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Proceeding Universitas Muhammadiyah Surabaya ini merupakan kumpulan Jurnal kegiatan hasil konferensi atau seminar yang diadakan oleh Masing - Masing program studi yang ada di Lingkungan Universitas Muhammadiyah Surabaya.
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Jawa timur
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Proceeding UMSurabaya
Published by Universitas Muhammadiyah Surabaya
ISSN : -     EISSN : 29627656     DOI : https://doi.org/10.30651/pc.v1i1
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Proceeding Universitas Muhammadiyah Surabaya ini merupakan kumpulan Jurnal kegiatan hasil konferensi atau seminar yang diadakan oleh Masing - Masing program studi yang ada di Lingkungan Universitas Muhammadiyah Surabaya.
Arjuna Subject : -
Articles 593 Documents
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ENHANCING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS USING THE STRATEGY OF STORY MAPPING Rijalul Fawaid; Wijayadi; Nur Fitriah
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28115

Abstract

This study aims to improve students’ reading comprehension of narrative texts through the implementation of the Story Mapping Strategy. The research subjects were 35 students of class X-09 at SMAN 17 Surabaya. The method used was Classroom Action Research (CAR) following the model of Kemmis & McTaggart (1988), which consists of planning, implementation, observation, and reflection in two cycles. Data was collected through reading comprehension tests (pre-test and post-test), observations, and interviews. The result of research showed a significant improvement in students' reading comprehension after applying the Story Mapping Strategy. The students' average score increased from 61,5 in the pre-test to 83,1 in the post-test of the second cycle. Additionally, the percentage of students achieving the Minimum Competency Criteria (KKM) increased from 24 % to 85,7 %. The Story Mapping that implemented helped students effectively organize information from narrative texts, thereby enhancing their comprehension. This strategy allowed students to identify key elements of the story, such as characters, setting, and plot, which contributed to their understanding of the narrative text. Based on findings, Story Mapping has been proven to be an effective strategy in teaching reading comprehension of narrative texts at the high school level. Therefore, this strategy is recommended for teachers to enhance students’ reading comprehension skills.
Enhancing Social Relationship Skills through Social-Emotional Learning Using PjBL Mini-Drama at X-7 SMAN 17 Surabaya Elvira Putri Amalia; Wijayadi; Nur Fitriah
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28116

Abstract

This study aims to improve the social relationship skills of Class X-7 students at SMAN 17 Surabaya by integrating Social-Emotional Learning (SEL) and Project-Based Learning (PjBL) through mini drama in narrative text in English learning. Involving 30 students, the research used a Classroom Action Research (CAR) design, including planning, implementation, observation, and reflection. Instruments included sociometric questionnaires (pre- and post-tests) and observation sheets evaluated by observers. Pre-test results showed most indicators were in the “Acceptable” to “Good” range, with the lowest score (63.34%) in students’ comfort involving unfamiliar peers. The intervention featured SEL videos, group discussions, script writing, peer feedback, and moral reflection. Observations showed active participation (90%), problem-solving (80%), and teamwork (90%). Post-test scores improved across all indicators, with “inviting unfamiliar peers” increasing to 78% and “group involvement” reaching 86.7%. These results align with Piaget’s and Vygotsky’s constructivist theories, SEL frameworks, and the effectiveness of PjBL and drama-based learning in developing communication, collaboration, empathy, conflict resolution, and advocacy. The study concludes that the PjBL Mini Drama model supported by SEL principles effectively enhances students’ social relationship skills in the English language learning context.
Peningkatan Kosakata Bahasa Inggris Siswa Kelas VII C SMPN 36 Surabaya dengan Menggunakan Running Dictation dan Game Berbasis Teknologi Digital Ririn Rindayani; Mas’ulah; Yuniarti
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28117

Abstract

Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata Bahasa inggris kelas VII C SMPN 36 Surabaya melalui penggunaan game Running Dictation dan game berbasis teknologi digital. Penelitian melibatkan 23 siswa sebagai partisipan dengan mengintegrasikan penggunaan Running Dictation dan Game Berbasis Teknologi Digital dalam pembelajaran Bahasa Inggris. Pendekatan ini dirancang untuk menciptakan suasana belajar yang aktif, menyenangkan, dan mendorong partisipasi siswa secara optimal. Analisis data hasil tes kosakata Bahasa Inggris dilaksakan secara kuantitatif dengan menghitung jumlah siswa yang tuntas dari hasil tes kosakata Bahasa Inggris yang menunjukkan adanya peningkatan ketuntasan hasil tes dari 30% di siklus I menjadi 78% di siklus II. Dengan pendekatan yang lebih menyenangkan dan partisipatif, siswa lebih termotivasi untuk belajar dan mengalami peningkatan hasil tes pada setiap siklus. Kemudian, hasil angket menunjukkan keterlibatan dan minat siswa yang tinggi dalam Pelajaran Bahasa Inggris. Penggunaan game edukatif ini tidak hanya meningkatkan hasil tes, tetapi juga meningkatkan minat, mendorong interaksi, kerja sama antarsiswa. Hasil penelitian ini menunjukkan bahwa penggunaan Running Dictation dan Game berbasis digital mampu meningkatkan keterlibatan siswa dalam proses pembelajaran serta meningkatkan kosakata Bahasa Inggris siswa.
IMPLEMENTING COOPERATIVE GAME-BASED LEARNING TO ENHANCE STUDENTS’ MOTIVATION IN ENGLISH LEARNING Faiqohan Salsabila Huwaidah; Gusti Nur Hafifah; Nur Afifah
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28118

