ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to improve the reading skills of Grade VII-B students through Phonics-Based Reading Activities at SMP Muhammadiyah 1 Tarakan. The study was motivated by students' difficulties in recognizing English words, identifying letter-sound relationships, pronouncing unfamiliar words, reading fluently, and understanding simple English texts. This study employed a mixed-methods approach integrated with a Classroom Action Research (CAR) design. The participants were 18 Grade VII-B students. The research was conducted in three action cycles consisting of planning, action, observation, and reflection. Data were collected through written tests and observation sheets. Quantitative data were analyzed based on students' written test results, while qualitative data described students' participation and engagement during the learning process. The activities consisted of Read and Match, Phonics Story Time, Reader's Chain, and Read and Draw. The findings showed that the activities improved students' reading skills. The mean score increased from 55 in the pre-test to 75.56 in the post-test, an improvement of 20.56 points. The number of students achieving the minimum mastery criterion increased from 6 students (33.3%) to 13 students (72.2%). Observation results also showed increased participation and engagement. In the final meeting, 16 students actively participated, and the students' activity score reached 90, categorized as Very Good. Therefore, Phonics-Based Reading Activities contributed positively to improving students' reading skills and encouraging active participation in English reading activities
ThesisOpen AccessMetadata saja
2026•
The purpose of this study is to assess whether using the Physics Education Technology (PhET) interactive simulation increases fourth-grade students' willingness to learn mathematics at MI NU 1 Tarakan. This study used Classroom Action Research (CAR) in two cycles. The study included 34 fourth-grade students from MI NU 1 Tarakan. A learning motivation questionnaire and a sheet for observing teacher activities were used to collect research data. Based on the starting conditions before the intervention, the majority of students were classified as "moderately motivated" (47.1%) or "less motivated" (32.4%), indicating that the students' level of learning motivation was still not optimal. After implementing instruction using PhET simulation software, there was a considerable rise in every cycle. The percentage of students' learning motivation in Cycle I was 82.4% in the "highly motivated" group, and it grew to 91.2% in Cycle II. This achievement was fueled by the PhET simulation software's capacity to generate a more dynamic, graphically rich, and interactive learning environment, resulting in improved student engagement and enthusiasm throughout the learning process. The findings of this study suggest that PhET simulations can be utilized as an alternative mathematics learning medium in elementary schools, with the potential to boost students' enthusiasm to learn. The usage of this media allows for more engaging and dynamic learning exercises that do not bore students.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
IMPROVING THE TENTH GRADES HOSPITALITY SPEAKING SKILLS AT SMK SWASTA PAGUNTAKA TARAKAN USING STIMULER AI: ENGLISH SPEAKING APPLICATION ABSTRAK Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan Stimuler AI: English Speaking Application dalam meningkatkan kemampuan berbicara bahasa Inggris serta mengurangi kecemasan berbicara pada siswa kelas X Perhotelan di SMKS Paguntaka Tarakan. Penelitian ini menggunakan metode Classroom Action Research (CAR) dengan model Kemmis dan McTaggart yang meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian terdiri dari 13 siswa kelas X Perhotelan. Penelitian dilaksanakan dalam dua siklus, dimana setiap siklus terdiri atas tiga kali pertemuan dan satu tes berbicara. Instrumen penelitian yang digunakan meliputi tes speaking performance, kuesioner speaking anxiety yang diadaptasi dari Foreign Language Classroom Anxiety Scale (FLCAS), dan lembar observasi. Data dianalisis secara kuantitatif menggunakan skor rata-rata, persentase, dan klasifikasi tingkat kecemasan serta keterlibatan siswa. Hasil penelitian menunjukkan bahwa penggunaan Stimuler AI mampu meningkatkan kemampuan berbicara siswa secara signifikan. Nilai rata-rata siswa meningkat dari siklus I sebesar 60,3 hingga mencapai ketuntasan klasikal 100% dengan nilai rata – rata 82.78 pada akhir siklus II. Peningkatan terlihat pada aspek pronunciation, grammar, fluency, dan vocabulary. Selain itu, penggunaan aplikasi ini juga membantu mengurangi kecemasan berbicara dan meningkatkan rasa percaya diri siswa karena menyediakan lingkungan belajar yang aman, interaktif, dan bebas dari tekanan sosial. Siswa menjadi lebih aktif, mandiri, dan berani berkomunikasi menggunakan bahasa Inggris dalam konteks perhotelan. Dengan demikian, Stimuler AI terbukti efektif sebagai media pembelajaran berbasis AI untuk meningkatkan kompetensi berbicara dan kesiapan psikologis siswa vokasi di bidang perhotelan. IMPROVING THE TENTH GRADES HOSPITALITY SPEAKING SKILLS AT SMK SWASTA PAGUNTAKA TARAKAN USING STIMULER AI: ENGLISH SPEAKING APPLICATION ABSTRACT This study aimed to determine the effectiveness of Stimuler AI: English Speaking Application in improving English speaking skills and reducing speaking anxiety among tenth-grade hospitality students at SMKS Paguntaka Tarakan. