Gamification Assessment

2020 ◽  
pp. 94-110
Author(s):  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
University Education ◽  
Online Questionnaire ◽  
Innovative Teaching ◽  
The Core ◽  
The Subject ◽  
European Higher Education ◽  
Teaching Learning ◽  
Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

Gamification Assessment

2022 ◽  
pp. 84-101
Author(s):  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
University Education ◽  
Online Questionnaire ◽  
Innovative Teaching ◽  
The Core ◽  
The Subject ◽  
European Higher Education ◽  
Teaching Learning ◽  
Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

scholarly journals ‘Learning ENT’ by YouTube videos: perceptions of third professional MBBS students

2020 ◽  
Vol 6 (6) ◽  
pp. 1120
Author(s):  
Ajeet Kumar Khilnani ◽  
Rekha Thaddanee ◽  
Gurudas Khilnani
Keyword(s):  
Teaching And Learning ◽  
Smart Phones ◽  
Online Questionnaire ◽  
Perceptions Of Students ◽  
Subject Specific ◽  
The Subject ◽  
Youtube Videos ◽  
Teaching Learning ◽  
A Prospective Study ◽  
Academic Year

<p class="abstract"><strong>Background:</strong> Advancement in technology has revolutionized the concept of teaching and learning medicine. YouTube is a popular and easily accessible tool to teach medical subjects. This study was done to evaluate the students’ perception of YouTube learning in ENT.</p><p class="abstract"><strong>Methods:</strong> This was a prospective study where a subject specific YouTube channel, ‘Learning ENT’, created by 1st author, was used to upload videos on selected topics in ENT for third professional MBBS part-1 students (n=145). Students were instructed to access the said videos from time to time throughout the year. At the end of the academic year the perceptions of students were taken and analyzed.  </p><p class="abstract"><strong>Results:</strong> 124 students responded to the online questionnaire. 123 (99.2%) watched YouTube videos on their smart phones. 70 students (56.5%) accessed the YouTube videos for ENT topics very often. 122 (98.4%) students felt that these videos made them understand the topics better. Similarly, 115 (92.7%) students felt that these videos enhanced their interest in the subject. 114 (91.9%) students felt that these videos were more beneficial for practical topics in ENT. 61 students (49.2%) perceived that the duration of videos should be 5-10 minutes. Almost equal number (47.6%) students felt that 10-15 minutes duration is appropriate. 79 students (63.7%) perceived that watching videos made the topic easy to understand and also interesting. 71 students (57.2 %) felt that there were no limitations of the said channel.</p><p class="abstract"><strong>Conclusions:</strong> When integrated with other teaching learning methods, YouTube can be an effective tool to facilitate ENT learning.</p>

scholarly journals IMPROVING STUDENTS’ ABILITY IN EXPRESSING OPINION THROUGH GROUP INVESTIGATION AT THE STUDENTS CLASS XI IPA 1 SEMESTER 1 SMA NEGERI 1 ABUNG SEMULI ACADEMIC YEAR 2016-2017

2018 ◽  
Vol 16 (1) ◽  
pp. 110-117
Author(s):  
A. Mukhtar Majid
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Action Observation ◽  
Main Step ◽  
English Learning ◽  
Group Presentation ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year ◽  
Plan Action

The objective of this research is to make the teaching learning of English at class XI IPA 1 of SMA Negeri 1 Abung Semuli, academic year 2016-2017 become interesting and effective. The research is classroom action research conducted in two cycles that involves plan, action, observation and reflection. The subject of the research was class XI IPA 1 that consists of 37 students (25 females and 12 males ). There were four instruments used in the reseach : teacher’s activity, students’ activity, active students and learning achievement. This study found that the use of Group Investigation model of learning can increase the effectiveness the English learning process at class XI IPA 1. The effectiveness of learning process is shown by improvement of the achievement at (1) the percentage of teacher’s activity that reached the target from 61.95% (cycle 1) becomes 80% (cycle 2) or increased 18,05%.(2) The percentage of students’ activity in cycle 1 was 41,66 % became 65,91% that meant the increased  24,25 %,(3) the persentage of active students also increased from 40,54 % (cycle 1) to 83,78 % (cycle 2) , the increase was 43,24 %, and (4) the percentage of speaking score was 24,32% (cycle 1) became 73,00% (cycle 2), means the increase wa 48,68 %. The result of learning using Group Investigatio model is achieved through the following stages: (1) pre-activity, teacher prepared students by informing the learning objective, giving motivation, preparing the material and putting the students into groups. (2)main step, the students in group were distributed the topic problem, group presentation, personal task, plenary discussion, conclusion and (3) post-activity, making a resume of the materail and teaching learning reflection.

