ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
English learning media in elementary schools plays an important role in supporting the English language teaching process for young learners. This research aimed to develop augmented reality-based flashcards for vocabulary learning for fifth-grade students at SDN 010 Tarakan. This was a research and development study using the 4D model, consisting of the Define, Design, Develop, and Disseminate stages. The research instruments used included student needs questionnaires, interview guides for teachers, expert validation questionnaires for content and media, media usability questionnaires, and student response questionnaires. The results of the needs analysis questionnaire and interviews with teachers indicated that vocabulary learning media were highly needed by students in their English language learning. The designed product consisted of flashcards featuring vocabulary related to parts of the body, hobbies, and things in school, in accordance with the students' needs. The developed media were then validated in terms of content and media before being pilot-tested on 12 fifth-grade students at SDN 010 Tarakan. The research results revealed that the level of suitability and practicality of the media, based on the following assessments, were as follows: 1) validation by a media expert yielded a score of 93.7%, classified as “highly applicable”; 2) validation by a content expert yielded a score of 96.3%, classified as “highly applicable”; 3) 97.1% of English language teaching practitioners rated the material as “highly practical.” Student responses to this learning material following the pilot test were positive, with a score of 91% of the total possible score. Accordingly, it can be concluded that the development of augmented reality-based flashcard learning materials for fifth-grade students at SDN 010 Tarakan was deemed highly feasible and highly practical for use. Keywords: Augmented Reality, flashcard media, vocabulary learning, 4D model, elementary school
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Membaca merupakan salah satu sarana bagi peserta didik untuk mempelajari suatu hal yang belum diketahui dan dapat memperluas pengetahuan. Penelitian ini bertujuan untuk melihat peningkatan kemampuan membaca permulaan siswa menggunakan media kartu. Jenis penelitian yang digunakan yaitu Penelitian Tindakan Kelas (PTK) yang dilakukan dalam 2 siklus, setiap siklus terdiri dari 4 tahapan yaitu: perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian ini adalah siswa kelas I B SDN 031 Tarakan tahun ajaran 2024/2025 yang berjumlah 22 siswa. Teknik pengumpulan data yang digunakan adalah observasi, dokumentasi dan tes. Berdasarkan hasil observasi guru pada siklus I yaitu 69% berkategori tinggi. Kemudian dilanjutkan pada siklus II menjadi 93% berkategori sangat tinggi. Adapun hasil observasi aktivitas siswa pada siklus I yaitu sebesar 67% berkategori sedang, kemudian dilanjutkan pada siklus II menjadi 85% berkategori tinggi. Hasil membaca permulaan siswa pada siklus I pada aspek membaca huruf sebesar 47% berkategori rendah dan aspek membaca kata sebesar 43% berkategori rendah. Kemudian dilanjutkan pada siklus II pada aspek membaca huruf menjadi 77% berkategori tinggi dan aspek membaca kata sebesar 73% berkategori tinggi. Hal ini sesuai dengan indikator keberhasilan yaitu ≥ 70% dengan kategori tinggi. Reading is one of the means for students to learn something that is not yet known and can expand knowledge. This study aims to examine the improvement of students' beginning reading skills using card media. The type of research used was Classroom Action Research (PTK) which was conducted in 2 cycles, each cycle consisting of 4 stages, namely: planning, implementation, observation and reflection. The subjects of this study were students of class I B SDN 031 Tarakan in the 2024/2025 academic year, totaling 22 students. The data collection techniques used were observation, documentation and tests. The results of teacher observation in cycle I were categorized as high (69%). Then, in cycle II, the results included a very high category (93%). The results of student activity observations in cycle I were 67% in the medium category, then in cycle II the results reached 85% in the high category. The results of students' beginning reading in cycle I, especially in the aspect of reading letters of 47% in the low category and the aspect of reading words of 43% in the low category. Then, in cycle II, the aspect of reading letters reached 77% in the high category and the aspect of reading words was 73% in the high category. This is in accordance with the success indicator which is > 70% with a high category.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine whether there was a difference in vocabulary mastery between the students who were taught using flashcard media and those who were taught using word lists in the seventh grade of SMPN 5 Tanjung Palas Timur. Employing a quasi-experimental research design with a non-equivalent control design, the research sought to determine variations in vocabulary mastery between the experimental group (7A class) exposed to flashcard media and the control group (7B class) taught using word lists. The subjects were selected through a purposive sampling technique. The analysis utilized the Independent Sample T-test for hypothesis testing, revealing a significant difference in vocabulary mastery. The t-test result (2.307) surpassed the critical t-table value (2.028), leading to the acceptance of the alternative hypothesis and rejection of the null hypothesis. The alternative hypothesis posited a significant enhancement in vocabulary mastery among students who were exposed to flashcard media compared to those who were taught with word lists in the seventh grade of SMPN 5 Tanjung Palas Timur.
