scholarly journals Improving Students’ Vocabulary Mastery Through Bingo Games

2021 ◽  
Vol 7 (1) ◽  
pp. 28
Author(s):  
Brigitta Septarini Rahmasari
Keyword(s):  
Teaching And Learning ◽  
Action Observation ◽  
Classroom Interaction ◽  
New Words ◽  
Fourth Grade Students ◽  
Post Test ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Complementary Actions

This research was aimed to improve the vocabulary mastery of students through Bingo Game. This research was an action research study. The place of the research was at SDK Petra Madiun, East Java, Indonesia. The subject of the research was fourth grade students of SDK Petra Madiun, consisting 30 students. It was done in two cycles. The researcher did some steps for each cycle. They were planning, action, observation, and reflection. The data were collected by using test, observation, and interview. Furthermore, the data were analyzed by using descriptive statistics. It was compared between the scores of pre test (before implementing Bingo game) and post test (after implementing Bingo game). The research findings showed that vocabulary mastery of most students improved after Bingo Game was used in the teaching and learning process. It was indicated by the increase of the mean of students’ vocabulary score in the pre-test and post-test (67.22 to 80.57). The students’ involvement and classroom interaction during the implementation of the game improved. It was showed by students’ enthusiasm during the game. They tried to be the first winner and raised their competitiveness among them. In addition, the implementation of Bingo Game and the complementary actions were successful to help the students memorize and understand new words easily. In conclusion, the students’ vocabulary mastery improved through the implementation of Bingo Game.

scholarly journals MERDEKA BELAJAR IN PANDEMIC: USING QUIZIZZ GAME BASED LEARNING TO IMPROVE STUDENTS’ VOCABULARY MASTERY

2021 ◽  
Vol 5 (1) ◽  
pp. 221-227
Author(s):  
Maria Dimitrij Angie Pavita ◽  
Deli Nirmala Nirmala
Keyword(s):  
Teaching And Learning ◽  
Action Observation ◽  
Game Based Learning ◽  
Process Change ◽  
Action Research Project ◽  
Affective Factors ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Planning Action

Pandemic of Covid-19 has made teaching and learning process change from conventional into digital. With “Kurikulum Merdeka Belajar” teachers can choose any learning method which allows more innovation. The purpose of this study is to improve students' vocabulary mastery through Quizizz. This study was an action research project.  The research was conducted at SMA Bruderan Purwokerto.  The subject of the research was twenty-six students of X MIPA 1. The research was done in two cycles. There were four steps in each cycle. They were planning, action, observation, and reflection. The result shows that the students’ vocabulary mastery is improving. When the pre-test is compared to the post-test, the mean score increases significantly, from 64 to 85. Beside the cognitive ability improves, the affective factors of the learners improve. This is due to their enjoyment and easiness of memorization. Quizizz can be one of the learning media that can make the students more enjoyable in learning English especially vocabulary since the students can memorize and get new vocabulary much easier.

scholarly journals Improving Students’ Speaking Skill Using Tgt (Teams-Game-Tournament)

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Nurul Fajriya ◽  
Abdul Asib ◽  
Gunarso Susilohadi
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Descriptive Statistics ◽  
Post Test ◽  
Research Findings ◽  
Speaking Skill ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Academic Year

This article is aimed at reporting the research findings of using TGT (Teams-Game-Tournament) to improve the students’ speaking skill. The subject of this research is the eighth grade of SMP N 1 Kartasura in the academic year of 2013/2014 which consisted of 32 students. The research method used is action research. Each cycle consists of four essential moments: planning, implementing the action, observing, and reflecting. The data are collected through observation, interview, field notes, questionnaire, and tests (pre-test ad post-test). The qualitative data were analyzed by reducing the data, displaying the data, and drawing conclusion/verifying. While the quantitative data were analyzed through descriptive statistics by calculating and then comparing the mean scores of pre-test and post-test. The research findings prove that using TGT can improve the students’ speaking skill. The students’ mean score increases from pre-test of 4.4 to post-test 1 of 5.9, and post-test 2 of 6.8.<strong> </strong>Using TGT can improve the effectiveness of speaking activity in teaching and learning process as well. The students got more opportunities to practice speaking because the speaking activities were not dominated by the talkative students only.

