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Bulletin of Scientific Research in English Education
Published by Politeknik Siber Cerdika Internasional
ISSN : 30896967     EISSN : 30896967     DOI : https://doi.org/10.59261/bsree.v2i1.7
Core Subject : Education,
Languange, Linguistic, Communication & Media
Bulletin of scientific Research in English Education is a international scale journal covering the study in English Education. This journal focuses on various contemporary and other related areas.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
THE IMPLEMENTATION OF PROBLEM BASED LEARNING IN TEACHING DIRECTION Tuzzahro, Ana Latifah
Bulletin of Scientific Reseach in English Education Vol. 1 No. 1 (2024): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v1i1.1

Abstract

The research focus in this research is, The implementation of Problem Based Learning In Teaching Direction At Junior State 1 Sumber, Students' perceptions of Problem Based Learning in Teaching Direction At Junior State 1 Sumber. The purpose of this research: To investigate the implementation of problem based learning in teaching direction at Junior State 1 Sumber, To investigate student's perception at the implementation of problem based learning at Junior State 1 Sumber. This research approach is a qualitative approach. This type of research is field research in the form of case study. Data collection techniques using observation, interviews, lesson plan and questionnaire for studen’t perception. While the data analysis uses the Miles and Huberman Models. The validity of the data used is source triangulation and technique triangulation. Research results from the Implementation Problem Based Learning in Teaching Direction At Junior State 1 Sumber Planning includes preparing learning tools and selecting learning materials, Implementation includes, conveying learning objectives, dividing groups, guiding discussions, presenting the results of discussions. And evaluate the results of the discussion, Students' of the learning by using a questionnaire.
THE IMPLEMENTATION OF DISCOVERY LEARNING MODEL IN TEACHING ASKING AND GIVING OPINION Nur, Amani Rohadatul Aisy
Bulletin of Scientific Reseach in English Education Vol. 1 No. 1 (2024): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v1i1.2

Abstract

The purpose of this research was to explore deeper insights and knowledge about the implementation of the discovery learning model and to investigate the challenges of English teacher when implementing the discovery learning model in teaching asking and giving opinion. This research employed a case study under a qualitative approach. This research was conducted with eleventh grade Science 7 Senior State 1 Ciamis. Meanwhile, the subject of this study was an English teacher. This data were collected through pre-interview, post-interview, observation, and document analysis. The results of the research showed that the teacher does not apply all of the discovery learning syntax at both meetings. Meanwhile, the teacher still faces challenge in implementing this learning model in their class because there are some students who are passive during the learning process. In conclusion, even though at the second meeting the syntax was not carried out properly and the students’ character was constrained, the learning objectives could be achieved and the teacher was able to effectively manage these problems.
THE IMPLEMENTATION OF COOPERATIVE LEARNING IN TEACHING DESCRIPTIVE TEXT Rahmah, Ima Siti
Bulletin of Scientific Reseach in English Education Vol. 1 No. 1 (2024): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v1i1.3

Abstract

The present research reported the use of cooperative learning model in improving student’s writing comprehension. The research was conducted to find out whether or not cooperative learning improved student’s writing comprehension, and to find out student’s perception toward the implementation of cooperative learning model. The design employed in this research was the Case Research. The research was conducted at seventh grade of E which involved twelve female students in it, and it was conducted at Modern Islamic Boarding School Nurul Fajri located in Weragati Palasah Majalengka. The observation checklist, student’s questionnaire, interview sheet and document analyses were implemented as instruments to collect the data. The findings of the research showed that cooperative learning model (Think Pair Share TPS) improved the student’s comprehension in writing descriptive text. Except that, the findings also showed that the students gave positive responses since they started that cooperative learning method were fun and helped them in understanding descriptive text and they wanted to know more about it. And it is shown in the findings that the implementation of cooperative learning that implemented by the teacher to seventh grade with using the Think Pair Share (TPS) technique run well.
VISUAL STRATEGIES IN TEACHING ENGLISH FOR STUDENTS WITH HEARING IMPAIREMENT AT SPECIAL NEEDS SCHOOL Salsabiilah, Dhiya
Bulletin of Scientific Reseach in English Education Vol. 1 No. 1 (2024): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v1i1.4

