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Enhancing Speaking Skills through Storytelling Method in Indonesian Language Learning: A Quasi-Experimental Study Abdollah Thaib Nasution; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1742

This study aims to determine the effect of the storytelling method on improving students’ speaking skills in Indonesian language learning. The research subjects were 36 fifth-grade students at SD S 117 Islam Terpadu Adnani, Mandailing Natal Regency, in the 2025/2026 academic year. The research employed a quantitative approach with a quasi-experimental design using a one-group pretest-posttest model. The instrument used was a speaking skills test covering aspects such as speaking confidence, fluency in storytelling, story structure, and the ability to convey moral messages. The results showed that the average pretest score for students' speaking skills before the application of the storytelling method was 65, categorized as moderate. After several learning sessions using the storytelling method, the posttest average score increased to 82, indicating a significant improvement in students' speaking skills. Inferential statistical analysis using a ttest showed that tcalculated > ttable, with a tcalculated value of 13.92 and a ttable value of 2.030 at a significance level of 0.05 with 35 degrees of freedom. Therefore, H₀ is rejected and H₁ is accepted, indicating a significant effect of the storytelling method on improving students’ speaking skills. More specifically, improvements were observed in several aspects: speaking confidence increased from 58% to 86%, fluency from 62% to 88%, story structure from 61% to 85%, and the ability to deliver moral messages from 59% to 84%. These findings demonstrate that storytelling as a learning method creates an active and enjoyable classroom atmosphere and encourages students to participate actively in developing comprehensive speaking skills. It can be concluded that the storytelling method is effectively used in Indonesian language learning to enhance the speaking skills of elementary school students

The Effect of Audio Media on Short Story Listening Comprehension Among Third-Grade Elementary Students Dirham Dirham; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1743

This research was prompted by the less than optimal short story listening comprehension skills of third-grade students at SD Negeri 105 Adian Jior, Mandailing Natal Regency. This research employed a quantitative approach with a quasi-experimental design, specifically the Pretest-Posttest Control Group Design. The study sample consisted of two groups: an experimental class (Class III B) and a control class (Class III A), each comprising 25 students. Data collection was conducted through written tests (pre-test and post-test) consisting of 5 multiple-choice questions designed to measure short story listening comprehension. The test instrument was piloted and met validity criteria (all items rcount > rtable = 0.396) and reliability (Cronbach's Alpha = 0.720 > 0.600), and demonstrated good difficulty levels, discriminative power, and effective distractor functions. Data analysis used the Independent Samples T-Test after fulfilling the normality and homogeneity assumptions. The results showed a significant improvement in short story listening comprehension in the experimental class compared to the control class. In the experimental class, which used audio media, the average post-test score for short story listening comprehension reached 80.8 (pre-test score 62.4), with a highest score of 96 and a lowest score of 64. Meanwhile, in the control class, which used conventional methods, the average post-test score was 65.6 (pre-test score 60.8), with a highest score of 76 and a lowest score of 48. The Independent Samples T-Test results showed a significance value (2-tailed) of 0.000. Since the Sig. (2-tailed) value was < 0.05, the Null Hypothesis (H0) was rejected and the Alternative Hypothesis (H1) was accepted. This research concludes that the use of audio media has a significant effect on improving short story listening comprehension in third-grade students of SD Negeri 105 Adian Jior, Mandailing Natal Regency, during the 2025-2026 Academic Year

Implementing Project-Based Learning With Communicative Approach To Enhance Communication Skills of 8th grade Students Febriani Hutasuhut; Ahmad Laut Hasibuan; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1744

This classroom action research aimed to examine the implementation of project-based learning with a communicative approach and the improvement of communication skills among eighth-grade students at MTs Pancasila Tanjung Beringin. The study was motivated by students' low communication abilities, characterized by difficulties in expressing ideas systematically, lack of self-confidence, and the dominance of conventional teaching methods that provided limited opportunities for communication practice. The research was conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects were 35 eighth-grade students at MTs Pancasila Tanjung Beringin in the 2025-2026 academic year. Data collection techniques included observation, interviews, pre-test and post-test assessments, and documentation. Data analysis employed quantitative and qualitative descriptive techniques with t-tests to measure the improvement in students' communication skills. The results demonstrated that implementing project-based learning with a communicative approach significantly enhanced students' communication abilities. The class average score increased from 62.43 in the pre-cycle to 72.57 in Cycle I and 81.29 in Cycle II, representing a total improvement of 18.86 points (30.21%). Classical mastery learning increased dramatically from 11.43% (4 students) in the pre-cycle to 34.29% (12 students) in Cycle I and 80.00% (28 students) in Cycle II. All aspects of communication skills showed significant improvement, with self-confidence experiencing the highest increase of 35.70%, followed by idea coherence (33.36%), audience interaction (32.78%), clarity of delivery (28.69%), and language use (28.52%). Active student participation increased from 20% to 97.1%, and students' responses to learning were highly positive with a score of 4.43 on a scale of 5. The study concluded that project-based learning with a communicative approach successfully created a collaborative, communicative, and meaningful learning environment. This model provided extensive opportunities for students to practice communication in authentic contexts, enhanced self-confidence, developed skills in organizing ideas, and facilitated dynamic interactions.

