Seven Wonders: An Interactive Game for Learning English as a Foreign Language in Junior High-School

2011 ◽  
pp. 499-503 ◽  
Author(s):  
George Kapnas ◽  
Stavroula Ntoa ◽  
George Margetis ◽  
Margherita Antona ◽  
Constantine Stephanidis
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Junior High ◽  
Interactive Game ◽  
Learning English

scholarly journals THE INFLUENCE OF ICE BREAKER TO STUDENTS’ MOTIVATION IN TEACHING ENGLISH

2020 ◽  
Vol 3 (2) ◽  
pp. 210
Author(s):  
Asti Solihat ◽  
Ayu Rindu Astuti ◽  
Intan Satriani
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Research Method ◽  
Junior High ◽  
English Teacher ◽  
Teaching English ◽  
The Subject ◽  
Learning English

This research is aimed at exploring ice breaker technique in teaching English for student at Junior High School in Cimahi. Based on the important of teaching English in Indonesia as foreign language. So by doing ice breaking before learning, it is expected that students can focus on the learning English process. In this research the writer used case study and qualitative research method. The subject of this research was on of an English teacher at One of Junior High School in Cimahi. The instrument of this research are observation, and interview. The result of this research is students’ to be focus and fun on learning English in the class.

scholarly journals Designing LEEF (Learning English Easy and Fun) as Learning Media for the Seventh Grade of Junior High School

2021 ◽  
Vol 2 (3) ◽  
pp. 372-386
Author(s):  
Iin Baroroh Ma'arif ◽  
Yuyun Bahtiar ◽  
Muthoharoh
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Learning ◽  
Seventh Grade ◽  
Is Research ◽  
The Media ◽  
Addie Model ◽  
Use Category ◽  
Learning English

This research aims at designing a learning media which named LEEF (Learning English Easy and Fun) as English learning media for seventh grade students of Junior High School. This learning media consists of some materials and exercises which is appropriate and feasible to be studied for students. All materials in this media are based on junior high school syllabus of K13 curriculum. The research method used in this research is Research and Development. This development used ADDIE model which have several steps, those are; 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The result of this research shows that from the media validation result got 4.00 score it was in “fair and worth to use” category, and the material validation got 3.86 score. The students’ responses of try out result score 4.26 were in “fair and worth to use” category. By having those result, this LEEF (Learning English Easy and Fun) is feasible to be used as a learning media for seventh grade students of junior high school. Furthermore this research can be used as reference to other researchers in developing English learning media in different level of students.  

scholarly journals Penggunaan Metode Cooperative Integrated Reading And Composition (CIRC) Untuk Meningkatkan Keterampilan Membaca Pemahaman Bahasa Arab Siswi Kelas VIII Aisyah Semester Genap Di SMP Quran Darul Fattah Bandar Lampung Tahun Pelajaran 2019/2020

An Naba ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 82-93
Author(s):  
Sutikno ◽  
Doni Sastrawan ◽  
Adam Sugiarto ◽  
Diah Asih
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Junior High School ◽  
Junior High ◽  
Mother Tongue ◽  
Study Results ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year

The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year   ABSTRACT Regarding the development of education that continues to change and for the sake of developing education quality, one of the elements that must be considered in the educational curriculum is a foreign language. In Indonesia, Arabic is a foreign language; in keeping with the need, the Arabic language is taught more seriously alongside knowledge teaching. Nevertheless, learning a foreign language (Arabic) is not as easy as learning the mother tongue. Some obstructions must be coped with, such as ashwat science, grammar, and vocabulary. In addition, difficulties also come from students or teachers themselves, learning methods, materials, and teaching facilities. Therefore, the author examines students' reading comprehension skills with the research title “The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year” The type of research employed was Classroom Action Research (CAR). This research was carried out at Darul Fattah Quran Junior High School, Bandar Lampung, in Arabic class VIII subjects in the even semester of the 2019/2020 academic year. The study results revealed that using the Cooperative Integrated Reading and Composition (CIRC) method could enhance students' Arabic reading comprehension skills as evidenced by the mean value obtained in the first cycle of 76.82, categorized as adequate. However, it experienced a slight decrease of 0.30 points, equivalent to 0.39% in the second cycle, to 76.52 categorized as adequate. After that, cycle III underwent a relatively good increase of 4.95 points or equivalent to 6.47% to 81.47, with a sufficient category.   Keywords: CIRC, Reading Comprehension Skill

scholarly journals LIMITATION VOCABULARY CAN BE ONE OF FACTOR THE STUDENTS DO NOT WANT TO SPEAK ENGLISH

2021 ◽  
Vol 4 (1) ◽  
pp. 75
Author(s):  
Rizka Dinda Amalia ◽  
Anita Anggraeni
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Qualitative Method ◽  
English Language ◽  
Junior High ◽  
Second Grade ◽  
Grade Student ◽  
International Language ◽  
The Way

