Pendidikan Bahasa Inggris http://repository.umsu.ac.id/handle/123456789/39 2026-04-10T10:44:26Z 2026-04-10T10:44:26Z ANISA, NOVITRI SARI http://repository.umsu.ac.id/handle/123456789/30283 2026-03-12T07:17:48Z 2026-02-10T00:00:00Z

Title: THE EFFECT OF THE BUSUU APPLICATION ON STUDENTS' SPEAKING PERFORMANCE AT SMA SWASTA UTAMA MEDAN Authors: ANISA, NOVITRI SARI Abstract: This study aims to investigate the effect of the Busuu application on students’ speaking performance at SMA Swasta Utama Medan. Speaking is one of the most important language skills, yet many students experience difficulties in pronunciation, fluency, vocabulary mastery, and confidence. To overcome these problems, the use of mobile-assisted language learning, particularly the Busuu application, is expected to provide a more interactive and effective learning experience. This research employed a quasi-experimental design with a non-randomized control group pre-test and post-test design. The participants were 22 tenth-grade students of SMA Swasta Utama Medan. The data were collected through speaking tests administered before and after the treatment. The experimental group was taught using the Busuu application, while the control group was taught using conventional methods. Students’ speaking performances were assessed based on four aspects: pronunciation, fluency, vocabulary, and confidence. The data were analyzed using descriptive statistics and a paired sample t-test. The results showed a significant improvement in students’ speaking skills after using the Busuu application. The mean score increased from 60.77 in the pre-test to 83.54 in the post-test. The t-test result indicated that the significance value (Sig. 2-tailed) was 0.000, which is lower than 0.05. This means that the alternative hypothesis was accepted and the null hypothesis was rejected. Therefore, the use of the Busuu application has a significant effect on improving students’ speaking performance. In conclusion, the Busuu application is an effective digital learning medium for enhancing students’ speaking skills, particularly in pronunciation, fluency, vocabulary, and confidence. It is recommended that teachers use Busuu as a complementary tool in teaching speaking to create a more engaging and communicative learning environment.

2026-02-10T00:00:00Z KEYTI, ENDHITA http://repository.umsu.ac.id/handle/123456789/30001 2025-11-10T03:58:27Z 2025-09-13T00:00:00Z

Title: ENHANCING WRITING SKILL WITH GAMIFIED LEARNING: DEVELOPING SENTENCE AND VOCABULARY FOR FIFTH GRADE STUDENTS AT SRI AMAN SUKSA SCHOOL Authors: KEYTI, ENDHITA Abstract: This study is aimed at examining the effectiveness of gamified learning for enhancing English writing skills, particularly focusing on sentence construction and vocabulary enrichment, towards the fifth-grade students at Sri Aman Suksa School, Thailand. The research utilized a quantitative methodology incorporating pre-test and post-test frameworks. There were 25 students engaged in the research, undertaking a writing pre test prior to the treatment and a post-test subsequent to the implementation of gamified learning activities. To address the abnormal distribution in the post-test data, the Wilcoxon Signed Rank Test was utilised to assess the significant difference between pre-test and post-test outcomes. The results indicated that students' preliminary writing proficiency was average, characterized by recurrent grammatical inaccuracies and restricted vocabulary utilization. Following the implementation of gamified learning activities, their post-test performance improved by 19 points on average (from 53.44 to 72.44), a statistically significant enhancement (p = 0.000). The effect size analysis revealed a Cohen’s d value of 1.15, indicating a substantial and significant effect. The findings indicate that gamified learning fostered engaging and motivating learning, allowing students to formulate more precise sentences and effectively broaden their vocabulary. In conclusion, gamified learning is an effective educational approach for enhancing writing skills in primary-level English as a Foreign Language (EFL) setting. It underscores the potential of a gamified learning approach to improve students’ writing skills. Furthermore, it provides significant implications for English language instruction at the primary education level.

2025-09-13T00:00:00Z Ronny Ahmad, Fauzi Pane http://repository.umsu.ac.id/handle/123456789/29997 2025-11-10T03:45:38Z 2025-08-26T00:00:00Z

Title: STUDENTS’ PERCEPTION TOWARDS THE USE OF FONDI APP AS THE FACILITATION IN COLLABORATIVE LEARNING AT ENGLISH LANGUAGE EDUCATION PROGRAM Authors: Ronny Ahmad, Fauzi Pane Abstract: As digital tools become more integrated into language learning, the Fondi app has emerged as a platform for collaborative English practice. However, its impact on university-level learners is still underexplored. This study investigates how the Fondi app supports collaborative learning and examines students’ perceptions of its role in improving their speaking abilities. Using a qualitative descriptive approach, data were gathered from five sixth-semester students in the English Education Program at UMSU through interviews, observations, and documentation. The results reveal that students view the Fondi app positively. It effectively fosters collaboration, boosts self-confidence, and helps reduce anxiety during speaking activities, thanks to features like real-time interaction and peer feedback. Despite some technical issues, such as inconsistent internet access, the app is seen as a valuable and engaging tool for practicing spoken English. Overall, the benefits of using Fondi especially in creating authentic and supportive speaking environments outweigh its limitations.

2025-08-26T00:00:00Z SALSABILA, SYAFA’ ZAHRANI http://repository.umsu.ac.id/handle/123456789/29985 2025-11-10T02:41:42Z 2025-08-22T00:00:00Z

Title: ENHANCING PRIMARY SCHOOL STUDENTS’ ARGUMENTATIVE SPEAKING SKILLS THROUGH COLLECTIVE REFLECTION-BASED ARGUMENTATION MAPPING Authors: SALSABILA, SYAFA’ ZAHRANI Abstract: This study examines the effectiveness of Collective Reflection-Based Argumentation Mapping (CR-AM) in enhancing argumentative speaking skills among primary school students. Conducted with 20 sixth-grade students at Anuban Ob-Om School in Southern Thailand, the research employed a Classroom Action Research (CAR) approach over two cycles, with data collected through pre-tests, post-tests, and observations. The assessments of students' speaking skills, conducted by pre-test and post-test evaluations, demonstrated a substantial enhancement in average speaking scores, rising from 52.75 to 70.25, with all students achieving the minimum mastery criterion. Observational data revealed elevated levels of student involvement and participation during collective reflection activities, underscoring the advantages of collaborative learning. The findings show that CR-AM effectively fosters essential language skills, preparing students for meaningful communication and critical thinking.

2025-08-22T00:00:00Z