ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary mastery constitutes a fundamental component of English language learning, supporting students' ability to comprehend and use the language effectively. However, many junior secondary school students encounter persistent challenges in understanding meaning, recognizing word forms, and applying vocabulary appropriately in context. This study investigates the impact of Video-Based Experiential Learning (VBEL) on vocabulary mastery among Grade VIII students at SMPN 7 Tarakan. The research utilized a pre-experimental one-group pretest-posttest design with 22 students from a single class, selected based on specific research criteria. Data were collected using a validated vocabulary test that assessed three key dimensions: form, meaning, and usage. The results were analyzed through descriptive statistics, paired-samples t-tests, and effect size calculation (Cohen's d). The findings indicate that VBEL significantly enhanced overall vocabulary mastery, as evidenced by an increase in pretest and posttest scores from 23.08 to 28.59 (a gain of 5.50 points), with a Cohen's d of 0.51, representing a medium effect size (p = .026). Nevertheless, the three vocabulary dimensions exhibited uneven developmental patterns: the form dimension demonstrated the greatest improvement, the meaning dimension remained relatively unchanged, and the usage dimension declined. These results offer preliminary insight into VBEL's potential for English as a Foreign Language (EFL) vocabulary learning at the junior secondary level in Indonesia, while also emphasizing that vocabulary development may not progress uniformly across all dimensions during short-term interventions. Due to the limitations of the research design, these findings should be interpreted with caution and not broadly generalized. Future studies are encouraged to employ a quasi-experimental design with a control group, conduct pilot testing of instruments prior to data collection, and extend the intervention duration to enhance the validity of the findings and deepen understanding of VBEL implementation in more diverse learning contexts.
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
Project-Based Learning (PjBL) is a teaching method capable of increasing student participation through relevant and meaningful project activities. This study aims to assess the effectiveness of using Project-Based Learning on vocabulary mastery among ninth-grade students at SMPN 14 Tarakan. The method used in this study was a pre-experimental design with pre-tests and post-tests for a single group. The research subjects were students in Class IX-1, consisting of 31 students. The researcher collected data through vocabulary tests, including pre-tests and post-tests. The results showed a significant improvement after the implementation of the Project-Based Learning method. This was indicated by the Wilcoxon Signed-Rank test, which yielded a significance value of 0.001—lower than the 0.05 threshold—thereby rejecting the null hypothesis and accepting the alternative hypothesis. Additionally, the students’ mean score increased from 71.45 on the pre-test to 85.81 on the post-test. This study concludes that the implementation of Project-Based Learning has a positive impact on improving students’ vocabulary and can serve as an efficient and innovative alternative teaching method in English language learning.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata siswa kelas VII-6 SMP Negeri 9 Tarakan melalui penerapan teknik inovatif berupa flashcard, permainan Word Chain, dan Mind Mapping. Penelitian ini menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, dengan tiga pertemuan pada setiap siklus. Masing-masing siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 30 siswa kelas VII-6 tahun ajaran 2025/2026. Data dikumpulkan melalui tes kosakata dan lembar observasi aktivitas guru serta siswa, kemudian dianalisis secara kuantitatif. Hasil penelitian menunjukkan bahwa nilai rata-rata penguasaan kosakata siswa meningkat dari 68,83 pada Siklus I menjadi 88,5 pada Siklus II. Rata-rata aktivitas guru meningkat dari 75% menjadi 92,33%, sedangkan aktivitas siswa meningkat dari 53% menjadi 89,67%. Dengan demikian, penerapan flashcard, Word Chain, dan Mind Mapping efektif dalam meningkatkan penguasaan kosakata dan keterlibatan siswa dalam pembelajaran bahasa Inggris. Penelitian ini memberikan alternatif teknik pembelajaran kosakata yang interaktif bagi guru. Penelitian selanjutnya disarankan menerapkan teknik tersebut pada materi, jenjang, atau jumlah subjek yang lebih luas. This study aims to improve the vocabulary mastery of seventh-grade students in class VII-6 at SMP Negeri 9 Tarakan through the application of three innovative techniques: flashcards, the Word Chain game, and Mind Mapping. The study employs a Classroom Action Research (CAR) design implemented across two cycles, with three meetings per cycle. Each cycle followed the standard phases of planning, action, observation, and reflection. The research subjects consisted of 30 students from class VII-6 during the 2025/2026 academic year. Data were collected through vocabulary tests and teacher and student activity observation sheets, and subsequently analyzed using quantitative methods. The results show that the mean score of students' vocabulary mastery increased from 68.83 in Cycle I to 88.5 in Cycle II. The average score for teacher activity improved from 75% to 92.33%, while the average score for student activity increased from 53% to 89.67%. These findings demonstrate that the combined application of flashcards, Word Chain, and Mind Mapping is effective in improving vocabulary mastery and enhancing student engagement in English language learning. This study offers teachers a set of interactive alternative techniques for vocabulary instruction. Future research is encouraged to apply these techniques across different materials, educational levels, or larger subject groups to further validate their effectiveness.