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Usman Diennur
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THE IMPLEMENTATION OF PROJECT BASED LEARNING USING CAPCUT TO IMPROVE STUDENTS' SPEAKING SKILLS OF EIGHTH-GRADE AT SMP NEGERI 5 SURADE Usman Diennur; Aris Setiawan Muhammad; Seli Mutiara; Rahayu Lestari; M Rayiz Ayinul Mutaqin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60108

Abstract

This research aimed to determine the effectiveness of the implementation of Project-Based Learning using CapCut in improving the speaking skills of eighth-grade students at SMP Negeri 5 Surade. Students still experienced several difficulties in speaking English, such as limited vocabulary, lack of confidence, incorrect pronunciation, and low speaking fluency. To overcome these problems, Project-Based Learning integrated with CapCut through advertisement video projects was implemented as an alternative learning strategy. This research employed a quantitative approach using a pre-experimental method with a one-group pre-test and post-test design. The subjects of this research were 20 students of class VIII A at SMP Negeri 5 Surade. The data were collected through speaking tests assessing pronunciation, grammar, vocabulary, fluency, and comprehension. The findings of the research showed that the students’ speaking skills improved significantly after the treatment. The students’ mean score increased from 47.8 in the pre-test to 68 in the post-test. In addition, the paired sample t-test showed a significance value of 0.000, which was lower than 0.05. The result indicated that there was a significant difference between students’ speaking skills before and after the implementation of Project-Based Learning using CapCut. Therefore, it can be concluded that Project-Based Learning integrated with CapCut was effective in improving students’ speaking skills.
AN ANALYSIS OF ENGLISH TEACHER CODE SWITCHING AND CODE MIXING TO ENCOURAGE STUDENT ENGLISH LEARNING PARTICIPATION Sudrajat; Usman Diennur; Anisa Septia Megawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61310

Abstract

This study aims to analyze the use of teacher code switching and code mixing in English classroom interaction and their role in encouraging student participation during the learning process. The research was conducted in Grade X AP 2 at SMK Mutiara Terpadu Palabuhanratu using a qualitative descriptive method with a case study approach. The participants consisted of one English teacher and the students of the selected class, five of whom were interviewed in depth. Data were collected through classroom observation, semi-structured interviews with the teacher and students, documentation, and transcription of classroom interaction, and were analyzed using thematic analysis. The findings show that the teacher employed three types of code switching—inter-sentential switching (119 utterances), intra-sentential switching (51 utterances), and extra-sentential switching (2 utterances)—as well as two types of code mixing, namely alternation (119 utterances) and insertion (53 utterances). These strategies were applied to explain learning materials, give instructions, overcome students’ language barriers, adapt language use to students’ proficiency levels, and maintain smooth classroom interaction. The results further reveal that teacher code switching and code mixing helped create learning conditions in which students could understand the material more easily, participate in discussions, answer and ask questions, follow instructions, and interact more confidently. Thus, teacher code switching and code mixing function as pedagogical communication strategies that support classroom interaction and encourage student participation in EFL learning.
AN ANALYSIS OF SPEECH ACTS IN ENGLISH DIALOGUE IN THE ANIME COWBOY BEBOP BY SHINICHIRO WATANABE Gilang Kurnia Fazri; Usman Diennur; Handi Pabriana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62068

Abstract

This study investigates the types and functions of illocutionary speech acts found in the English-dubbed dialogue of the anime Cowboy Bebop (1998), directed by Shinichiro Watanabe. Framed within pragmatics and grounded in the speech act theories of Austin (1962) and Searle (1969, 1979), the research addresses two questions: what types of speech acts appear in the English dialogue of the anime, and what communicative functions each type performs. A qualitative content-analysis design was employed. Data were collected by watching the first eleven episodes of the series, transcribing the English dialogue of the four main characters (Spike Spiegel, Jet Black, Faye Valentine, and Edward), and coding each utterance according to Searle's five categories of illocutionary acts: assertive, directive, commissive, expressive, and declarative. The analysis identified 155 illocutionary utterances distributed as follows: directive (46), assertive (39), expressive (28), commissive (25), and declarative (17). A further functional analysis of 281 coded instances showed that assertive utterances were mainly used for asserting a belief, stating a fact, and concluding; directive utterances for requesting, commanding, and ordering; commissive utterances for offering, promising, and vowing; expressive utterances for apologizing, thanking, and congratulating; and declarative utterances for resigning and establishing a state. The findings confirm that directive and assertive acts dominate the characters' interaction, reflecting the high-stakes, action-oriented world of bounty hunting portrayed in the series, while expressive and commissive acts humanize the characters' relationships. The study contributes to pragmatic research on English-dubbed anime and offers pedagogical implications for using anime dialogue as authentic material in English language teaching.
INTEGRATING JOYFUL LEARNING PRINCIPLES IN TASK-BASED LANGUAGE TEACHING TO BUILD STUDENTS’ PARTICIPATION IN ENGLISH CLASS AT SMPN 2 SIMPENAN Stadela; Anisa Septia Megawati; Usman Diennur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62746

Abstract

Student participation is an important aspect of successful English language learning, activities. However, many students are reluctant to participate actively due to low motivation, lack of confidence, and limited opportunities for meaningful interaction. This study aimed to investigate how joyful learning principles integrated into Task-Based Language Teaching (TBLT) build students’ participation in English classes and to identify the challenges encountered during its implementation. This study employed a qualitative case study design. Data were collected through classroom observations, student interviews, and teacher interviews and analyzed using Miles and Huberman’s interactive model of qualitative data analysis. The findings revealed that integrating joyful learning principles within TBLT encouraged students’ behavioral, cognitive, and emotional engagement. Students actively participated in learning activities, collaborated with peers, completed assigned tasks, and engaged in discussions and problem-solving. Students also stated that enjoyable and interactive activities made them feel more comfortable, motivated, confident, and willing to participate. In addition, these learning activities provided meaningful opportunities for students to communicate, collaborate, and express their ideas in a supportive classroom environment. Several challenges were identified, including classroom management, differences in students’ motivation, confidence, and language proficiency, difficulties in designing tasks, and time constraints. Overall, the findings indicate that integrating joyful learning principles into TBLT supported students’ participation by creating a more engaging learning environment.
Co-Authors Anisa Septia Megawati Aris Setiawan Muhammad Gilang Kurnia Fazri Handi Pabriana M Rayiz Ayinul Mutaqin Rahayu Lestari Seli Mutiara Stadela Sudrajat