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Gamification in EFL classroom to support teaching and learning in 21st century Indah Sri Redjeki; R. Muhajir
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.882

In the 21st century, the use of games becomes a trend within adults and youngsters and has recently obtained a massive notice of academics, educators, and practitioners. Gamification is a term used in learning with games that can be used to improve English since it reflects an innovative and captivating learning activity. Several studies on gamification show that it can make students feel more excited and motivated during their effort to elevate their English language skills. In this research, one medium of gamification called Duolingo was explored in grammar learning activities for the second-year students in the subject of “Grammar for Written Discourse”. They used Duolingo from their smartphones to support their grammar learning. This research employed an action research design in which observations, questionnaires, and documentation were used to collect the data. By the end of the result, it can be concluded that Duolingo is a medium that can be effectively used to implement gamification in language learning. It is also confirmed that students gave positive attitudes and results in the implementation of Duolingo in grammar lesson. The results of the research can be used as a reference in facilitating the students with innovative and captivating English learning. HIGHLIGHTS: Duolingo provides some language skills that students can improve: grammar, writing, translating, listening, and pronunciation. However, all respondents assumed that the application was more suitable for grammar since Duolingo gives the right answers and repetitions for the wrong answers. Duolingo understands Indonesian words and automatically correct the wrong words.

PUBLIC SPEAKING ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING SKILLS R. Muhajir; Indah Sri Redjeki
ENGLISH Vol 12, No 1 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i1.3769

In this region, English is mostly learned as the main subject. It starts from elementary school to university level, but most high school graduates cannot speak English even though they have been studying it for three years or more. This stimulated the researcher to create a breakthrough that would make it easier for students to practice their speaking skills as much as possible. The programs consisted of three activities: discussion (hot issues talk), debate forum, and speech presentation. Participants in this study were 50 second-year high school students in Indonesia. They were divided into two groups: experimental and control classes. The experimental class consisted of 25 students who engaged in public speaking activities, while the control class consisted of 25 students who did not participate. The findings of this quantitative analysis showed that members of the experimental class who engaged in public speaking exercises experienced an increase in their English-speaking skills. It can be discovered that public speaking activities can be used as an approach to enhancing the ability of high school students to speak.

PUBLIC SPEAKING ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING SKILLS R. Muhajir; Indah Sri Redjeki
ENGLISH Vol 12, No 1 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i1.3769

In this region, English is mostly learned as the main subject. It starts from elementary school to university level, but most high school graduates cannot speak English even though they have been studying it for three years or more. This stimulated the researcher to create a breakthrough that would make it easier for students to practice their speaking skills as much as possible. The programs consisted of three activities: discussion (hot issues talk), debate forum, and speech presentation. Participants in this study were 50 second-year high school students in Indonesia. They were divided into two groups: experimental and control classes. The experimental class consisted of 25 students who engaged in public speaking activities, while the control class consisted of 25 students who did not participate. The findings of this quantitative analysis showed that members of the experimental class who engaged in public speaking exercises experienced an increase in their English-speaking skills. It can be discovered that public speaking activities can be used as an approach to enhancing the ability of high school students to speak.

Higher Education Students’ Efforts to Overcome Internal Problems in the Academic Speaking Subject Indah Sri Redjeki; Nurdayani Nurdayani; R. Muhajir; Nanik Retnowati
Indo-MathEdu Intellectuals Journal Vol. 4 No. 2 (2023): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v4i2.158

This study aimed to find information about students’ internal problems in the academic speaking subject as well as students’ efforts to overcome the problems. The participants in this study were students who had passed the subject in the 2018 academic year in a private university in Bogor. This study was a qualitative research by using questionnaires and interviews as research instruments to explore information related to the two research questions: 1) what are the students’ internal problems in the academic speaking subject? and 2) what are the students' efforts to overcome the problems? This study discovered four kinds of internal problems, namely: the problems in expressing ideas, applying correct grammar patterns, speaking anxiety, and low motivation. This study also discovered students’ efforts to overcome the problems, including preparing the material to be discussed, practicing speaking up with friends, practicing pronouncing English words correctly, learning grammar, vocabulary and pronunciation from grammar books, dictionary, and English learning applications. The findings of this study are expected to be useful, not only for students to keep doing the efforts in improving their speaking skills, but also for teachers to support students’ efforts to overcome the internal problems in the academic speaking subject

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