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model consisting of planning, acting, observing, and reflecting stages. The subjects of this research were 13 tenth-grade hospitality students. The study was conducted in two cycles, with each cycle consisting of three meetings and one speaking test. The research instruments included a speaking performance test, a speaking anxiety questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS), and observation sheets. The data were analyzed quantitatively using mean scores, percentages, and classifications of anxiety and student engagement levels. The findings revealed that the use of Stimuler AI significantly improved students’ speaking skills. The students’ mean score increased from 60.3 in the cycle I to 100% classical mastery at the end of Cycle II. Improvements were observed in pronunciation, grammar, fluency, and vocabulary. In addition, the application helped reduce speaking anxiety and increase students’ confidence by providing a safe, interactive, and low-pressure learning environment. Students became more active, independent, and confident in communicating in English within hospitality-related contexts. Therefore, Stimuler AI proved to be an effective AI-based learning medium for enhancing both speaking competence and psychological readiness among vocational hospitality students.
ThesisOpen AccessMetadata saja
2026•
Indonesia : Kosakata merupakan salah satu unsur penting dalam pembelajaran bahasa Inggris yang mendukung kemampuan siswa dalam memahami dan menggunakan bahasa secara efektif. Penelitian ini dilaksanakan untuk mengoptimalkan penguasaan kosakata siswa melalui pemanfaatan aplikasi Duolingo sebagai media pembelajaran. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penelitian melibatkan 31 siswa kelas VIII-E SMP Negeri 2 Tarakan tahun ajaran 2025/2026. Data diperoleh melalui tes kosakata dan lembar observasi. Temuan penelitian menunjukkan adanya peningkatan hasil belajar dari Siklus I ke Siklus II. Persentase ketuntasan belajar meningkat dari 61% menjadi 77%, sedangkan nilai rata-rata siswa naik dari 74,54 menjadi 80,39. Aktivitas guru mengalami peningkatan dari 83% menjadi 92%, sementara aktivitas siswa meningkat dari 78% menjadi 88%. Selain itu, keterlibatan siswa selama pembelajaran terlihat lebih baik dibandingkan sebelumnya. Berbagai fitur yang tersedia dalam Duolingo, seperti latihan berulang, umpan balik langsung, dan aktivitas berbasis permainan, membantu menciptakan pengalaman belajar yang lebih menarik dan interaktif. Dengan demikian, Duolingo dapat digunakan sebagai media yang mendukung peningkatan penguasaan kosakata bahasa Inggris siswa pada pembelajaran EFL di tingkat sekolah menengah pertama. English: Vocabulary is one of the essential components of English language learning that supports students’ ability to understand and use the language effectively. This research was conducted to improve students’ vocabulary mastery through the use of the Duolingo application as a learning medium. The research employed a Classroom Action Research (CAR) design consisting of two cycles, including planning, action, observation, and reflection stages. The participants were 31 students of class VIII-E at SMP Negeri 2 Tarakan in the 2025/2026 academic year. Data were collected through vocabulary tests and observation sheets. The findings revealed an improvement in students’ learning outcomes from Cycle I to Cycle II. The percentage of students achieving the minimum mastery criterion increased from 61% to 77%, while the mean score improved from 74.54 to 80.39. Teacher activity increased from 83% to 92%, and student activity improved from 78% to 88%. In addition, students demonstrated greater participation and engagement during the learning process. Various features provided by Duolingo, such as repeated practice, immediate feedback, and game-based activities, contributed to creating a more engaging and interactive learning experience. Therefore, Duolingo can be utilized as an effective learning medium to support the improvement of students’ English vocabulary mastery in EFL learning at the junior high school level.