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<![CDATA[The Influence Sequence Picture on Indonesian ELT Learners Writing Skill ]]>
<![CDATA[Amiruddin, Amiruddin]]>;
<![CDATA[Inayah, Nur]]>;
<![CDATA[Adzim, Syahrun]]>;
<![CDATA[Mayasari, Andi]]>;
<![CDATA[Aulinnia, Via]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 2 (2022): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i2.340
<![CDATA[The goal of this study was to see if using sequence graphics when writing procedural text improves writing skills. As a result, a quasi-experimental approach was used in this study. In both the pre-test and post-test, data on the students' writing abilities were gathered using the interview method. After gathering the data, descriptive analysis was used to examine it. The study included 13 students from IAI As'adiyah Sengkang, Indonesia, who were in their fifth semester of English education. Cluster random sampling was used to gather them. To measure the progress of the sequence picture technique, the researcher conducted a t-test study. The study findings revealed that there was no statistically significant difference between the pretest and posttest. The t-test value (0.11) was found to be greater than the level of significance α (0.05) and degree of freedom (df) = 41. The researcher finds that employing the sequence pictures technique does not significantly improve students' writing skills in procedural text based on the findings and discussion of the study.]]>
<![CDATA[Using Padlet to Improve Students' Personal Letter-Writing Skills ]]>
<![CDATA[Ferawati, Nur]]>;
<![CDATA[Baa, Sultan]]>;
<![CDATA[Asma, Nurul]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 4 (2022): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i4.353
<![CDATA[At the SMK level, mastery of English content involves four language skills: listening, speaking, reading, and writing. Students frequently struggle with the four language skills mentioned above when learning English. Up to 75% of students at SMK Maarif NU Doro Vocational School continue to perform below KKM. The author decided to explain the subject of the analysis of the student's abilities to produce personal letter texts since it really caught his or her attention. The goal to be achieved in this research is to improve students' ability to compose a personal letter text. The technique used in this research is to make observations and test student performance in the form of an online written test. The student scores from the evaluation of the written test in the first cycle were 15 students (62.5%) who had reached the KKM. In the assessment of product results in the form of writing a personal letter and then sending it via a Padlet, 23 students (95.8%) met the KKM. At the end of the cycle, on the summative test, as many as 20 (80.2%) students passed the summative test without doing any remedial. As suggested, the implementation of online learning activities using the Padlet link to improve students' ability to write texts in the form of personal letters.]]>
<![CDATA[Use of Outdoor Take and Give Games to Increase Students' Motivation to Learn English ]]>
<![CDATA[Armanda, Jefferi]]>;
<![CDATA[Iskandar, Iskandar]]>;
<![CDATA[Fatmasari, Elly]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 2 No. 1 (2022): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v2i1.354
<![CDATA[This research aims to increase motivation to learn English, especially speaking skills, for class X TKJ 1 at SMK Muhammadiyah Imogiri by implementing the Outdoor Take and Give Games learning model. The subjects of this research were 32 students in class X, TKJ 1. This action research consists of 3 cycles. The objects studied were students' learning motivation and students' English-speaking skills. This research uses data in the form of students' speaking test results, interview results, observation sheets, and questionnaires. Research activities include action planning, action implementation, observation, and reflection. The research results show that: (1) the outdoor take-and-give games learning model can make English learning more interesting and fun; (2) the outdoor take-and-give games learning model can increase students' motivation to learn English; and (3) the learning model of outdoor take-and-give games can help improve students' speaking skills. Therefore, this learning model can be used as an effective alternative activity in the learning process.]]>
<![CDATA[The Impact of Problem-Based Learning Models to Improve English Achievement at Middle-School 2 Karawang Barat ]]>
<![CDATA[Efendi, Arini]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Asma, Nurul]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 4 (2022): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i4.355
<![CDATA[The goal of this article is to investigate whether using problem-based learning models can help middle-school students improve their English learning achievements. The type of research used is classroom action research, carried out in 3 cycles at SMPN 2 Karawang Barat. Each cycle consists of stages of planning, implementation, observation, and reflection. The techniques used are observation technique and test technique. The assessment instrument uses a test sheet and an observation sheet. The results showed that in cycle 1, the average score of 75-80 students can be compared significantly in cycle 2 with an increase in the average score of 80-90. Likewise, cycle 3 shows an increase in value of 90-100. In general, it can be concluded that there is an increase in English learning outcomes for students at SMPN 2 Karawang Barat after learning is carried out through the use of problem-based learning models. As a suggestion, the use of problem-based learning models can be used by teachers or educators to improve learning outcomes, especially in the field of English.]]>
