ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Advances in digital technology have generated new opportunities for English language learning beyond formal classroom environments. This study explores university students' experiences in utilizing Instagram as an informal platform for English language learning, focusing on their speaking skills, self-confidence, perceptions, challenges, and the meanings they ascribe to these learning experiences. Employing a qualitative approach, this research adopted a netnographic method. The study collected data through observations, video content analysis, documentation, and semi-structured interviews with four university students. The data were interpretively analysed to understand the students' learning experiences, practices, perceptions, strategies, and challenges. The findings indicate that Instagram contributes positively to the development of students' speaking skills and self-confidence. Through authentic English content, observing pronunciation and expressions, and repeated speaking practice, students improved their pronunciation, fluency, vocabulary, grammar, and content organization. Students perceived Instagram as a user-friendly, flexible, engaging, and relevant learning medium. However, students faced several challenges, including difficulty understanding pronunciation variations and accents, limited vocabulary, distractions from entertainment content, information overload, and a lack of academic feedback. To overcome these hurdles, students employed self-regulated strategies such as rewatching videos, utilizing captions, taking notes on new vocabulary, following trusted educational accounts, and managing their study time. This study concludes that Instagram can serve as an effective informal learning environment that complements formal instruction. Crucially, speaking skills and self-confidence do not develop automatically through mere exposure to content; rather, they result from an active process involving content selection, observation, practice, evaluation, reflection, and interaction. These findings suggest that educators may consider integrating Instagram as a supplementary resource for authentic and contextual speaking activities.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine the effect of implementing English-language Webtoons on the reading interest and reading ability of 11th-grade nursing students at SMK Kesehatan Kaltara Tarakan. This research employed a quantitative approach with a pre-experimental design in the form of a One-Group Pretest-Posttest Design. The research sample included 22 students selected using purposive sampling. The research instruments consisted of a reading interest questionnaire with 15 statements using a Likert scale and a reading ability test comprising 20 multiple-choice questions. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-sample t-test for normally distributed data, the Wilcoxon test for non-normally distributed data, and N-gain calculations. The results showed an increase in reading interest following the implementation of the Webtoon Trauma Center. The mean reading interest score increased from 53.48 on the pretest to 68.71 on the posttest, with a mean difference of 15.23. The results of the paired-sample t-test showed a significance value of 0.000 (p 0.05), indicating a significant difference between the pretest and posttest scores. Reading ability also improved, with the mean score rising from 36.36 to 68.64. Improvements were observed in five reading skill indicators: finding factual information, identifying the main idea, understanding vocabulary, identifying references, and making inferences. Therefore, the implementation of the Webtoon Trauma Center could support improvements in students' interest and reading skills in English language learning, especially when accompanied by vocabulary support, structured reading activities, guidance, and appropriate classroom management.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Speaking activities in the English Club provide students with opportunities to practice using English communicatively outside of classroom instruction. However, the effectiveness of these activities requires supplementary teaching materials appropriate to students’ needs. Therefore, this research aimed to identify students’ needs in English Club speaking activities, develop supplementary speaking materials, and evaluate its quality and validity. This research employed a Research and Development (R&D) approach using the Four D (4D) development model. The teaching materials were developed using the 4D model, which consists of the Define, Design, Develop, and Disseminate stages; however, this study was limited to the Define, Design, and Develop stages. The study participants consisted of 20 students from SMP Negeri 2 Tarakan. Data were collected through a needs analysis questionnaire, interviews, expert validation, a teacher feedback questionnaire, and a student feedback questionnaire. The results of the needs analysis indicated that students’ speaking skills were still limited and that they experienced difficulties with vocabulary, grammar, sentence formation, pronunciation, and self-confidence. Students preferred familiar topics, multimedia-based activities, pronunciation exercises, games, collaborative activities, and conversation-based speaking tasks. Based on these results, an interactive digital e-worksheet was developed using Canva, featuring videos, quizzes, pronunciation exercises, partner conversations, interviews, speaking presentations, and reflection activities. The final product consisted of three unit topics: Daily Life, Hobbies, and School Life. The content expert validation yielded a score of 98.95% (highly appropriate), while the media expert validation yielded a score of 77.65% (appropriate). Teacher and student responses scored 98.10% and 81.07%, respectively, both of which fall into the highly appropriate category. Therefore, the developed E-Worksheet has been considered appropriate and suitable to be used as supplementary teaching material to support English Club activities at SMP Negeri 2 Tarakan.