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All Journal Jurnal Studi Guru dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan
Maulinda, Iswari
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Religion Education Social Sciences Other

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Pendampingan Implementasi P5 Husna, Asma'ul; Maulinda, Iswari; Cahyani, Annisa; Khatimah, Husnul; Fitriani, Niswatul; Husaini, Elmilia; Alwi, Mijahamuddin
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 7.B (2025): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

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Abstract

pendampingan implementasi p5 menjadi topik utama untuk Lembaga Pendidikan sekarang ini. Terlebih lagi untuk tahun ajaran baru mendatang, semua sekolah diharapkan sudah mulai menerapkan pendampingan implementasi p5 dalam pelaksanaan Pendidikan di lingkungan masing-masing. Sayangnya, masih banyak sekolah-sekolah dan para guru belum memahami sepenuhnya atau bahkan mengenal pendampingan implementasi p5 ini.. Maka tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pemahaman dan pendampingan secara intensif agar semua civitas khususnya guru mampu memahami dan menerapkan implementasi p5 dengan berbagai dimensinya secara maksimal. Pelaksanaannya adalah dalam bentuk workshop. Kegiatan ini diharapkan menjadi kegiatan yang bermanfaat untuk melakukan sosialisasi secara intensif terkait pendampingan implementasi p5 untuk para guru- guru SD 1 Kalijaga sebagai garda terdepan dalam penerapan implementasi p5 di tahun ajaran baru mendatang.
The Impact of Repeated Reading Technique as A Phonological Practice Tool for Enhancing Pronunciation Clarity in EFL Learners at 11th Graders MA Birrul Walidain NW Rensing Maulinda, Iswari; Prasetyaningrum, Ari; Yusri, Ahmad; Maysuroh, Siti
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6825

Abstract

Pronunciation clarity is one of the most crucial aspects in mastering English for EFL learners, yet many students still struggle with phoneme articulation, word stress, and intonation. Preliminary observation at MA Birrul Walidain NW Rensing revealed that 11th-grade students frequently mispronounced phonemes such as /θ/ and /ð/, misplaced stress, and produced monotonous intonation, which hindered their intelligibility and confidence. This highlights the urgency of applying an effective and structured phonological training method to improve students’ pronunciation. The present study aimed to examine the impact of the Repeated Reading (RR) technique as a phonological practice tool to enhance pronunciation clarity. This research employed a quantitative approach with a quasi-experimental non-equivalent control group design. The study was conducted at MA Birrul Walidain NW Rensing during the 2025/2026 academic year, involving 26 eleventh-grade students selected randomly into experimental (n=12) and control groups (n=14). Data were collected through pre-test and post-test oral reading tasks, assessed with a pronunciation rubric covering both segmental and suprasegmental features. The instrument was validated by two English teachers, and data were analyzed using SPSS through Shapiro-Wilk test, Levene’s test, Paired Sample t-Test, and Independent Sample t-Test. The results showed that the experimental group’s mean score increased from 9.00 to 12.58 (SD=2.49 to 2.30), with a mean difference of 3.58 (t=10.62, p=0.000). In contrast, the control group only improved from 9.00 to 9.64 (mean difference=0.64, t=1.64, p=0.125). Independent Sample t-Test confirmed a significant difference in post-test scores between groups (mean diff=2.94, t=2.83, p=0.009). These findings indicate that RR significantly enhances pronunciation clarity, particularly in phoneme accuracy, stress placement, intonation, and rhythm. Thus, repeated reading can be considered an effective strategy for EFL pronunciation instruction.
Co-Authors Ahmad Yusri CAHYANI, ANNISA Fitriani, Niswatul Husaini, Elmilia HUSNA, ASMA'UL Husnul Khatimah Mijahamuddin Alwi Prasetyaningrum, Ari Siti Maysuroh