scholarly journals DEVELOPING ENGKLEK GAME USING LEARNING STYLES APPROACH TO TEACH ENGLISH VOCABULARY FOR 4TH GRADE STUDENTS OF SD MUHAMMADIYAH KAUMAN YOGYAKARTA IN ACADEMIC YEAR 2015/2016

2017 ◽  
Vol 1 ◽  
pp. 20
Author(s):  
Agustia Pristiana Maulida ◽  
Sucipto Sucipto
Keyword(s):  
Elementary Education ◽  
Learning Styles ◽  
Learning Style ◽  
Significant Enhancement ◽  
English Teacher ◽  
Education Department ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Test Treatment

This study was intended to develop Engklek Game using learning style approach as a media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016.The subject of the research was 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. The data of students’ needs and learning style was collected by the researcher by giving questionnaire, doing interviews and doing observations. The result of the data then was used to become considerations in developing Engklek Game. Then, the prototype of the product was evaluated by experts. There were English teacher as the expert in ELT and lecture of Elementary Education Department as the expert in learning styles. In order to find the effectiveness of Engklek Game, the implementation was done by giving pre-test, treatment and post-test to students. The data was calculated by using SPSS 16.00. After the implementation, the researcher did evaluation by analyzing the students’ responses to the media.The result of the evaluation done by the experts of ELT and learning styles showed that Engklek Game is suitable to be used as media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. In other side, after the result of pre test and post test had been calculated, it can be seen that there was a significant enhancement of students in learning English vocabulary after taught using Engklek Game. While based on students’ response, it can be concluded that Engklek Game is appropriate to be used.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

STUDENTS’ LEARNING STYLES IN LEARNING ENGLISH SPEAKING OF X GRADE AT SMA NEGERI 1 SIMPANG EMPAT

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Novita Sari Lubis And Indra Hartoyo
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Dominant Type ◽  
Tenth Grade ◽  
English Speaking ◽  
The Subject ◽  
Auditory Learners ◽  
Academic Year

The title of this thesis is Students Learning Style in Learning Speaking of Ten Students at SMA Negeri 1 Simpang Empat. The purpose of conducting this research was to find out whether the most dominant type of students learning style in learning speaking and to find out what is the learning style realized in English Speaking of ten students at SMA Negeri 1 Simpang Empat in academic year 2016/2017. There were 10 students as the subject of this research. In this case, the researcher collected the data by using learning style questionnaire and observation. The result showed that auditory learning style is the most dominant learning style at the tenth grade students at SMA Negeri 1 Simpang Empat, the percentage was 60%, it means 6 from 10 students prefer to hear than read and move. The second was kinaesthetic learning style, the score, 20%, means that only 2 students prefer to move. Then, visual learning style has same dominant with kinesthetic, the score, 20% , means that 2 from 10 students prefer to read. For the fastest student’s in reading comprehension came from auditory students or auditory learners. They get score 50%, followed visual 20%, and visual 10%.

scholarly journals Relationship between Gender, Subject Preference and Learning Styles

2017 ◽  
Vol 16 (2) ◽  
pp. 242
Author(s):  
Suprihadi Suprihadi ◽  
Atik Rokhayani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
English Education ◽  
Education Department ◽  
Student Centered ◽  
Student Centered Learning ◽  
Dependency Relationship ◽  
Index Of Learning Styles ◽  
The Subject ◽  
And Gender

Understanding the learning styles of the students is very crucial in implementing student-centered learning (SCL). The objectives of this research are to describe: 1) the general learning styles profile of the students of English Education Department Universitas Muria Kudus; 2) the dependency relationship between learning styles dimensions and gender, and 3) the dependency relationship between subject preference and learning styles dimensions. This research uses 208 students from different semesters as the samples, while the instrument is the Indonesian translation of Solomon-Felder Index of Learning Styles Questionnaire. The result of the analysis reveals that: 1) the general learning style profile of the students is balanced; 2) at ? .05, there is no significant relationship between the probability of the students of having certain learning styles dimensions and gender; 3) at ? .05, the subject preference of the students who are SensingIntuitive and Visual Verbal depends on their learning styles dimensions, while that of those who are Active Reflective and Sequential Global does not.

