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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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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.
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Articles 593 Documents
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IMPROVING STUDENTS’ SPEAKING ABILITY IN RECOUNT TEXT THROUGH PROJECT-BASED LEARNING: A VIDEO PROJECT Riza Faisma Umim; Armeria Wijaya; list Damayanti
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Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28125

Abstract

This study aims to investigate the effectiveness of Project-Based Learning (PjBL) through video projects in improving junior high school students’ speaking skills in recount text. Speaking is considered the most challenging English skill due to students’ lack of confidence and fear of making mistakes. To address this, Project-Based Learning was implemented, allowing students to engage in real-world tasks by creating video recordings of their previous experiences. This method was expected to improve students’ speaking skill. The research employed a Classroom Action Research (CAR) design following Kemmis and McTaggart’s model, involving planning, action, observation, and reflection stages. Conducted at a junior high school in Surabaya during the 2024/2025 academic year, the study involved class VIII-E students who initially showed low participation in speaking activities. Data were collected through classroom observations and speaking tests. The result was analyzed using both quantitative and qualitative approaches. The findings were measured by improvements in students’ speaking score after the implementation of project-based learning. The result showed that students speaking ability were improved especially in grammar, pronunciation and structure. In addition, the students were more confident in speaking English after doing and watching their own video because they noticed their mistakes and they were able to correct the mistake. Despite the improvement, the students stated that they needed more speaking activities to enhanced their fluency in speaking English.
The Use of Modified Scrabble Game to Improve Students’ Vocabulary in English Class at SMAN 20 Surabaya Khairunnisa Wijayanti; Windy Citra Negara; Linda Mayasari
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28126

Abstract

This research is a Classroom Action Research (CAR) which aims to determine the improvement of students' mastery of English vocabulary through the application of modified Scrabble game. This research was conducted in class XI-6 of SMAN 20 Surabaya in even semester of 2024/2025 academic year with 35 students. This Classroom Action Research (CAR) was conducted in two (2) cycles. Data were collected through English vocabulary mastery test. The data obtained were then analyzed descriptively, where the indicator of the success of the study was an increase in the percentage of the number of students who scored 75 after the implementation of the action using the modified scrabble game was 75%. The results of this study show that in cycle 1, there were 54.29% of learners getting a score of 75, while in cycle 2 there was an increase with a percentage of more than 75% of learners getting a score of 75 in cycle two (2) after the action using the modified scrabble game. Thus, it can be concluded that the use of modified scrabble game is known to improve the mastery of English vocabulary of students of class XI-6 SMAN 20 Surabaya.
Boosting Confidence and Fluency in Speaking Comprehension through Story-Relay Activity Moch Affan Heryana Santana; Windy Citra Negara; Linda Mayasari
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28127

Abstract

This Classroom Action Research activity examines how a structured story-relay activity in recount text improves Grade 10 EFL students’ self-confidence and speaking fluency. A total of 31 students from an Indonesian high school participated in two cycles of intervention. The first cycle is to check their confidence and their ability to speak, while the second is to apply the treatment of story relay. Pre- and post-intervention assessments of self-record video conducted outside the normal learning activity and will be compared. Both assessment were conducted using two validated rubrics: one measuring fluency (flow of speech, grammatical accuracy, narrative structure, and pronunciation) and the other assessing confidence (body language, eye contact, vocal volume, and expressive intonation), each rated on a four-point scale (1 = needs significant improvement to 4 = excellent). After collecting both data of pre- and post-assessment, both data will be compared to see how far the improvement after the treatment of story-relay on their confidence and ability to speak. Findings demonstrate that collaborative, form-focused narrative tasks can effectively foster both linguistic competence and learner confidence in an EFL context. The study recommends integrating story-relay activities as a regular classroom strategy to reinforce students’ speaking fluency and self-confidence.
Fostering an Appropriate Stage for Teaching Implementation in EFL Students’ Reading Comprehension by Developing Materials based on Oxford Word Level Fazl Ahmad Habib; Windy Citra Negara; Linda Mayasari
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28128

Abstract

Reading skill relies heavily on the reader’s comprehension. In English as a Foreign Language (EFL) classrooms, the presence of more than one language creates variation in both context and content during the reading process. In Indonesia, EFL learners often rely on teachers who assist their reading comprehension by translating unfamiliar words. This occurs because many students are not yet familiar with the vocabulary used in texts. This study focuses on teacher-created materials designed to support students’ understanding. The teacher used the Oxford 3000 word list to determine difficulty levels. The study employed Classroom Action Research (CAR) as its methodology, consisting of two cycles: the first cycle applied the direct teaching method, while the second implemented problem-based learning. In both cycles, the teacher provided materials based on the Oxford word levels. The results indicated that students' reading comprehension and motivation improved. The study suggests that formative assessment should be further developed in future research.
Meningkatkan Pemahaman Membaca Bahasa Inggris Siswa Kelas VIII melaui Pendekatan Culturally Responsive Teaching (CRT) Qoriatin Husnia Nurosida; Mas’ulah; Yuniarti
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28129