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to determine the difficulties encountered by students in essay writing and the strategies employed to overcome these challenges. This research employed a qualitative approach with a descriptive method. The subjects consisted of six fourth-semester students majoring in the English Education Department at Universitas Borneo Tarakan. Data were collected through documentation studies and semi-structured interviews. Then, the data were analyzed using the framework by Miles and Huberman (1994). The results of the research showed that the students had experienced difficulties in the psychological, linguistic, and cognitive aspects. These difficulties included low self-confidence, limited vocabulary and grammatical mastery, difficulties in developing ideas, and challenges in organizing thoughts within an essay. To mitigate these difficulties, the students used various strategies such as outlining, brainstorming, reading academic references, utilizing dictionaries, using writing assistant applications and Al technology, as well as conducting peer feedback.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Demotivasi kerap kali menjadi sebuah tantangan yang dialami oleh siswa dalam belajar bahasa inggris di sekolah. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang menyebabkan siswa mengalami demotivasi dalam belajar bahasa Inggris serta menyelidiki tantangan yang memengaruhi motivasi siswa dalam belajar bahasa Inggris pada siswa kelas VIII di SMP Negeri 11 Tarakan. Penelitian ini menggunakan metode mixed-methods dengan desain Explanatory Sequential Design. Data kuantitatif diperoleh melalui penyebaran kuesioner kepada siswa kelas VIII, sedangkan data kualitatif diperoleh melalui wawancara mendalam terhadap enam siswa yang dipilih menggunakan purposive sampling berdasarkan nilai akhir bahasa Inggris terendah. Teknik pengumpulan data meliputi kuesioner, wawancara, dan dokumentasi. Data kuantitatif dianalisis menggunakan statistik deskriptif dengan bantuan SPSS 25, sedangkan data kualitatif dianalisis menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa demotivasi siswa dalam belajar bahasa Inggris dipengaruhi oleh faktor internal dan eksternal yang saling berkaitan. Faktor internal meliputi kesulitan dalam mempelajari bahasa Inggris, kurangnya minat belajar, dan rasa bosan, sedangkan faktor eksternal mencakup pengaruh lingkungan belajar, metode pengajaran, serta dukungan sosial yang terbatas. Selain itu, siswa menghadapi tantangan linguistik, afektif, instruksional, dan sosiokultural, dengan tantangan sosiokultural sebagai faktor yang paling dominan. Temuan penelitian juga menunjukkan adanya hubungan yang erat antara demotivasi dan tantangan belajar, di mana berbagai kesulitan yang dialami siswa berkontribusi terhadap menurunnya kepercayaan diri dan partisipasi mereka dalam pembelajaran bahasa Inggris. Demotivation is often a challenge faced by students when learning English at school. This study aimed to identify the factors causing students to experience demotivation in learning English and to investigate the challenges affecting students' motivation in learning English among eighth-grade students at SMP Negeri 11 Tarakan. This study employed a mixed-methods approach using an explanatory sequential design. Quantitative data were collected through a questionnaire distributed to eighth-grade students, while qualitative data were obtained through in-depth interviews with six students selected using purposive sampling. Data collection techniques included questionnaires, interviews, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using an interactive model comprising data reduction, data presentation, and concluding. The results of the study indicated that students' demotivation in learning English was influenced by interrelated internal and external factors. Internal factors included difficulties in learning English, a lack of interest in learning, and boredom, while external factors included the influence of the learning environment, teaching methods, and limited social support. In addition, students faced linguistic, affective, instructional, and sociocultural challenges, with sociocultural challenges being the most dominant factor. The research findings also revealed a strong correlation between demotivation and learning challenges, wherein the various difficulties experienced by students contributed to a decline in their self-confidence and participation in English language learning.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to describe the difficulties of seventh-grade students of SMP Negeri 11 Tarakan in learning English vocabulary and to identify the contributing factors. This research used a qualitative descriptive method. The subjects of the study were students of class VII-4 at SMP Negeri 11 Tarakan. Data were collected through classroom observations, interviews with four students and one English teacher, as well as the distribution of questionnaires to 28 students. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and drawing and verifying conclusions. The results of the study indicated that students experience four main difficulties in learning English vocabulary, namely pronunciation (79%), spelling (50%), understanding and remembering the meaning of vocabulary (75%), and using vocabulary in sentences (71%). Pronunciation difficulties are the most dominant difficulties. This study also found five factors causing these difficulties, namely limited exposure to English in daily life, low student learning motivation, the use of less effective learning strategies, lack of parental and home environment support, and limited use of media and variation in teaching methods. It can be concluded that students' difficulties in learning English vocabulary are influenced by interrelated linguistic, cognitive, motivational, learning, and environmental factors. Therefore, teachers are advised to apply more varied, communicative, and interactive teaching methods to improve students' vocabulary mastery.