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata siswa kelas VII-6 SMP Negeri 9 Tarakan melalui penerapan teknik inovatif berupa flashcard, permainan Word Chain, dan Mind Mapping. Penelitian ini menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, dengan tiga pertemuan pada setiap siklus. Masing-masing siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 30 siswa kelas VII-6 tahun ajaran 2025/2026. Data dikumpulkan melalui tes kosakata dan lembar observasi aktivitas guru serta siswa, kemudian dianalisis secara kuantitatif. Hasil penelitian menunjukkan bahwa nilai rata-rata penguasaan kosakata siswa meningkat dari 68,83 pada Siklus I menjadi 88,5 pada Siklus II. Rata-rata aktivitas guru meningkat dari 75% menjadi 92,33%, sedangkan aktivitas siswa meningkat dari 53% menjadi 89,67%. Dengan demikian, penerapan flashcard, Word Chain, dan Mind Mapping efektif dalam meningkatkan penguasaan kosakata dan keterlibatan siswa dalam pembelajaran bahasa Inggris. Penelitian ini memberikan alternatif teknik pembelajaran kosakata yang interaktif bagi guru. Penelitian selanjutnya disarankan menerapkan teknik tersebut pada materi, jenjang, atau jumlah subjek yang lebih luas. This study aims to improve the vocabulary mastery of seventh-grade students in class VII-6 at SMP Negeri 9 Tarakan through the application of three innovative techniques: flashcards, the Word Chain game, and Mind Mapping. The study employs a Classroom Action Research (CAR) design implemented across two cycles, with three meetings per cycle. Each cycle followed the standard phases of planning, action, observation, and reflection. The research subjects consisted of 30 students from class VII-6 during the 2025/2026 academic year. Data were collected through vocabulary tests and teacher and student activity observation sheets, and subsequently analyzed using quantitative methods. The results show that the mean score of students' vocabulary mastery increased from 68.83 in Cycle I to 88.5 in Cycle II. The average score for teacher activity improved from 75% to 92.33%, while the average score for student activity increased from 53% to 89.67%. These findings demonstrate that the combined application of flashcards, Word Chain, and Mind Mapping is effective in improving vocabulary mastery and enhancing student engagement in English language learning. This study offers teachers a set of interactive alternative techniques for vocabulary instruction. Future research is encouraged to apply these techniques across different materials, educational levels, or larger subject groups to further validate their effectiveness.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to improve students' vocabulary mastery through the application of metalanguage instruction with a focus on introducing parts of speech, including nouns, verbs, adjectives, and adverbs in narrative texts. This study was conducted at MTs Negeri Tarakan with 31 students in class VIII-A as the research subjects. The method used was Classroom Action Research (CAR) using the Kemmis and McTaggart (2014) model, which consists of four stages: planning, acting, observing, and reflecting. The research was conducted in two cycles, each consisting of three meetings. The research instruments used were a vocabulary test to measure students' vocabulary mastery and an observation sheet for teacher and student activities. The results showed an increase in students' vocabulary mastery from cycle I to cycle II. In cycle I, the results of the students' vocabulary test did not meet the success criteria, as only 39% of students achieved a score of ≥70, per the Learning Objective Achievement Criteria (KKTP). However, in cycle II, the classical mastery rate increased to 77% of students achieving the KKTP, thus fulfilling the research success criteria. In addition, the observation results showed an increase in teacher and student activity in each meeting, with students more active in participating in discussions, identifying vocabulary, and classifying it by word class. Based on the data processing results, it can be concluded that the application of metalanguage instruction is effective in improving eighth-grade students' vocabulary mastery at MTs Negeri Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This 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•
