA (Pengabdian Kepada Masyarakat) Explorations in English Learning
Hernina Dewi Lestari
Universitas Insan Budi Utomo
Religion Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Student Attitudes Toward the Implementation of Scoring Rubric in Speaking Class Sri Fatmaning Hartatik; Hernina Dewi Lestari; Maya Rizki Amalyasari; Jasuli
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5004

Abstract

The teaching of speaking has been challenging for English as a Foreign Language (EFL) learners, especially at higher education levels. This can be affected by internal factors like student interest and motivation and external factors like learners' first influence. One alternative that teachers can use to help students perform better in speaking class is a scoring rubric. This descriptive qualitative study was designed to elaborate and describe students' attitudes to using scoring rubrics in speaking performance classes. This study involved 25 students attending classes at a higher education level. To gain data from those twenty-five students, an observation checklist was used to detect students' behaviour and performance. An interview guide was used to determine student thoughts on the distributed scoring rubric. The observation checklist indicated that the students looked more confident in their speaking performance. Besides, their speaking performance was more organized. The interview confirmed these findings, resulting in students feeling more confident in presenting their project as the scoring rubric, which was distributed in advance, gave them hints on what to do. Also, the presented points for each criterion motivate them to fulfil the requirements to achieve their intended score. The study's findings show that using a scoring rubric in teaching speaking positively impacted students' performance attitudes. Consequently, the distribution of scoring rubrics as a tool to stimulate students' speaking is extensively advised.
Visualizing Vocabulary and Communicative Competence: The Use of Picture Word Media among Seventh-Grade Students Agustina Susanti Ina; Hernina Dewi Lestari; Yahmun Yahmun
Explorations in English Learning Vol. 2 No. 1 (2026): June
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v2i1.284

Abstract

Although vocabulary is a fundamental component of English language learning, many EFL students still experience limited vocabulary mastery and low communicative competence, particularly in classroom contexts where instruction remains teacher-centered and lacks visual support. This gap highlights the need for effective instructional media that can enhance both vocabulary acquisition and communicative ability simultaneously. This study aimed to improve students’ vocabulary mastery and communicative competence through the use of picture word media among seventh-grade students at SMP Swasta Bukambero in the 2024–2025 academic year. The research employed Classroom Action Research (CAR) conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 32 seventh-grade students. Data were collected through observations, interviews, and vocabulary tests (pre-test and post-test). The findings showed a significant improvement in vocabulary mastery: the pre-test mean score was 43 (13% passing), Cycle I increased to 70 (56% passing), and Cycle II reached 83 (90% passing). Classroom observations and interviews also indicated improved communicative competence, as students became more active, confident, and engaged in classroom interaction. They demonstrated better understanding of vocabulary, increased participation in discussions, and improved ability to express ideas. The learning process also shifted toward a more student-centered environment. Therefore, picture word media is effective in improving vocabulary mastery and supporting communicative competence in EFL learning.
Melatih Kepercayaan Diri Siswa Melalui Pelatihan English Public Speaking di SMA Islam Baiturrohmah Malang Galuh Setyomaharani; Christina Martha Leftew; Erfina Febrianti Wulandari; Hernina Dewi Lestari
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 4 No 03 (2026): JUNI 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