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
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to analyse the difficulties experienced by Year 8 pupils in learning English vocabulary and to identify the factors causing these difficulties at State Junior High School No. 11, Tarakan. This study employed a qualitative descriptive approach. The research subjects were pupils in Class VIII-I at State Junior High School 11 Tarakan and an English teacher. Data collection techniques included classroom observation, semi-structured interviews, and documentation. The data were analysed through the stages of data reduction, data presentation, and conclusion. The results of the study indicate that students experience several difficulties in learning English vocabulary, namely difficulties with pronunciation, spelling, understanding vocabulary meanings, and using vocabulary in appropriate grammatical and communicative contexts. Difficulties with pronunciation arise from differences between the sound systems of English and Indonesian, whilst difficulties with spelling stem from discrepancies between spelling and pronunciation in English. Furthermore, pupils also experience difficulties in understanding the meaning of vocabulary in context and constructing sentences according to correct grammatical rules. This study also found that internal and external factors influence difficulties in learning vocabulary. Internal factors include low motivation to learn, anxiety, a lack of self-confidence, and limited strategies for memorising vocabulary. Meanwhile, external factors included teaching methods and classroom practices, limited learning resources and facilities, a lack of family support, and exposure to English outside the classroom, which is often passive. Therefore, cooperation among teachers, schools, parents, and pupils was required to create a more effective and meaningful vocabulary-learning experience.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aims to illustrate how the eight elements of the deep learning graduate profile were implemented in English language education at SMPN 1 Tarakan, related the problems encountered by teachers. This study uses a descriptive qualitative method, with data gathered through observation, questionnaires, and interviews. It includes one teacher and 31 students. According to the research findings, numerous characteristics of classroom activities have been added, including faith and piety toward God Almighty, communication, teamwork, and independence. However, not all dimensions appear to be consistently implemented, and features such as creativity, critical thinking, citizenship, and self-confidence remain limited due to pupils' limited abilities and low self-esteem. The most challenging problem for teachers is integrating all eight characteristics into a single class, which is exacerbated by variations in student involvement and time constraints. Overall, implementation is a continuous process that requires ongoing improvement and support.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Interaksi di kelas dalam pembelajaran bahasa Inggris memainkan peran penting dalam proses belajar bahasa Inggris karena mendorong mahasiswa untuk berpartisipasi secara aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk meneliti interaksi di kelas dan peran bahan ajar dalam mendukung interaksi selama proses pembelajaran bahasa Inggris di Jurusan Akuntansi Universitas Borneo Tarakan. Penelitian ini menggunakan metode kualitatif deskriptif yang melibatkan 44 mahasiswa akuntansi semester IV. Data dikumpulkan melalui observasi kelas, wawancara, dan analisis dokumen, serta dianalisis menggunakan model Miles dan Huberman. Temuan menunjukkan bahwa interaksi di kelas berdasarkan FIACS terdiri dari Lecturer Talk, Student Talk, dan Silence atau Confusion. Lecturer Talk muncul lebih sering selama proses belajar-mengajar, terutama dalam mengajukan pertanyaan, memberikan penjelasan, memberikan arahan, serta memberi pujian atau dorongan kepada mahasiswa. Student Talk terjadi melalui tanggapan dan inisiatif siswa selama kegiatan di kelas, sedangkan Silence atau Confusion muncul ketika siswa sedang memproses informasi dan mempersiapkan tanggapan. Hasil penelitian juga menunjukkan bahwa bahan ajar yang komunikatif dan kontekstual mendorong partisipasi, interaksi, dan kepercayaan diri siswa dalam menggunakan bahasa Inggris. Hal ini menyiratkan bahwa interaksi di kelas yang efektif dan bahan ajar yang