Magister Pendidikan Bahasa Inggris

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An Action Research Applying Mind Mapping Strategy to Improve Students’ Speech at the Ninth Grade Students of SMP Darul Hikmah Kutoarjo Islamic School in the Academic Year of 2024/ 2025
(MASTER OF ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH PURWOREJO, 2025-08-23) Riya Hanita Sari
This study employed Classroom Action Research (CAR) to investigate the effectiveness of Mind Mapping in improving students’ English speech performance and to examine their perceptions of its use as a learning strategy. The participants were 15 ninth-grade students of SMP Darul Hikmah Kutoarjo Islamic School in the academic year 2024/2025. Data were collected through observation sheets, performance tests, questionnaires, and interviews. The research was conducted in two cycles, with two meetings in each cycle. The students’ average score increased from 60.33 in the Pre- cycle test to 68.33 in Post-test Cycle 1, and further to 81.00 in Post-test Cycle 2. Based on aspects of speech analysis, Fluency showed the greatest improvement, rising from 34 to 44 and then to 55, with a total gain of 21 points. Meanwhile, Vocabulary demonstrated significant progress, increasing from 35 to 44 and then to 54, with a total gain of 19 points. Guided step by step through Buzan’s framework of Mind Mapping, students showed notable progress, with the level of teaching effectiveness improving from a score of 8 to 9, indicating a shift from “Good” to “Excellent.” Questionnaire findings further supported these results: out of 75 responses, 70 (93.3%) were positive and 5 (6.7%) were neutral, with no negative responses. Interview results suggest that students hold positive perceptions of Mind Mapping and acknowledge its benefits in enhancing their speech performance. Overall, students’ perceptions shifted from initial uncertainty and unfamiliarity toward acceptance and appreciation.
Content Analysis of Vocabulary Complexity and Verb Tense Of English For Nusantara Textbook for Grade Seven Utilizing Lextutor VocabProfiler
(MASTER OF ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH PURWOREJO, 2025-08-30) Niken Sulistyo Wardhani
This study investigates the vocabulary presentation, vocabulary complexity, and verb tense usage in the English for Nusantara textbook designed for grade seven. The purpose of this research is to examine whether the vocabulary and grammatical features presented in the textbook align with the linguistic needs of junior high school learners. The study employs content analysis using both manual examination and computational application, specifically Lextutor’s VocabProfiler, to identify the frequency levels and distribution of vocabulary across the textbook. In addition, the analysis focuses on the presentation and variation of verb tenses to determine their appropriateness for beginner- level learners. The findings reveal that while the textbook provides a foundation of high- frequency vocabulary suitable for junior learners, the distribution across chapters remains uneven, with some sections containing complex vocabulary. Similarly, the use of verb tenses is dominated by the simple present tense. The results suggest that although the textbook fulfills its role as an introductory resource, teachers are encouraged to supplement it with additional vocabulary practice and tense activities to ensure balanced language input. This study highlights the importance of evaluating teaching materials to maintain both accessibility and adequacy for EFL learners.
Cultural Influences on Communication Context: An Analysis of Communication Variables in Baz Luhrmann’s Movie Baz Luhrmann’s Movie the Great Gatsby and Implications for Teaching Speaking
(ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH PURWOREJO, 2025-08-30) SURATNO
This study examines communication patterns in Baz Luhrmann’s The Great Gatsby (2013), focusing on formality/informality, assertiveness/harmony, and power distance, and how these variables reflect cultural values, including moral decay and the hollowness of the upper class. Using a descriptive qualitative approach, the research analyses dialogues, verbal exchanges, and nonverbal cues to explore how social hierarchy and cultural norms shape communication. The findings indicate that formality/informality is shown through word choice, tone, and politeness strategies, with Gatsby using formal and polite speech, while Myrtle and Tom use blunt, informal language. Assertiveness/harmony is reflected in characters’ approaches to expressing opinions and maintaining relationships: Tom is direct and assertive, Daisy maintains harmony, and Gatsby often communicates indirectly. Power distance emerges as the most dominant variable, guiding interactions between “old money” and “new money” characters and reflecting social hierarchy and cultural norms. Moral decay appears in arrogant, racist, and transactional language, while hollowness is revealed in superficial speech, materialistic displays, and emotionally empty interactions. Pedagogically, these communication patterns support teaching speaking skills by providing authentic material for modelling real-life conversations, politeness strategies, and cultural adaptation, helping learners develop practical and culturally aware communicative competence.
