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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.

Developong Writing Descriptive Text Based on Angkola Mandailing Culture at SMK Kesehatan Darmais Padangsidempuan Sri Hartati Ningsih; Yulia Arfanti; Ahmad laut Hasibuan; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1878

This research aimed to develop valid and effective English teaching materials for writing descriptive texts based on Angkola Mandailing culture for students of SMK Kesehatan Darmais Padangsidimpuan. The study employed a research and development design using the ADDIE model, covering the phases of analysis, design, development, implementation, and evaluation. The needs analysis involved 20 tenth-grade students and showed that they considered descriptive writing important, preferred contextual topics linked to daily life and local culture, and needed support in vocabulary and grammar. The product consisted of descriptive writing materials integrating cultural content such as Sampuraga hot spring and Sipirok batik, accompanied by vocabulary lists, grammar focus, and structured writing tasks. Expert validation by material and media specialists indicated very high validity, with an overall score of 90.15%, confirming that the content, language, presentation, and layout were highly appropriate. Implementation in a small group try-out demonstrated that students’ mean writing scores improved from the “poor” category in the pre-test (mean 59.35) to the “good” category in the post-test (mean 81.30), with all students moving into at least “fairly good” and most into “good” or “very good” categories. These findings indicate that descriptive writing materials based on Angkola Mandailing culture are valid, feasible, and effective in enhancing students’ descriptive writing skills

Developing Interactive Learning Media to Improve Student Learning Outcomes in Writing Observation Report Texts for Class 10 Students Ronelide Sipangkar; Ahmad Laut Hasibuan
International Journal of Educational Research Excellence (IJERE) 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.v5i2.1891

This research aimed to develop valid and effective English teaching materials for writing descriptive texts based on Angkola Mandailing culture for students of SMK Kesehatan Darmais Padangsidimpuan. The study employed a research and development design using the ADDIE model, covering the phases of analysis, design, development, implementation, and evaluation. The needs analysis involved 20 tenth-grade students and showed that they considered descriptive writing important, preferred contextual topics linked to daily life and local culture, and needed support in vocabulary and grammar. The product consisted of descriptive writing materials integrating cultural content such as Sampuraga hot spring and Sipirok batik, accompanied by vocabulary lists, grammar focus, and structured writing tasks. Expert validation by material and media specialists indicated very high validity, with an overall score of 90.15%, confirming that the content, language, presentation, and layout were highly appropriate. Implementation in a small group try-out demonstrated that students’ mean writing scores improved from the “poor” category in the pre-test (mean 59.35) to the “good” category in the post-test (mean 81.30), with all students moving into at least “fairly good” and most into “good” or “very good” categories. These findings indicate that descriptive writing materials based on Angkola Mandailing culture are valid, feasible, and effective in enhancing students’ descriptive writing skills

Developing Teaching Vocabulary for Students Based on Angkola Mandailing Culture Rini Hartati; Ahmad Laut Hasibuan
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1963

This research aimed to develop English vocabulary teaching materials based on Angkola Mandailing culture for sixth-grade students at SD Negeri 102 Panyabungan, Indonesia, and to evaluate their feasibility and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with modifications from Sugiyono’s procedures. Subjects were 20 sixth-grade students. Data were collected through needs analysis questionnaires, expert validation sheets, and pre-test and post-test assessments. The developed materials integrated local cultural elements, including traditional clothes, houses, foods, and historical figures. Expert validation results showed that the materials were highly feasible, with material experts scoring 86.25% and design experts 90%. The field testing results indicated a significant improvement in students’ vocabulary mastery, with the mean pre-test score increasing from 58.55 to 83.40 in the post-test, representing a 42.44% improvement. A paired t-test revealed a calculated t-value of 12.87, exceeding the t-table value of 2.093, leading to the rejection of the null hypothesis. The findings confirm that local culture-based vocabulary materials are effective, contextually relevant, and capable of enhancing students’ learning motivation and vocabulary retention

Developing English Pronouncation Teaching Materials for Second Grade Students Though Tongue Twister Irwansyah Zega; Ahmad Laut Hasibuan; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1994

This research aimed to develop English pronunciation teaching materials through tongue twisters for eighth-grade students at SMP Negeri 3 Mandrehe and to evaluate their effectiveness in improving students' pronunciation ability. The study employed Research and Development (R&D) methodology following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through needs analysis questionnaires, expert validation sheets, and pre-test and post-test assessments. The needs analysis revealed that students experienced significant difficulties in English pronunciation, particularly in distinguishing vowel and consonant sounds, understanding spelling-pronunciation relationships, and applying correct word stress. Expert validation results showed that the developed materials were highly feasible, with an average score of 91.6% (very feasible category). The implementation involved 20 eighth-grade students over several learning sessions. The effectiveness analysis demonstrated a significant improvement in students' pronunciation ability, with the mean score increasing from 62.05 in the pre-test to 84.30 in the post-test, representing a 35.85% improvement. These findings indicate that tongue twister-based materials are effective in enhancing students' English pronunciation skills. The study recommends the implementation of these materials in English pronunciation instruction and suggests further research to explore additional pronunciation activities and broader applications

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