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FOSTERING THE STUDENTS’ SPEAKING ABILITY THROUGH COMMUNICATIVE APPROACH OF PARTICIPATION POINT SYSTEM Apriana; Anggraini, Lesi
Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i1.17804

The objective of this study was to investigate how the implementation of a communicative participation point system could enhance students' speaking abilities. Specifically, the research aimed to determine whether the use of the participation point system influenced students' grades and how students perceived its role in developing their English-speaking skills. The study focused on both the learners' perceptions and their performance scores. A sample of 36 students was selected from a total of 150 12th-grade students at SMA Negeri 4 Palembang. Utilizing a mixed-method approach with an explanatory sequential design, quantitative and qualitative data were collected in two phases, with each phase informing the other. The findings revealed that the t-value (4.846) exceeded the t-table value (1.680), confirming that the alternative hypothesis (Ha) was valid. This indicates that the application of the communicative participation point system had a significant impact on students' speaking performance and scores.

The Impact of Ethnomathematics Activities Using Zapin and Kuda Kepang Dances on Students' Academic Achievement and Appreciation of Isometric Transformations Abdullah, Abdul Halim; Zakaria, Mohamad Ikram; Mokhtar, Mahani; Khairuddin, Nur Khairina; Mohamad Rasol, Nur Izzah Atirah; Hanafi, Nurul Hazreen; Suhaimee, Nurul Rabiatul Adawiyah; Syahri, Indawan; Antoni; Apriana; Rini Susanti; Yuliarni
Mathematics Education Journal Vol. 19 No. 2 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v19i2.pp299-322

Cultural integration in education has emerged as a powerful tool for enhancing student engagement and learning outcomes. However, the specific impact of cultural integration on mathematics education, particularly in relation to students' academic achievement and their appreciation of mathematical beauty, has not been thoroughly examined. This study explores the effects of a teaching module that integrates Zapin and Kuda Kepang dances with isometric transformations on these outcomes. Using a quasi-experimental design, the research involved 60 Form Two students from Johor Bahru, divided into treatment and control groups. The module was implemented over five weeks, with data collected through academic performance tests, questionnaires, and semi-structured interviews. Independent t-tests and Mann-Whitney U tests (conducted using SPSS version 21) revealed significant improvements in academic achievement and appreciation of mathematical beauty among students in the treatment group. Thematic analysis of interview data further revealed increased motivation, interest, and emotional connection to mathematics. These findings highlight the potential of integrating cultural elements into mathematics education to foster deeper engagement and academic success, emphasizing the need for innovative teaching approaches in secondary education.

Pengaruh Metode Bercerita terhadap Perkembangan Bahasa Anak Usia 4-5 Tahun di BA Aisyiyah Baleharjo Apriana; Anantyasari, Malta
Tunas Siliwangi Vol 11 No 1 (2025): VOL 11 N0 1, APRIL 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v11i1.5955

Language development is an important aspect in early childhood education, because it plays a role in communication and literacy. Storytelling methods are often used to improve children's language skills, but their effectiveness still needs further research. This study aims to analyze the effect of storytelling methods on the language development of children aged 4-5 years at BA Aisyiyah Baleharjo. This study used a quantitative approach with a quasi-experimental design, involving 30 children who were divided into experimental and control groups. Data were collected through observation and language tests before and after the intervention, then analyzed using the t-test. The results showed that the storytelling method had a significant effect on pronunciation, understanding of meaning, sentence structure, and children's confidence in communicating. These findings support language acquisition theories, such as Vygotsky's social interaction and Bruner's cognitive processing. This study recommends the application of storytelling methods in early childhood learning and the involvement of teachers and parents to optimize children's language development.

EXTENDING THE CONCEPT LEARNING STATAGEY TO INCREASE THE STUDENTS’ READING COMPREHENSION AND THEIR SELF-DETERMINATION Apriana; Lesi Anggraini
Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v6i2.16067

This study set intended to determine whether or not students' reading comprehension may be improved by using the concept learning method technique. This study used a mixed method of methodology. Triangulation—questionnaires, interviews, and documentation—was used as a data collection method. The author employed data reduction, display data, and conclusion or verification data to analyze the data. Based on the conducted research, the study's conclusion was: (1) Based on the results of the questionnaire and interview, it can be concluded that using the Concept Learning Strategy technique in the learning process was beneficial. When studying reading comprehension, the idea learning strategy technique is more effective than the traditional teaching approach. Furthermore, there existed a discrepancy in the reading proficiency of students instructed through the concept learning strategy approach when analyzed from the perspective of self-determination. Additionally, there existed a relationship between the concept learning strategy approach and self-determination concerning students' reading comprehension when teaching reading comprehension skills through the principled learning strategy.

INTEGRATION OF AUGMENTED REALITY (AR) TECHNOLOGY IN ENGLISH SPEAKING LEARNING Anggraini, Lesi; Apriana
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19503

This study investigates the effectiveness of Augmented Reality (AR) in improving students’ English speaking skills. Employing a quasi-experimental design with a pre-test and post-test control group, the research involved 60 eleventh-grade students at SMA Negeri 3 Pagaralam, divided into experimental and control groups. The experimental group received speaking instruction integrated with AR, while the control group followed conventional methods. Data were collected through speaking tests, questionnaires, and observation sheets. The results show a significant improvement in the experimental group’s speaking performance, with a mean gain of 9.52 points, compared to 3.9 points in the control group. The paired sample t-test confirmed a significant difference (p < 0.05) in the experimental group’s pre- and post-test scores. Moreover, the independent t-test indicated a significant difference in post-test results between both groups. Questionnaire analysis revealed that students responded positively to AR-based learning, noting increased motivation, enjoyment, and confidence. These findings suggest that AR is an effective tool for enhancing speaking skills by providing interactive, contextual, and immersive learning experiences. The study recommends further exploration of AR in other language skills and diverse classroom contexts.

INTEGRATION OF AUGMENTED REALITY (AR) TECHNOLOGY IN ENGLISH SPEAKING LEARNING Anggraini, Lesi; Apriana
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19503

This study investigates the effectiveness of Augmented Reality (AR) in improving students’ English speaking skills. Employing a quasi-experimental design with a pre-test and post-test control group, the research involved 60 eleventh-grade students at SMA Negeri 3 Pagaralam, divided into experimental and control groups. The experimental group received speaking instruction integrated with AR, while the control group followed conventional methods. Data were collected through speaking tests, questionnaires, and observation sheets. The results show a significant improvement in the experimental group’s speaking performance, with a mean gain of 9.52 points, compared to 3.9 points in the control group. The paired sample t-test confirmed a significant difference (p < 0.05) in the experimental group’s pre- and post-test scores. Moreover, the independent t-test indicated a significant difference in post-test results between both groups. Questionnaire analysis revealed that students responded positively to AR-based learning, noting increased motivation, enjoyment, and confidence. These findings suggest that AR is an effective tool for enhancing speaking skills by providing interactive, contextual, and immersive learning experiences. The study recommends further exploration of AR in other language skills and diverse classroom contexts.

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