tepat mendukung keterlibatan siswa dalam pembelajaran bahasa Inggris. This study aims to analyze classroom interactions and the influence of teaching materials on facilitating interactions in the English language acquisition process within the Accounting Department at the University of Borneo Tarakan. This research utilized a descriptive qualitative approach with 44 fourth-semester accounting students. The researcher gathered data via classroom observation, interviews, and document analysis, and subsequently analyzed them using the Miles and Huberman framework. The results demonstrate that classroom interactions, as characterized by FIACS, comprise Lecturer Talk, Student Talk, Silence, and Confusion. The data show that classroom interactions, as described by FIACS, include Lecturer Talk, Student Talk, Silence, and Confusion. Lecturer Talk is more common throughout the teaching-learning process, especially while asking questions, providing explanations, giving instructions, and praising or encouraging students. Student Talk occurs when students respond to and initiate classroom activities, whereas Silence or Confusion occurs when students analyze information and prepare their responses. The study also found that communicative and contextual teaching materials increase student participation, interaction, and confidence in using English. This shows that effective classroom interaction and appropriate teaching tools help students participate in English-language learning.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to determine the perceptions of English teacher regarding the implementation in the Merdeka Curriculum in junior high school in Tarakan, specifically at SMPN 9 Tarakan, SMPN 8 Tarakan, and SMPN 1 Tarakan. This study uses a descriptive qualitative approach. The research subjects were three English teachers from the three schools. Data collection techniques were conducted through interviews and classroom observations. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that English teachers generally have a positive perception of the implementation of the Merdeka Curriculum. Teachers stated that the Merdeka Curriculum provides flexibility in designing learning experiences to meet students' needs and characteristics. This positive perception is reflected in teachers' enthusiasm to implement students-centered learning, use differentiation strategies, and develop students' creativity and independent learning. The challenges faced by teachers during the implementation of the Merdeka Curriculum are that limited school facilities are a major obstacle to the implementation of the Merdeka Curriculum, especially in English language learning, which requires media and technological support. Therefore, continuous support in the form of teacher professional development and improvement of school facilities is needed so that the implementation of the Merdeka Curriculum can run optimally in English language learning.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
his study aims to describe the implementation of the CAKE application in English reading learning and to determine students' responses to its use among seventh-grade students at SMPN 14 Tarakan. This study was motivated by the low English reading skills of students due to limited vocabulary, difficulty in understanding sentence structure, and low student interest in English reading texts. To overcome these problems, this study utilizes the CAKE application as a Mobile Assisted Language Learning (MALL) based learning medium. This study uses a qualitative descriptive design supported by simple quantitative data. Data were collected through observation, interviews, and questionnaires, then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that the implementation of the CAKE application can be carried out well through systematic learning stages and the application of learning strategies such as scaffolding, collaborative learning, and continuous feedback. Students' responses to the use of the CAKE application show a positive trend, especially in increased interest in learning, vocabulary comprehension, and reading comprehension. However, this study also identified several obstacles, including time constraints, differences in students' technological abilities, and technical barriers such in limited devices and internet connectivity. Overall, the CAKE application has the potential to be a supporting medium for English reading learning for seventh-grade students.
