ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Abstract Seventh-grade students learning English as a foreign language often encounter challenges in retaining and using vocabulary orally, which may be attributed to limited exposure, unfamiliarity with vocabulary, and low speaking confidence. This study investigates the impact of the charade technique on students' oral vocabulary and determines which aspect of oral vocabulary shows the most improvement after the intervention. A pre-experimental one-group pretest-posttest design was utilized, involving 18 Grade VII students at SMPN 7 Tarakan who completed all study phases. Data were collected using oral vocabulary tests that assessed pronunciation, meaning retention, and oral vocabulary retrieval. Analytical methods included descriptive statistics, inter-rater reliability assessment, N-Gain analysis, normality testing, and the Wilcoxon signed-rank test. Results indicated a significant difference between pretest and posttest scores (p 0.001), with a mean N-Gain value of 0.544, representing moderate improvement. Pronunciation exhibited the greatest improvement (from 2.75 to 4.25), followed by meaning retention (from 2.28 to 3.64), while oral vocabulary retrieval showed the least improvement (from 1.94 to 2.92). These findings indicate that the charade technique may facilitate the development of oral vocabulary, potentially through active participation and repeated exposure to vocabulary in meaningful contexts. However, the research design does not allow for strong causal inferences. Therefore, the charade technique may be considered a viable alternative for oral vocabulary instruction among junior secondary students learning English as a foreign language.
ThesisOpen AccessMetadata saja
2026•
Pronunciation is an important part of communication. However, many students still had difficulties pronouncing English sounds, word stress, and intonation correctly. These difficulties can affect students’ confidence and their ability to communicate clearly. Therefore, the appropriate learning techniques are needed to help students to improve their pronunciation skills. This study was conducted to address the low pronunciation skills of students and aims to determine the effect of drilling and shadowing techniques on the pronunciation ability of the eleventh-grade students at SMAN 2 Tarakan. This study employed a pre-experimental design with a one-group pretest-posttest approach. The research sample consisted of 33 students from class XI-E. Data were collected through pronunciation tests administered as pretests and a posttests, then analyzed using IBM SPSS Statistics version 20. Normality was assesed using the Shapiro–Wilk test, followed by paired-samples t-test and N-gain analysis. The results indicated that the significance value for the pretest was 0.140 and for the posttest was 0.085. Both values exceed 0.05, indicating that the data were normally distributed. This implies that the data met the normality assumption and could be analyzed using parametric tests, such as the paired-samples t-test. The average student score increased from 54.90 in the pretest, categorized as poor, to 65.73 in the posttest, categorized as sufficient. The results of the paired-samples t-test showed a significance value of 0.000 (p 0.05), which means the alternative hypothesis (Ha) is accepted and the null hypothesis (H₀) is rejected. In addition, the N-gain value is 0.25, which falls into the low category. These research findings indicate that although the improvement in the students’ pronunciation abilities is statistically significant, the magnitude of the improvement was relatively low. In conclusion, the use of drilling and shadowing techniques had a statistically significant effect, but with a relatively small impact on improving students’ English pronunciation skills.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study was motivated by the low pronunciation ability of seventh-grade junior high school students in English learning. The aim of this study was to determine the improvement in students' pronunciation ability through the use of the ELSA Speak application. The research method used was pre-experimental with a one-group pretest-posttest design. The research subjects were seventh-grade students of a junior high school. Data were collected through a pronunciation test and analyzed using descriptive analysis. Based on the data obtained from the pre-test and post-test, the aspect that showed the highest improvement was intonation, with the average score increasing from 23.7% to 63%. Meanwhile, vowel pronunciation also demonstrated a moderate improvement, with the average score rising from 62.8% to 66.6%. The results of the study indicate an improvement in students' pronunciation ability after using the ELSA Speak application. Therefore, the ELSA Speak application can be used as an effective learning media to improve students' pronunciation ability.
