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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Reflinda
UIN Sjech M.Djamil Djambek Bukittinggi
Education

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ANALYSIS OF PEER INTERACTION ON SPEAKING SKILLS IN CLASS 10 MAN 2 BUKITTINGGI Neci Oparianti; Reflinda; Veni Roza; Melyann Melani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12457

Abstract

Speaking is one of the most essential skills in learning a foreign language, yet it often becomes the most challenging for students to master. Many learners struggle with confidence, vocabulary limitations, and anxiety when speaking English. This study explores the role of peer interaction in improving students' speaking skills in Class 10 at MAN 2 Bukittinggi. The research was motivated by preliminary findings that showed varied student preferences some felt more comfortable interacting with peers, while others preferred teacher-led activities. Using a qualitative approach, the researcher collected data through classroom observations and semi-structured interviews with one English teacher and six students from Class 10 E.2. The findings revealed that peer interaction significantly supports the development of speaking skills by creating a more relaxed and supportive learning environment. Students were observed actively participating in discussions, giving feedback, correcting one another, and engaging in various types of peer interaction such as collaboration, tutoring, and modeling. While some students remained dependent on teacher presence, the majority benefited from the freedom and encouragement peer learning provided. Interviews confirmed that students felt more confident and motivated when speaking with friends rather than the teacher. The study concludes that peer interaction is an effective strategy in enhancing speaking skills. It not only improves students’ fluency but also builds their confidence, independence, and social support in the learning process. This approach, when properly designed, can serve as a meaningful component of communicative language teaching.
THE EFFECT OF USING GAMIFICATION ON STUDENTS’ MOTIVATION IN ENGLISH LEARNING AMONG THE TENTH GRADE STUDENTS OF SMKS TEKNOLOGI MUHAMMADIYAH BUKITTINGGI Nurlia Sari Sihotang; Veni Roza; Reflinda; Melyann Melani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18980

Abstract

This research was conducted due to several problems found in the English learning process among tenth-grade students at SMKS Teknologi Muhammadiyah Bukittinggi. Some students showed low motivation in learning English, as indicated by their limited participation, lack of enthusiasm, and difficulties in understanding English learning materials. Therefore, this study aimed to examine the effect of gamification on students’ motivation in learning English. This research employed a quantitative approach using a quasi-experimental design involving an experimental class and a control class. The experimental class received English instruction through gamification-based learning, while the control class was taught using conventional learning methods. The sample was selected through purposive sampling. Data were collected using a closed-ended questionnaire with a five-point Likert scale to measure students’ motivation in learning English. The data were then analyzed statistically to determine whether there was a significant difference in students’ motivation between the two groups. The findings revealed that the use of gamification did not have a statistically significant effect on students’ motivation in learning English. There was no significant difference in motivation between students who were taught through gamification and those who received conventional instruction. However, during the learning process, students in the experimental class demonstrated more consistent participation, attention, and engagement in classroom activities. These findings indicate that although gamification did not significantly improve students’ motivation based on the statistical results, it contributed positively to students’ classroom engagement and participation. Therefore, gamification may still be considered a useful instructional strategy for creating a more active and engaging English learning environment
Co-Authors Melyann Melani Neci Oparianti Nurlia Sari Sihotang Veni Roza