ThesisOpen AccessMetadata saja
2025•
This study aims to analyze students’ difficulties in understanding TOEFL-like Reading, a reading test designed based on the TOEFL ITP format and implemented in the Borneo English Test (BET), among students of the English Education Department at Universitas Borneo Tarakan. This research employed a descriptive qualitative design involving 28 students from the 2020 cohort. Data were collected through document analysis of BET scores, questionnaires, and interviews. The document analysis revealed that most students were classified at the A1 and A2 levels, while only three students reached the B1 level based on the CEFR, and none achieved the B2 or C1 levels. These findings indicate a low level of students’ academic reading competence. The results of the questionnaires and interviews revealed that the main difficulties experienced by students included limited vocabulary, low inferential ability, difficulties in answering detail and unstated detail questions, and limited background knowledge. In addition, time constraints and text complexity further hindered reading comprehension. To cope with these difficulties, students tended to use strategies such as identifying the meanings of unfamiliar vocabulary, rereading texts, and practicing with TOEFL-like materials, while systematic reading strategies such as skimming and scanning were still rarely applied. This study concludes that vocabulary mastery and the effective use of reading strategies play an important role in improving students’ performance in TOEFL-like Reading.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini dilakukan untuk mengkaji bagaimana literasi keluarga dan kepercayaan diri berkontribusi terhadap prestasi belajar bahasa Inggris siswa kelas VII di SMPN 1 Tarakan. Studi ini menggunakan pendekatan kuantitatif dengan metode studi korelasi prediktif. Sebanyak 60 siswa dipilih sebagai sampel melalui sampling acak berkluster dari tiga kelas yang berbeda. Data dianalisis menggunakan statistik deskriptif serta statistik inferensial dengan regresi linier berganda melalui SPSS 25.0. Temuan menunjukkan bahwa literasi keluarga dikategorikan sebagai sedang (58%), kepercayaan diri juga berada dalam rentang sedang (45%), sementara prestasi belajar bahasa Inggris secara umum baik (52%). Uji prasyarat menunjukkan bahwa data memenuhi asumsi normalitas, linearitas, homogenitas, dan tidak adanya multikolinearitas. Uji F menunjukkan tingkat signifikansi 0,001 0,05, menunjukkan bahwa literasi keluarga dan kepercayaan diri secara bersamaan berkontribusi terhadap prestasi belajar bahasa Inggris siswa. Selain itu, hasil uji t menunjukkan bahwa literasi keluarga secara signifikan mempengaruhi prestasi (p = 0.016 0.05), dan kepercayaan diri juga memberikan dampak signifikan (p = 0.038 0.05), artinya kedua faktor tersebut secara parsial berkontribusi terhadap kinerja siswa dalam bahasa Inggris. Koefisien determinasi (R²) sebesar 0.214 menunjukkan bahwa dua variabel prediktor menjelaskan 21,4% variasi dalam pencapaian bahasa Inggris, sementara faktor-faktor lain di luar lingkup penelitian ini membentuk 78,6% sisanya. Kesimpulannya, penelitian ini menekankan bahwa pencapaian bahasa Inggris siswa tidak hanya dipengaruhi oleh pembelajaran di kelas, tetapi juga oleh lingkungan literasi di rumah dan tingkat kepercayaan diri mereka dalam proses belajar. This study aimed to investigate the extent to which family literacy and self-efficacy contribute to the English learning achievement of seventh-grade students at SMPN 1 Tarakan. A quantitative approach employing a correlational predictive design was utilized. The sample consisted of 60 student selected through cluster random sampling from three different classes. Data were analyzed using descriptive statistics and inferential statistics with multiple linear regression through SPSS 25.0. Findings indicated that family literacy was categorized as medium (58%), self-efficacy was also in the medium range (45%), while English learning achievement was generally good (52%). The prerequisite tests confirmed that the data met the assumptions of normality, linearity, homogeneity, and absence of multicollinearity. The F-test showed a significance level of 0.001 0.05, suggesting that family literacy and self-efficacy simultaneously contribute to students’ English learning achievement. Moreover, the t-test results revealed that family literacy had a significant effect on achievement (p = 0.016 0.05), and self-efficacy also made a significant impact (p = 0.038 0.05), meaning that both factors partially contributed to student performance in English. The coefficient of determination (R²) was 0.214, indicating that the two predictors explained 21.4% of the variance in English achievement, while other factors beyond the scope of this research shaped the remaining 78.6%. In conclusion, the study emphasizes that students’ English achievement is shaped not only by classroom learning but also by the literacy environment at home and their level of self-efficacy in the learning process.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to investigate the effectiveness of Let's Read application in enhancing tenth-grade students' reading skills at SMKN 2 Tarakan. It employed a pre-experimental design with a one-group pretest-posttest model, involving 24 students selected through non-probability sampling. Data were gathered using reading comprehension tests administered before and after the intervention using the Let's Read application. During the treatment period, students interacted with narrative texts through the application, accompanied by structured assignment activities. The data were then analyzed using SPSS 26 software, including descriptive statistics, normality and homogeneity tests, and paired sample t-tests. The results revealed a significant improvement in students' reading comprehension, with a p-value of 0.045, confirming the effectiveness of the application. These findings support the integration of digital tools such as Let's Read in English language teaching to increase student engagement and improve learning outcomes.
