Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journey: Journal of English Language and Pedagogy
Chindy Hanggara Rosa
universitas insan budi utomo
Education Languange, Linguistic, Communication & Media

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Improving Students’ Writing Skills through Discovery Learning Model Loduvikus Irvan Humba Langa Andung; Marsuki Marsuki; Chindy Hanggara Rosa
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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Abstract

This research aims to improve students' writing skills through the implementation of the Discovery Learning model. This model is designed to encourage students to be more active in the learning process by discovering concepts and knowledge independently through exploration, observation, and analysis. The research was conducted in 2024 involving students as research subjects. The research approach used was an experimental method with a pre-test and post-test design. Students were given writing tasks before and after the implementation of the Discovery Learning model to measure the improvement in their writing skills. The results showed that the application of the Discovery Learning model significantly improved students' writing skills. Students became more creative, able to develop ideas well, and more confident in compiling their writing. In conclusion, the Discovery Learning model is proven effective in improving students' writing skills. This approach can be applied widely to support English language learning, especially in the development of writing skills.
Improving Students Speaking Skills Through Role Play Strategy Anjelita Guwa; Endang Setiyo Astuti; Chindy Hanggara Rosa
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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This study aims to improve the speaking skills of Grade VIII students at SMPS St. Petrus Lokatadho through the implementation of the Role Play strategy. Previously, students faced difficulties in communicating fluently, lacked confidence, and frequently used their mother tongue due to monotonous teaching techniques. This research employed a Classroom Action Research design conducted in two cycles, utilizing both qualitative and quantitative data collection methods. The results demonstrated a significant improvement in students' speaking proficiency. The average score increased from 72.85 in Cycle I to 79.47 in Cycle II. Furthermore, the number of students achieving the success criteria rose from 12 students in the first cycle to 17 students in the second cycle. It is concluded that the Role Play strategy effectively motivates students, minimizes passivity, and enhances active involvement in speaking activities.
Co-Authors Anjelita Guwa Endang Setiyo Astuti Loduvikus Irvan Humba Langa Andung Marsuki Marsuki