Developing Bilingual Narrative Writing Materials Based on Local Wisdom “Antara Lepet dan Sura” to Enhance Students’ Writing Proficiency and Bilingualism
(Prodi. Magister PBI, Fak. KIP, Universitas Muhammadiyah Purworejo, 2026-04-01) Trio Oktafiana 242610006
This research aimed to develop bilingual narrative writing teaching materials based on local wisdom through the short story Antara Lepet dan Sura for students of SMK Pancasila 1 Kutoarjo in the academic year 2025/2026. The study employed the Research and Development (R&D) method following the Dick and Carey instructional design model, which systematically includes stages of goal identification, learner analysis, material design, expert validation, field testing, and revision. The product was designed to integrate Central Javanese cultural values into bilingual (Indonesian–English) narrative writing instruction to enhance students’ writing proficiency and cultural awareness. Data were collected through interviews, questionnaires, expert validation, and tryouts involving 20 students, two English teachers, and one lecturer. Quantitative analysis was conducted to test validity and reliability using Pearson Product-Moment and Cronbach’s Alpha with SPSS 26. The results showed that the developed material achieved a validity score of 87.75% (very valid) and a reliability coefficient of 0.905 (excellent reliability). These results indicate that the materials are pedagogically appropriate, culturally relevant, and linguistically sound. The findings revealed that the bilingual short story module effectively improved students’ narrative writing ability, motivation, and appreciation of local wisdom. Students became more confident and creative in expressing ideas through writing while strengthening their bilingual competence. The integration of local culture also fostered character education values such as cooperation, gratitude, and respect for tradition
ENHANCING STUDENTS’ SPEAKING SKILLS IN DESCRIPTIVE TEXT THROUGH AUGMENTED REALITY: THE IMPLEMENTATION OF ASSEMBLR EDU AT THE SEVENTH-GRADE OF SMP NEGERI 2 PURWOREJO IN THE ACADEMIC YEAR OF 2024/2025
(MASTER OF ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH PURWOREJO, 2025-08-23) Edi Purnomo
This study investigates the implementation of Augmented Reality (AR) using Assemblr EDU to enhance students’ speaking skills in descriptive text. While previous studies have explored technology integration in language learning, limited attention has been given to AR-based applications in speaking classrooms. This research applies Classroom Action Research (CAR) with two cycles, each consisting of planning, acting, observing, and reflecting. The participants were 31 seventh-grade students at SMP Negeri 2 Purworejo. Data were collected through speaking tests, observation sheets, questionnaires, and interviews, then analyzed using quantitative and qualitative approaches. The speaking test rubric measured five aspects: fluency, pronunciation, vocabulary, grammar, and comprehension. Quantitative findings showed continuous improvement across cycles, with the mean score rising from 70.13 in the pretest to 77.03 in Cycle I and 79.74 in Cycle II. The percentage of students achieving the Minimum Mastery Criterion (KKM ≥ 75) also increased significantly, from 22.58% in the pretest to 70.97% in Cycle I, and finally to 100% in Cycle II. Qualitative results revealed that Assemblr EDU enhanced student motivation, confidence, and classroom engagement. Students reported that the 3D AR media helped them visualize objects of description, enrich vocabulary, and reduce speaking anxiety, while peer feedback and video-based self-assessment encouraged reflective learning. The findings suggest that Assemblr EDU is effective in enhancing students’ speaking performance in descriptive text. However, technical issues such as internet stability and students’ initial unfamiliarity with AR technology were identified as challenges. This study recommends the integration of AR-based learning tools to foster interactive, engaging, and student-centered speaking activities. Future research may explore long-term applications of AR across different skills and educational contexts
ENHANCING STUDENT’S READING COMPREHENSION AND CRITICAL THINKING SKILLS THROUGH DIGITAL STORYTELLING IN EFL CLASSROOM