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•
This study aimed to examine the effect of using the Project-Based Learning (PBL) method to improve the English speaking ability of eleventh-grade nursing students at SMK Kesehatan Kaltara Tarakan in the 2024/2025 academic year. This study was conducted due to the low speaking ability of students, which was characterized by a lack of vocabulary, difficulty in pronunciation, lack of confidence, and minimal opportunities to practice speaking in class. The research method used was a pre-experimental design with a one-group pre-test and post-test model. There were 32 students participating in the study. The research instruments included speaking tests (pre-test and post-test) and an observation sheet. The data were analyzed using the Wilcoxon Signed-Rank Test, a non-parametric statistical test, with the help of SPSS version 27. The results revealed a significant increase in students' speaking scores after the implementation of PjBL, covering the aspects of fluency, vocabulary, pronunciation, grammar, and comprehension. These findings indicate that PBL was effective in improving students' English speaking skills, as well as increasing their confidence and collaboration skills.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Writing is one of the important skills in English that is often difficult for students, especially in composing descriptive texts. Therefore, it is necessary to implement creative and effective learning strategies. This study aims to find out how much influence the brainwriting strategy has on the ability to write descriptive texts of grade XI students at SMAN 3 Tarakan. This study uses a pre-experimental method with a one-group pretest-posttest design. The subject of the study was grade XI students of SMAN 3 Tarakan, with a sample of 34 students from grades XI-D. The data collection instrument is in the form of a written test consisting of a pre-test and post-test. Data analysis was carried out using the SPSS version 23.0 program. The results of the analysis showed that the average pre-test score was 48.12 and increased to 66.98 in the post-test. Based on the results of the paired sample t-test, a significance value of 0.000 was obtained, which means it is smaller than 0.05. This indicates that the alternative hypothesis is accepted, while the null hypothesis is rejected. Thus, the use of brainwriting strategies has proven to be effective in improving the descriptive text writing skills of grade XI students at SMAN 3 Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary mastery is a major challenge students face in learning English, particularly at the junior high level, due to limited language exposure and ineffective learning strategies. This study investigates the effect of using the Cake application on the vocabulary knowledge of seventh-grade students at SMPN 7 Tarakan. A pre-experimental design was employed involving one class consisting of 32 students. The research instrument was a written vocabulary test administered before and after the treatment. The treatment was conducted over six sessions using the Cake application as the learning medium. The results indicate that the students' mean score increased from 58.59 in the pre-test to 78.00 in the post-test. This improvement was influenced by Cake's features, including contextual short videos, native speaker pronunciation, interactive quizzes, and daily reviews that helped strengthen vocabulary comprehension and retention. Based on the Wilcoxon Signed-Rank Test, the significance value was below 0.05, thereby confirming the acceptance of Ha and the rejection of Ho. These findings suggest that the Cake application effectively improves students' vocabulary knowledge and can be an alternative medium for teaching English vocabulary in schools.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
AN ANALYSIS OF CODE SWITCHING AND CODE MIXING USED IN EFL LEARNING ON ENGLISH FOR SPECIFIC PURPOSES COURSE Abstract This study aimed to analyze the forms and factors influencing code-switching and code-mixing in leartung English as a foreign language (EFL) in the English for Specific Purposes (ESP) course This study uses a descriptive qualitative approach with data obtained through observation and interviews with fourth-semester students in the English Education Department at Borneo Tarakan University The study results showed that three types of code-switching are often used inter sentential switching, intra-sentential switching, and tag-switching in addition, three types of code-mixing were identified insertion, alternation, and congruent lexicalization. The main factors that encourage students to use code-switching and code-mixing include limited vocabulary in English, the desire to clarify the message, build familiarity with the audience, and adjust to the context of a particular topic These findings indicate that code-switching and code-mixing are functional and adaptive linguistic strategies in the ESP learning process, not as a form of language weakness but as a communication tool that supports an adequate understanding of the material