scholarly journals STUDENTS’ LEARNING STYLE IN STUDYING VOCABULARY AT EIGHTH GRADE STUDENTS OF SMP SWASTA BUDISATRYA MEDAN

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Dina Azizah Lubis ◽  
Anni Holila Pulungan ◽  
Yeni Erlita
Keyword(s):  
Qualitative Research ◽  
Learning Style ◽  
Learning Process ◽  
Eighth Grade ◽  
Visual Preference ◽  
Eighth Grade Students ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The study discusses about Students Learning Style in Studying Vocabulary at Eighth Grade Students of SMP Swasta Budisatrya Medan. The objective of the study is to investigate type of students learning style in studying vocabulary and to analyze how is the VARK learning style applied in studying vocabulary at eighth grade students of SMP Swasta Budisatrya Medan in academic year 2016/2017. There were 38 students in the class of VIII-1 as the subject of this research. This study was conducted by using qualitative research. In this study, the researcher collected the data by using questionnaire and observation task sheet. The questionnaire designed by Fleming (2001). The result showed that the type of students learning style was Visual (15.7%), Aural (18.4%), Read/ Write (55.2%), and Kinesthetic (10.5%). It means that there was 6 of 38 students was visual preference, 7 of 38 students was aural preference, 21of 38 students was read/ write and 4 of 38 students was kinesthetic. The result of the data showed that VARK model was very helpful in teaching learning process especially in studying vocabulary. Keywords: Learning Style, VARK, Vocabulary.

scholarly journals THE TEACHING ANALYSIS OF READING COMPREHENSION: A CASE OF THE EIGHT GRADE STUDENTS OF SMP PGRI 01 SEMARANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Yuli Anita ◽  
Dias Andris Susanto
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Teaching Reading ◽  
Team Games ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The objectives of the study are1) To know the teaching on reading comprehension at the eight grade of SMP PGRI 01 Semarang in academic year 2016/2017, 2) To know the problems faced by the teacher in teaching learning process of reading comprehension, and 3) To know the solutions of the problem faced in teaching learning process. This research uses qualitative method. The subject of this research was three teachers of class VIII A, VIII F, and VIII G. The instruments used in this research were observation sheet and interview, so the data use was collected through observation and interview. The result of the research showed that 1) the first teacher was first participant implementing reading stage in teaching and learning process. In first participant teaching, the researcher found the problem, it was the difficulty in implementing teaching reading. The solution first participant was make strategy to make student fun. 2) the second teacher was second participant. There was only one interaction, that was the teacher explained the materials then the students kept silent, or the students read something then the teachers listened to them. 3) the third teacher was third participant. The problem it was boredom, and the solution was making question and answer for them. Teachers concluded that reading comprehension is very effective but it can not to be the key in teaching and learning process. From the data which is obtained from documentation and observation inteaching English, the objectives of English teaching can be viewed from kinds of strategy and tecnique in teaching and learning process. Suggestion are 1) for teachers, it is better for them to use Team Games Tournament to teach the students in reading comprehension, 2) for students have to study harder and try to read English more and more, and 3) for the reader to be able to get more information and experiences in the purpose of developing and improving their knowledge, especially in reading comprehensio

IMPROVING STUDENTS’ ABILITY IN WRITING SHORT FUNCIONAL TEXT CONGRATULATION AND COMPLIMENTING USING PICTURE SEQUENCES

2019 ◽  
Vol 2 (4) ◽  
pp. 545
Author(s):  
Januar Tri Sejati ◽  
Mohamad Ikhsan Aditia
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Qualitative And Quantitative ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Academic Year

This study was aimed to improve student’s ability in writing short funcional text congratulation and complimenting using picture sequences at X MA Nurulhidayah Batujajar in the academic year of 2018/2019 as the subject of the study consists 32 students. This study was conducted for two months.The CAR was done based on Kurt Lewins’ design. The writer did two cycles which each cycle consists with planning, acting, observing, and reflecting. For data were gathered through qualitative and quantitative. The qualitative data were gained by analyzing the interview and observation result, while quantitative data were obtained from the students’ writing score of pretest and posttest.The finding of this study showed that there was improvement on the student’s ability in writing short funcional text congratulation and complimenting using picture sequences. It can be seen from the mean score of pretest was 56.75. Then, the mean score of posttest cycle 1 was 66.37 and the mean score of posttest cycle 2 was 72.62. so the criteria of success was achieved. from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of writing short funcional textcongratulation and complimenting. Related to the result of observation and interview, it can be concluded that the students’ ability in writing short funcional texcongratulation and complimenting using picture sequences improved and the students’ were motivated in the teaching-learning process.

scholarly journals THE IMPLEMENTATION OF TBLT TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT

EDUPEDIA ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Angga Ari S
Keyword(s):  
Learning Process ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Minimum Score ◽  
The Subject ◽  
Teaching Learning ◽  
Basic Minimum ◽  
Academic Year

The researcher encountered several problems in understanding writing in SMPN 1 Siman. Such as, students think that writing is a boring activity. The students feel that English is difficult to learn. The objective of this research study is to find out the implementation of task-based language teaching strategies (TBLT) to enhance writing achievement at SMPN 1 Siman in the academic year of 2019/2020. The subject of this research was the students of eighth grade of SMPN 1 Siman in academic year of 2019/2020, which is consisted 24 students. This classroom action research was conducted in two cycles. The researcher used three research instruments. They were observation checklist, questionnaire, and test.Based on the result of this research, the implementation of TBLT to enhance students’ writing achievement at SMPN 1 Siman. The result of observation checklist showed that the students became active during teaching learning process. It was seen from the result of observation checklist cycle 1 was 72% in cycle 2 was 80%. The result of questionnaire showed that the students more get motivation with this strategy. It was seen from the resullt in cycle 1 was 66,7% and the cycle 22 was 75,1%. The test in cycle 1 showed that there were 68.8% who got low score under basic minimum standard was 75. Then in cycle 2, who reached the minimum score based from KKM was 77,8% the researcher conclude that the result from observation, questionnaiire, and thest in cycle 2 is better than cycle 1. It meant that the study had been succesful by using TBLT  strategy.Finnaly, the researcher give suggestion for English teachers, students, and further researcher can use TBLT (task-based language teaching) strategy as alternative strategy in teaching writing. The next researcher can develop this strategy by using various media to get the better result in teaching learning process.  Key Word: TBLT strategy, Writing

scholarly journals PENINGKATAN PRESTASI BELAJAR BAHASA INGGRIS MATERI IF CONDITIONAL TYPE 1 MELALUI MODEL PEMBELAJARAN GROUP INVESTIGATION

2021 ◽  
Vol 1 (2) ◽  
pp. 210-219
Author(s):  
SRI HARNINGSIH
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Classroom Activity ◽  
Model Group ◽  
The Third ◽  
The Subject ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Academic Year

The purpose of this research is to know whether Learning Model of Group Investigation can increase the students’achievement of XI MIPA 1 SMAN 1 Pemalang on the third semester in academic year 2021/2022.The subject of this classroom action research is the students of XI MIPA 1 of SMAN 1 Pemalang on third semester in academic year 2021/2022. The research variable consists of students and teacher variable. The students variable can be seen on their ability on solving the questions, while the teacher variable is seen by considering the way she plan the lesson and she conducts the classroom activity. This research is conducted in 3 cycles and each cycle consists of 4 steps, those are planning, conducting, observing and rfeflecting. The indicators of its success is measured when at least 75 % students achieve the learning completion after the implementation of Group Investigation Model. From the result of this classroom action research, it is gained that the students’achievement in English especially in ‘If Conditional’ can increase significantly. The increasing of the achievement can be shown by: 1) The average of students’achievement on cycle I is 7.14, on cycle II is 7.44, and on cycle III is 8.44, and then students learning completion on cycle I is 17 students or 47.22%, on cycle II is 22 students or 72,22 %, and on cycle III is 36 students or 100 %, and finally the classical learning completion on cycle I is 47.22 %, Cycle II is 72.22 %, and on Cycle III achieving 100%. It means that students achievement on English ‘If Conditional’ can increase in every cycle and it has completed indicator that has been determined. Beside that, there is an increasing students activity during the teaching learning process, both individually and classically. Based on the distribution of questionnaire for the students, it can be seen that students’ respond of XI MIPA 1 SMA Negeri 1 Pemalang on the third Semester in academic year 2021/2022 toward the implementation of Group Investigation Model achieving 83.14 % state that they extremely agree or in a high category. ABSTRAKTujuan penelitian ini adalah untuk mengetahui apakah dengan Model Pembelajaran Group Investigation dapat meningkatkan prestasi belajar Bahasa Inggris siswa kelas XI MIPA-1 semester gasal Sekolah Menengah Atas Negeri 1 Pemalang tahun pelajaran 2021/2022.Subjek penelitian tindakan kelas ini adalah siswa kelas XI MIPA-1 Sekolah Menengah Atas Negeri 1 Pemalang pada Semester Gasal Tahun Pelajaran 2021/2022. Variabel penelitian ini terdiri dari variabel siswa dan variabel guru. Variabel siswa dengan melihat kemampuan siswa dalam menyelesaikan soal, sedangkan variabel guru yaitu dengan melihat cara guru membuat rencana pembelajaran dan bagaimana pelaksanaannya di dalam kelas.Penelitian dilakukan dengan tiga siklus dan masing-masing siklus terdiri atas empat tahapan, yakni: perencanaan, pelaksanaan, observasi dan refleksi. Indikator keberhasilan ditetapkan bila minimal terdapat 75% siswa mencapai ketuntasan belajar setelah diterapkan Model Group Investigation. Dari hasil peneltian tindakan ini diperoleh informasi bahwa ada peningkatan prestasi belajara Bahasa Inggris siswa kelas XI MIPA-1 Sekolah Menengah Atas Negeri 1 Pemalang pada Semester Gasal Tahun Pelajaran 2021/2022. Peningkatan itu ditunjukkan dengan: (1) rata-rata prestasi belajar siswa pada siklus I adalah 7,14; pada siklu siklus II adalah 7,44; dan pada siklus III adalah 8,44 (2) ketuntasan belajar siswa pada siklus I adalah 17 siswa atau 47,22%; siklus II adalah 22 siswa atau 72,22%; dan pada siklus III adalah 36 siswa atau 100%; (3) ketuntasan belajar klasikal pada siklus I adalah 47,22%; siklus II adalah 72,22%; dan pada siklus III mencapai 100,00%. Ini berarti prestasi belajar Bahasa Inggris siswa mengalami peningkatan pada setiap siklus dan sudah melampaui indikator yang telah ditentukan. Disamping itu juga ada peningkatan aktivitas siswa selama proses pembelajaran, baik secara individu maupun secara kelompok.Berdasarkan hasil penyebaran angket untuk siswa menunjukkan bahwa respon siswa kelas XI MIPA-1 Sekolah Menengah Atas Negeri 1 Pemalang pada Semester Gasal Tahun Pelajaran 2021/2022 terhadap pelaksanaan Model Group Investigation mencapai 83,14% menyatakan sangat setuju atau dalam kategori tinggi.