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to improve students' vocabulary mastery through the application of metalanguage instruction with a focus on introducing parts of speech, including nouns, verbs, adjectives, and adverbs in narrative texts. This study was conducted at MTs Negeri Tarakan with 31 students in class VIII-A as the research subjects. The method used was Classroom Action Research (CAR) using the Kemmis and McTaggart (2014) model, which consists of four stages: planning, acting, observing, and reflecting. The research was conducted in two cycles, each consisting of three meetings. The research instruments used were a vocabulary test to measure students' vocabulary mastery and an observation sheet for teacher and student activities. The results showed an increase in students' vocabulary mastery from cycle I to cycle II. In cycle I, the results of the students' vocabulary test did not meet the success criteria, as only 39% of students achieved a score of ≥70, per the Learning Objective Achievement Criteria (KKTP). However, in cycle II, the classical mastery rate increased to 77% of students achieving the KKTP, thus fulfilling the research success criteria. In addition, the observation results showed an increase in teacher and student activity in each meeting, with students more active in participating in discussions, identifying vocabulary, and classifying it by word class. Based on the data processing results, it can be concluded that the application of metalanguage instruction is effective in improving eighth-grade students' vocabulary mastery at MTs Negeri Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to enhance students' reading comprehension of narrative texts through the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model. This research used a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class VIII-1 at SMP Negeri 7 Tarakan in the 2024/2025 academic year. The data were collected through reading comprehension tests and observation sheets of teacher and students' activities. The results showed an improvement in students' reading comprehension from Cycle I to Cycle II. In Cycle I, only 37% of students achieved the Learning Objective Achievement Criteria (KKTP) score of 74, which increased to 62% in Cycle II. Student activity increased from 92% to 96%, and teacher performance improved from 91% to 96%. The increase in student activity reflected higher engagement in key CIRC activities, including reading, group discussion, and writing. Teacher performance also improved as the CIRC steps were implemented more effectively, supporting students' engagement in reading activities. Thus, the CIRC model is effective in enhancing students' reading comprehension of narrative texts.
ThesisOpen AccessMetadata saja
2025•
This study aims to improve the reading comprehension skills of eighth-grade students at MTs Negeri Tarakan through the application of the Reciprocal Teaching Strategy. This study was a Classroom Action Research (CAR) conducted in two cycles, consisting of four meetings in each cycle. The research subjects were 32 eighth-grade students of MTs Negeri Tarakan in the 2024/2025 academic year. Data were collected through reading comprehension tests, observation sheets of teacher and student activities, and documentation. The results revealed an increase in students' reading comprehension skills after the implementation of the Reciprocal Teaching Strategy. The average score of students in cycle I was 68, with 56% of students achieving the Minimum Completion Criteria (KKM) of 70. In cycle Il, the average score increased to 77 with 81% of students achieving the KKM. Also, student and teacher activities during the learning process improved from the "fair" category to "good." The indicator that had the highest increase in both cycles was specific information, showing that students were increasingly able to find detailed information in the text after the implementation of this strategy. Therefore, it can be concluded that the implementation of the Reciprocal Teaching Strategy is effective in improving students' reading comprehension skills in recount texts and encouraging the active involvement of students and teachers in the English learning process in the classroom.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This purpose of the research was to increase the students' reading comprehension using the SGD (Small Group Discussion) method. This purpose was conducted at SMPN 09 Tarakan. The subjects of this research were 30 students from class VIII-1 at SMPN 09 Tarakan. The research method used was classroom action research (CAR). This classroom action research used the Kemmis and Me Taggart model, which was carried out in two cycles, each consisting of the stages of planning, acting, observing, and reflecting. The research instruments used were observation sheets and reading tests. The results of this research showed that there has been an improvement in students' reading comprehension. Based on the reading test results, in the first cycle, 16 students (53%) achieved the score of KTTP and 14 students (47%) did not achieve the score of KKTP. Meanwhile, the reading test results in the second cycle showed that 25 students (83%) achieved the score of KKTP and 5 students (17%) did not achieve the score of KKTP. The results of the observation sheets for teacher and student activities have met the criteria for success. Thus, it can be concluded that the use of the SGD (Small Group