Abstract

This classroom action research explores the effectiveness of integrating game-based cooperative learning to enhance student motivation in English language learning at SMP Negeri 4 Surabaya, Class VII-F. Sparked by declining engagement due to monotonous teaching methods, the study adopts Kurt Lewin’s action research model, implemented in one cycle. Thirty-three students participated, with data gathered through observation sheets and Likert-scale questionnaires, targeting six motivational indicators: interest, active participation, task consistency, self-confidence, questioning initiative, and teamwork. The findings reveal a significant improvement across all indicators following the implementation of educational games such as Vocabulary Match!, Reading Race, and Descripto Dash!. Students became more enthusiastic, cooperative, and confident—particularly when given positive reinforcement and grouped heterogeneously. Questionnaire results reinforced these observations, with students responding positively to the playful yet purposeful learning design. The study concludes that game-based cooperative learning offers a powerful, student-centered strategy to transform classroom dynamics and spark motivation in learning English, especially for descriptive text comprehension.
enerapan Pendekatan Culturally Responsive Teaching untuk Meningkatkan Minat dan Hasil Belajar Bahasa Inggris Peserta Didik Kelas 7D SMPN 36 Surabaya Adjie Aditya Sanjaya; Mas’ulah; Yuniarti
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28119

Abstract

Penelitian Tindakan Kelas ini bertujuan untuk mengevaluasi keefektivan pendekatan Culturally Responsive Teaching (CRT) dalam pembelajaran Bahasa Inggris dengan materi School Buildings terhadap peningkatan hasil belajar serta minat belajar Bahasa Inggris peserta didik kelas VII-D di SMP Negeri 36 Surabaya. Penelitian ini melibatkan 26 peserta didik sebagai partisipan dan dilaksanakan dalam dua siklus pembelajaran, yang mengintegrasikan unsur budaya lingkungan sekolah ke dalam materi pembelajaran. Analisis data hasil belajar dilaksanakan secara kuantitatif dengan menghitung rata-rata nilai ujian peserta didik, yang menunjukkan adanya peningkatan signifikan dari 65,77% di siklus 1 menjadi 87,20% pada siklus II. Di samping itu, hasil kuisioner mengenai minat belajar juga menunjukkan bahwa peserta didik juga menunjukkan bahwa peserta didik memiliki minat belajar yang sangat tinggi terhadap pelajaran Bahasa Inggris. Aspek-aspek minat yang teridentifikasi meliputi perhatian, keterlibatan aktif, rasa ingin tahu, serta pandangan terhadap kebermanfaatan pelajaran. Temuan ini menunjukkan bahwa pendekatan CRT berhasil menciptakan suasana belajar yang selaras dengan latar belakang peserta didik, sehingga mampu untuk meningkatkan minat serta pencapaian belajar peserta didik dalam mata pelajaran Bahasa Inggris.
Meningkatkan Minat Belajar Bahasa Inggris melalui Pendekatan Game-Based Learning pada Siswa Kelas VII-A SMPN 36 Surabaya Sekar Habiballoh Novandari; Mas’ulah; Yuniarti
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28120

Abstract

Penelitian ini bertujuan untuk meningkatkan minat belajar Bahasa Inggris siswa kelas VII-A SMPN 36 Surabaya melalui pendekatan Game-Based Learning (GBL). Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus menggunakan model Kemmis dan McTaggart, yang terdiri atas tahap perencanaan, tindakan, observasi, dan refleksi. Instrumen pengumpulan data meliputi angket minat belajar dengan skala Likert, lembar observasi, dan catatan lapangan. Hasil penelitian menunjukkan bahwa pendekatan GBL dapat meningkatkan minat belajar siswa. Pada siklus I, sebanyak 24 dari 28 siswa valid (85,7%) mengalami peningkatan minat belajar. Pada siklus II, jumlah tersebut meningkat menjadi 25 dari 28 siswa (89,3%). Aktivitas pembelajaran berbasis permainan seperti Match-Up Cards Polite Expression dan kuis digital Zep Quiz terbukti menciptakan suasana pembelajaran yang menyenangkan, kompetitif, dan interaktif. Dengan demikian, penerapan GBL dinyatakan efektif dalam meningkatkan minat belajar siswa terhadap Bahasa Inggris.
Improving Students’ Writing Skill in Recount Text using Team Games Tournament Farisa Rahma Yulita; Armeria Wijaya; Listya Dewi Damajanti
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28121