scholarly journals ERROR ANALYSIS ON PRONOUN MADE BY THE ELEVENTH GRADE STUDENTS OF SMA KATOLIK CINTA KASIH TEBING TINGGI IN ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 80-91
Author(s):  
Aswani Jelita Sianturi ◽  
Novalina Sembiring ◽  
Fiber Yun A Ginting
Keyword(s):  
Error Analysis ◽  
Learning Process ◽  
English Language ◽  
Qualitative Approach ◽  
Descriptive Research ◽  
The Third ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year ◽  
Types Of Error

The Research was aimed to analyze the error on pronoun made by the eleventh grade students of SMA Katolik Cinta Kasih Tebing Tinggi in Academic Year of  2020/2021. The subject of this research consists of 30 students in XI-MIPA-1. The objectives of the study were (1) To find out the types of error made by students in using pronoun. (2) To find out what causes the students made such error in using pronoun. This research used qualitative approach with descriptive research. The errors were collected, identified, and classified based on the Surface Structure Taxonomy by Dulay. It was specified by four types of errors namely omission, addition, misordering, and misformation.The result showed (1) The most common errors made by the students were misformation (52,0%) or 88 errors. The second was error in addition with the frequency (35,5%) or 60 errors. The third error was omission (11,2%) or 19 errors. The lowest frequency of error was misordering (1,1%) or 2 errors. (2) The students made such errors in using pronouns because of their less motivation of learning, lack of knowledge about grammar and English language, and minimal use of media by the teacher during teaching learning process. The teacher should create an interesting teaching, so it that can increase the students’ interest in learning English.

scholarly journals The Influence of Biography-Used to Students' Personalities in EFL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 110
Author(s):  
Nurul AIn
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Data Reduction ◽  
Positive Behavior ◽  
English Department ◽  
Data Presentation ◽  
English Prose ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

Students’ personality is one of the factors that have an influence on students’ achievement. Beside good achievement, the good personality of the students is one of the goals of the learning process. The use of biography in the teaching-learning process can help the teacher to know the students’ personalities. The objectives of this research are: (1) to find out the outstanding characters of biography the students read; and (2) to explore the influences of the biography on the students’ personality. The method used for the research was descriptive qualitative research. The subject of the research was the fifth semester of English department students in the academic year of 2016/2017. The data of this research were collected through closed and opened questionnaires. The data of this research were analyzed through data reduction, data presentation, and conclusion drawing. The findings of the research revealed two major points consisting of (1) eight outstanding characters ranging over the rates the students found by reading biography; and (2) the influences of biography to the students’ personality to be better. To sum up, the English lecturers who teach English prose are supposed to use biography as the main media because through biography the students can learn various characters of famous figures to be successful. In addition, biography can influence the students’ personalities to have more positive behavior.

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