(Prodi. Magister PBI, Fak. KIP, Universitas Muhammadiyah Purworejo, 2026-01-10) MAHENDRA NUGRAHA 242610004
This study addresses the low levels of reading comprehension, critical thinking, and digital literacy among EFL students in Indonesian high schools. It aims to investigate the effectiveness of digital storytelling integrated with Project-Based Learning in improving these skills. This Classroom Action Research (CAR) was conducted in two cycles involving 36 eleventh-grade students at SMA Negeri 2 Purworejo, Central Java. Data were collected through pre-tests and post-tests, classroom observations, interviews, reflective journals, and analysis of students’ digital storytelling products. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The results show substantial improvement after the intervention. Pre-test scores indicated low performance (M = 45.71 for critical thinking; M = 50.03 for reading comprehension). In Cycle 1, classroom observation results reached an average of 78.7% (“Good”), while digital storytelling products achieved 79.5% (“Very Good”), indicating initial development. In Cycle 2, students’ performance increased significantly, with classroom observation scores rising to 88.1% (“Very Good–Excellent”) and product quality improving to 80.6% (“Very Good”). Post-test results also showed clear progress, with the proportion of students in the “Excellent” category increasing from 5.6% to 16.7% in critical thinking and from 8.3% to 22.2% in reading comprehension, while the “Low” category decreased to 5.6%. Interview data revealed increased motivation and confidence, while reflective journals indicated stronger metacognitive awareness, deeper text analysis, and improved problem-solving skills. These findings demonstrate that digital storytelling effectively enhances students’ reading comprehension, critical thinking, and digital literacy through iterative, student-centered learning processes. Keywords: Digital storytelling, Project-Based Learning, reading comprehension, critical thinking, EFL students
Exploring the Role of ChatGPT in Developing Writing Skills and Critical Thinking among Vocational High School Students
(Prodi. Magister PBI, Fak. KIP, Universitas Muhammadiyah Purworejo, 2026-03-25) Rohmatul Janah 242610005
The rapid growth of generative artificial intelligence (AI), particularly ChatGPT, has introduced new possibilities for language learning through interactive feedback and writing assistance. Despite its increasing use in education, empirical evidence remains limited regarding its pedagogical role in vocational secondary schools, particularly in distinguishing its support for surface-level writing skills from deeper reasoning processes. This study investigated how ChatGPT integration could enhance students’ writing skills, foster reasoning, and influence student perceptions in a vocational high school context. This research employed a qualitative Classroom Action Research (CAR) design conducted in two cycles with 32 eleventh-grade students at SMK YPE Sawunggalih Kutoarjo, Indonesia. Data were collected through classroom observations, writing tasks, semi-structured interviews, and student reflective journals. The data were analyzed thematically, while students’ writing performance was evaluated using a rubric focusing on organization, grammar, vocabulary, and argumentation. The findings indicated consistent improvements in students’ vocabulary, grammar, and organization across the two cycles, with vocabulary showing the most notable development. Students reported that ChatGPT was useful and motivating during the writing process. However, its contribution to argumentation and critical thinking remained relatively limited. Benefits included faster idea generation and greater engagement in revision activities, while challenges involved students’ overreliance on AI-generated responses and limited skills in designing effective prompts. ChatGPT can function as an effective linguistic scaffold for supporting surface-level writing development. However, its impact on deeper reasoning and argumentation depends on structured teacher mediation and reflective instructional design. This study provides empirical evidence from a vocational secondary education context and highlights the conditions under which generative AI supports different dimensions of writing development.