scholarly journals Developing Students’ Essay Writing about Tourism Topics through Word Clustering Technique

2017 ◽  
Vol 3 (1) ◽  
pp. 96
Author(s):  
I Nengah Laba
Keyword(s):  
Data Analysis ◽  
Descriptive Analysis ◽  
Essay Writing ◽  
Clustering Technique ◽  
Post Test ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Word Clustering ◽  
The Difference

This study aimed to analyze the effectiveness of developing students’ essay writing about tourism topics through word clustering technique. The subjects under study were students sitting on semester 6 at Sekolah Tinggi Pariwisata Bali Internasional (International Bali Institute of Tourism). This classroom action research (CAR) was basically triggered by the fact that the subjects under study have still low capability in English essay writing about Tourism Topics. This study made use of pre-test or initial reflection (IR) and post-test research design using descriptive analysis. There were two cycles in this CAR and each cycle consists of four successive sessions. The IR was intended to establish the real pre-existing English essay writing capability of the subject under study. The Mean of the Pre-test or IR score obtained by the subjects under study was 3.63. The Mean of the Post-test or R scores both in Cycle I and in Cycle II showed an increasing figure which is 4.12 in S1, 5.06 in S2, 5.78 in S3, 6.34 in S4, 6.76 in S5, 7.14 in S6, 7.44 in S7 and 7.82 in S8. These figures showed that the Mean of the Post-test or R scores in each session was much higher than the Mean of Pre-test or IR in essay writing. The data analysis further led to the computation of the Grand Mean score for both Cycles I and Cycle II. The computation of the Grand Mean resulted in Cycle I (XI) was 5.32. The computation of the Grand Mean resulted in Cycle II was 7.29. The difference Mean of Cycle I and cycle II is 1.97 (XII – XI = 7.29 – 5.32 = 1.97). These research findings revealed that developing students’ essay writing about the tourism topics through word clustering technique was very effective. 

scholarly journals THE USE OF TRUE AND FALSE ESSAY GAMES TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT AND CLASSROOM INTERACTION

2019 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Anhar Anhar
Keyword(s):  
Action Observation ◽  
Classroom Interaction ◽  
Collaborative Action Research ◽  
Writing Achievement ◽  
Writing Test ◽  
Collaborative Action ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Writing Scores

This study was aimed at investigating the students’ writing performance and classroom interaction through the use of true and false essay game strategy. This study was collaborative action research consisted of two cycles. The steps were planning, action, observation, and reflection. This research involved the 19 students of class 11th grade students of SMKN 3 Pujut. The data were qualitative in nature and supported by those of quantitative. The data were obtained from the observation sheet, questionnaire, and writing test. Meanwhile, the quantitative data were obtained by conducting writing post-test at the end of the actions. The research finding showed that use “True and False Essay Games” was proved to be significant to improve the students’ writing skills and classroom interaction. The strategy of True and False Essay Games makes an enthusiasm, empowering and challenging series of activities that vary the classroom interaction and activities during the teaching-learning process. Moreover, this strategy helped the students to build a positive relationship among them. Quantitatively, the mean of the students‟ writing scores in the pre-test is 50. Meanwhile, the students’ score of the post-test was 55. The improvement was 5 in the first cycle.  In cycle 2, the students’ score of the post-test was 80.32. In the presentations between cycle 1 and cycle 2 was 30.4 It can be concluded that the True and False Essay Games was able to enhance students’ writing skill and classroom interaction viewed from organization, content, grammar, vocabulary, and mechanics.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN ILMU PENGETAHUAN ALAM BERBASIS INTEGRASI SAINS DAN ISLAM PADA KELAS IV MI MAMBA’UL HUDA NGABAR PONOROGO

2015 ◽  
Vol 7 (01) ◽  
pp. 73-93
Author(s):  
Iis Uun Fardiana
Keyword(s):  
Learning Process ◽  
Natural Science ◽  
Teaching And Learning ◽  
Positive Influence ◽  
Development Methodology ◽  
Fourth Grade Students ◽  
Post Test ◽  
The Media ◽  
The Mean ◽  
Media Integration

