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All Journal ETERNAL: English Teaching Journal International Journal of Innovation and Education Research
Iis Sujarwati
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Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Inquiry-Based STEM Learning Strategy toward Students’ Writing Abilities at Eighth Grade of SMP Negeri 15 Bengkulu City Lussy Erviona; Ira Maisarah; Iis Sujarwati
ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v14i1.14309

Abstract

The objective of this study was to reveal the effects of Inquiry-Based STEM Learning Strategy toward students’ writing ability at the eighth-grade students of SMP Negeri 15 Kota Bengkulu. Quasi-experimental design was implemented in this study. Eight grade students of SMP Negeri 15 Kota Bengkulu were participated in this study. The findings revealed a significant difference between the writing abilities of students taught using the Inquiry-Based STEM strategy and the writing abilities of students taught simply using scientific approach which is used as conventional techniques. It was found from the post-test results that there was significant effect toward students' writing ability after receiving six treatments. The results independent sample test revealed that the Inquiry-Based STEM technique had a significant impact toward students' writing abilities. The mean pre-test writing skill score for the control and experiment groups was found to be slightly comparable. However, the writing score of the experiment group was higher than the control group. Thus, it can be concluded that Inquiry-Based STEM strategy gives positive effect toward students’ writing ability and is proved to be effective strategy in teaching writing. Finally, it is suggested that teachers comprehend and apply the Inquiry-Based STEM strategy while teaching writing because it has been demonstrated that this technique may improve the teaching learning process. It is also suggested that additional studies perform study on the use of the Inquiry-Based STEM method in various grades or schools.
Improving Students’ English Speaking Skill by Using Spongebob Squarepants Cartoon Desti Prasaja; Iis Sujarwati
International Journal of Innovation and Education Research Vol. 1 No. 2
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v1i2.28914

Abstract

According to the Indonesian curriculum, which requires students to speak, speaking is now one of the essential abilities in learning English. The four English skills that students acquire in class include speaking. Additionally, a number of problems come up throughout the teaching and learning process. Speaking difficulties frequently include anxiety while speaking in front of a group of people, a limited vocabulary and a worry about making errors. This study aims to determine whether viewing SpongeBob SquarePants with English subtitles can improve students’ speaking ability. The participants of the study consisted of 9 students from junior high school number 4 Bengkulu, enrolled in the 9th grade for the academic year 2022/2023. Purposive sampling was used to choose them for a variety of reasons. This study employed a pre-experimental methodology to investigate the impact of using the SpongeBob SquarePants cartoon on enhancing English-speaking ability. Pre-test and post-test measures are used to analyze data in this design, which does not call for a control group (Creswell & Creswell, 2018). As a consequence, employing a cartoon had a significant impact on the students’ speaking ability. It may be inferred that the research topic has been addressed and that it has been demonstrated that the application has been successful in enhancing the speaking skills of ninth-grade students. It was also found that cartoon usage application can be a center for language teacher techniques in learning English because of intense and meaningful language practice. In this study, students also do a lot of unconscious speaking skills in class because they think they are watching cartoon in a class. It shows that the students are easy to actively participate in learning that had made them used language and therefore learn it.
Co-Authors Desti Prasaja Ira Maisarah Lussy Erviona