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- ItemImproving 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 SetyawatiThe 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.
- ItemImproving Learners’ Speaking Skill through Video Assisted Project Based Learning(English Language Education Graduate Program Purworejo Muhammadiyah University, 2025-02-14) Evi KasdiantiThis 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.
- ItemThe Effectiveness of Technology-Based Inquiry Learning on Motivation and Writing Skill(English Language Education Graduate Program Purworejo Muhammadiyah University, 2024-03-28) Ambarwati WidyaningsihThis 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.
- ItemThe 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) SutaryadiThis 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.