English is an International language that is used as an instrument to communicate. As a foreign language it is quite normal if  English difficult to learn, because the way to write and read or speak English language is dissimilar whereas  in Indonesian language the way to read or speak and write it is the same. Same as student in one of Junior High school in Lembang, some of them do not want to speak English language especially in from of the class. The author guest one of the factor students do not want to speak English is limitation vocabulary. In this article the author try to know is it true that limitation vocabulary is one of factor student do not want to speak English ? To answer that question, the author use qualitative method through questionnaire and interview for second grade student. The result finding that many factor student do not want to speak English one of them is limitation vocabulary, the student said that is no easy to memorize a lot of vocabulary, when they memorize it the feel bored. To make the student do not feel bored the author  suggest to use some games in the class to make the student more attractive. Keywords:  Vocabulary, Factor, Speaking

scholarly journals The Use of Total Physical Response Strategy at Junior High School of SLBN South Curup, Rejang Lebong

2018 ◽  
Vol 2 (2) ◽  
pp. 115
Author(s):  
Paidi Gusmuliana
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Response Strategy ◽  
Special Treatment ◽  
Students With Special Needs ◽  
Physical Response ◽  
To Receive ◽  
Learning English

Abstract This research aims at investigating implementation of Total Physical Response (TPR) strategy at Junior High School of SLBN Curup Selatan, for the problems came from phenomena occurred on the students with special needs who had different disability such as tunanetra/ blind students and Tunarungu/ deaf and mute students in Learning English. The objectives of this research were to find out how implementation and difficulties faced the students of using TPR strategy .Then the researcher used Qualitative research with a case study of descriptive Qualitative. The subjects were two of English teachers who managed or taught them by using TPR strategy. The techniques of collecting data in this research were observation and interview. In this case, the researcher used observation checklist and interview guidance. There were some steps to analyze the data:data reduction, data display and drawing conclusion/ verification. The result of the implementation of Total Physical Response at SMPLBN Curup Selatan that teachers could implemented Total Physical Response strategy effectively in which the students were able to receive information easily and were more enjoyable in learning English. Then the factors that could influence the difficulties for them to understanding material were from their low capacity to process information, and they need special treatment and suficient time in learning English. Key words: Total Physical Response Strategy

scholarly journals The Effect of Teaching Methods and Learning Styles on Students’ English Achievement (An Experimental Study at Junior High School 1 Pasangkayu)

2019 ◽  
Vol 2 (2) ◽  
pp. 233
Author(s):  
Syahrul Munir ◽  
Emzir Emzir ◽  
Aceng Rahmat
Keyword(s):  
High School ◽  
Experimental Study ◽  
Learning Styles ◽  
Junior High School ◽  
Teaching Methods ◽  
Junior High ◽  
Significant Difference ◽  
English Achievement ◽  
Better Than ◽  
Learning English

<p>The objectives of the research are to determine the effects of teaching methods (STAD and jigsaw) and learning styles (visual, auditory, and kinesthetic) on students’ English achievement. This research is an experimental study conducted at Junior High School Pasangkayu in 2014 with 213 sample which is selected stratified-randomly (n = 68). The results of the research are as follow: (1) English achievement of students taught with STAD is better than those of taught with jigsaw; (2) there is no significant difference in  English achievement among visual, auditory, and kinesthetic students; (3) there is any significant effect of interaction among teaching method and learning styles on students’ learning English achievement. The research also find out that for visual students, studying English achievement of students taught with STAD is better than that of students taught with jigsaw; for auditory students, learning English achievement  of students taught with jigsaw is better than that of students taught with STAD; and for kinesthetic students, English achievement of students taught with STAD is better than that of students taught with jigsaw. To sum up, STAD is more effective than jigsaw in improving students’ English achievement. STAD is suitable to improve English achievement of visual and kinesthetic students, and jigsaw is suitable to improve English achievement of auditory students.</p>

scholarly journals The Challenges and Difficulties in Teaching Listening: An Exploratory Research in a Junior High School in Kudus

2019 ◽  
Vol 14 (1) ◽  
pp. 27-38
Author(s):  
Slamet Utomo ◽  
Sri Endang Kusmaryati ◽  
Titis Sulistyowati
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Time Management ◽  
Teaching And Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Exploratory Research ◽  
Teaching English ◽  
Learning And Teaching

The objectives of this study are describing the process of teaching English (listening) and identifying the difficulties in teaching (English) listening in a Junior High School in Kudus. This research uses exploratory research design. I will explore qualitative data to analyze the process of the teaching and learning English in Kudus and to identify the need of the learning materials. The subjects of the research are five English teachers’ from a Junior High school in Kudus, they have been teaching English for more than ten years. They have been teaching from different classes, class 7, class 8, and class 9. This study has discovered the challenges and difficulties in learning and teaching in Junior High School in kudus. Most teachers feels that time management become their major challenge in organizing classroom. They have set lesson plan, but sometimes the lesson does not work exactly the same. They have to work with mixed-level students, with students with learning difficulties, and with learners who are coming from different backgrounds. Teachers should be aware that it is part of teachers’ primary duty to cope with every student. Most students can learn a foreign language to some level, but there are many reasons why their improvements are not achieved significantly.

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