ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to examine the effect of classroom guidance services using prophetic storytelling on akhlak mazmumah (blameworthy characteristics) among eighth-grade students at MTs Negeri Tarakan. Akhlak mazmumah refers to blameworthy traits, attitudes, speech, and behaviors that are embedded in or manifested by an individual and are inconsistent with the values of Islamic teachings, potentially causing harm to oneself or others. In this study, akhlak mazmumah was specifically conceptualized as forms of undesirable behavior displayed by students in their daily interactions within the school environment and in their relationships with peers. This study employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest design. The sample consisted of 32 students from Class VIII-D who were selected using cluster random sampling. Data were collected using a questionnaire administered before and after the intervention. The intervention was delivered through classroom guidance services using prophetic storytelling over five sessions, with the instructional content aligned with indicators of akhlak mazmumah. Data were analyzed using descriptive and inferential statistics. The hypothesis was tested using a paired-samples t-test. The results showed that the mean pretest score was 95.09 (67.92%), whereas the mean posttest score was 68.19 (48.71%), indicating a decrease of 26.906 points (19.22%) in the mean score. The paired-samples t-test yielded a t value of 14.410, df = 31, and a significance value of 0.000 0.05. Thus, a statistically significant difference was found between students’ scores before and after the implementation of classroom guidance services using prophetic storytelling. These findings indicate that classroom guidance services using prophetic storytelling were associated with changes in the akhlak mazmumah of eighth-grade students at MTs Negeri Tarakan.
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
This study aims to determine whether group guidance incorporating the bentengan game has an influence on the self-confidence of Grade XI LAS 1 students at SMK Negeri 2 Tarakan. Low student self-confidence was indicated by observable behaviors such as appearing nervous when speaking in front of the class, consistently seeking assistance before attempting tasks independently, rarely raising their hand or answering questions even when knowing the correct answer, and limited interaction with classmates during group activities. One approach that can be undertaken to address this issue is through group guidance services incorporating the bentengan game. The study employs a quantitative approach using experimental research. The research design applied is a applied is a pre-experimental design in the form of a one-group pretest-posttest design. Data were collected using a self-confidence scale. The study population consisted of 59 students in Grade XI LAS 1 at SMK Negeri 2 Tarakan, with a sample of 12 students selected using simple random sampling. Data were analyzed using descriptive and inferential statistics with the aid of SPSS version 21. The pretest results indicate that students' self-confidence scores fell within the low to very high category, with a mean score of 71.50. Following the intervention, the posttest results show an improvement, with scores falling within the high to very high category and a mean score of 80.41. Based on hypothesis testing using the Wilcoxon Signed-Rank Test, a significance value of 0.002 was obtained, which is below the threshold of 0.05. Consequently, the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected, indicating that group guidance incorporating the bentengan game has a significant influence on the self-confidence of Grade XI LAS 1 students at SMK Negeri 2 Tarakan.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to reveal the significant impact of implementing the role-based jigsaw method on seventh-grade students' reading comprehension at SMPN 1 Tarakan. This research employed one group pretest-posttest design and involved 32 students from Class VII-3. Data were collected through multiple-choice reading comprehension tests administered before and after the intervention. The results showed that students' average scores increased from 57.81 on the pre-test to 77.66 on the post-test. A paired t-test revealed a statistically significant difference between the pre-test and post-test scores (t=-14.248, df=31, p0.001). Therefore, the null hypothesis (Ho) was rejected, and the alternative hypothesis (H.) was accepted. Students were seen discussing the assigned reading passages in Expert Groups and sharing their understanding in Home Groups while carrying out the cognitive and functional roles assigned to them. The N-Gain effectiveness score of 47% indicates that the implementation of this method is categorized as "Less Effective" based on the effectiveness criteria used. However, because this research employed one group pretest-posttest design without a control group, these findings must be interpreted within the limitations of the research design and do not establish a direct cause-and-effect relationship. Through the division of cognitive and functional roles within the group, students are encouraged to actively participate in text comprehension, discussions, taking responsibility for tasks, and sharing information with other group members. Based on the research findings, English teachers are advised to implement the role-based jigsaw method as an alternative reading instruction strategy that can encourage student engagement and improve comprehension. Future researchers are advised to use a more comprehensive research design, such as including a control group and extending the duration of the intervention, in order to obtain optimal and in-depth results.