Improving EFL Students’ Narrative Writing and Creativity Using Storybird: A Classroom Action Research Study
(Prodi. Magister PBI, Fak. KIP, Universitas Muhammadiyah Purworejo, 2026-04-02) Retno Dewi Ambarwati 242610002
ABSTRACT: This study aimed to investigate the effectiveness of Storybird in improving junior high school students’ writing skills and creativity in narrative text. The research employed Classroom Action Research involving 32 eighth-grade students at a junior high school in Purworejo, Indonesia. Data were collected through classroom observations and writing tests to monitor students’ progress in narrative writing skills and creativity. The study was conducted in two cycles, each consisting of two meetings. Writing assessments were administered three times: a pre-cycle test, a test in Cycle I, and a test in Cycle II. The results revealed a substantial improvement in students’ writing performance, with mean scores increasing from 56 in the pre-cycle to 65 in Cycle I, and further rising to 87 in Cycle II. In addition, students’ creativity showed progressive enhancement across the cycles, shifting from low creativity in the pre-cycle to creative in Cycle I and highly creative in Cycle II. These findings indicate that the implementation of Storybird effectively enhances both writing skills and creativity in narrative text. The study implies that integrating digital storytelling applications into English language instruction can significantly support students’ skill development and creative expression, particularly in writing. Keywords: CAR, creativity, junior high shool, storybird, writing skill.
Improving Learners’ Speaking Skill through Video Assisted Project Based Learning
(English Language Education Graduate Program Purworejo Muhammadiyah University, 2025-02-14) Evi Kasdianti
This study is about the improvement of learners’ speaking skill through Video Assisted Project-Based Learning. The goal of this study is to describe the improvement of speaking skill through Video Assisted Project-Based Learning. The tenth-grade students of MA Wathoniyah Islamiyah have some difficulties to speak English such as pronunciation, low mastery vocabulary, grammar, comprehension, and fluency. The subject of this research is X C of MA Wathoniyah Islamiyah Petanahan, Kebumen regency. The number of all students is twenty two. This study employed classroom action research. This study was conducted from November 2024 to January 2025. This research conducted pre-cycle, post-cycle test and questionnaire. The methods used for data analysis include study conclusions, data visualization, and data reduction. It is used to determine the significance of the difference result among pre-cycle, cycle 1, and cycle 2. The mean score of the pre cycle was 66.63; cycle 1 was 69.18, and cycle 2 was 73.18. Therefore, the percentage change between pre cycle and post cycle 1 is approximately 2.55% while the percentage change between post cycle 1 and post cycle 2 is approximately 4%. There are 13 students under passing grade and in the post cycle 1, 8 students that re under passing grade. There are 21 students get passing grade until post cycle 2. It means that there is 1 student under passing grade. In addition, the response of questionnaire showed that video assisted project based learning is able to improve and motivate the students speak English. There were statements that stated videos help to remember English vocabulary more easily, pronounce better and understand about grammar and then there was good response to the statement that the students feel more motivated to learn English when the assignments involve making videos the result was 13.6% strongly agreed and 68.2% agreed. The findings stated there was an improvement score from pre-cycle to cycle 1 and cycle 2 to post-cycle test. The improvement of speaking skill using video project based learning showed significant. It is stated that there were 13 students could not achieve KKTP and the last result in cycle 2, there was only 1 student that could not achieve KKTP. In questionnaire, the students gave positive response for using video project based learning to help to improve speaking skill. The students are 100% agreed that video making assignment help the students to be more creative in using English. They feel more motivated to learn English when the assignments involve making videos. It is proved that there are 81.8% students strongly agreed and agreed about this statement.