Kosakata merupakan salah satu aspek penting dalam penguasaan bahasa inggris karena berperan penting dalam seluruh keterampilan berbahasa, seperti berbicara, mendengar, membaca, dan menulis. Namun, berdasarkan observasi di SMP Negeri 3 Tarakan, banyak siswa kelas VII mengalami kesulitan dalam memahami teks berbahasa Inggris akibat keterbatasan penguasaan kosakata. Penelitian ini bertujuan untuk mengetahui pengaruh signifikan penggunaan media Wordwall terhadap penguasaan kosakata siswa kelas VII. Penelitian ini menggunakan metode kuantitatif dengan desain pre-eksperimental (one group pre-test and post-test design). Sampel dalam penelitian ini adalah siswa kelas VII-4 berjumlah 32 siswa yang dipilih menggunakan teknik purposive sampling. Instrumen yang digunakan berupa tes tertulis sebanyak 30 soal yang mencakup pilihan ganda, mencocokkan kata dengan gambar, teka-teki kata, dan mencocokkan petunjuk dengan gambar. Hasil analisis data menunjukkan bahwa nilai rata-rata pre-test siswa adalah 62,03 dan meningkat menjadi 81,25 pada post-test. Uji statistik menggunakan paired sample t-test menunjukkan nilai signifikansi (Sig. 2-tailed) sebesar 0,000 0,05, yang berarti terdapat pengaruh yang signifikan antara penggunaan media Wordwall terhadap peningkatan penguasaan kosakata siswa. Dengan demikian, media Wordwall terbukti efektif sebagai media pembelajaran interaktif dalam meningkatkan penguasaan kosakata bahasa inggris siswa kelas VII-4 di SMP Negeri 3 Tarakan. Vocabulary is a fundamental aspect of English language acquisition, playing a crucial role in the development of all language skills, including speaking, listening, reading, and writing. However, based on observations at SMP Negeri 3 Tarakan, many seventh-grade students struggle to comprehend English texts due to limited vocabulary mastery. This study aims to investigate the effect of using Wordwall media on the vocabulary mastery of the seventh-grade students. A quantitative approach was employed, using a pre-experimental design (one-group pre-test and post-test design). The sample consisted of 32 students from class VII-4, selected through purposive sampling. The research instrument was a written test comprising 30 items, including multiple-choice questions, word-picture matching, word puzzles, and clue-picture matching tasks. The data analysis revealed that the students' average pre-test score was 62.03, which increased to 81.25 in the post-test. A paired sample t-test showed a significance value (Sig. 2-tailed) of 0.000 0.05, indicating a statistically significant effect of Wordwall media on students' vocabulary mastery. Therefore, Wordwall media is proven to be an effective interactive learning tool in enhancing the English vocabulary mastery of class VII-4 students at SMP Negeri 3 Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata siswa melalui permainan Word Chain sebagai media pembelajaran dan juga untuk mengetahui tanggapan siswa terhadap penggunaan permainan word chain didalam kelas. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas VIII-9 SMP Negeri 7 Tarakan, dengan jumlah 31 Siswa. Terdapat dua siklus dalam penelitian ini, dan setiap siklus terdiri dari tiga kali pertemuan yang meliputi perencanaan, tindakan, observasi dan refleksi. Pada siklus pertama terdapat 15 siswa yang berhasil mencapai kriteria ketuntasan (KKTP) dengan nilai persentase 48%, sedangkan 16 siswa dengan persentase 52% belum mencapai kriteria ketuntasan (KKTP). Pada siklus kedua, terdapat 27 siswa yang mencapai kriteria kesuksesan (KKTP) dengan persentase 87% dan 4 siswa lainnya tidak mencapai kriteria kesuksesan (KKTP) dengan persentase 13%. Selain itu, observasi terhadap guru dan siswa juga mengalami peningkatan, yang menunjukkan tanggapan siswa terhadap permainan Word Chain. Siklus pertama, lembar observasi siswa mendapatkan score tinggi dipertemuan ketiga pada persentase 74% dengan kategori cukup dan siklus kedua dengan perkembangan yang sangat baik, mendapatkan nilai persentase 91% dengan kategori sangat baik. Disimpulkan bahwa penggunaan media pembelajaran permainan Word Chain dapat meningkatkan penguasaan kosakata siswa di kelas VIII-9 SMP Negeri 7 Tarakan. This study aimed to improve students' vocabulary mastery through the Word Chain game as a learning media and to know the students' responses to the use of the word chain game in the classroom. The research method used was Classroom Action Research (CAR), involving 31 eighth-grade students from VIII-9 at SMP Negeri 7 Tarakan. There were two cycles in this study, and each cycle consisted of three meetings that included stages of planning, action, observation, and reflection. In the first cycle, 15 students successfully achieved the mastery criteria of learning objective with a percentage of 48%, while 16 students with a percentage of 52% did not achieve the mastery criteria. In the second cycle, the number of students meeting the criteria increased significantly to 27 students (87%), with only 4 students (13%) still below the expected standard. Observational data also indicated improvement in classroom engagement. Student observation scores rose from 74% in the “fair” category during the final meeting of the first cycle to 91% in the “very good” category in the second cycle. It was concluded that the use of the Word Chain game as a learning medium could enhance students’ vocabulary mastery in Grade VIII-9 at SMP Negeri 7 Tarakan.
