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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Explorations in English Learning
Hernina Dewi Lestari
Universitas Insan Budi Utomo
Humanities Education Languange, Linguistic, Communication & Media 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.
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 Jasuli Klemensia Lende Maya Rizki Amalyasari Orny Karnuara Mburu Sri Fatmaning Hartatik