Abstract

This study aims to improve the recount text writing skills of eighth-grade students at SMP Negeri 34 Surabaya in the academic year of 2024/2025 through the implementation of the Team Games Tournament (TGT) strategy. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using observation sheets and tests in the form of pre-test and post-test. The results revealed an improvement in students’ average scores from 70.00 (pre-test) to 78.70 in Cycle I, and further to 83.54 in Cycle II. The mastery level also increased from 58.06% to 87.10%. In addition to academic improvement, students showed high enthusiasm, active participation, and positive engagement throughout the learning process. Therefore, the TGT strategy proved to be effective in enhancing students' writing skills in recount texts and is recommended as an alternative teaching approach for writing instruction in junior high school English classes.
PENERAPAN METODE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KETERAMPILAN MENULIS PROCEDURE TEXT KELAS VIII-A SMP NEGERI 18 SURABAYA Maghfirah Nur Padila; Waode Hamsia; Sulastri
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28122

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan menulis siswa kelas VIII-A SMP Negeri 18 Surabaya melalui penerapan metode pembelajaran Team Games Tournament (TGT) pada materi teks prosedur. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilakukan dalam dua siklus, dengan indikator keberhasilan yaitu minimal 85% siswa mencapai nilai di atas Kriteria Ketuntasan Minimal (KKM) sebesar 80 dan minimal rata-rata kelas mencapai 80. Teknik pengumpulan data meliputi observasi, tes tulis, dan dokumentasi, sementara analisis data dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa metode TGT mampu meningkatkan keterampilan menulis siswa secara signifikan, ditunjukkan oleh peningkatan rata-rata nilai dari 61,4 pada pra-siklus menjadi 75 pada siklus I dan 81 pada siklus II, serta peningkatan ketuntasan belajar dari 37,5% menjadi 62,5% dan akhirnya 87,5%. Keberhasilan ini juga didukung oleh modifikasi sistem permainan dari rebutan menjadi giliran, yang mampu menciptakan suasana pembelajaran yang lebih adil, partisipatif, dan kondusif. Dengan demikian, metode TGT yang diimplementasikan secara adaptif terbukti efektif dalam meningkatkan hasil belajar menulis siswa.
Improving Students’ Focus and Participation through the Use of Interactive Videos in Narrative Text Learning in Class X-2 of SMAN 17 Surabaya Juliarni Nalisaputri; Wijayadi; Nur Fitriah
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28123

Abstract

This study aims to enhance students' focus and participation in learning Narrative Text through the implementation of interactive video media. The research employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The subjects of this study were 36 tenth-grade students of SMAN 17 Surabaya. Data were collected using observation sheets designed to assess two main aspects: students’ focus and participation during the learning process. The results showed that in the first cycle, the average student focus reached 79.44% (categorized as good), while participation was 75% (categorized as fair). After improving the strategy in the second cycle, the results increased to 80% for focus and 78.33% for participation, both categorized as good. These improvements indicate that the use of interactive video media with appropriate duration, engaging storyline, and embedded critical questions can significantly enhance students' cognitive and affective engagement. These findings emphasize the importance of integrating interactive learning media supported by appropriate teaching strategies and the active role of teachers in creating an engaging and participatory learning environment.
The Implementation of the Teaching at The Right Level (TaRL) Approach through Differentiated Instruction to Improve Narrative Text Learning Outcomes among Grade XI-8 Students at SMAN 17 Surabaya Safira Aqila; Wijayadi; Nur Fitriah
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28124

Abstract

This study aims to describe the effectiveness of implementing differentiated instruction through the Teaching at The Right Level (TaRL) approach to improve Narrative Text learning outcomes among Grade XI-8 students at SMAN 17 Surabaya. The research method employed was Classroom Action Research (CAR) conducted in two cycles, involving 23 students as subjects. Data were collected through diagnostic assessment, observation, and student reflection. The results showed an increase in the average student score from 53.91 (pre-test) to 85.22 (post-test). As many as 60.87% of students experienced a very significant improvement, 17.39% significant, 13.04% moderate, and only 8.7% showed no improvement. The implementation of TaRL-based differentiated instruction proved effective in meeting diverse learning needs, increasing motivation, participation, and student achievement in Narrative Text material. The implications of this research emphasize the importance of continuous assessment and adaptive teaching strategies to optimize students’ potential

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