The Influence of Project-Based Learning Model on Self-Efficacy in Speaking: A Quasi-Experimental Study in Indonesian Language Learning Muhammad Akir; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1745

Speaking ability is one of the essential skills in learning the Indonesian language, particularly at the elementary school level. However, observations at SD Negeri 083 Pidoli revealed that sixth-grade students still have low self-efficacy in speaking. They tend to be passive, hesitant to express their opinions. This condition is exacerbated by the continued use of conventional teaching methods. Therefore, an instructional model that promotes active student participation and boosts their speaking confidence is necessary. One model considered effective in this context is Project Based Learning (PjBL). This study aims to examine the influence of the PjBL model on students’ speaking self-efficacy in the Indonesian language subject for sixth-grade students at SD Negeri 083 Pidoli, Mandailing Natal Regency, during the 2025–2026 academic year. The study employed a quantitative approach using a one-group pretest-posttest design. The research subjects consisted of 20 students. Instruments used included a self-efficacy questionnaire, observation sheets for student and teacher activities, and a speaking skills test. The results indicated a significant improvement in students’ self-efficacy after the implementation of the PjBL model. The average pretest score of 67.4 increased to 89.8 in the posttest. The percentage of students achieving mastery learning rose from 50% to 100%. The self-efficacy category also shifted, with 50% of students initially in the "Needs Guidance" category changing to 60% in the “Good” category and 40% in the “Excellent” category. Students’ learning activity was highly positive, with an average percentage of 85.5%. Teacher activity was also categorized as highly active, with an average of 88%, increasing from 70.6% in the first session to 97% in the third. The t-test results confirmed a significant effect of the PjBL model on enhancing students' speaking self-efficacy. Thus, the Project Based Learning model has been proven effective in significantly improving students' confidence and speaking ability.

Enhancing Learning Interest in Indonesian Language Through Language Games: A Classroom Action Research Study Among First-Grade Elementary Students Muhammad Ardani; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1746

This research was motivated by the low level of interest in learning Indonesian among first-grade students at SD Negeri 087 Panyabungan. Students tended to be passive, lacked enthusiasm, and were easily distracted during lessons. The conventional teaching methods used by the teacher did not align with the learning characteristics of young children, who typically enjoy play-based activities. Therefore, this study aimed to enhance students’ interest in learning Indonesian through the implementation of language game strategies. This research employed a qualitative approach in the form of Classroom Action Research (CAR) conducted in two cycles. The research subjects were 19 first-grade students at SD Negeri 087 Panyabungan. Data were collected through observation, interviews, and documentation, and then analyzed using both qualitative and quantitative techniques. The results showed a significant increase in students’ learning interest. Before the intervention, only 35.98% of students demonstrated learning interest, with an average score of 1.84. After implementing language games in Cycle I, this figure increased to 49.2% with an average score of 2.53. A further improvement was recorded in Cycle II, reaching 75.97% with an average score of 3.37. The percentage of students showing a positive learning attitude also rose from 52.63% (pre-action) to 84.21% in Cycle II. In addition, the learning success rate improved from 30% (pre-action) to 78.94% in Cycle II. Games such as “Name Hunt” and activities using modeling clay (plastisin) proved effective in enhancing student engagement, creativity, and self-expression. This strategy fostered a joyful and participatory learning atmosphere, well-suited to the imaginative and motor-active nature of early childhood learners. It can be concluded that the use of language games is an effective strategy for increasing interest in learning Indonesian among first-grade elementary students.