ThesisOpen AccessMetadata saja
2025•
This study aims to investigate the effect of interactive culinary sessions on the English oral communication skills of 11th-grade culinary students at SMKN 1 Tarakan. the study employed a pre-experimental method with a one-group pre-test and post-test design. The subjects were 30 students from the 11th grade specializing in culinary at SMKN 1 Tarakan. data collection utilized a speaking test instrument, assessing five indicators of speaking ability: fluency, pronunciation, vocabulary, grammar, and content, during both pre-test and post-test phases. the findings showed that the mean pre-test score of 65.87 increased to 76.67 in the post-test, signifying a notable 10.8-point improvement following the intervention through interactive culinary sessions. The most substantial improvement was observed in the content indicator, where 100% of students, initially at a fair level, advanced to an excellent level. Improvements were also evident in fluency, with the percentage of students at the excellent level increasing from 6.7% to 20%. in pronunciation, students achieving an excellent level rose from 0% to 10%, with no students remaining at the poor level. For grammar, an increase from 3.3% to 13.3% was noted at the good level, and students at the poor level were eliminated (0%). Although the increase in the vocabulary indicator was not statistically significant, students demonstrated progress in recognizing and utilizing new culinary-related terminology. Based on the results of Wilcoxon and paired sample t-tests, a significance value of 0.000 (p 0.05) was obtained. Consequently, the alternative hypothesis was accepted, and the null hypothesis was rejected. these empirical findings strongly support the conclusion that interactive culinary sessions are effective in enhancing students' english oral communication skills, particularly concerning fluency, pronunciation, vocabulary, grammar, and content.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study investigated the impact of the shadowing technique on the pronunciation skills of year 10 students at SMK Kesehatan Kaltara Tarakan. The research was motivated by students’ limited proficiency in English pronunciation, influenced by insufficient intensive practice, mother tongue interference, and low confidence. Shadowing, which involves the immediate and repeated imitation of native speaker pronunciation, was implemented to improve segmental accuracy, suprasegmental features and connected speech. A pre-experimental one-group pretest-posttest design was employed. The sample comprised 17 pharmacy students selected for their low average pronunciation scores. Research instruments included oral tests, field notes, and video recordings. Results showed a substantial increase in average pronunciation scores from 7.53 to 14.00. The Wilcoxon test produced a significance value of 0.000 (p 0.50), confirming the effectiveness of the technique. Qualitative data supported these findings, showing greater student participation, improved confidence, and gradual enhancement in pronunciation accuracy. The shadowing technique is thus shown to be a practical, interactive, and effective method for improving pronunciation in vocational English learning. Penelitian ini mengkaji dampak teknik shadowing terhadap kemampuan pengucapan siswa kelas 10 di SMK Kesehatan Kaltara Tarakan. Penelitian ini didorong oleh keterbatasan kemampuan pengucapan bahasa Inggris siswa, yang dipengaruhi oleh kurangnya latihan intensif, gangguan bahasa ibu, dan rendahnya kepercayaan diri. Teknik shadowing, yang melibatkan peniruan langsung dan berulang terhadap pengucapan penutur asli, diterapkan untuk meningkatkan akurasi segmen, fitur suprasegmental, dan pengucapan yang terhubung. Desain pra-eksperimental satu kelompok dengan tes pra dan pasca diterapkan. Sampel terdiri dari 17 siswa farmasi yang dipilih berdasarkan skor rata-rata pengucapan yang rendah. Alat penelitian meliputi tes lisan, catatan lapangan, dan rekaman video. Hasil menunjukkan peningkatan signifikan dalam skor rata-rata pengucapan dari 7,53 menjadi 14,00. Uji Wilcoxon menghasilkan nilai signifikansi 0,000 (p 0,50), mengonfirmasi keefektifan teknik ini. Data kualitatif mendukung temuan ini, menunjukkan partisipasi siswa yang lebih besar, peningkatan kepercayaan diri, dan peningkatan bertahap dalam akurasi pengucapan. Teknik shadowing terbukti sebagai metode praktis, interaktif, dan efektif untuk meningkatkan pengucapan dalam pembelajaran bahasa Inggris vokasi.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Speaking is one of the four language skills, described as communicating thoughts, views, or messages via spoken language. This study aimed to analyze the effect of using the Peer Assessment Strategy to improve the speaking ability of third-grade students of SMPN 3 Tarakan. This study applied a pre-experimental design with a one-group pre-test and post-test model involving 29 students. Data were collected through a speaking performance test, which was assessed using the speaking rubric with five aspects comprehension, pronunciation, grammar, fluency, and vocabulary. The same test was administered before and after the treatment. The treatment consisted of four speaking-focused meetings that included peer assessment activities The results showed a significant improvement in students' speaking performance after the treatment. The mean score increased from 36 97 in the pre-test to 61.66 in the post-test. The parred samples t-test showed a significance value of 000, indicating a statistically significant difference Among all aspects of speaking, grammar had the highest improvement, and pronunciation had the lowest improvement, although it still increased. The results of this study conclude that peer assessment was an effective strategy to improve speaking by encouraging reflection, feedback exchange, and student engagement.