Discussion) method can increase the students' reading comprehension of students in class VIII-1 at SMPN 09 Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to improve students' vocabulary through the use of English songs in class VII of SMP Negeri 3 Tarakan. The background of this study was the low level of students' vocabulary mastery, which had an impact on their learning motivation and English skills in general. This study used the Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consisted of two cycles, each covering the stages of planning, action, observation, and reflection. Data were collected through observation sheets of teacher and student activities and vocabulary tests in the form of fill-in-the-blank questions. The results showed an increase in students' vocabulary mastery through the use of songs. In Cycle I, the results showed that only 39% of students achieved the minimum mastery criteria (KKTP), while 61% did not reach the target. Teacher and student activity was recorded at 70% and 60%, respectively, in the first meeting, and increased to 85% and 70% in the second meeting. Based on these findings, several improvements were made for the second cycle. In the second cycle, the percentage of students who achieved KKTP increased significantly to 77%, while only 23% did not meet the minimum criteria. Teacher and student activity also increased, reaching 92% and 89%, respectively. Then, the vocabulary test results also showed improvement, with an average score of 39% of students meeting the success criteria, while 61% o students did not meet the criteria. In Cycle Two, 77% of students met the success criteria, while 23% did not meet the criteria. exceeded the minimum mastery criteria (KKM). The final reflection was that the teacher successfully integrated songs to introduce new vocabulary, motivated students through interesting activities, and applied classroom management strategies that kept students active and focused Therefore, the effective use of English songs enhances the teaching and learning process, resulting in satisfactory vocabulary mastery, improved vocabular understanding, and increased student interest, attention, and engagement in English language learning.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata siswa melalui permainan Word Chain sebagai media pembelajaran dan juga untuk mengetahui tanggapan siswa terhadap penggunaan permainan word chain didalam kelas. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas VIII-9 SMP Negeri 7 Tarakan, dengan jumlah 31 Siswa. Terdapat dua siklus dalam penelitian ini, dan setiap siklus terdiri dari tiga kali pertemuan yang meliputi perencanaan, tindakan, observasi dan refleksi. Pada siklus pertama terdapat 15 siswa yang berhasil mencapai kriteria ketuntasan (KKTP) dengan nilai persentase 48%, sedangkan 16 siswa dengan persentase 52% belum mencapai kriteria ketuntasan (KKTP). Pada siklus kedua, terdapat 27 siswa yang mencapai kriteria kesuksesan (KKTP) dengan persentase 87% dan 4 siswa lainnya tidak mencapai kriteria kesuksesan (KKTP) dengan persentase 13%. Selain itu, observasi terhadap guru dan siswa juga mengalami peningkatan, yang menunjukkan tanggapan siswa terhadap permainan Word Chain. Siklus pertama, lembar observasi siswa mendapatkan score tinggi dipertemuan ketiga pada persentase 74% dengan kategori cukup dan siklus kedua dengan perkembangan yang sangat baik, mendapatkan nilai persentase 91% dengan kategori sangat baik. Disimpulkan bahwa penggunaan media pembelajaran permainan Word Chain dapat meningkatkan penguasaan kosakata siswa di kelas VIII-9 SMP Negeri 7 Tarakan. This study aimed to improve students' vocabulary mastery through the Word Chain game as a learning media and to know the students' responses to the use of the word chain game in the classroom. The research method used was Classroom Action Research (CAR), involving 31 eighth-grade students from VIII-9 at SMP Negeri 7 Tarakan. There were two cycles in this study, and each cycle consisted of three meetings that included stages of planning, action, observation, and reflection. In the first cycle, 15 students successfully achieved the mastery criteria of learning objective with a percentage of 48%, while 16 students with a percentage of 52% did not achieve the mastery criteria. In the second cycle, the number of students meeting the criteria increased significantly to 27 students (87%), with only 4 students (13%) still below the expected standard. Observational data also indicated improvement in classroom engagement. Student observation scores rose from 74% in the “fair” category during the final meeting of the first cycle to 91% in the “very good” category in the second cycle. It was concluded that the use of the Word Chain game as a learning medium could enhance students’ vocabulary mastery in Grade VIII-9 at SMP Negeri 7 Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk meningkatkan kinerja berbicara siswa kelas sebelas di SMA Negeri 2 Tarakan melalui penerapan teknik public speaking, dengan menggunakan desain Classroom