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All Journal English Language Education Reviews JEPAL (Journal of English Pedagogy and Applied Linguistics) Indonesian Journal of Community Empowerment
Salsabila, Dya
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Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Igniting Voices Together: Work in Pairs as a Catalyst for Speaking English Proficiency in EFL Learning Nurjamin, Lucky Rahayu; Salsabila, Dya; Yuliani, Lia
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.11706

Abstract

This classroom action research investigates the iteratively refined Work in Pairs strategy to enhance oral English skills among 35 eleventh-grade Sundanese-speaking learners. Employing a two-cycle classroom action research design, the study addressed initial challenges in pronunciation, fluency, and vocabulary. Data collection was comprehensive, utilizing preliminary classroom observations and audio recordings for baseline assessment, then consistently applying speaking performance rubrics, a teacher-researcher reflective journal, and student feedback forms/interviews throughout the cycles. Cycle 1, involving pair-based dialog, yielded modest fluency improvements. Reflection, revealing persistent L1 phonetic interference and vocabulary limitations, led to Cycle 2. This cycle incorporated rearranged pairings, audio listening, and targeted vocabulary lists, resulting in substantial gains across all areas, particularly fluency and pronunciation. The findings demonstrate the efficacy of the Work in Pairs strategy, especially when combined with targeted supplementary materials and iterative adaptation, in fostering holistic oral English proficiency in a multilingual context. This study offers practical insights for educators on using collaborative learning to improve speaking skills.
From Monotony to Motivation: Utilizing Differentiated Learning Materials in Teaching English to 11th Grade Damayanti, Hemalia; Salsabila, Dya; Admajayanti, Fifian; Tawanggono, Ghandy Ardyan; Nurjamin, Lucky Rahayu
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 1 (2025): July 2025
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i1.1376

Abstract

This Classroom Action Research (CAR) study addressed the issue of low student motivation and limited oral communication skills in 11th-grade English language learning, stemming from the use of limited and monotonous learning materials and a rigid, textbook-driven pedagogical approach. Recognizing the crucial role of differentiated learning materials and effective pedagogical practices in fostering engagement and comprehension, this study implemented a series of interventions within two cycles. The action research process involved the introduction of differentiated learning resources, including educational videos, interactive learning apps, and online collaborative tools, integrated into the existing teaching modules, alongside explicit instruction on speaking strategies. Data were collected through classroom observations, student reflections, pre- and post-intervention speaking assessments, and an analysis of teaching module documents. The findings revealed a significant increase in student engagement, motivation, and oral communication skills following the implementation of diverse materials and targeted instruction. Students reported reduced boredom and a renewed interest in learning English. Furthermore, the speaking assessments demonstrated measurable improvements in both fluency and accuracy. Critically, the study also revealed a discrepancy between the intended Genre-Based Approach and the actual implementation in the teaching modules, highlighting the importance of teacher pedagogical understanding and the transformative potential of CAR for teacher development. This study underscores the effectiveness of incorporating differentiated learning materials, collaborative activities, and explicit instruction to enhance student motivation and improve learning outcomes within the context of 11th-grade English language education while also emphasizing the necessity of ongoing reflection and adaptation in pedagogical practices.
Improving English Teachers' Ability in Analyzing Students' Learning Needs for Cross-Curriculum Project-Based Learning Planning Nugraha, Irsyad; Tawanggono, Ghandy Ardyan; Damayanti, Hemalia; Admajayanti, Fifian; Salsabila, Dya; Kartika6, Hilda Sry; Suparman, Asep
Indonesian Journal of Community Empowerment (IJCE) Vol 5 No 4 (2024): Indonesian Journal of Community Empowerment (November)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v5i4.1057

Abstract

This community service program aims to enhance the ability of English teachers in analyzing students’ learning needs for planning cross-curricular project-based learning. The program was carried out through observation, workshops, practice, mentoring, and evaluation stages. Teachers were trained in developing instruments for learning needs analysis and designing project-based lesson plans. The implementation showed that teachers gained a better understanding of student needs and improved their ability to design contextual, interactive, and collaborative learning activities. Furthermore, the training strengthened teachers’ confidence in applying project-based learning aligned with the Merdeka Curriculum. The outcomes indicated that continuous training and institutional support are essential to sustain teacher professional development and to improve the quality of English language teaching in schools.
Co-Authors Admajayanti, Fifian ASEP SUPARMAN Damayanti, Hemalia Kartika6, Hilda Sry Lia Yuliani Nugraha, Irsyad Nurjamin, Lucky Rahayu Tawanggono, Ghandy Ardyan