Improving Students Reading Skill and Self-Efficacy Through Technology Supported Sugestopedia Method of SMP Muhammadiyah Kutoarjo in the Academic Year of 2024/2025
(English Language Education Graduate Program Purworejo Muhammadiyah University, 2025-02-14) Vita Rahayu Setyawati
The purpose of this classroom action research was to determine whether Suggestopedia method can improve students’ reading skill in recount text and self-efficacy also the students’ perception of using Suggestopedia method. The participants were 16 students at 8 grades of SMP Muhammadiyah Kuoarjo in the academic year of 2024/2025. The instruments were reading test, questionnaires, and observation sheet. The researcher was conducted research in two cycle and every cycle had two meetings. In the pre-cycle test, the students' reading skill had a mean score of 51. Subsequently, the average score of the students on the reading skill in post-test increased to 65 in Cycle I and to 81 in Cycle 2. The improvement of the students’ self-efficacy in reading skill before conducting Suggestopedia method indicated that the mean of pre-cycle in questionnaire of self-efficacy was 2,7, and after apply Suggestopedia method in cycle I, mean improving become higher than pre-cycle, this mean 2,9. The mean students’ self-efficacy in cycle II was 3,2. The mean of cycle II was greater than cycle I 3,2> 2,9 which there were improve from cycle I to cycle II was greater than pre-cycle to cycle I 2,9>2,7. Most of the students have positive perspective (Students’ Response) 91 % and some of students have negative perception 9 % that implies the categories are “strongly positive”. It could be inferred that implementation of Suggestopedia method was successful in this research and could be suggested in teaching reading.
Improving Students' Reading Ability, Motivation Self Efficacy Using Project-Based Learning at The Ninth Grade Students SMP Muhammadiyah Jono In The Academic Year Of 2024/2025
(MASTER OF ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH PURWOREJO, 2025-10-01) Erlinda Windiastrarti
This study was accomplished to explore of Project Based Learning method can improve Reading Comprehension, motivation and self-efficacy the students’. This research employed a classroom action research (CAR) design. Two Cycle are conducted in this research process. This study involved 30 students in the ninth grade in SMP Muhammadiyah Jono Purworejo. The evident from the mean score of reading comprehension cycles 1 and cycle 2, which was 76.06 for the cycle I and 88,2 for the cycle II. When the scores were compared, the differences were 12.14 points. The evident from the motivation mean score of both cycles, which was 26.4 for the cycle I and 33.167 for the cycle II. When the scores were compared, the differences were 6.767 points. The evident from the mean score of self-efficacy both cycles, which was 26.7 for the cycle I and 33.267 for the cycle II. When the scores were compared, the differences were 6.567 points. From the all point result shown that Project Based Learning method is ones of effective teaching method to improve Reading Ability, motivation and self-efficacy to the students’ in Junior High School
Lesson Study And Its Improvement Of Teachers’ Creativity In Teaching English At Secondary School
(MASTER OF ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH PURWOREJO, 2025-08-30) Dwi Juliastuti
This study aims to explore how well lesson study works to enhance the creativity of teachers in secondar school. Lesson study, a professional development practice originating from Japan, involves collaborative planning, observing, and analyzing learning and teaching in 'research lessons.' This participatory and reflective process fosters a supportive environment where teachers can innovate and refine their pedagogical techniques. The research observed three English teachers from The State Junior High School 5 Kebumen. The investigation employed Case Study Approach design to investigate how engaging in lesson study impacts teachers' ability to devise creative instructional strategies, thereby enhancing students engagement and learning outcomes. A case study research is a qualitative research method that involves an in-depth, contextual analysis of a specific instance or event, known as a ‘case’ The findings suggest that lesson study not only promotes professional growth among educators but also leads to a more dynamic and stimulating classroom environment. By integrating collaborative reflection and continuous improvement, lesson study emerges as an essential instrument for fostering creativity and improving the overall quality of secondary education.