Abstract

Deafness is a condition in which a person cannot hear well. Deaf people have a way of communicating that is different from other people's, including the way they learn things. Teaching English to students with special needs is a challenge, requiring strategies and the participation of all parties in the school environment. This study aims to describe the teacher's strategy in learning English for deaf students in Special Needs School Kota Cirebon and the challenges experienced by teachers in dealing with deaf students. This study uses qualitative techniques. Observations, interviews, and documentation were used to obtain data. The author utilizes data collection techniques, data reduction, data presentation, and drawing conclusions to analyze the collected data. According to the findings of this study, teachers use Visual Strategies in the form of visual image maps (1), introduce new knowledge with videos (2), and (3) introduce languages that were previously unknown. Preparation, student evaluation, disparities in students' innate abilities, such as communication skills, and the difficulties of learning a foreign language are the issues that teachers encounter when educating deaf kids. Despite the difficulties teachers confront, it can be said that the goal of teaching English using this method is good
THE IMPLEMENTATION OF PROJECT BASED LEARNING IN TEACHING ENGLISH Fitriyani, Fitriyani
Bulletin of Scientific Reseach in English Education Vol. 1 No. 1 (2024): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v1i1.5

Abstract

Project-based learning is a type of learning model in which students learn something by completing a project developed by the teacher. This study aims to find out how is the implementation of project-based learning in teaching English and how is the teacher’s perspective of the implementation project-based learning in teaching English. The descriptive qualitative research design was used in this study. The study was carried out in the eighth grade at SMP Nurul Fajri. This study used observation checklist, interview sheet and document analyses to obtain the data. The findings from this study showed that the teacher has not implemented the project-based learning optimally. It was discovered that implementing project-based learning had significant benefits for students. Furthermore, the teacher effectively used scientific ideas that transformed the teaching and learning process from traditional teacher-centered to student-centered.
The Effectiveness of Project-Based Learning (PBL) in Enhancing Students' Speaking Skills in EFL Classrooms Azzahra, Adelia; Durahman, Eva Utami; Fauzan, Hilman
Bulletin of Scientific Reseach in English Education Vol. 2 No. 1 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i1.7

Abstract

Developing speaking skills in English as a Foreign Language (EFL) is a persistent challenge in many classrooms due to traditional instruction methods that often lack real-world engagement and student-centered learning. Recent approaches such as Project-Based Learning (PBL) offer promising alternatives by encouraging communicative, collaborative, and contextualized language use. This study investigates the effectiveness of PBL in improving the speaking skills of EFL students, focusing on fluency, pronunciation, accuracy, and interaction. It also explores student perceptions and the pedagogical implications of integrating PBL into language instruction. Employing a quasi-experimental design with a pre-test and post-test control group, the study was conducted on two intact classes of Indonesian senior high school students. The experimental group underwent a four-week PBL intervention, while the control group received traditional instruction. Data were collected through speaking assessments, classroom observations, and student interviews, and analyzed using t-tests and thematic analysis. Findings revealed a significant improvement in the experimental group’s speaking performance, with a mean gain of 15.5 points and a large effect size (Cohen’s d = 0.85). Qualitative data indicated enhanced confidence, engagement, and motivation among students involved in PBL tasks. The integration of digital tools further supported learning and speaking practice. PBL is an effective strategy to improve EFL learners’ speaking proficiency by fostering meaningful communication, collaborative problem-solving, and learner autonomy. This approach holds promise for broader implementation in diverse EFL contexts.
Revitalizing Speaking Fluency through Task-Based Language Teaching: Addressing Post-Pandemic Communicative Gaps in EFL Classrooms Jannah, Khofifah Indah Baitul; Razaq, Siti Ulfya Syahara; Hafizudin, Hafizudin
Bulletin of Scientific Reseach in English Education Vol. 2 No. 1 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i1.8