Developing media through science and Islam intergration is a process of media development in the learning process assisted by using computer system and picture creation, animation, video, audio, and moving text, so that learning will not seem monotonous. In learning science that requires a lot of real knowledge can be realized with Macromedia Flash-based media integration of science and Islam. Because of that, teaching and learning process. Will be attractive and give positive influence on students’ natural science comprehension at MI Mamba’ul Huda Ngabar Ponorogo. Based on the research background, the objective of this research is to investigate those problems and to produce media based on science and Islam integration by using macromedia flash software and the output is in the form of CD (Compact Disc). This research used Research and Development methodology adapted from Dick and Carey methodology. To collect the data, the researcher applied interview, questionnaire, and observation. The result shows that, developing natural sciences learning media based on science and Islam integration are able to increase fourth grade students’ comprehension on natural science material at Madrasah Ibtidaiyah Mamba'ul Huda Ngabar Ponorogo. It can be seen from the mean of post test result 85.8, while in the pre-test the mean 76.8. Therefore, it can be concluded that the students get better score after using the media. Keywords: Development, Media-based integration of science and Islam, IPA.

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT BY APPLYING ANAGRAM PLUS FLASHCARDS AT THE SMP NEGERI 7 PEMATANGSIANTAR

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sartika Manurung And I Wayan Dirgayasa Tangkas
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Vocabulary Achievement

This study focused to improve Students’ Vocabulary Achievement by Applying Anagram PlusFlashcards. This study was conducted by using classroom action research. The subject of thisstudy was students in class VII-7 of SMP Negeri 7 Pematangsiantar. There were 32 studentstaken as the subject. The instrument for collecting data were the test for vocabulary and diarynotes, questionnaire sheets, observation sheet, and interview for process of teaching andlearning vocabulary. The data were analyzed by descriptive analysis. The result of the researchshowed that the mean of students’ score in pre-test was 56.41, the mean of students’ score inpost-test I was 69.22. The mean of students’ score in post-test II was 76.72. There wereimprovement of students’ achievement from 56.41-76.72 about 20.31 point and that score(76.72) was excelled the indicator (75). Based on diary notes, questionnaire sheets,observation sheet, and interview, it found that teaching and learning process ran well.Students were active, cooperative, enthusiastic and interested in learning vocabulary.There were 16 students (50%) agreed that the students active in learning process, 20students (62.5%) were interested, 20 students (62.5%) were enthusiastic and 19 students(59.37%) were agreed that strategy of learning was effective. It can be concluded that theapplication of anagram plus flashcards had successfully improved the students’ vocabularyachievement at the SMP Negeri 7 Pematangsiantar.

scholarly journals The Improvement of Students’ Ability in Writing Procedure Text Through Picture Series

2021 ◽  
Vol 2 (6) ◽  
pp. 993-1023
Author(s):  
Gendroyono Gendroyono
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Classroom Interaction ◽  
Educational Practice ◽  
Process Writing ◽  
Problematic Situation ◽  
Research Findings ◽  
Procedure Text

This research study on improving the students’ ability in writing procedure text through picture series is action research. This is categorized as action research since there is a self-reflective, critical, and systematic approach that the researcher does to identify a problematic situation as a way of improvement and changes in educational practice. In doing this action research, the researcher considers phases that involve each cycle. Those are planning, action, observation, and reflection.  Every phase is done based on the researcher’s ideas on the research. This study is aimed at exploring the improvement of the teaching and learning process writing procedure text using picture series. It is also intended to identify the improvement of students’ ability in writing procedure text using picture series. Based on the research findings and the discussions in section four, some conclusions can be drawn as follows: the use of picture series promotes the improvement of students’ ability in writing procedure text and can elevate the students’ interest or motivation in the classroom. Picture series is very good in providing the idea for the students to write. The students’ works are also more persistent to the idea as compared to when not using the picture series. The pictures also attract more attention from the students and motivate students to get involved in the classroom interaction with the teacher and among themselves. For the detailed works of the students, the use of appropriate diction and the improvement of vocabulary mastery is also the effect of the use of the picture series. Further, the changes of the pictures in every meeting make the students remain interested in participating in the teaching and learning process because they do not feel bored.