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman membaca teks bahasa Inggris pada siswa melalui pendekatan Culturally Responsive Teaching (CRT). CRT merupakan pendekatan pembelajaran yang menekankan pada implementasi pembelajaran berdasarkan latar belakang budaya dan pengalaman siswa. Subjek penelitian ini adalah siswa kelas VIII-H di SMP Negeri 36 Surabaya semester genap tahun ajaran 2024/2025 yang berjumlah 32 siswa. Penelitian ini dilaksanakan selama dua siklus yang meliputi tahapan perencanaan, pelaksanaan, observasi, dan refleksi di setiap siklusnya. Teknik pengumpulan data menggunakan tes, survei, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam pemahaman membaca siswa. Rata-rata nilai tes pemahaman membaca meningkat dari 51.5 pada pra-siklus menjadi 91.25 pada siklus 1, dan mencapai 95 pada siklus 2. Selain itu, jumlah siswa yang mencapai standar yang diberikan juga meningkat dari 25% pada pra-siklus menjadi 87.5% pada siklus 1, dan 95.8% pada siklus 2. Temuan ini menunjukkan bahwa pendekatan Culturally Responsive Teaching (CRT) efektif dalam meningkatkan pemahaman membaca siswa.
MENINGKATKAN KETERAMPILAN MEMBACA CERITA DONGENG MELALUI MEDIA PEMBELAJARAN FLASH CARD PADA MATA PELAJARAN BAHASA INDONESIA KELAS 4 SD Khalimatus Sadiyah; Meirza Nanda Faradita; Qurrotun Ayuni
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28130

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan membaca dongeng pada siswa kelas IV Sekolah Dasar melalui penggunaan media pembelajaran flash card. Latar belakang penelitian ini didasarkan pada rendahnya keterampilan membaca siswa, khususnya dalam memahami isi cerita dongeng, mengidentifikasi unsur-unsur cerita, serta membaca dengan intonasi dan ekspresi yang tepat. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis & McTaggart yang terdiri dari dua siklus, masing-masing melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah 32 siswa kelas IV SDN Pacarkeling V/186 Surabaya. Teknik pengumpulan data menggunakan tes keterampilan membaca dongeng, sedangkan teknik analisis data menggunakan indikator ketuntasan minimal (KKM) sebesar 72 dan ketuntasan klasikal minimal 70%. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam keterampilan membaca dongeng siswa. Pada tahap pra siklus, nilai rata-rata siswa hanya mencapai 72,03 dengan ketuntasan klasikal sebesar 46,87%. Setelah penerapan media flash card pada siklus I, nilai rata-rata meningkat menjadi 75, 31 dengan ketuntasan klasikal 68,75%. Peningkatan berlanjut pada siklus II dengan nilai rata-rata mencapai 79,06 dan ketuntasan klasikal sebesar 93,75%. Temuan ini menunjukkan bahwa penggunaan media flash card secara efektif dapat meningkatkan keterampilan membaca dongeng siswa dalam aspek kefasihan, pemahaman isi, serta ekspresi membaca. Oleh karena itu, media flash card direkomendasikan sebagai strategi pembelajaran inovatif untuk meningkatkan keterampilan membaca siswa sekolah dasar, khususnya dalam pembelajaran Bahasa Indonesia.
PENGGUNAAN PERMAINAN SPELLING BEE UNTUK MENINGKATKAN PENGUASAAN KOSAKATA SISWA Arienta Eka Kurniawati
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28131