Abstract

Speaking skills are an important component of English as a foreign language (EFL) acquisition, yet they are one of the most affected by online learning during the COVID-19 pandemic. The lack of direct verbal interaction and the low intensity of oral practice lead to gaps in students' speaking fluency. In this context, the Task-Based Language Teaching (TBLT) approach offers a strategy oriented towards developing communication skills through meaningful tasks. This study aims to explore the impact of implementing TBLT on improving EFL students' speaking fluency in post-pandemic secondary schools. This study used a quasi-experimental approach with a pre-test and post-test control group design. The sample consisted of 60 grade XI students in one of the public high schools in Indonesia, who were divided into an experimental group and a control group. Data were collected through oral tests and analyzed using paired sample t-test and independent sample t-test. The results showed that there was a significant increase in the level of speaking fluency of students who took part in learning with the TBLT approach compared to the control group. The task-based activities proved to improve students' fluency, fluency, and confidence in speaking. The findings recommend the wider application of TBLT as a strategic approach in addressing the impact of online learning on EFL students' speaking ability.
Blended Learning in English Language Instruction: A Study of Learner Engagement and Performance Savandha, Septien Dwi; Daffa, Muhammad Yusuf; Kamilia, Adila
Bulletin of Scientific Reseach in English Education Vol. 2 No. 1 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i1.9

Abstract

The development of digital technology has encouraged the implementation of blended learning as a learning strategy that combines face-to-face and online learning methods. In the context of English language learning, blended learning is believed to be able to improve learners' participation and learning outcomes, but empirical evidence on its effectiveness is still limited. This study aims to analyze the effect of blended learning implementation on learners' engagement and performance in English language learning at secondary education level. This study used a quantitative approach with a quasi-experimental design. The sample consisted of 120 students from two purposively selected high schools. The experimental group used a Learning Management System (LMS)-based blended learning model, while the control group followed conventional learning. Data were collected through learning engagement questionnaire and English achievement test, then analyzed using independent t-test and simple linear regression. The results showed that students in the blended learning group had higher levels of engagement and significantly better learning achievement than the control group (p < 0.05). The findings indicate that blended learning can be an effective strategy in improving the quality of English language learning, particularly in increasing students' active participation and academic outcomes.
Integrating Critical Literacy in English Language Teaching: Practices and Perceptions of EFL Fitriani, Ajeng Dini; Widiastuti, Sri; Rizkia, Suci Nafisatur
Bulletin of Scientific Reseach in English Education Vol. 2 No. 1 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i1.10

Abstract

The application of critical literacy in English as a foreign language (EFL) learning is gaining attention as awareness of the importance of education that builds social awareness and reflective thinking increases. However, the understanding and implementation of critical literacy concepts among EFL teachers still vary, especially in non-native contexts. This study aims to explore EFL teachers' perceptions of critical literacy as well as the teaching practices they use in integrating this approach into their classrooms. This study used a qualitative approach with a case study design. Data were collected through semi-structured interviews and classroom observations of ten EFL teachers at the secondary level in Indonesia. Data were analyzed thematically using Braun and Clarke's approach to identify key patterns in teachers' perceptions and practices. The results show that most teachers understand critical literacy as the ability to analyze texts in depth and question the ideologies behind the texts. However, limited theoretical knowledge, lack of professional training, and a crowded curriculum are the main obstacles in consistently implementing critical literacy practices. Nonetheless, some teachers showed initiative by adapting teaching materials and encouraging critical discussions in class. The findings provide important implications for curriculum development, teacher training and language education policy in EFL contexts.
Teacher Feedback and Student Writing Improvement in EFL Classrooms: A Longitudinal Study Hafidhoh, Husnul; Agus, Cecep
Bulletin of Scientific Reseach in English Education Vol. 2 No. 1 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i1.11

Abstract

In English as a Foreign Language (EFL) contexts, teacher feedback plays a pivotal role in facilitating students' writing development. However, limited longitudinal research has explored how sustained feedback practices influence student improvement over time. This study aims to investigate the impact of teacher feedback on students' writing performance in EFL classrooms, focusing on the progression of writing skills across an academic year. Employing a longitudinal research design, this study followed 60 EFL students from a secondary school in Indonesia over two semesters. Data were collected through students' writing samples, teacher feedback forms, and semi-structured interviews. A mixed-method approach was used: quantitative data were analyzed using repeated-measures ANOVA to assess changes in writing scores, while qualitative data from interviews were coded thematically to explore students' perceptions of feedback. Findings indicated a statistically significant improvement in students' writing performance over time, particularly in coherence, vocabulary usage, and grammatical accuracy. Students reported that timely, specific, and formative feedback contributed positively to their writing development. Furthermore, teacher feedback that was dialogic in nature (i.e., allowing for student response and reflection) had a more substantial impact compared to solely corrective feedback.

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