Action Research (CAR) serta pendekatan kuantitatif dan kualitatif. Kinerja berbicara merupakan keterampilan penting yang harus dikuasai siswa untuk mendukung proses belajar mengajar dan komunikasi yang efektif di masyarakat. Desain penelitian ini terdiri dari dua siklus, yang masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data kuantitatif dikumpulkan melalui tes kinerja berbicara siswa dan observation checklist untuk aktivitas guru, yang kemudian dianalisis secara kuantitatif dan kualitatif. Hasil analisis tes kinerja berbicara siswa menunjukkan adanya peningkatan sebesar 41% dalam kinerja berbicara mereka. Selain itu, data dari observation checklist menunjukkan peningkatan dalam perilaku dan aktivitas guru. Pada siklus pertama, total skor guru adalah 77%, sedangkan pada siklus kedua, total skor guru meningkat menjadi 91%. Dari hasil penelitian ini, dapat disimpulkan bahwa penerapan teknik public speaking dalam konteks Classroom Action Research dapat secara efektif meningkatkan kinerja berbicara siswa, serta memberikan wawasan berharga mengenai pengalaman belajar mereka. Selain itu, komitmen dan metode pengajaran guru juga sangat mempengaruhi hasil belajar siswa. Diharapkan hasil penelitian ini dapat menjadi acuan bagi pengembangan metode pengajaran di SMA Negeri 2 Tarakan dan institusi pendidikan lainnya. This study aims to improve the speaking performance of eleventh-grade students at SMAN 2 Tarakan through the application of Public Speaking Techniques using a Classroom Action Research (CAR) design. The approach was used quantitative and qualitative. Speaking performance is an important skill that students must master to support the teaching and learning process and effective communication in society. This study consisted of two cycles, each of which includes the stages of planning, implementation, observation, and reflection. Quantitative data were collected through student speaking performance tests and observation checklists for teacher activities, which were then analyzed quantitatively and qualitatively. The results of the analysis of the students' speaking performance tests showed a 41% improvement in their speaking performance. In addition, data from the observation checklist showed an improvement in teacher behavior and activities. In the first cycle, the total teacher score was 77%, while in the second cycle, the total teacher score increased to 91%. From the results of this study, it can be concluded that the application of public speaking techniques can effectively improve students' speaking performance and provide valuable insights into their learning experiences. Furthermore, teachers' commitment and teaching methods also significantly influence students' learning outcomes. It is hoped that the results of this study can serve as a reference for the development of teaching methods at SMA Negeri 2 Tarakan and other educational institutions.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to improve the reading comprehension skills of ninth-grade students, especially in identifying the main idea and summarizing the text by using the GIST (Generating Interactions between Schemata and Text) strategy. This strategy was selected to train students to focus on the core information from the reading and reorganize it in a more concise and meaningful form. This research was a Classroom Action Research (PTK) conducted in two cycles, consisting of two meetings. The research subjects were 30 students of class IX-2 of SMP Negeri 08 Tarakan in the 2023/2024 academic year. Data collection was conducted through two main instruments, namely reading comprehension tests and observation sheets used to monitor student and teacher activities during the learning process. In the first cycle, the results discovered that only 22% of students reached the Minimum Completion Criteria (KKM) score. Although teacher participation and performance showed improvement, there were still significant challenges, including students' difficulties in understanding the steps of the GIST strategy, low involvement in group discussions, and limited time in implementing activities. Therefore, improvements were made in the second cycle by providing a more detailed explanation of the strategy and using more interactive learning activities. The results in the second cycle illustrated a significant improvement. Significant improvement can be seen from the increase in students who reached the KKM, from 22% to 63%. Student participation also increased from 80% to 96%, and teacher performance from 85% to 96%. This implies that the GIST strategy is effective in improving learning outcomes and processes. The findings show that the implementation of the GIST strategy can improve students' reading comprehension, particularly in terms of identifying the main idea and summarizing the text effectively. The implication of this study indicates that the GIST strategy can be used as one of the effective alternative approaches for teachers in improving students' reading skills at the junior high school level.