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•
This study was motivated by the lack of engaging learning media in Pancasila Education lessons on rights and responsibilities for fourth-grade elementary school students. The lecture method, which is still frequently used, results in students being less actively engaged, quickly becoming bored, and having difficulty understanding the difference between rights and responsibilities. Additionally, the use of learning media in the classroom is still limited to simple PowerPoint presentations. The objectives of this study were to determine the level of suitability through validation by subject matter experts, media experts, language experts, and practitioners, and to assess students' responses to the appeal of the quartet card learning media. This study employs a Research and Development (R&D) approach using the 4D model, which includes the steps of definition, design, development, and dissemination. Due to time constraints, this study was limited to the development stage. Data collection was conducted through observation, interviews, documentation, and questionnaires. The results showed that the quartet card learning media achieved a feasibility rate of 94% among subject matter experts, media experts, and language experts, and 100% among practitioners, meeting the "highly feasible" criterion. Student responses in the limited pilot test yielded a rate of 95.5%, and in the field test, 93%, both meeting the "highly engaging" criterion.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk mendeskripsikan kesulitan membaca yang dialami siswa serta kebutuhan dukungan yang diperlukan dalam memahami teks bacaan bahasa Inggris. Penelitian ini menggunakan metode deskriptif kuantitatif dengan pendekatan survei. Subjek penelitian adalah 61 siswa kelas IX.6 dan IX.7 di SMPN 3 Tarakan yang dipilih berdasarkan rekomendasi guru Bahasa Inggris sebagai kelas yang merepresentasikan kemampuan membaca siswa. Instrumen penelitian berupa kuesioner yang terdiri dari beberapa bagian, yaitu persepsi kemampuan membaca siswa, kesulitan membaca teks bahasa Inggris, serta kebutuhan dukungan pembelajaran membaca. Data dikumpulkan melalui Google Form dan dianalisis menggunakan statistik deskriptif berupa frekuensi, persentase, mean, dan standar deviasi menggunakan SPSS. Hasil penelitian menunjukkan bahwa siswa masih mengalami beberapa kesulitan dalam membaca teks bahasa Inggris, terutama dalam memahami kosakata baru, memahami kalimat yang panjang dan kompleks, mengingat detail informasi, serta menemukan makna tersirat dalam teks. Nilai rata-rata pada item kesulitan membaca berada pada kategori sedang, yang menunjukkan bahwa kesulitan membaca masih cukup sering dialami oleh siswa. Selain itu, hasil penelitian juga menunjukkan bahwa siswa membutuhkan berbagai bentuk dukungan pembelajaran. Dukungan digital menjadi kebutuhan tertinggi, diikuti oleh dukungan kosakata, dukungan visual, dan dukungan guru, sedangkan kerja kelompok berada pada tingkat kebutuhan yang lebih rendah. Berdasarkan temuan tersebut, dapat disimpulkan bahwa kesulitan membaca siswa tidak hanya berkaitan dengan aspek linguistik, tetapi juga dengan strategi pembelajaran dan bentuk dukungan yang diberikan selama proses membaca. Oleh karena itu, guru disarankan untuk mengintegrasikan penggunaan teknologi digital, pengajaran kosakata sebelum membaca, serta penggunaan media visual guna membantu meningkatkan pemahaman membaca siswa. This study aimed to describe the reading difficulties experienced by students and the support needs required to understand English reading texts. The research employed a descriptive quantitative method using a survey approach. The participants were 61 ninth-grade students from classes IX.6 and IX.7 at SMPN 3 Tarakan, selected based on the English teacher’s recommendation as representative classes of students’ reading ability levels. The research instrument was a questionnaire consisting of several sections, including students’ perceptions of reading ability, reading difficulties in English texts, and learning support needs for reading comprehension. Data were collected through a Google Form questionnaire and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation with SPSS. The findings indicated that students still experienced several difficulties in reading English texts, particularly in understanding unfamiliar vocabulary, comprehending long and complex sentences, remembering detailed information, and identifying implied meanings in texts. The mean scores of reading difficulty items were categorized at a moderate level, indicating that reading difficulties were still frequently experienced by students. Furthermore, the results revealed that students required various forms of learning support. Digital support was identified as the most needed support, followed by vocabulary support, visual support, and teacher support, while group work support was categorized at a lower level of need. Based on these findings, it can be concluded that students’ reading difficulties are not only related to linguistic aspects but also to instructional strategies and the types of support provided during the reading process. Therefore, teachers are recommended to integrate digital technology, vocabulary pre-teaching activities, and visual media to help improve students’ reading comprehension.