SPEECH ACT AND POLITENESS STRATEGIES USED BY STUDENT OF SMAN 2 KEBUMEN IN ONLINE DEBATE COMPETITION AND ITS IMPLEMENTATION FOR TEACHING HORTATORY EXPOSITION TEXT
(MASTER OF ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH PURWOREJO, 2025-05-17) Tri Puji Astuti
This study investigates the use of speech acts and politeness strategies in online English debate competitions, focusing on student of SMAN 2 Kebumen. Communication in debate involves not only the exchange of arguments but also the application of pragmatic competence, where speech acts and politeness become essential tools in achieving effective interaction. Guided by Searle’s taxonomy of speech acts and Brown and Levinson’s politeness theory, this research aims to identify the types of speech acts produced, examine the politeness strategies applied, and explore their implications for teaching hortatory exposition text. The study employed a qualitative descriptive method, with data collected from recorded online debate performances, transcriptions, and field notes. The analysis revealed that students produced a variety of speech acts including assertives, directives, commissives, expressives, and declarations, with assertives being the most dominant. Politeness strategies such as positive politeness, negative politeness, and bald-on-record expressions were also evident, indicating students’ efforts to maintain respect and cooperation in virtual interactions. The findings highlight that online debate provides a meaningful context for developing students’ critical thinking, linguistic performance, and communicative competence. Furthermore, the integration of speech act and politeness analysis into classroom practice offers valuable pedagogical insights for teaching hortatory exposition text. This research contributes both theoretically, by enriching the study of pragmatics in digital settings, and practically, by supporting teachers and students in enhancing effective and polite communication in academic discourse.
THE EFFECT OF WORD WALL APPLICATION ON STUDENTS’ READING COMPREHENSION AND STUDENT’S ENGAGEMENT
(Program Studi Magister Pendidikan Bahasa Inggris Fakultas Pendidikan Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo, 2024-01-30)
This study is about the use of word wall applications for teaching reading comprehension and student engagement. The purpose of this study is to describe the use of word wall applications for teaching reading comprehension and student engagement. Ninth-grade students of SMP NU Kaligesing have some problems such as low motivation, low mastery of vocabulary, and not understanding the content of the text. The population of this research is the ninth-grade students of SMP NU Kaligesing. The total number of students is fifteen. This study was classroom action research. This study was conducted from July to September 2023 at SMP NU Kaligesing. This research was conducted in two cycles. Research conclusions, data visualization, and data reduction are the methods utilized in the analysis of the data. It is used to determine the significance of the difference between pre-cycle, cycle 1, and cycle 2. The mean score of the pre-cycle was 54.4; cycle 1 was 68.66; and cycle 2 was 72.46. Therefore, the percentage change for Cycle 1 is approximately 26.17%, and the percentage change for Cycle 2 is approximately 5.54%. The total percentage change from pre-cycle to cycle 2 is 33.20%. The findings stated that there was an improvement score from the pre- cycle, cycle 1, and cycle 2. The finding also stated that student engagement increased. The results also found that the students could engage in the learning process. The students’ engagements were in behavior, psychology, and academics. It means that the use of word wall applications and a problem-based learning model improves the students’ reading comprehension.
The Effectiveness of Technology-Based Inquiry Learning on Motivation and Writing Skill
(English Language Education Graduate Program Purworejo Muhammadiyah University, 2024-03-28) Ambarwati Widyaningsih
This study aims to investigate whether the integration of technology-based inquiry learning enhances students’ proficiency compared to utilizing solely inquiry-based learning. The study employs a mixed-method design with a quasi-experimental framework. The research participants consist of tenth-grade students attending SMA MUHAMMADIYAH KEBUMEN in the academic years 2023/2024. Additionally, qualitative data were gathered through semi-structured interviews to explore students' engagement and perceptions during the implementation of technology-based inquiry learning. The quantitative data will be analyzed using inferential statistics, including tests for normality, homogeneity, and hypothesis testing conducted with SPSS. Meanwhile, the qualitative data will be analyzed using thematic analysis methods. The results of pre-test and post-test motivation control class was 71.57 for pre-test and 76.80 for post-test. Pre-test and post-test motivation of experiment class was 72.17 for pre-test and 80.87 for post-test. It means that there is difference result of motivation before and after treatment. The results of (t) -3.034 with a significance value of 0.004 (p < 0.05) so that it can be concluded that there is a difference in motivation increase between the control class and the experimental class. There were any difference scores in writing of control class and experiment class. The mean of control class was 84.27 and experiment class was 89.67. The t test was -2.533 with the significance 0.014, it means that there was a difference in writing ability between the control group and the experimental group after being treatment. The students gave positive perception about using technology-based inquiry learning in writing class. Students' interest in using Google as an additional technology in writing learning is due to the facilitation it provides for both students and teachers in learning as a way for teachers to enhance writing instruction. They are motivated to learn writing through technology that combine with inquiry learning method. From the results above, it can be concluded that implementation technology-based inquiry learning in writing class is effective.
