Magister Pendidikan Bahasa Inggris
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- ItemImproving Students’ Writing Skills In Procedure Text Using Picture Word Inductive Model (Pwim) With Canva(Magister Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo, 2026-07-28) Rizki Kristanto 252610012This study aimed to improve students’ writing skills in procedure texts through the use of the Picture Word Inductive Model (PWIM) integrated with Canva. The study also aimed to describe the implementation of PWIM with Canva and students’ motivation during the learning process. The research was conducted at SMA Negeri 1 Purworejo with 36 students of class XI-D. This study employed Classroom Action Research (CAR), which consisted of a pre-cycle and two cycles. Each cycle included four stages: planning, acting, observing, and reflecting. The data were collected through writing tests, classroom observations, semi-structured interviews, and a motivation questionnaire. The students’ writing was assessed based on five aspects: content, organization, vocabulary, grammar, and mechanics. The results showed a clear improvement in students’ writing skills. The average score increased from 63.1 in the pre-cycle to 71.9 in Cycle I and 82.0 in Cycle II. The improvement occurred in all five aspects of writing, with the highest gains found in mechanics and grammar. The classroom observations also showed that students became more active, independent, and engaged during the learning process. In addition, the questionnaire and interview results indicated positive motivation toward the use of PWIM with Canva. The questionnaire showed an overall motivation level of 3.38, categorized as High, while approximately 80% of the interviewed students expressed positive attitudes toward the learning model. The findings indicate that PWIM combined with Canva can help students develop ideas, organize their writing, improve language accuracy, and become more confident in writing procedure texts. Therefore, the integration of PWIM with Canva is an effective approach for improving students’ writing skills and supporting their motivation in learning English.
- ItemENHANCING 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 242610004This 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
- ItemTIKTOK - 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 42610001Traditional 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
- ItemDeveloping 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 242610006This 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
- ItemExploring 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 242610005The 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.