ThesisOpen AccessMetadata saja
2026•
This study motivated by the lack of variety in the use of learning media for the IPAS subject in Grade 4 at MI Al Fawaid Tarakan, which has resulted in low student interest and poor learning outcomes. Therefore, engaging and user-friendly learning media are needed to enhance student engagement in the learning process. This study aims to determine the feasibility of and student' responses to flash card learning media in IPAS instruction for fourth-grade students at MI Al - Fawaid Tarakan. This study employed the Research and Development (R&D) method using the ADDIE development model, which includes the stages of Analyze, Design, Development, Implementation, and Evaluation. Data collection was conducted through observation, interviews, expert validation, and student response questionnaires. A limited pilot test was conducted with 6 students, while the flash card learning media achieved an average feasibility percentage of 86,89% categorized as "highly feasible", The students' responses during the field trial showed an average score of 99,15% which was categorized as "highly suitable" Thus, the flash card learning media i suitable and highly engaging for use in IPAS instruction for fourth-grade students at MI AL-Fawaid Tarakan.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Learning interest is an important internal factor that can enhance students' scientific literacy skills by fostering active engagement, curiosity, and perseverance throughout the learning process. This study aimed to examine the relationship between learning interest and scientific literacy skills and to determine the extent to which learning interest contributed to the scientific literacy skills of junior high school students. A quantitative approach with a correlational research design was employed. The study involved 127 students from SMP Negeri 8 Tarakan, selected using simple random sampling. Learning interest was measured using indicators of enjoyment, attention, interest, and engagement, while scientific literacy skills were assessed through a scientific literacy test focusing on the scientific competency dimension. The results show that the mean score for learning interest was 67, indicating a high level of learning interest among students, whereas the mean score for scientific literacy skills was 41 70. Pearson's correlation analysis produced a significance value of 0.695 (p>0.05) and a correlation coefficient of 0.035, indicating a very weak relationship between the two variables. Furthermore, linear regression analysis yielded a coefficient of determination (R) of 0.001 (0.1%), indicating that learning interest accounted for only 0.1% of the variance in students' scientific literacy skills. These findings imply that learning interest is not a significant predictor of scientific literacy skills among the participants. Therefore, it can be concluded that no statistically significant relationship exists between learning interest and the scientific literacy skills of junior high school students in this study.