The Effectiveness of Techology Inquiry Based Learning on Motivarion and Writing Skill
(Program Studi Magister Pendidikan Bahasa Inggris Fakultas Pendidikan Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo, 2024-03-28) Ambarwati Widyaningsih
This study aims to investigate whether the integration of technology-based inquiry learning enhances students’ proficiency compared to utilizing solely inquiry-based learning. The study employs a mixed-method design with a quasi-experimental framework. The research participants consist of tenth-grade students attending SMA MUHAMMADIYAH KEBUMEN in the academic years 2023/2024. Additionally, qualitative data were gathered through semi-structured interviews to explore students' engagement and perceptions during the implementation of technology-based inquiry learning. The quantitative data will be analyzed using inferential statistics, including tests for normality, homogeneity, and hypothesis testing conducted with SPSS. Meanwhile, the qualitative data will be analyzed using thematic analysis methods. The results of pre-test and post-test motivation control class was 71.57 for pre-test and 76.80 for post-test. Pre-test and post-test motivation of experiment class was 72.17 for pre-test and 80.87 for post-test. It means that there is difference result of motivation before and after treatment. The results of (t) -3.034 with a significance value of 0.004 (p < 0.05) so that it can be concluded that there is a difference in motivation increase between the control class and the experimental class. There were any difference scores in writing of control class and experiment class. The mean of control class was 84.27 and experiment class was 89.67. The t test was -2.533 with the significance 0.014, it means that there was a difference in writing ability between the control group and the experimental group after being treatment. The students gave positive perception about using technology-based inquiry learning in writing class. Students' interest in using Google as an additional technology in writing learning is due to the facilitation it provides for both students and teachers in learning as a way for teachers to enhance writing instruction. They are motivated to learn writing through technology that combine with inquiry learning method. From the results above, it can be concluded that implementation technology-based inquiry learning in writing class is effective
The Use Of Technological Pedagogical Content Knowledege (TPACK) By English Teachers In Kebumen
(Program Studi Magister Pendidikan Bahasa Inggris Fakultas Pendidikan Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo, 2024-03-28) Sutaryadi
his study aims to investigate the use of Technological Pedagogical Content Knowledge (TPACK) by English teachers at junior and senior high schools in Kebumen. In the era of Industrial Revolution 4.0, digital technology has an important role. Teachers need to develop their ability to use technology to facilitate student learning. However, according to researcher, it takes work to integrate TPACK in English language teaching by English teachers at junior and senior high schools, especially in Kebumen. The study is based on the understanding that integrating technology into English Language teaching can bring many benefits, expand teaching and learning activities, implement student-centered learning, encourage active student participation, and access various authentic learning materials. TPACK is a framework introduced by Koehler, M. J. dan Mishra, P. (2006) that supposed to help English teachers at junior and senior high schools in Kebumen understand the knowledge needed to integrate technology effectively. This research was conducted using a qualitative research. Data were collected through questionnaires and interviews with English teachers at junior and senior high schools in Kebumen and analyzed using content analysis methods. The results showed that English teachers' use of TPACK in Kebumen still needs to be improved. Although teachers recognize the importance of technology in English language teaching, they need help implementing it, including limited access to technological devices, limited technological knowledge and skills, and limited school facilities. This research provides a better understanding of the use of TPACK by English teachers at junior and senior high schools in Kebumen and the challenges they face in integrating technology into teaching. The results of this research can be the basis for developing training programs and increased support for English teachers at junior and senior high schools in Kebumen to develop their skill to use technology effectively in English language teaching. However, the study's results cannot be generalized to the conditions of use of TPACK.