THE EFFECT OF TEACHING AUDITORY COHESION ACTIVITY ON STUDENTS LISTENING ABILITY

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Alifia Marsella ◽  
Iwan Supardi ◽  
Eusabinus Bunau
Keyword(s):  
Data Analysis ◽  
Test Score ◽  
English Teacher ◽  
Activity Phase ◽  
Post Test ◽  
The Media ◽  
The Mean ◽  
Listening Ability ◽  
Academic Year ◽  
Test Treatment

This research is about the use of Auditory Cohesion Activity to raise students listening ability on advance learner of TEFL. The researcher took sample from Eleventh Grade of SMA SANTUN UNTAN Pontianak in Academic Year 2017-2018. The aim of this research was to find out how effective the use of Auditory Cohesion Activity to raise students listening ability is. In conducting this research, the researcher used a Pre-experimental as the method of the research. This research consisted of 3 phases, namely; pre-test, treatment, and post-test.  The researcher provided the material and the media that needed in this research. The English teacher of SMA SANTUN led the students did the test and the treatment. The finding of this research shows that there was an improvement on students listening ability through Auditory Cohesion Activity. The effectiveness of Auditory Cohesion Activity on students listening ability could be seen from students’ activity through the whole auditory cohesion activity phase and students’ test score. It has shown by the result of post-test which was higher than pre-test. Before the treatment was given, the mean score of pre-test was 26.40. After they had been given treatment the mean score of students’ post-test is 46.30. From the data analysis, the result of the effect size computation is 3.8. It is higher than 0.5. It means that the use of auditory cohesion activity gave a significant effect, to increase students listening ability.

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

scholarly journals CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES

2018 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fausiah Sriyuliyana
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
English Teachers ◽  
Psychological Aspect ◽  
English Teacher ◽  
School Students ◽  
Depth Interview ◽  
Pedagogical Aspect ◽  
Visual Learners

The  research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and  Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.

scholarly journals Teaching Vocabulary through Fly Swatter Game

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Hikmah Noerqori Saputra ◽  
Muhamad Sofian Hadi
Keyword(s):  
Experimental Study ◽  
Test Scores ◽  
Quantitative Method ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Experimental Group

The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.

Development of a Mobile Application for Learning Style Prediction

2019 ◽  
pp. 188-207
Author(s):  
Eugenia Olaguez Torres ◽  
Piero Espino ◽  
Jonathan Garcia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mobile Application ◽  
Intelligent Systems ◽  
Academic Program ◽  
Development Environment ◽  
Java Programming ◽  
Learning Techniques ◽  
The Subject ◽  
Common Learning

This chapter presents the development of a mobile application through the use of intelligent systems adapted to learning styles in accordance to the models of Feder-Silverman and Kolb. This development takes place in a Java programming language within the Android Studio development environment, which at the same time uses the SQLite mobile data base. The mobile application allowed the authors to identify the learning styles of students from the Mechatronics Engineering academic program that show some sort of educational backwardness in the subject of differential calculus. It was found that, according to the Felder-Silverman model, the style that predominates among students is the auditory style, while in accordance to the Kolb model, it was identified that the reflective style was the most common learning style amongst mechatronics students. It is concluded that through the use of this mobile application, students are able to identify the learning style, predict, and apply appropriate learning techniques to their learning style.

scholarly journals The Effectiveness of Retelling Short Story towards Students’ Accuracy in Speaking Skill

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Nur Hasanah Safei
Keyword(s):  
Short Story ◽  
Alternative Hypothesis ◽  
Speaking Test ◽  
Before And After ◽  
Post Test ◽  
Speaking Skill ◽  
Good Score ◽  
The Subject ◽  
The Mean ◽  
Test Treatment

The objectives of this research is to find out the effectiveness of retelling short story toward students’ accuracy in speaking skill. This research employed pre-experimental method which entails pre-test, treatment, and post-test. Speaking test was used in collecting the data. A total of 39 students of MTsN Makassar as the subject of this research.. The data on the students’ speaking skill were analyzed using descriptive and inferential statistics. The results demonstrated that there was a differentiation between the students’accuracy in speaking skill before and after being thought through retelling short story. The null hypotesis (H0) was rejected and the alternative hypothesis (HI) was accepted because the t-test value was 5,42 which was higher than t-table value 2,024.. The mean score of the students before teaching retelling short story was 2,95 classified as poor score. After teaching retelling short story the mean score was 3,38 classified as a good score. Based on result of data analysis above, the researcher drew conclusion that retelling short story could effective toward students’ accuracy in speaking skill.

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