Kemampuan berbicara dalam Bahasa Inggris merupakan salah satu kompetensi penting yang harus dimiliki siswa di era globalisasi. Namun, banyak siswa masih mengalami kecemasan dan kurang percaya diri saat berbicara menggunakan Bahasa Inggris di depan umum. Kegiatan pelatihan English Public Speaking ini bertujuan untuk meningkatkan kemampuan berbicara serta kepercayaan diri siswa di SMA Islam Baiturrohmah Malang. Metode yang digunakan adalah pendekatan komunikatif dan partisipatif melalui penyampaian materi, diskusi, tanya jawab, serta praktik langsung. Materi pelatihan mencakup konsep dasar public speaking, teknik mengatasi rasa gugup, pengelolaan vokal, penggunaan bahasa tubuh, dan penyusunan teks Master of Ceremony (MC). Hasil kegiatan menunjukkan adanya peningkatan kepercayaan diri dan kemampuan berbicara siswa. Setelah mengikuti pelatihan, siswa menjadi lebih berani melakukan kontak mata, menggunakan gestur yang lebih alami, serta menunjukkan peningkatan dalam volume suara dan intonasi saat berbicara. Selain itu, siswa yang sebelumnya enggan berbicara karena takut melakukan kesalahan mulai berani tampil dan mempraktikkan peran sebagai MC dalam Bahasa Inggris. Suasana belajar yang interaktif dan suportif turut berkontribusi dalam mengurangi kecemasan berbahasa serta meningkatkan partisipasi siswa. Dengan demikian, pelatihan English Public Speaking terbukti efektif dalam meningkatkan kemampuan berbicara dan kepercayaan diri siswa serta membantu mereka memandang Bahasa Inggris sebagai alat komunikasi yang dapat digunakan dalam kehidupan nyata.
From Silence to Confidence: Improving Students’ Speaking through Word Card Media Maya Rizki Amalyasari; Orny Karnuara Mburu; Hernina Dewi Lestari
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.261

Abstract

Speaking is one of the most essential yet challenging skills for language learners, especially when limited vocabulary and low confidence restrict their ability to communicate effectively. This Classroom Action Research (CAR) aimed to enhance students’ English-speaking skills through the use of word card media. The study involved 15 seventh-grade students of class VII A and followed four stages: planning, acting, observing, and reflecting. Data were collected through tests, observations, interviews, and questionnaires using both quantitative and qualitative analyses. Before the intervention, students showed low confidence, poor vocabulary mastery, and minimal participation. After implementing word card media, students became more active and confident in speaking activities. The mean speaking score increased from 71 to 80, surpassing the Minimum Mastery Criteria. Observations and questionnaire results (overall mean = 3.44) indicated higher motivation, engagement, and positive perceptions of the learning process. The findings demonstrate that word card media effectively improve vocabulary mastery, pronunciation, fluency, and confidence, while transforming the classroom into a more student-centered and interactive environment. This study also introduces a new concept of multimodal, vocabulary-driven speaking instruction, in which word cards act as interactive cognitive tools that bridge vocabulary learning and communicative use. Future research is recommended to explore digital or gamified word card applications to enhance personalized and engaging speaking practice in various educational contexts.
Technology-Assisted Speaking Practice: The Role of the Cake App in Improving Students’ Speaking Skills Klemensia Lende; Hernina Dewi Lestari
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.265

Abstract

This Classroom Action Research (CAR) aimed to improve the speaking skills of seventh-grade students at SMP Negeri 1 Wewewa Selatan through the use of the Cake application as a digital learning medium. The research was carried out in two cycles, each consisting of planning, acting, observing, and reflecting, involving 33 students of Class VII B in the 2024/2025 academic year. Data were collected through speaking tests, classroom observations, interviews, and documentation. The success indicators were set at 75% improvement in classroom participation and 85% of students achieving the Minimum Mastery Criterion (KKM) of 75. The findings showed substantial improvement in students’ speaking abilities after using the Cake application. The pre-test average score was 56.51%, categorized as “low.” In Cycle I, the post-test average increased to 60.24%, although only 21.21% of students met the mastery criterion. In Cycle II, the post-test average rose significantly to 75.15%, with 75.15% of students successfully achieving mastery. Observation results revealed notable gains in classroom participation, engagement, and pronunciation, increasing from an average score of 2.18 in Cycle I to 4.55 and 4.70 in Cycle II. Interview results supported these findings, showing that students became more confident, motivated, and interested in participating in speaking activities when learning with the Cake application. Overall, the research concludes that the integration of the Cake application effectively enhances students’ pronunciation, fluency, vocabulary mastery, confidence, and participation, demonstrating that digital media can significantly strengthen English speaking skills in junior high school learners
Co-Authors Agustina Susanti Ina Christina Martha Leftew Erfina Febrianti Wulandari Galuh Setyomaharani Jasuli Klemensia Lende Maya Rizki Amalyasari Orny Karnuara Mburu Sri Fatmaning Hartatik Yahmun Yahmun