<![CDATA[Students’ Learning Achievement in Writing Analytical Exposition Text: A Study in Jigsaw Cooperative Learning Model ]]>
<![CDATA[Herni Hafsah]]>;
<![CDATA[Iskandar, Iskandar]]>;
<![CDATA[Fatmasari, Elly]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 2 No. 1 (2022): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v2i1.359
<![CDATA[The purpose of this study is to improve students' learning outcomes in writing analytical exposition texts using the cooperative learning jigsaw learning model strategy. The research method used was classroom action research, which was carried out in two cycles. Data collection techniques used are observation, interview, test, and documentation. The observation was done by the real teacher and collaborator in observing the teacher’s (writer's) performance. The result showed that there were significant improvements in students’ learning outcomes. It can be seen in the mean score and percentage of the test from cycle 1 until cycle 2. The students’ percentage who passed the criteria for success in cycle 1 is 67.7%. And cycle 2 is 90%. It can be concluded that the cooperative learning jigsaw learning model can improve the student's learning outcomes in writing analytical exposition texts.]]>
<![CDATA[Elaboration of Transactional Conversation for Middle-School Students: Speaking Skills Through "COIN-SPA" Learning ]]>
<![CDATA[Hendrowati, Heny]]>;
<![CDATA[Iskandar, Iskandar]]>;
<![CDATA[Fatmasari, Elly]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 1 (2023): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i1.370
<![CDATA[COIN-SPA learning is one of the learning models that will be used in this research to improve speaking skills in transactional conversations. Considering that the speaking skills of class VII-A students at SMP Negeri 1 Pati are not yet optimal due to the poor learning process and the low level of student activity in practicing speaking in English, it is necessary to have learning that can create opportunities for students to do more practice, speaking, namely COIN-SPA learning. This research aims to: (a) determine the implementation of the transactional conversation learning process; (b) increase student activity; and (c) improve speaking skills in transactional conversation through COIN-SPA learning for class VII-A students of SMP Negeri 1 Pati, which was carried out in two cycles with a time allocation of 6 x 40 minutes each (three meetings). The results of the research show that the implementation of the transactional conversation learning process with COIN-SPA learning can be carried out with category C (fair) in cycle I and increased to category B (good) in cycle II. The results of observations of student activities showed an increase in the average percentage from 59.9% to 78.4% or a percentage gain of 18.5%. The results of observing learning outcomes showed an increase in the average score from 73.68 to 76.44 or an increase of 2.76, and further increasing to 78.55, or an increase of 2.11, in the last cycle. Based on these results, it can be concluded that COIN-SPA learning has gone well so that it can be used to improve speaking skills in transactional conversations, and through COIN-SPA learning, it can increase student activity and student learning outcomes in transactional conversation learning in class VII-A SMP Negeri 1 Pati.]]>
<![CDATA[English Language Learning Achievement in Public Middle-School 1 Kertanegara: The Effects of "Jigsaw" Method ]]>
<![CDATA[Masruroh, Yulfah]]>;
<![CDATA[Iskandar, Iskandar]]>;
<![CDATA[Fatmasari, Elly]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 4 (2022): September ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i4.371
<![CDATA[The purpose of this action research is to learn about the improvement of English learning achievement for descriptive text using the Jigsaw method in the seventh grade at Public Middle-School 1 Kertanegara. This type of research uses classroom action research. The researcher's subjects are 32 students from Class F of Public Middle-School 1 Kertanegara. The study design consists of planning, implementation, observation, and reflection. Data collection methods used are observation, test, non-test, and interview. The result of the study conducted by researchers proved that the Jigsaw method was able to improve learning achievement for descriptive texts. During the observation, there was a significant increase in mastery learning at 75% in the first cycle and 84% in the second cycle. At the beginning of the action, there were 17 students who completed it; in the first cycle, that number increased to 24 students, and in the second cycle, it increased to 27 students. Based on the comparison of the number of students’ learning achievements, there is an increase in learning achievement through the Jigsaw method. From this description, it can be concluded that students’ learning achievement for descriptive text can be improved through the Jigsaw method.]]>
