Ejournal STKIP PGRI Sumbar (UEJS - Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Persatuan Guru Republik Indonesia)
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The Relationship between Peer Conformity and Students' Phubbing Behavior Tendency
No full textPhubbing behavior is a phenomenon where individuals ignore their conversation partners in direct interactions because they are too focused on their smartphones. This phubbing behavior is increasingly prevalent and has become a serious concern considering its impact on the quality of social interactions and interpersonal development. The influence of smartphone use makes students careless and insensitive to their surroundings. One factor suspected of contributing to the level of phubbing behavior tendencies is peer conformity. Therefore, this study aims to describe and analyze the relationship between peer conformity and students' phubbing behavior tendencies. This study used a quantitative method with a descriptive correlational research type. The research sample was 208 students using a simple random sampling technique. The instruments used were a peer conformity scale with a reliability level of 0.945 and a student phubbing behavior tendency scale with a reliability level of 0.881. Data were analyzed using Spearman correlation with the JASP 0.19.3.0 program for Windows. The findings of this study indicate that the relationship between peer conformity and students' tendency to phubbing behavior is generally in the moderate category with a Spearman correlation coefficient value of 0.400 (ρ < 0.001). The positive correlation results indicate that the higher the peer conformity, the higher the tendency of students to phubbing behavior. This study recommends the need for comprehensive efforts by school counselors and related parties to develop counseling service plans to reduce the tendency of phubbing behavior. Keywords: Peer conformity, phubbing behavior, smartphone, students, counselin
THE EFFECT OF USING KAHOOT APPLICATION TO IMPROVE THE VOCABULARY ABILITY OF SEVENTH GRADE STUDENTS OF SMP NEGERI MADANI PEKANBARU
No full textThe integration of technology in education has encouraged the use of various digital applications to enhance learning effectiveness, one of which is the Kahoot application. Although technology is increasingly used in classrooms, its effectiveness in improving students’ vocabulary remains underexplored. This research aims to determine whether the use of the Kahoot application has a significant effect on students’ vocabulary ability. A quantitative approach was applied using a quasi-experimental design. The sample consisted of 52 seventh-grade students of SMP Negeri Madani Pekanbaru, divided into an experimental class using the Kahoot application for vocabulary learning and a control class taught using conventional methods. Data were collected through pre-tests and post-tests to assess vocabulary performance before and after the treatment, which was administered four times. The analysis revealed a significant difference between the experimental and control classes after the treatments. The results showed that the post-test score of the experimental class (77.03) was higher than that of the control class (57.51). Furthermore, the findings indicated a significance level of α = 0.05 with p = 0.001 (p < α), which means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This result is supported by an effect size of 0.95, indicating that the use of the Kahoot application had a moderate effect on students’ vocabulary ability
SENIOR HIGH SCHOOL STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH
No full textThis study intended to find out the level of students’ confidence in speaking English at SMA N 9 Bungo viewed from four aspects: believing in their ability, taking decisions independently, having positive feelings toward themselves, and being brave to express their opinions. The type of the study was quantitative with a survey research design. The study focused on gathering data from 64 students. In collecting the data, the questionnaire was used to obtain students’ self-confidence, consisting of 34 statements. The data collected were analyzed quantitatively using descriptive statistics in frequency, mean, and standard deviation using the Statistical Package for Social Science program (SPSS). The result of the study showed that students’ self-confidence was categorized into low levels based on the four aspects of Self-confidence. Based on this condition, English teachers must find out possible strategies to solve students’ lack of self-confidence in speaking to help them competent to use the language in communication
ANALYSIS OF “ENGLISH ON SKY” TEXTBOOK FROM THE PERSPECTIVE OF DIFFERENTIATED INSTRUCTION: A TEACHER’S PERSPECTIVE
No full textEach student has a unique set of learning needs, learning styles, and background of knowledge, concerns have been expressed about differentiated instruction. Differentiated instruction is a teaching strategy that modifies lessons to meet the needs of each individual student, improving learning and motivation. Traditional instruction frequently fails to meet the requirement for struggling and advanced learners because it tent to focus on ordinary students. Using the framework proposed by Thomlinson (2014), this study evaluates the potential use of the textbook English on Sky to assist differentiated instruction as evidenced by the occurrence of differentiated instruction elements: content, process and product contained in the textbook. This descriptive qualitative study collected data through a three-type categorization of differentiated instruction from Thomlinson (2014) and an interview conducted to an English teacher using the textbook. The findings reveal that the textbook does not support any differentiated instruction content, process and product. The teacher also has adequate understanding about DI. The study leads to the conclusion that English on Sky does not have potential to assist differentiated instruction considering that the book was not written for an emancipated curriculum. To accommodate different students' interests and learning styles, it is recommended that teachers switch to textbooks that offer differentiated instruction in terms of content, process, and product
The Use of Peer Teaching in Student Team Achievement Division to Improve Narrative Writing Achievement
No full textThis study investigates the efficacy of incorporating peer teaching in Student Teams-Achievement Divisions (STAD) to enhance students' writing achievement in narrative text. Recognizing the challenges faced by EFL students in organizing ideas and the limitations inherent in traditional pedagogical approaches, this research examines whether the integration of peer teaching in STAD group activities can improve the quality and structure of students' written work. A comparative analysis was conducted between students who were taught using peer teaching in STAD and those who received instruction through the original STAD. The objective of the study is to assess whether significant differences in writing achievement exist between the two groups, with a particular focus on content, organization, vocabulary, language use, and mechanical accuracy. The results indicate a substantial improvement in students' writing skills, suggesting that the incorporation of peer teaching in STAD can serve as an effective pedagogical strategy for enhancing writing proficiency in the EFL context, especially in the domain of narrative text production
