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All Journal Jurnal Pendidikan dan Sastra Inggris
Irfan Perdana
Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin
Education

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The Impact of Mind Mapping on Junior High School Students’ Short Story Writing Proficiency Muhammad Arbain; Irfan Perdana; Nur Hasby
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 2 (2024): Agustus :Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i2.6268

Abstract

This research focuses on assessing the influence of mind mapping as a learning strategy on the short-story writing proficiency of junior high school students studying English. In particular, this research examines the extent to which mind mapping affects different components of writing proficiency, such as organization, coherence, and creativity. The study adopted a quasi-experimental pretest–posttest control group design, utilizing a purposive sample of 50 students in the eighth grade. The experimental group was instructed through the use of mind mapping techniques, whereas the control group received instruction via conventional teaching methods. Data were collected through pretest and posttest written tasks and analyzed using SPSS to perform both descriptive and inferential statistical procedures. Results obtained from the independent-samples t-test revealed a significant improvement in the experimental group’s writing performance, with a p-value of 0.029. These results indicate that mind mapping is an effective strategy for improving short-story writing skills among junior high school EFL learners, suggesting its potential for enhancing students' writing abilities in a more engaging and organized way.
Animated Short Dialogue Video in English: An Experimental Study on Its Impact on Students' Listening Comprehension Muhammad Arbain; Irfan Perdana; Nur Hasby
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 3 (2024): Desember:Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i3.6270

Abstract

This study investigates impact of using short animated English-dialogue videos on Indonesian EFL students’ listening comprehension compared to traditional audio-based instruction. Employing a true experimental pretest–posttest control-group design, the research involved 60 second-year English Language Education (ELE) students from Islamic University of Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin, equally divided into experimental and control groups. The experimental group received instruction via animated video dialogues, while the control group used conventional audio dialogues. Listening comprehension was assessed using validated multiple-choice tests administered before and after a two-week instructional period. Descriptive and inferential statistics, including independent- and paired-samples t-tests, were used to analyze the data. Results showed a statistically significant improvement in the experimental group’s performance (t = 4.79, p < .05), while the control group’s gain was not significant (t = 0.85, p > .05). Moreover, the posttest comparison between groups indicated a significant advantage for the experimental group (t = 2.05, p = .04). These findings suggest that animated video-based instruction enhances listening comprehension more effectively than traditional methods, supporting dual-coding and multimedia learning theories.
Co-Authors Muhammad Arbain Nur Hasby