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All Journal JoTELL: Journal of Teaching English, Linguistics, and Literature Indonesian Research Journal on Education Indonesian Journal of Classroom Action Research (IJCAR)
Saputri, Avida Pramayshela
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Boosting Speaking Skills through Native Speaker Practice at E-Fun Institute Saputri, Avida Pramayshela
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 3 (2025): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v4i3.11965

Abstract

This study explores the impact of practicing English speaking with native speakers on the speaking fluency and confidence of EFL students at E-Fun Institute, Central Java. Implementing a quantitative approach with a quasi-experimental design, the study involved 30 students from the intermediate speaking class, divided into an experimental group and a control group. Over four weeks, the experimental group participated in weekly 45-minute conversation sessions with native English speakers, while the control group engaged in peer-based speaking practice using conventional classroom methods. Pre-tests and post-tests were administered to measure students’ speaking fluency and self-confidence using standardized rubrics and Likert-scale questionnaires. Data were analyzed using SPSS 26, including descriptive statistics, paired samples t-tests, and independent samples t-tests. The findings showed a statistically significant improvement in both fluency and confidence among the experimental group compared to the control group. These results support the view that native speaker interaction provides valuable linguistic input, lowers learners’ affective filters, and enhances motivation. The study concludes that integrating native speaker-based speaking practice is an effective instructional strategy to improve oral communication skills in EFL contexts, especially within non-formal educational institutions.
Boosting English Proficiency Through Educaplay Games: Classroom Action Research Approach to Interactive Learning Saputri, Avida Pramayshela
IJCAR: Indonesian Journal of Classroom Action Research Vol. 3 No. 2 (2025): Indonesian Journal of Classroom Action Research-Available Online in July 2025
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/ijcar.v3i2.766

Abstract

This research explores the effectiveness of Educaplay, an interactive digital platform, in enhancing English proficiency among 7th-grade students at SMP IPK Muhammadiyah Delanggu, specifically in the topic of describing people, under the Merdeka Curriculum. The study employed a Classroom Action Research (CAR) approach, involving 28 students over two learning cycles. Key areas of focus included vocabulary acquisition, grammar proficiency, and student engagement. Results indicated a 22% improvement in vocabulary acquisition and a 15% increase in grammar skills. Additionally, student engagement and participation rates rose from 68% in the first cycle to 90% in the second. Qualitative data from classroom observations, student feedback, and teacher interviews further supported the positive impact of Educaplay on classroom dynamics, collaborative learning, and motivation. These findings highlight the potential of gamified learning tools to foster an engaging, student-centered learning environment that aligns with modern curriculum standards. The study concludes by recommending broader adoption of digital platforms in language education to support interactive and effective learning experiences.
Boosting Speaking Skills through Native Speaker Practice at E-Fun Institute Saputri, Avida Pramayshela; Sujito
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 3 (2025): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v4i3.11965

Abstract

This study explores the impact of practicing English speaking with native speakers on the speaking fluency and confidence of EFL students at E-Fun Institute, Central Java. Implementing a quantitative approach with a quasi-experimental design, the study involved 30 students from the intermediate speaking class, divided into an experimental group and a control group. Over four weeks, the experimental group participated in weekly 45-minute conversation sessions with native English speakers, while the control group engaged in peer-based speaking practice using conventional classroom methods. Pre-tests and post-tests were administered to measure students’ speaking fluency and self-confidence using standardized rubrics and Likert-scale questionnaires. Data were analyzed using SPSS 26, including descriptive statistics, paired samples t-tests, and independent samples t-tests. The findings showed a statistically significant improvement in both fluency and confidence among the experimental group compared to the control group. These results support the view that native speaker interaction provides valuable linguistic input, lowers learners’ affective filters, and enhances motivation. The study concludes that integrating native speaker-based speaking practice is an effective instructional strategy to improve oral communication skills in EFL contexts, especially within non-formal educational institutions.
Implementation of Differentiated Learning and Development of English Teaching Materials within the Context of the Merdeka Curriculum Karim, Luqman Nur; Solikhah, Imroatus; Saputri, Avida Pramayshela; Prayitno, Mustofa Aji
Indonesian Research Journal on Education Vol. 5 No. 1 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i1.2077

Abstract

Differentiated learning is a vital strategy in addressing student diversity and creating an inclusive learning environment, however, its implementation often faces challenges in effectively meeting the diverse needs of students. This research aims to explore the implementation of differentiated learning and developing English language teaching materials within the context of the Merdeka Curriculum. The study was conducted in the second semester of Grade X at Madrasah Aliyah YPIP Panjeng. The research methodology employed is qualitative analysis of the steps taken by English teachers in designing materials that are responsive to the needs and abilities of students. Exploration of student learning outcomes evaluation and monitoring of the learning process is also conducted to understand the impact of implementing differentiated learning. The results indicate that differentiated learning provides significant benefits in enhancing student understanding and creating an inclusive learning environment. However, challenges such as resource limitations and varying assessments for each student are also identified. From this research, it is concluded that appropriate training and support for teachers, development of diverse learning resources, and ongoing evaluation of the learning process are necessary to enhance the effectiveness of implementing differentiated learning. These measures are expected to strengthen inclusive and sustainable learning approaches at Madrasah Aliyah YPIP Panjeng.
Co-Authors Imroatus Solikhah Joumil Aidil Saifuddin Karim, Luqman Nur Prayitno, Mustofa Aji