THE IMPACT OF INTEGRATING MIND MAPPING WITH GROUP INVESTIGATION IN TEACHING WRITING
No full textThis study aimed to investigate the effectiveness of integrating mind mapping with group investigation compared with mind mapping. A quantitative method with quasi experimental design was employed. The participants were two second-grade classes at one of vocational high schools in Bandar Lampung. The experimental group was taught by using mind mapping with group investigation, meanwhile, the control group was taught using mind mapping. The result of the post-test showed that the experimental group achieved a higher average of 80.2 compared to 73.6 in the control group. T-test score indicated a significance value (Sig. 2-tailed) of 0.001, which is below 0.05, shows a statistically significant difference between the two groups after the students got the treatment. Moreover, the students in the experimental group demonstrated greater improvement in terms of five aspects of writing, including content, organization, vocabulary, grammar, and mechanics. These findings suggested that integrating mind mapping with group investigation is more effective in improving students’ writing achievement that using mind mapping
THE EFFECTIVENESS OF USING CAKE APPLICATION TOWARDS STUDENTS’ LISTENING ABILITY IN JUNIOR HIGH SCHOOL
No full textThe aim of the study was to find out the use of Cake Application in improving the students’ listening ability at the seventh grade of SMPN 2 Sepatan. This research used quantitative research with a quasi-experimental approach. The researcher used experimental class and control class for the respondents. The researcher using Cake Application for experimental class while for Control class using conventional method. The population in this study were students of the class VII SMPN 2 Sepatan. The sample of this research were the students of class 7.3 included 35 students and class 7.4 included 35 students. The result showed that the t-test value of sig <0,01, it means that the p value <0.05. It was concluded that the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted. That means there were significant differences students’ listening ability before and after using the Cake Application. The research conducted shows that the use of Cake Application on students’ listening ability was effective.Keywords: Listening, Cake Application, Mobile Learnin
THE ‘PADLET’ APPLICATION AS A LEARNING MEDIA TOOL FOR IMPROVING WRITING SKILLS: STUDENTS’ POINT OF VIEW
No full textTechnological advancements significantly affect language learning making it more effective and accessible. The research aims to investigate students' perceptions on the use of the Padlet application in learning writing skills. The research used a qualitative case study approach method, involving 8th grade students of junior high schools in Medan. Data were collected using questionnaires and semi-structured interviews, for questionnaires involving 31 students and interviews involving 5 students who had completed the questionnaires. Participants were selected using the purposive sampling method. The percentage results from the questionnaire provided insight into students' perceptions, the interviews added to the understanding of students' learning experiences in using Padlet. The results showed that most students gave positive perceptions of Padlet as a learning media tool to improve students' writing skills, namely, ease of access and usability, effectiveness in improving writing skills, motivation in improving writing skills, and challenges in using the Padlet application. Therefore, Padlet application is recommended as an effective writing learning media tool used in the classroom. However, it is suggested that further research can involve a larger number of participants so as to gain a more comprehensive insight into students' perceptions of using Padlet, further researchers can also focus more on other language skills
THEORETICAL ANALYSIS OF THE GITTW MODEL TO IMPROVE ENGLISH LITERACY IN INCLUSIVE SCHOOL
No full textInclusive education requires a learning approach that can accommodate the diversity of students' abilities in developing English literacy skills. However, the limitation of adaptive pedagogical models is still a major obstacle in inclusive schools, especially bridging the abilities gap between regular students and students with special needs. This study aims to theoretically analyse the GITTW (Group Investigation Think Talk Write) learning model and develop a conceptual framework for its application in strengthening English literacy. This research approach uses a literature review and preliminary interviews with teachers and inclusion coordinators at SMA Muhammadiyah 10 Surabaya. Theoretically, the GITTW model is combined from the collaborative approach of Group Investigation and the reflective-linguistic approach of Think Talk Write that is in line with Universal Design for Learning (UDL) principles where the students can engage, receive, and express learning. Initial findings indicate GITTW is considered potential to increase students’ active participation, reflective understanding, and written expression adaptively. Teachers positively responded this model flexibility to accommodate students with special needs, including dyslexia, slow learners, ADHD (attention deficit hyperactivity disorder), and concentration disorders. This study provides a theoretical basis and direction for developing more inclusive, structured, and transformative English learning practices
Development Of An Instrument To Measure Psychological Violence By Teachers
No full textAbstractPsychological violence committed by teachers has a negative impact on students' mental health. The purpose of this study is to create an instrument to measure psychological violence committed by teachers during classroom learning which includes aspects of indifference, humiliation, isolation, rejection, and terror. The research method used is quantitative descriptive research. The development of the questionnaire in this study incorporates a measurement framework that provides a systematic way based on a combination of theoretical and psychometric approaches. The sample was 146 students of one of the vocational schools in East Bandung Regency. Based on the results of the study, it was found that the teacher psychological violence questionnaire consisted of 18 question items covering five aspects, namely (1) indifference, (2) humiliation, (3) isolation, (4) rejection, and (5) terror. The 18 items in the questionnaire have met the standards of reliability, content validity, construct validity, and provide preliminary evidence for the use of instruments with the aim of measuring psychological violence committed by teachers during classroom learning.Keywords : Psychological Violence; Teacher; Instrument