The Use of Technological Pedagogical Content Knowledge (TPACK) by English Teachers in Kebumen: Challenge and Perception of Its Application for English Teaching
(English Language Education Graduate Program Purworejo Muhammadiyah University, 2024-03-28) Sutaryadi
This study aims to investigate the use of Technological Pedagogical Content Knowledge (TPACK) by English teachers at junior and senior high schools in Kebumen. In the era of Industrial Revolution 4.0, digital technology has an important role. Teachers need to develop their ability to use technology to facilitate student learning. However,according to researcher, it takes work to integrate TPACK in English language teaching by English teachers at junior and senior high schools, especially in Kebumen. The study is based on the understanding that integrating technology into English Language teaching can bring many benefits, expand teaching and learning activities, implement student-centered learning, encourage active student participation, and access various authentic learning materials. TPACK is a framework introduced by Koehler, M. J. dan Mishra, P. (2006) that supposed to help English teachers at junior and senior high schools in Kebumen understand the knowledge needed to integrate technology effectively. This research was conducted using a qualitative research. Data were collected through questionnaires and interviews with English teachers at junior and senior high schools in Kebumen and analyzed using content analysis methods. The results showed that English teachers' use of TPACK in Kebumen still needs to be improved. Although teachers recognize the importance of technology in English language teaching, they need help implementing it, including limited access to technological devices, limited technological knowledge and skills, and limited school facilities. This research provides a better understanding of the use of TPACK by English teachers at junior and senior high schools in Kebumen and the challenges they face in integrating technology into teaching. The results of this research can be the basis for developing training programs and increased support for English teachers at junior and senior high schools in Kebumen to develop their skill to use technology effectively in English language teaching. However, the study's results cannot be generalized to the conditions of use of TPACK.
TIKTOK - ASSISTED PROJECT BASED LEARNING IN IMPROVING SPEAKING SKILL, MOTIVATION, AND DIGITAL AWARENESS
(Prodi. Magister PBI, Fak. KIP, Universitas Muhammadiyah Purworejo, 2026-04-06) LUKI AFANTI 2 42610001
Traditional English teaching methods provide limited opportunities for speaking practice, resulting in low motivation, lack of confidence, and minimal exposure to authentic communication, especially in vocational high schools where digital media is rarely integrated into learning. Therefore, this study investigates the implementation of TikTok-assisted Project-Based Learning (PjBL) in improving students’ speaking skills, learning motivation, and digital awareness among eleventh-grade Computer Network Engineering students at SMK Pancasila 1 Kutoarjo. This study employed a qualitative Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through speaking performance assessments, classroom observations, motivation and digital awareness questionnaires, interviews, and documentation. Students’ speaking skills were assessed based on fluency, vocabulary, grammar, pronunciation, and comprehension. The findings indicated a significant improvement in students’ speaking skills, motivation, and digital awareness through the implementation of TikTok-assisted Project-Based Learning. Students’ speaking performance increased highly, with the mean score rising from 61.3 in the pre-cycle (only 32% of students achieving the KKM) to 71.1 in Cycle I (68% meeting the KKM), and further to 81.3 in Cycle II, where 95% of students successfully reached the mastery level. Students’ motivation also showed positive improvement. The mean motivation score improved from 2.49 (fair) in the pre-cycle to 2.82 in Cycle I, and remained relatively stable at 3.11 in Cycle II, indicating sustained motivation and increased engagement in speaking activities. Similarly, students’ digital awareness improved consistently. The mean score increased from 2.52 (fair) in the pre-cycle to 3.25 in Cycle I, and further to 3.36 in Cycle II, reflecting higher awareness of online safety, ethical behavior, and responsible use of social media. Keywords: TikTok, Project-Based Learning, Speaking Skill, Learning Motivation, Digital

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