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•
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
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 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
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk menganalisis kesadaran lingkungan siswa di SMP Negeri 14 Tarakan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif untuk menggambarkan tingkat kesadaran lingkungan siswa. Populasi penelitian adalah seluruh siswa SMP Negeri 14 Tarakan. Sampel penelitian diambil menggunakan teknik stratified random sampling yang melibatkan siswa kelas VII, VIII, dan IX. Setiap tingkat terdiri atas empat kelas dengan sepuluh siswa pada setiap kelas. Pengumpulan data dilakukan menggunakan angket yang mencakup tiga aspek kesadaran lingkungan, yaitu afektif, konatif, dan kognitif. Data dianalisis secara deskriptif untuk melihat kecenderungan persepsi siswa terhadap kesadaran lingkungan. Hasil penelitian menunjukkan bahwa secara umum siswa SMP Negeri 14 Tarakan memiliki kesadaran lingkungan yang positif pada ketiga aspek tersebut. Pada kelas VII, sebagian besar siswa menunjukkan sikap positif meskipun masih terdapat beberapa siswa dengan sikap netral. Pada kelas VIII, sikap positif tetap mendominasi, namun ditemukan sedikit siswa dengan persepsi negatif pada aspek kognitif. Pada kelas IX, mayoritas siswa menunjukkan sikap positif, meskipun terdapat sebagian kecil siswa dengan sikap netral dan negatif. Secara keseluruhan, dapat disimpulkan bahwa siswa SMP Negeri 14 Tarakan memiliki kesadaran lingkungan yang baik, namun masih diperlukan upaya pembinaan untuk meningkatkan pemahaman dan perilaku peduli lingkungan pada sebagian siswa. This study aims to analyze students' environmental awareness at SMP Negeri 14 Tarakan. The study employed a quantitative approach using a descriptive method to describe the level of students' environmental awareness. The research population consisted of all students of SMP Negeri 14 Tarakan. The sample was selected using a stratified random sampling technique involving students from grades VII, VIII, and IX. Each grade level consisted of four classes, with ten students selected from each class. Data were collected using a questionnaire covering three aspects of environmental awareness, namely affective, conative, and cognitive aspects. The data were analyzed descriptively to identify trends in students' perceptions of environmental awareness. The results showed that, in general, students of SMP Negeri 14 Tarakan demonstrated positive environmental awareness across all three aspects. In grade VII, most students exhibited positive attitudes, although several students still showed neutral attitudes. In grade VIII, positive attitudes continued to dominate; however, a small number of students demonstrated negative perceptions in the cognitive aspect. In grade IX, the majority of students showed positive attitudes, although a small proportion displayed neutral and negative attitudes. Overall, it can be concluded that students of SMP Negeri 14 Tarakan possess good environmental awareness. Nevertheless, further educational efforts are still required to improve environmental understanding and environmentally caring behavior among some students.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to determine the effect of using the guessing game on the students' vocabularies achievement at seventh-graders in class VII B of SMP Muhammadiyah 2 Tarakan. The research design was a one group pretest-posttest design. The research was conducted at seventh-grade students in class VII B of SMP Muhammadiyah 2 Tarakan, with a total of 22 students. The research data were collected using a written test. The data were analyzed using SPSS 23 software. The results of the research showed that there was a significant increase in student scores of 15.68%, with an average pre-test score of 36.82 and a post-test score of 52.50. Based on data analysis, the alternative hypothesis (Ha) was accepted. This means that the use of the guessing game had a significant effect on the students' vocabularies achievement at seventh-graders in class VII B of SMP Muhammadiyah 2 Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Mahasiswa rantau menghadapi berbagai tantangan adaptasi, seperti tekanan akademik, perubahan lingkungan, dan keterbatasan dukungan sosial, yang dapat menurunkan kemampuan penyesuaian diri. Strategi koping yang efektif diperlukan agar mahasiswa mampu mempertahankan resiliensi dalam menghadapi situasi tersebut. Penelitian ini bertujuan untuk mengetahui hubungan antara strategi koping dengan resiliensi pada mahasiswa rantau di Universitas Borneo Tarakan. Penelitian menggunakan desain kuantitatif dengan pendekatan cross-sectional. Populasi penelitian berjumlah 1.211 responden, dengan sampel berjumlah 300 responden. Teknik pengambilan sampel menggunakan teknik Proportionate Stratified Random Sampling dan instrumen berupa kuesioner strategi koping (Brief-COPE) serta kuesioner resiliensi (CD-RISC). Hasil penelitian menunjukkan bahwa mahasiswa rantau Universitas Borneo Tarakan, mayoritas berjenis kelamin perempuan dan berasal dari Fakultas Keguruan dan Ilmu Pendidikan. Sebagian besar menggunakan strategi koping adaptif (80,7%), sementara tingkat resiliensi terbagi merata antara kategori tinggi dan rendah. Hasil penelitian ini menunjukkan bahwa terdapat hubungan signifikan