<![CDATA[A Problem-Based Learning Model to Improve English Learning Outcomes: A Study in Middle-School Students ]]>
<![CDATA[Sukaesih, Cici]]>;
<![CDATA[Iskandar, Iskandar]]>;
<![CDATA[Fatmasari, Elly]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 1 (2023): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i1.372
<![CDATA[Teaching is not just a matter of telling. Learning is not an automatic consequence of contemplating information in the minds of students. Learning requires mental involvement and students' work. Explanation and demonstration alone will not produce lasting learning outcomes. Which can produce learning outcomes, including the activities of contextual learning methods with problem-based learning teaching models. The source of the data for this research is the seventh-grade students of SMPN 1 Sidomulyo Odd Semester for the 2020/2021 academic year, totaling 34 students consisting of 13 male students and 21 female students. The data collected are quantitative and qualitative. Quantitative data is data obtained from formative tests in each cycle. While qualitative in the form of observations in each learning cycle, the data obtained is then converted into success criteria to determine whether student learning outcomes can be seen and how they improve. This study uses two cycles of action research. Each round consists of four stages, namely: design, observation activities, and reflection. From the data obtained in the form of formative test results and observation sheets of teaching and learning activities, it was found that student learning achievement has increased from cycle one to cycle two. In the first cycle, student learning outcomes in the very good category were 29.41%, and in the second cycle, the learning outcomes in the very good category increased to 70.59%. This study concludes that the problem-based learning (PBL) learning model can have a positive effect on the learning outcomes of class VII F students at SMP 1 Sidomulyo, and this learning model can be used as an alternative to learning English.]]>
<![CDATA[Improving Text Descriptive Writing Skills In Middle-School Students: Investigating Image Media ]]>
<![CDATA[Suparman, Rostina Andi]]>;
<![CDATA[Amra Ariyani]]>;
<![CDATA[Nurul Asma]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 1 (2023): December ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v3i1.374
<![CDATA[This research aims to improve students' skills in writing descriptive text through the use of image media for class VII students at SMPN Satap Lelumpang. The low pre-test results of students are caused by teachers still using conventional methods of teaching writing. So the researchers decided to use a new method that had never been used before, namely using image media. The research carried out was classroom action research in two cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection. The research was carried out at SMPN Satap Lelumpang, with the research subjects being class VII students. Data collection techniques include written tests and observation sheets. The results of research using image media show a significant increase. This can be seen from the students' learning results: in Cycle I, the average score was 4.87 in the poor category, increasing to 8.32 in the good category in Cycle II. The completeness of learning outcomes increased from 48.1% in Cycle I to 92% in Cycle II. This shows that students' skills in writing descriptive text increase through the use of image media.]]>
<![CDATA[Descriptive Writing Skills Utilizing A Fishbone Method: A Practical Approach Towards English Students ]]>
<![CDATA[Munawir, Ahmad]]>
<![CDATA[ ETDC: Indonesian Journal of Research and Educational Review Vol. 1 No. 2 (2022): March ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/ijrer.v1i2.377
<![CDATA[The objectives of this research are to discover the extent to which (1) the use of fishbone can influence the students’ descriptive writing skills and (2) to see which of the five aspects of writing is enhanced the most when utilizing fishbone. A quasi-experimental approach was used in this study. The study took place at Public Senior High School, Gowa, South Sulawesi, Indonesia. The sample size for the study was 62 students, whereas the experimental and control classes had 31 students, respectively. The data was obtained using a written test as a pre-test and post-test for both classes, and the test results were analyzed using the SPSS 24.0 program. The results revealed that two components of writing were improved by the application of the fishbone method, namely content, and organization, while the other components were not improved. It refers to the probability value (0.052) being greater than or equal to the significance level (= 0.05). While, the variant score of the five writing components showed that the probability value (0.00) was lower than the significant value (0.05), the mean score of the five writing components indicated that organization was higher than others. That leads to the conclusion that (1) the application of the fishbone method did not improve the students’ descriptive writing skills and (2) the highest improvement of the five writing components was organization.]]>
