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All Journal Gender Equality: Internasional Journal of Child and Gender Studies JOLLT Journal of Languages and Language Teaching Jurnal Simki Pedagogia
Sriyanda, Ricky
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Promoting Critical Thinking in Speaking Classes Using the Think-Pair-Share Technique Sriyanda, Ricky; Priyana, Joko
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12582

Abstract

This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.
Metacognition and modality: Exploring gender disparity in the frequency of vocabulary learning strategies among university ESL students Syahabuddin, Khairiah; Sa'i, Sa'i; Alfiatunnur, Alfiatunnur; Nashriyah, Nashriyah; Sriyanda, Ricky; Al-Darary, Tijan
INTERNATIONAL JOURNAL OF CHILD AND GENDER STUDIES Vol 11 No 2 (2025)
Publisher : UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/equality.v11i2.32046

Abstract

Vocabulary plays a crucial role in second language acquisition, and effective vocabulary learning strategies can significantly enhance language proficiency. However, while various strategies have been studied extensively, the influence of gender on vocabulary learning preferences remains insufficiently explored. This study addresses that gap by examining the types of vocabulary learning strategies used by male and female students in the English Language Education Department and analysing how these strategies are implemented in their learning processes. The purpose of this study, which employed a mixed-method approach using quantitative and qualitative techniques, is to identify the dominant strategies used by each gender and determine whether significant differences exist between male and female learners in their approach to vocabulary development. Thirty students (15 males and 15 females) participated by completing a vocabulary learning strategy questionnaire, followed by in-depth interviews with three male and three female students to gain richer insights into their practical strategy use. The results indicate that both male and female students predominantly use metacognitive strategies to build their vocabulary. Female students, however, consistently showed higher engagement across all five categories of strategies: metacognitive, determination, social, memory, and cognitive. Interview responses supported these findings and revealed that both genders commonly utilized strategies such as watching movies, reading, practicing speaking, and group discussions. Interestingly, only male students reported using vocabulary games as a learning tool. This study contributes to the field of second language learning by highlighting gender-based tendencies in strategy use, which can help educators design more inclusive and effective teaching approaches.
Promoting Critical Thinking in Speaking Classes Using the Think-Pair-Share Technique Sriyanda, Ricky; Priyana, Joko
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12582

Abstract

This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.
Gamifying Reading Motivation in EFL Students: Enhancing Engagement and Language Learning Through ICT Anggrainy, Fitri Pangestu Noer; Sharizan, Sharizan; Sriyanda, Ricky; Farhan, Muhammad
Jurnal Simki Pedagogia Vol 7 No 1 (2024): Volume 7 Nomor 1 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i1.547

Abstract

This research investigates the potential of gamification in encouraging reading motivation among English as a Foreign Language (EFL) students. Reading motivation is crucial in language learning, and gamification offers promising inenues to enhance it. The study examines both reading skills and the various factors influencing reading motivation. Utilizing a conceptual paper methodology, this research systematically analyzes existing literature, theories, and concepts related to gamification and reading motivation in EFL learning, providing a comprehensive synthesis that forms the basis for understanding the potential impact of gamification on enhancing reading motivation among students. The synthesis of findings indicates that gamification positively impacts EFL learners’ reading motivation by fostering greater involvement, independence, and belief in their reading abilities. By incorporating game elements like points, badges, and leaderboards, this study reveals that through gamification in reading activities, learners not only achieve a sense of progress and competition but also overcome challenges like lack of interest, self-confidence, and autonomy in EFL reading, ultimately fostering increased motivation.
Co-Authors Al-Darary, Tijan Alfiatunnur Alfiatunnur Anggrainy, Fitri Pangestu Noer Joko Priyana Khairiah Syahabuddin Muhammad Farhan Nashriyah Nashriyah Sa'i, Sa'i Sharizan, Sharizan