antara strategi koping dan tingkat resiliensi (p = 0,001). Mahasiswa yang menggunakan strategi koping adaptif cenderung memiliki resiliensi tinggi, sedangkan mereka yang menggunakan strategi koping maladaptif lebih banyak menunjukkan resiliensi rendah. Dengan demikian, penggunaan strategi koping adaptif berperan penting dalam meningkatkan resiliensi mahasiswa rantau di Universitas Borneo Tarakan. Kata kunci: Mahasiswa Rantau, Resiliensi, Strategi Koping. Migrant students face various adaptation challenges, including academic pressure, environmental changes, and limited social support, which may reduce their ability to adjust effectively. Effective coping strategies are therefore required to enable students to maintain resilience in dealing with these challenges. This study aimed to examine the relationship between coping strategies and resilience among migrant students at Universitas Borneo Tarakan. A quantitative study with a cross-sectional design was conducted. The study population consisted of 1,211 respondents, with a sample of 300 respondents selected using proportionate stratified random sampling. Data were collected using the Brief COPE questionnaire to assess coping strategies and the Connor–Davidson Resilience Scale (CD-RISC) to measure resilience. The results showed that the majority of migrant students at Universitas Borneo Tarakan were female and predominantly enrolled in the Faculty of Teacher Training and Education. Most participants employed adaptive coping strategies (80.7%), while levels of resilience were evenly distributed between high and low categories. The findings demonstrated a significant relationship between coping strategies and resilience levels (p = 0.001). Students who employed adaptive coping strategies tended to exhibit higher resilience, whereas those who relied on maladaptive coping strategies were more likely to demonstrate lower resilience. These findings indicate that the use of adaptive coping strategies plays an important role in enhancing resilience among migrant students at Universitas Borneo Tarakan. Keywords: Migrant Students; Resilience; Coping Strategies
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to determine students' perceptions of the use local wisdom in reading worksheets in English language learning. The research method used is sequential explanatory mixed method. The subjects of this research were 36 students in class X-H at State Senior High School 2. This research instrument uses quantitative data (questionnaires) as the main data then complemented by qualitative data (interviews and documentation). The results of the student questionnaire show that in the perceiver category, it achieved a score of 74% with each sub-indicator has the following scores: comfort 78% (very high), confidence 78% (very high), motivation 76% (very high), interest 78% (very high), positive experience 80% (very high) and negative experience 51% (high). This shows that students’ internal factors, such as attitudes, interests, and learning experiences, supported the effectiveness of the worksheets. In target category, it achieved score of 76% (very high) each sub indicator has the following scores: newness 72% (high), movement 81% (very high), changes 76% (high) and closeness 76% (very high). it was concluded that the target aspect of local wisdom–based reading worksheets was perceived positively by students, as the worksheets successfully presented novelty content, encouraged active student movement, supported positive learning changes, and provided materials that were close and relevant to students’ daily lives. in the situation category, it achieved score 70% (high) each sub-indicator has the following scores: interaction 81% (very high) and learning atmosphere 58% (very high). This show that the learning situation created through the use of local wisdom–based reading worksheets generally supports effective learning, as reflected by very high student interaction and a positive learning atmosphere. Based on these results, this study showed that students have positive perceptions of utilizing local wisdom in reading worksheets based on the indicators of perceiver, target, and situation.
ThesisOpen AccessMetadata saja
2025•
This study aimed to determine the differences in students' speaking skills between the 2013 Curriculum and the Merdeka Curriculum among eleventh-grade students at SMAN 1 and SMAN 3 Malinau in the 2023/2024 academic year. A causal- comparative research design was employed with purposive sampling, involving students from SMAN 1 and 44 students from SMAN 3. Data were collected using the TOEIC Speaking Test and analyzed with SPSS version 26.0 through descriptive and inferential statistical procedures. As the data were not normally distributed, the Mann-Whitney U test was applied. The results showed no statistically significant difference between the two groups (U = 647.500, Z =-1.404, p= 0.160). The effect size was small (r = 0.157), indicating a small practical difference. Although students under the 2013 Curriculum (SMAN 1) achieved slightly higher mean score (M = 69.72) than those under the Merdeka Curriculum (SMAN 3) (M = 56.14), the difference was not statistically significant. These findings indicated that, despite a slight tendency for higher achievement under the 2013 Curriculum, both curricula produce relatively similar outcomes in students' speaking skills.