ThesisOpen AccessMetadata saja
2024•
This study aims to improve students' speaking performance using the MOTI (Message, Observation, Text, Implementation) method. This research was conducted at SMA Negeri 1 Tarakan as the research subject. The subjects of this study were 36 students from class X-A at SMA Negeri 1 Tarakan. The research method was Classroom Action Research (CAR). The design of classroom action research used in this study was collaborative classroom research, namely working with English teachers as collaborators in the classroom. This classroom action research used the Kemmis and Me Taggart model, which is carried out in two cycles where each cycle consists of stages (Planning) planning, (Acting) Action, (observing) observation and (Reflecting) reflection. The research instruments were an open Observation) observation sheet and oral test (a speaking test). The results showed that using the MOTI model improves students' speaking ability. The students' speaking test results indicated that 59% reached KKTP (Criteria for Achieving Learning Objectives), and the second cycle showed 72%. Thus, the success criteria had been achieved. The results of the observation sheet for teacher and student activities also have reached the criterion of success.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The objective of the research was to improve students' reading skills on narrative text through jigsaw technique. The research was conducted at SMPN 4 Tarakan as a research site. The subjects of the research amounted to 28 students from class VIII-9 at SMPN 4 Tarakan. The research method used was classroom action research (CAR). It used the Kemmis and McTaggart model which was carried out in 2 cycles where each cycle consisted of the stages of planning, action, observation and reflection. The research instruments used were observation sheets and written tests. The results of the research showed an improvement in students' reading skill and text comprehension. This can be seen from the students' test results. The results of the reading test in the first cycle did not meet the criteria of success because the results showed that only 43% (12 out of 28 students) reached the criteria for achieving learning objectives while the results of the students' reading test in the second cycle showed that 79% (22 out of 28 students) reached the criteria for achieving learning objectives. The results of the observation sheet showed a significant increase in teacher and student activities from cycle 1 to cycle 2. Thus, the success criteria were met. Based on the results of the research, it concluded that the jigsaw technique can improve students' reading skills on recount text at eight grade students of SMPN 4 Tarakan. Keywords: Classroom Action Research, Reading Skills, Jigsaw Technique
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to improve students' vocabulary mastery by using domino cards. The research was conducted at SMP Negeri 10 Tarakan, with the subjects being 30 students from class VII-4. The research employed a Classroom Action Research (CAR) method. The design of this action research is collaborative, involving the English teacher as a collaborator in the classroom. This research used the Kemmis and McTaggart model, which was implemented in two cycles, with each cycle consisting of the following stages: planning, acting, observing, and reflecting. The research instruments used were an observation checklist and a vocabulary test. The results of this study indicate that there was progress in students' vocabulary mastery, which can be seen from the vocabulary test scores. In the first cycle, the students' test results did not meet the success criteria, as only 70% of the students achieved the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) or the learning outcome criteria. However, in the second cycle, 87% of the students achieved the KKTP, thus meeting the success criteria. The results from the observation checklist also show that both the teacher's and students' activities met the success criteria in every meeting. It can be concluded that the implementation of domino cards successfully improved vocabulary mastery among seventh-grade students at SMP Negeri 10 Tarakan.
ThesisOpen AccessMetadata saja
2024•
The purpose of the research was to improve students’ reading comprehension of narrative text through the Preview-Question-Read-Summarize-Test (PQRST) strategy. The research method used was classroom action research. The subjects of this research were students of class XI B SMA Negeri 2 Tarakan in the 2023/2024 academic year which consists of 36 students. There were two cycles in this research. Each cycle consists of two meetings which include planning, action, observation, and reflection. The instruments used to collect data are tests and observations. In the first cycle, there were 24 students who reached the Learning Objective Achievement Criteria (KKTP) with a percentage of (67%) and 12 students (33%) had not yet reached KKTP. In the second cycle, there were 30 students (84%) who had achieved KKTP and there were 6 students (16%) who did not achieve KKTP. The observation results of teacher and students also improved. The results of teacher observation in the first cycle obtained an average score of 77.5% and increased to 87.5% in the second cycle. It is concluded that the use of the PQRST strategy can enhance students’ reading comprehension of narrative text in class XI B SMA Negeri 2 Tarakan during the 2023/2024 academic year. The results of the research suggest that teachers may consider employing the PQRST strategy in teaching, especially teaching reading comprehension.
ThesisOpen AccessMetadata saja
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
IMPROVING STUDENTS’ READING COMPREHNSION THROUGH CONTEXTUAL TEACHING AND LEARNING AT TENTH GRADE OF SENIOR HIGH SCHOOL 2 TARAKAN Abstract This study aimed at improving tenth grade students’ reading comprehension by using Contextual Teaching and Learning (CTL) at the Senior High School 2 Tarakan. It was observed that the students still had limited understanding of reading comprehension. This Classroom Action Research (CAR) was conducted using the design of Kemmis and Mc. Taggar. It was conducted in two cycles and each cycle consisted of four stages, namely: (1) planning, (2) action or implementation, (3) observation, and (4) evaluation. Each cycle was carried out in two meetings. The instruments used in this study were observation sheets and tests. The results showed that using CTL could improve reading comprehension of tenth grade students. The improvement could be seen from the test average score and percentage of students. In pre-test, the average score was 32.85 with a percentage of 5% and increased to 77.85 with a percentage of 85% in the post-test or it increased 16%. The minimum passing score set in this study was 70. As the number of students who passed reached 75%, the study was declared successful. It was concluded that the implementation of CTL was able to improve reading comprehension of tenth grade students at the Senior High School 2 Tarakan.
