ThesisOpen AccessMetadata saja
2025•
This study aimed to determine the differences in students' speaking skills between the 2013 Curriculum and the Merdeka Curriculum among eleventh-grade students at SMAN 1 and SMAN 3 Malinau in the 2023/2024 academic year. A causal- comparative research design was employed with purposive sampling, involving students from SMAN 1 and 44 students from SMAN 3. Data were collected using the TOEIC Speaking Test and analyzed with SPSS version 26.0 through descriptive and inferential statistical procedures. As the data were not normally distributed, the Mann-Whitney U test was applied. The results showed no statistically significant difference between the two groups (U = 647.500, Z =-1.404, p= 0.160). The effect size was small (r = 0.157), indicating a small practical difference. Although students under the 2013 Curriculum (SMAN 1) achieved slightly higher mean score (M = 69.72) than those under the Merdeka Curriculum (SMAN 3) (M = 56.14), the difference was not statistically significant. These findings indicated that, despite a slight tendency for higher achievement under the 2013 Curriculum, both curricula produce relatively similar outcomes in students' speaking skills.
ThesisOpen AccessMetadata saja
2025•
The study aimed to identify the differences in writing ability scores of students using the 2013 curriculum and the merdeka curriculum in class XI at SMAN 1 and SMAN 3 Malinau during the 2023/2024 academic year. This study employed a comparative causal method, involving 65 eleventh-grade stusents at SMAN 1 Malinau and 52 eleventh-grade students at SMAN 3 Malinau, which utilised the purposive sampling technique. The researcher used questions adapted from the TOEIC Writing Skills by Collins. In analysing the data, the researcher used SPSS 26.0. The average score of students at SMAN 1 Malinau was 68.62 (Level 3 TOEIC proficiency), (Level A1-Beginner) based on the CEFR level. Meanwhile, the average score of students at SMAN 3 Malinau was 44.42 (Level 2 TOEIC proficiency), (Level A1-Beginner) based on the CEFR level. The Mann- Whitney test results showed a P-value of 3.415, which is higher than the significance level of 0.05. The study results showed a difference in the average writing scores of SMAN 1 Malinau who used the 2013 Curriculum and those at SMAN 3 Malinau who used the Merdeka Curriculum.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The Study aimed to find differences in students' reading skill scores between the 2013 Curriculum and the Merdeka Curriculum for Grade X1 students at SMAN 1Nunukan and SMAN 2 Nunukan in the academic year 2023/2024. This study used the causal-comparative method for SMAN 1 and SMAN 2 Nunukan, using the purposive sampling technique. This study used TOEIC as a reading test instrument. The researchers used SPSS program version 24.0 to analyze the data. The study result showed that the impact size value is 0,428 which means a big impact size, there are significant differences between the 2013 curriculum and the Merdeka curriculum. The factors that influence the 2013 curriculum are more dominant compared to the Merdeka curriculum, the teachers in the 2013 curriculum can create a comfortable and student-centered learning environment and students utilize technology in learning English, while teachers of the Merdeka curriculum are less proficient in learning, so that students in learning English do not master the spelling of words. Based on the above, there are dominant differences and SMAN 2 Nunukan is better.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine the differences in vocabulary mastery and grammar ability between eleventh-grade students taught under the 2013 Curriculum at SMAN 1 Malinau and those taught under the Merdeka Curriculum at SMAN 3 Malinau during the 2023/2024 academic year. A causal-comparative research design was used, with 31 students from each school selected through purposive sampling. The TOEIC test was employed as the instrument to assess both vocabulary mastery and grammar ability. Since the data were not normally distributed, further analysis was conducted using the Mann-Whitney U Test, with data processed using SPSS version 24.0. The findings revealed a significant difference in both vocabulary mastery and grammar ability between students from the two schools. Students at SMAN 1 Malinau, who followed the 2013 Curriculum, outperformed their peers at SMAN 3 Malinau, who were taught using the Merdeka Curriculum. Specifically, the mean score for vocabulary mastery was 69.55 for SMAN 1 Malinau students, compared to 45.61 for SMAN 3 Malinau students. Similarly, the grammar ability test results showed a mean score of 76.39 for SMAN 1 Malinau students, whereas SMAN 3 Malinau students averaged 43.35. The Mann-Whitney test confirmed these differences, with a p-value of 0.00. These results indicated that the 2013 Curriculum yielded better outcomes in vocabulary and grammar attainment than the Merdeka Curriculum. The differences observed in this study can be attributed to variations in teaching methods and instructional media used in the two schools.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine whether there was a significant difference in English speaking skill between the eleventh-grade students at SMAN 1 Nunukan, which applied the Merdeka Curriculum, and SMAN 2 Nunukan which implemented the 2013 curriculum. A causal-Comparative research design was employed, with a sample of 114 students selected through purposive sampling. The research instrument consisted of an 11-item speaking test adopted from TOEIC Collins Speaking Test. The data, thouh not normally distributed, were found to be homogeneous, and as a result, the Mann-Whitney U Test was used for analysis. The two schools, as indicated by a p-value pf 0.000. Students from SMAN 1 Nunukan following the Merdeka Curriculum, achieved a mean score of 125.32 corresponding on TOEIC level 6 and CEFR level B1 (Intermediate). In contrast, students from SMAN 2 Nunukan, using the 2013 Curriculum, averaged 92.12, placing them at TOEIC level 4 and CEFR level A2 (Elementary). The effect size was calculated at 0.361, indicating a medium-level difference between the groups. This difference in speaking skill might be attributed to the differences in the two curricula, with Merdeka Curriculum offering greater flexibility in teaching and learning approaches, whereas the 2013 Curriculum tended to be more structured and systematic.
