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Syifa Fadhilah
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INDONESIA
PRIMACY Journal of English Education and Literacy
Published by Universitas Islam Syekh Yusuf Tangerang
ISSN : -     EISSN : 29864631     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
PRIMACY: Journal of English Education and Literature calls out and welcomes researchers, academicians, students, professionals and practitioners from all over the world to publish their research-based manuscripts within the following areas: English Language Teaching English Language Literature English Language Assessment and Evaluation ICT in Education English Applied Linguistics English for Specific Purposes Language Policy and Curriculum
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 32 Documents
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EFFECTIVENESS OF STORYTELLING METHOD IN STUDENTS’ SPEAKING ABILITY Ramadhani, Shella Fitri; Daulay, Sholihatul Hamidah; Rafida, Tien
PRIMACY Journal of English Education and Literacy Vol. 3 No. 2 (2024): December - 2024
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v3i2.5604

Abstract

The purpose of this research was motivated by the difficulty of students in speaking. The method used in this research is a quasi-experimental method with pre-test and post-test research design. The population of this study were eighth grade students of SMP Karyawan Turangie Langkat with sample of 27 students of class VIIIA as the experimental class and class VIIIB with 27 students as the control class. The data obtained were analyzed using normality test using Shapiro-Wilk, homogeneity test, and t-test using Independent Sample T-test using SPSS version 22 software application. The results showed there is an effect of storytelling method in speaking ability at eighth grade of SMP Karyawan Turangie Langkat, it is because the mean score in the experimental class increased significantly from 30,67 to 40,59. Meanwhile, in the control class the average value obtained also increased although not significantly from 25,19 to 28,89, and the value of Sig. 2 tailed that calculated in finding section showed 0.000 lower than alpha score 0.050 (0.000 <0.005), which means the Null Hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.
STUDENTS’ AWARENESS TOWARD 21ST CENTURY SKILLS Khilda Shopia; Aslamiyah, Sarah; Isnaniah; Syifa Fadhilah Hamid; Purnawati; Muhamad Rizky Fadhil
PRIMACY Journal of English Education and Literacy Vol. 3 No. 2 (2024): December - 2024
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v3i2.6342

Abstract

Understanding 21st-century abilities is essential for students to succeed in the quickly changing digital and information age. These abilities, which are divided into learning, literacy, and life skills categories, include vital proficiencies including critical thinking, creativity, teamwork, communication, information literacy, and flexibility. In order to successfully handle societal difficulties, this study looks at how well students comprehend and apply these abilities. The results show that although students show a moderate level of knowledge regarding digital literacy and teamwork, deficiencies in critical thinking, problem-solving, and leadership abilities still exist. The design of the curriculum, teacher participation, and availability of digital tools are some of the factors that affect awareness. Incorporating 21st-century skills into teaching methods through competency-based assessments, technological integration, and experiential learning is necessary to raise awareness. Thus, it can emphasize how critical it is to develop these abilities in order to equip pupils for both societal and lifetime learning.

Page 4 of 4 | Total Record : 32

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