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study examines the effect of the Reading Aloud strategy on the pronunciation skills of twelfth-grade students at SMA NU 1 Tarakan. The research employed a pre-experimental method using a one-group pre-test and post-test design. The population consisted of 22 twelfth-grade students, and total sampling was applied as the sampling technique. Data were collected through oral tests administered before (pre-test) and after (post-test) the treatment to assess any effect on students’ pronunciation. The findings indicated a slight improvement in students’ pronunciation skills, as evidenced by the increase in the mean scores from the pre-test to the post-test, which rose by 3.18 points. The Wilcoxon Signed-Rank Test was used due to the non-normal distribution of the data, as shown by the normality test results. The test revealed a significance value of (0.367 0.05), indicating that the alternative hypothesis (Ha) was accepted while the null hypothesis (H0) was rejected. Therefore, it can be concluded that teaching pronunciation using the Reading Aloud strategy has a measurable effect on the pronunciation abilities of twelfth-grade students at SMA NU 1 Tarakan.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aims to determine the effectiveness of synthetic phonics method in learning how to pronounce or pronounce vocabulary in English and students’ perception of using the synthetic phonics method in learning how to pronounce vocabulary in English. This type of research was quasi – experimental with a quantitative approach. In this research, purposive sampling was carried out, and the author used two classes as research sample, namely VII – 8 as the experimental class and VII – 9 as the control class, totaling 30 students each at SMPN 9 Tarakan. Data were analyzed using T – test. The results of the data analysis described that the research result in the experimental class before the students were given treatment illustrated that the average score was 61.03. After receiving treatment, there was a significant increase in the average score of students 84.36; compared to the control class before treatment, the students’ average score was 64.50, and after being given treatment, there was no significant increase in the average score; 65.43. Another component examined in this research was perception, which was very important in synthetic phonics because it influenced how each learner experienced and achieved their goals. Data demonstrated that students’ perceptions of using the Synthetic Phonics method in learning process at SMPN 09 Tarakan were in the ‘positive’ category with a percentage of 85%. The synthetic phonics method provided significant progress toward students’ mastery of word pronunciation. This research has implications for integrating methods in English language learning, and the use of synthetic phonics methods has a positive impact on pronunciation teaching.
ThesisOpen AccessMetadata saja
2022•
The purpose of this study was to determine the effect of homophones flash cards in improving the pronunciation of class X IPA 2 students at SMA Negeri 3 Tarakan. The study used a pre-experimental design, with one experimental group consisting of six meetings, including treatment, and one pretest and post-test experimental group. Purposive sampling was used to collect the sample , which consisted of 32 students from class X IPA 2. A reading exam with a number of students and pronunciation was used as the research instruments. Pretest and posttest data were examined using flashcards media in face to face teaching and leaning activities. SPSS, a statistical analysis progam, was used to analyze the data. The result of this study showed that there were changes in the scores of the two exams when flashcards were used before and after being taught. Between the pretest and posttest, the researcher calculated the students’ average writing test score. The paired sample t-test revealed that the t-test was -12.776 in both the pretest and postest. The number of degree of freedoom (df) was 31, and the level of significance was 95%. The t-count (-12.776) was higher than the t-table in this case (2.039). The researcher found a substantial influence on students utilizing homophone flashcards at the tenth grade of SMA Negeri 3 Tarakan after analyzing the data using SPSS version 22.0. The difference in mean indicated that the mean posttest score was higher than mean pretest score (82.97). (5091). Therefore , Ha was accepted and Ho was rejected. The application of Homophones Flashcards was an effective medium to improve students’ pronunciation. The use of Homophones Flashcards was effective in improving students’pronunciation.
ThesisOpen AccessMetadata saja
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of this study was to describe the analysis results of pronunciation of the supra-segmental features on descriptive text of the tenth grade students at SMA N 1 Tanjung Palas in the 2019/2020 academic year. This study used a qualitative method. Through a purposive sampling technique, a total of 19 students were taken as the research sample. The data were collected through observation of online class, documentation of student voice recordings, and interviews. The observation were made to determine the student activity and responses. To obtain the validity of the data were presented in a percentage. Furthermore, the results of student were written down. The results of this study indicated that students did not know the rules of English pronunciation, especially supra-segmental features (stress) and they faced difficulty in placing stress correctly. The results of the observations showed that the students did not give a good response during the English lesson. The results of the student voice recordings showed that 89.4% of the students were categorized as poor. The results of the interview showed that that the students who became class representatives felt scared and nervous when learning English in class.