The Correlation Between Classroom Management and Writing Learning Outcomes in Indonesian Language Subject for 5th Grade Elementary Students Muhammad Saiful; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1747

This study was motivated by the low writing achievement of Grade V students at SD Negeri 010 Hutapuli, Mandailing Natal Regency, which is suspected to be influenced by the suboptimal classroom management implemented by teachers. An unconducive learning atmosphere, ineffective student interaction, and inadequate classroom arrangement were found to negatively affect student motivation and participation in writing activities. Therefore, this research aims to examine the correlation between classroom management and students’ writing learning outcomes in Indonesian language subject. This study employed a quantitative method with a correlational approach. The population consisted of all Grade V students of SD Negeri 010 Hutapuli, totaling 40 students. The instrument used to measure classroom management was a questionnaire, while the students’ writing achievement was assessed through documentation of writing task scores. Data were analyzed using Pearson’s Product Moment correlation technique. The results showed that the correlation coefficient (r) was 0.724, which falls into the "high" category based on the interpretation guideline by Sugiyono (2007). Furthermore, the obtained value of rcount 0.724 exceeded the critical value of rtable 0.316 at the 5% significance level and 0.408 at the 1% level. Thus, the hypothesis is accepted. This indicates a significant and positive correlation between classroom management and students’ writing outcomes.The coefficient of determination analysis revealed that classroom management contributed 52% to students’ writing performance, while the remaining 48% was influenced by other factors such as learning interest, instructional media, classroom conditions, and teaching approaches. Hence, effective classroom management which includes organizing the learning environment, managing student behavior, and fostering a conducive classroom atmosphere plays a crucial role in enhancing students’ writing skills

The Implementation of Outdoor Learning Method on Speaking Skills in Expressing Opinions Through Simple Argumentative Texts by Students Musliadi Sitompul; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1749

The speaking skills of elementary school students in expressing opinions are often less than optimal. This condition was evident among Grade V students at SD Negeri 354 Batahan III, where pretest results showed that 13 out of 19 students (68.4%) fell into the "very low" category, and none (0%) reached the "very high" category. This study aimed to examine the impact of implementing the outdoor learning method on students’ speaking skills, particularly in expressing opinions through simple argumentative texts. After the outdoor learning method was implemented, the posttest results indicated significant improvement: 68% of students achieved the “very high” category, 15.8% “high,” 10.5% “moderate,” and only 5.3% remained in the “very low” category. No student was in the “low” category (0%). The average normalized gain score reached 0.90, placing all students (100%) in the “high” improvement category (g ≥ 0.70). In terms of learning motivation, prior to the intervention, most students showed concerning results: 16% were unmotivated, 58% were poorly motivated, and only 5% were already motivated, with an average score of 59.5. However, following the implementation of the method, there was a significant increase: 53% became motivated, 42% sufficiently motivated, and only 5% remained poorly motivated. The average motivation score rose to 98.7. Meanwhile, observational data on student activity also confirmed the success of this method. The average student activity level during learning reached 83.875%, with indicators such as listening to instructions (100%), forming groups (86.8%), completing tasks (86.8%), and engaging in orderly discussion (89.5%). In conclusion, the implementation of the outdoor learning method proved effective in improving speaking skills, learning motivation, and student engagement. This approach offers a promising alternative for teachers to create a more meaningful and contextual learning environment, particularly in teaching argumentative texts in Bahasa Indonesia

The Effectiveness of Problem-Based Learning in Improving Fable Text Comprehension Among 5th Grade Elementary Students: A Classroom Action Research Paujan Amris; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1752

The background of this study is the low learning outcomes of students, primarily caused by conventional teaching methods that fail to actively engage learners. The Problem-Based Learning (PBL) model was chosen because it emphasizes collaborative, contextual, and independent problem-solving. The results revealed an improvement in student learning outcomes from cycle I to cycle II. In cycle I, the average pre-test score was 69.16, which increased to 73.33 in the post-test. The mastery level rose from 41.66% (8 students meeting the Minimum Mastery Criteria or KKM) to 66.6% (13 students achieving mastery). However, these results still fell short of the KKM benchmark of 75%. Therefore, revisions were made in cycle II. In this cycle, the average pre-test score rose to 81.6, and the post-test average reached 85.83. The mastery level increased to 83.3% (17 students), with certain indicators showing that 90% of students had reached or exceeded the KKM. This indicates a significant improvement in their understanding of content, moral messages, and the structure of fable texts. Moreover, students’ engagement also improved positively, particularly in aspects such as teamwork, the courage to express opinions, and discipline during group discussions. The implementation of the PBL model also enhanced teachers’ creativity in designing meaningful and engaging learning activities. Teachers acted as facilitators, while students took an active role in the learning process. This created a classroom atmosphere that was enjoyable, intellectually stimulating, and supportive of critical thinking development. Based on these findings, it can be concluded that the Problem-Based Learning model is effective in improving students’ comprehension of fable texts and is highly relevant for implementation within the Kurikulum Merdeka, which emphasizes differentiated, student-centered learning

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