ThesisOpen AccessMetadata saja
2024•
This study aimed to determine whether there was a significant difference in the grammar ability and vocabulary mastery of eleventh-grade students at SMAN 1 Nunukan, who were taught under the Merdeka Curriculum, and those at SMAN 2 Nunukan, who were taught using the 2013 Curriculum. Employing a causal-comparative research design, the study sampled 100 students using purposive sampling. The research instruments included the grammar and vocabulary tests which the test items were selected from listening an reading tests adopted from the TOBIC Collins test. Since the data were neither normally distributed nor homogeneous, the Mann-Whitney U Test was applied for statistical analysis. The findings revealed a significant difference in students' grammar ability between the two schools, with a p-value of 0.000. Students from SMAN 2 Nunukan, following the 2013 Curriculum, achieved a higher mean score of 93, compared to 82 for students from SMAN 1 Nunukan, who were taught using the Merdeka Curriculum. These results suggested that different teaching methods had a significant contribution to the improvement of students' grammar ability. In contrast, there was no significant difference in vocabulary mastery between students from both schools, with a p-value of 0.573. Despite the different instructional approaches, the vocabulary mastery of students in both groups remained relatively similar, with mean scores of 79 for SMAN 1 Nunukan and 76 for SMAN 2 Nunukan. This indicated that neither curriculum was notably more effective in enhancing students* vocabulary mastery. Keywords: Grammar, Vocabulary, Merdeka Curriculum, 2013 Curriculum
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine whether there was a significant difference in the writing skills of eleventh-grade students at SMA Negeri 1 Nunukan, which used the Merdeka Curriculum, compared to those at SMA Negeri 2 Nunukan, which adopted the 2013 Curriculum. A causal-comparative research design was employed, with a sample size of 114 students selected using a purposive sampling technique, this technique was chosen to ensure that the respondents have characteristics relevant to the research objectives. The research instruments included writing tests and interviews, in which the writing test questions were adapted from Collins' TOEIC Writing Skills. Due to the non-normal distribution of the data, the Mann-Whitney test was utilized to determine the differences between the groups. The results revealed a significant difference in the writing skills between the two groups. The mean score for students at SMA Negeri 1 Nunukan, which implemented the Merdeka Curriculum, was 144.04, placing them at a TOEIC proficiency level of 7 and at the B1-Intermediate level according to the CEFR levels. In contrast, students at SMA Negeri 2 Nunukan, who learned English under the 2013 Curriculum, had a mean score of 122.28, placing them at a TOEIC proficiency level of 6 and also within the B1-Intermediate level but noticeably lower. The Mann-Whitney test showed a p-value of 0.001, which was less than the significance level of 0.05, indicating a statistically significant difference. Furthermore, the effect size was calculated at 0.4312, indicating a medium effect. This disparity in writing skills is attributed to the differences in learning systems, with the Merdeka Curriculum proving more in enhancing students writing skills compared to the 2013 Curriculum.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The study aimed to find differences in students' reading skill scores between the 2013 Curriculum and the Merdeka Curriculum for grade XI students at SMAN 1 Malinau and SMAN 3 Malinau in the academic year 2023/2024. This study used the causal comparative method with a sample of 55 eleventh-grade students at SMAN 1 Malinau and 51 eleventh-grade students at SMAN 3 Malinau, using the purposive sampling technique. This study used TOEIC as a reading test instrument. The researchers used SPSS program version 24.0 to analyze the data. The study results showed that there is a significant difference between students at SMAN 1 Malinau who use the 2013 Curriculum and students at SMAN 3 Malinau who use the Merdeka curriculum in reading skills. The results of the Mann-Whitney test showed the P-value of -5.922 is higher than the significance level of 0.05, which means that the students' reading skill scores have differences between SMAN 1 Malinau and SMAN 3 Malinau. The school facilities are one of the supporting factors in improving student learning outcomes. The more diverse the facilities used the better the impact on the learning process and student learning outcomes. Keywords: Reading, Reading Skills, 2013 Curriculum and Merdeka Curriculum
ThesisOpen AccessMetadata saja
2021•
The present study aimed at describing the English teacher’s problems in implementing the 2013 curriculum in online learning at SMA Muhammadiyah Boarding School Tarakan. A case study was conducted to an English teacher at SMA Muhammadiyah Boarding School Tarakan. Data were collected through observation, interview, and documentation. The concurrent flows of analysis (data reduction, data display, and conclusion drawing) were used to reveal the English teaching problems. The result of analysis disclosed the problems from three teaching dimensions. In the preparation, the teacher found a hard struggling to compile the instructional documents because of the limitation of time in making the documents and in obtaining the references for online learning. In the teaching and learning process, the teacher did not fully meet the target of learning materials listed in the lesson plans because he had to adapt the materials to the online class atmosphere. Controlling the students’ activities was also the challenging part during online class because the teacher could not see the students directly. Although, the teacher had mastered on how to use online learning platforms, some students could not use those platforms appropriately. The other problems were unstable internet connection and support from students’ parents. These led the students became passive and decrease their motivation. In the assessment process, the teacher felt burdened because the assessment components were too complex. Besides that, there was a lot of tolerances given by the teacher to students