scholarly journals Improving Students’ Achievement in Reading Comprehension by Applying Contextual Teaching and Learning (CTL)

2019 ◽  
Vol 2 (3) ◽  
pp. 58-69
Author(s):  
Diani Syahputri
Keyword(s):  
Reading Comprehension ◽  
Research Finding ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Reading Tests ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Contextual Teaching ◽  
Academic Year

This research aims  to find out the significant improvement of the students achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). The subject of this research was X grade of SMK Bandung-2 at Academic Year 2017/2018. It consisted of one class with 30 students as respondents. The objective was to discover the significant improvement of the students’ achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). This research was conducted by using classroom action research. The instruments of collecting data were observation sheet, and Reading  tests. The research finding is shown of  that there was an improvement on the students’ reading achievement on narrative text from each cycle. It was showed from the mean of pre-test which was 56.5 with persentage 0%. After CTL was applied in the first cycle, there was an improvement of the result of the students’ in reading comprehension the mean was 69.16 with persentage 33.3%. It means that there was an improvement from pre-test to post-test I was 33.3%. And for the second cycle after reflection on the first cycle, there was an improvement of students’ mean which was 85 with persentage 100%. Based on the result showed that there was an improvement after applying CTL was 66.7%. It concluded that students’ achievement in reading comprehension by applying contextual teaching and learning (CTL) improved.

scholarly journals Improving Students’ Achievement in Reading Comprehension Through Learning Together Method

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sundari Ulfa
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Test ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Learning Together

ABSTRACT This study focuses on improving students’ achievement in reading comprehension by applying the Learning Together Method. This research was conducted with an action research design. The subject of this study was the first year  IPA students at SMA Nur Azizi Tanjung Morawa. The total  number of students was 32 students. This research was performed in two cycles and every cycle consisted of three meetings. The quatitative data was collected through a reading test and the qualitative data through diary notes, observation sheets, and interview. The reading test showed that the score of the students improved continuously from pre test through post test 1 and post test 2. The mean of the students’ score in pre test was 60,5. In post test 1, the mean increased to 69,4 and in post test 2, the score rose to 83. The diary notes, observation sheets, and interview indicated that the students were eager and more active during teaching and learning process in the second cycle than in the first cycle. It was found that teaching reading through the Learning Together Method improved students’ achievement. It is suggested that English teachers apply this method as one alternative in teaching reading comprehension.   Key Words: Learning Together Method, Reading Comprehension, Students’ Achievement.

scholarly journals Improving Student’s Reading Comprehension on Narrative Text Through Directed Reading Think Pair Share (TPS) at Madrasa Aliyah

2020 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Alfi Nikmah
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Action Research ◽  
Action Observation ◽  
Narrative Text ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Directed Reading ◽  
Planning Action

<p class="05IsiAbstrak">The purpose of the research was to find out the improvement of student’s reading comprehension on narrative text through directed reading and think pair share at madrasa Aliyah of Manahijul Huda Ngagel in academic years 2019/2020. This research was done by applying Classroom Action Research which carried out through four steps. They were planning, action, observation, and reflection, in cycle 1 and cycle 2. The subject of research was the grade X-MIA, they are consisted of 30 students. Based on the result of the data analysis showed that mean of the score has increased in the cycle 2, the mean in the pre-test was 63,33%, the mean of cycle 1 was 74,33%. Then the mean of cycle 2 was 84,17%. The students who got up 75 also grew up. In the pre-test, students who got up 75 were only 5 of 30 students (16,67%). In the post test of cycle 1, students who got up 75 were only 17 of 30 students (56,67%). It means that there was improvement about 40%. In the post test of cycle 2, students who got up 75 were 24 of 30 students (80%). The improvement was about 23,33%. The total improvement of the student’s score from the pre-test to post test of cycle 2 was 63,33%. So, the result of the research showed that Directed-reading and Think Pair Share (TPS) strategy significantly improved student’s reading comprehension on narrative text.</p>

Sign in / Sign up

Export Citation Format

Share Document