Abstract

Permainan Spelling Bee dapat dianggap sebagai metode yang efektif untuk mengajarkan penguasaan kosakata kepada siswa SMP melalui kegiatan yang menyenangkan dan interaktif. Siswa tidak hanya didorong untuk menghafal kosakata, tetapi juga untuk mengeja dan mengucapkannya dengan benar. Dalam penelitian ini, siswa kelas VII menghadapi beberapa masalah seperti kesulitan memahami bentuk kata dalam bahasa Inggris, keterbatasan kosakata, dan pelafalan yang kurang tepat. Tujuan dari penelitian ini adalah untuk mengatasi masalah tersebut dan meningkatkan penguasaan kosakata siswa melalui penerapan permainan Spelling Bee. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi pada setiap siklus. Penelitian dilaksanakan dalam dua siklus karena target peningkatan belum tercapai pada siklus pertama. Subjek penelitian ini adalah 28 siswa kelas 7. Data kualitatif diperoleh melalui observasi dan catatan lapangan, sementara data kuantitatif diambil dari nilai pre-test dan post-test siswa. Hasil data kualitatif menunjukkan bahwa siswa lebih antusias dan aktif dalam proses pembelajaran melalui permainan Spelling Bee. Hasil data kuantitatif menunjukkan peningkatan penguasaan kosakata siswa, dengan rata- rata nilai kelas meningkat dari 65,00 pada pre-test menjadi 84,59 pada post-test siklus kedua. Selain itu, 85,71% siswa mencapai kriteria ketuntasan minimal pada akhir siklus kedua. Hasil ini menunjukkan bahwa kriteria keberhasilan telah tercapai. Dengan demikian, dapat disimpulkan bahwa penggunaan permainan Spelling Bee dapat menjadi metode alternatif yang efektif untuk meningkatkan penguasaan kosakata siswa dalam suasana belajar yang menyenangkan dan memotivasi.
Meningkatkan Keterampilan Bicara Bahasa Inggris Siswa Kelas VIII-B SMPN 18 Surabaya Dengan Visual Aids Izzuddin. F.R; Waode Hamsia; Sulastri
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28132

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas penggunaan storytelling dengan visual aids dalam meningkatkan kemampuan berbicara bahasa Inggris peserta didik kelas VIII-B SMPN 18 Surabaya. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis & McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 34 peserta didik kelas VIII-B SMPN 18 Surabaya. Instrumen pengumpulan data meliputi lembar observasi, tes lisan presentasi teks prosedur, dan hasil tes formatif peserta didik. Hasil penelitian menunjukkan peningkatan kemampuan berbicara peserta didik dari siklus awal hingga siklus kedua. Pada siklus awal, persentase ketuntasan belajar sebesar 61,76%, meningkat menjadi 73,53% pada siklus pertama, dan mencapai target ketuntasan minimal pada siklus kedua. Penggunaan storytelling dengan visual aids terbukti efektif dalam membantu peserta didik menguasai kosakata dan meningkatkan kelancaran dalam berbicara bahasa Inggris.
Regular and Irregular Verb Mastery In Recount Text by Using Online Flashcard Danar Cristanto; Armeria Wijaya; Listya Dewi Damajanti
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28134

Abstract

Learning English as Foreign Language is quite challenging for English Young Learner (EYL). One of the most important as fundamental skill is recognizing verb (Language Acquisition) as part of grammatical. Student must be able to differ the kind of Verb, is it Regular or Irregular?. This transformation quite simple but need attention from teacher. The successful of student writing skill depend on their understanding of this area. The application from this skill can be anywhere, Recount text as the example of application of Regular or Irregular Verb is the basic practice for them. Many ways to improve student mastery of this skill, the simply media teacher can try is by using digital method. At this moment, Researcher would like to apply online flashcard as method to improve student mastery of Regular and Irregular Verb. Before it begins, Researcher needs to have student competency to understanding their capacity. It is interesting to engage student attention by using digital media, because common media is less interesting today.
From Group Work to Independent Writing: Enhancing Students’ Analytical Exposition Texts through Task-Based Learning Fauzia Nurmalasari; Windy Citra Negara; Linda Mayasari
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Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28135

Abstract

This study aims to investigate the extent to which the implementation of the Task-Based Learning (TBL) model can enhance the ability of Grade XI students at a public senior high school in Surabaya to write analytical exposition texts. Conducted as a Classroom Action Research over ten weeks, the study comprised three cycles. The first two cycles applied the Project-Based Learning (PjBL) approach, while the third cycle introduced TBL as the main instructional intervention. Each cycle followed the stages of planning, action, observation, and reflection. Data were collected through writing assessment rubrics, classroom video recordings, and teacher reflection sheets. The findings revealed that although collaborative methods like PjBL encouraged initial engagement, they were insufficient in fostering independent writing skills. In contrast, the application of TBL in the third cycle, featuring context-rich, differentiated writing tasks conducted without gadget use, significantly improved students’ abilities in constructing arguments, organizing ideas, and using linguistic features accurately. The average student score rose to 75.78, with 55.56% of students reaching the minimum target score of 75, thus meeting the study’s success criteria. Additionally, student engagement improved markedly, particularly in focus, initiative, and language accuracy. These findings indicate that Task-Based Learning is an effective instructional approach for developing analytical exposition writing skills at the secondary level, especially when supported by leveled tasks and structured formative assessment.

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