ThesisOpen AccessMetadata saja
2025•
This study aimed to determine the effect of the Teams Games Tournament (TGT) learning model on the vocabulary mastery of the eighth-grade students at MTs Negeri Tarakan. A quantitative approach was employed using a pre-experimental method with a one-group pretest posttest design. The sample consisted of 32 students from class VIII-A, selected through purposive sampling based on preliminary study from questionnaire and interview indicating low English vocabulary mastery. The research instrument was a short-answer test covering four types of vocabulary: concrete nouns, lexical verbs, descriptive adjectives, and adverbs of manner. Data were analyzed using a paired sample t-test, which revealed a significance value (p) of 0.0000.05, indicating a significant difference between pretest and posttest scores. Thus, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. Furthermore, the N-Gain calculation showed an improvement in students' vocabulary mastery with a moderate significance level of 0.4. This indicates a considerable increase in vocabulary mastery after the treatment, although further improvements were still possible to achieve optimal learning outcomes. Qualitative findings also showed enhanced active participation, learning motivation, and contextual understanding of vocabulary through group discussions and tournament activities. Based on these results, it can be concluded that the TGT model was effective in improving students' vocabulary mastery and fosters a collaborative as well as competitive learning experience. The study recommends broader implementation of this model with longer treatment periods.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
THE EFFECTIVENESS OF THE CHARADES GAME AS A LEARNING STRATEGY ON VOCABULARY MASTERY IN THE SEVENTH GRADE OF MTS NEGERI TARAKAN ABSTRAK Kosakata merupakan salah satu aspek penting dalam pembelajaran bahasa inggris. oleh karena itu, untuk mengajarkan kosakata dibutuhkan strategi pengajaran yang menarik dan menyenangkan seperti charades game. Tujuan penelitian ini adalah untuk mengetahui pengaruh signifikan dari implementasi charades game sebagai strategi pengajaran terhadap kemampuan meningkatkan kosakata siswa kelas 7. Metode penelitian yang digunakan adalah metode pre-eksperimental. Populasi dari penelitian ini adalah siswa kelas 7 MTs negeri Tarakan dengan sampel kelas 7-D sebanyak 32 siswa. Instrumen penelitian yang digunakan adalah tes tertulis berupa pre-test dan post-test. Selain itu, hasil analisis dari data yang didapatkan diolah menggunakan program spss versi 25.0. Hasil analisis data menunjukkan bahwa rata-rata dari hasil pre-test adalah 50.94 dan rata-rata dari hasil post-test adalah 77.97. Hasil uji willcoxon test adalah 0.000 lebih kecil dari 0.05 yang berarti bahwa hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Dengan demikian dapat disimpulkan bahwa mengajarkan kosakata bahasa inggris dengan charades game terbukti efektif dalam meningkatkan kemampuan kosakata bahasa inggris siswa di kelas 7-D di MTs Negeri Tarakan. Kata kunci: Permainan Charades, Strategi Pembelajaran, Penguasaan Kosakata Abstract This study aimed to determine the significant effect of implementing the charades game as a teaching strategy on the ability to improve the vocabulary of seventh-grade students. The research method used was the pre-experimental method. The population of this study was seventh-grade students of MTs Negeri Tarakan, with a sample of 32 students from the 7-D class. The research instruments used were written tests, pre-tests, and post-tests. In addition, the data analysis results were processed using the SPSS program version 25.0. The study showed that the average pre-test result was 50.94, and the average post-test result was 77.97. The results of the Wilcoxon test were 0.000, which is smaller than 0.05, which means that the alternative hypothesis (Ha) is accepted, and the null hypothesis (H0) is rejected. Therefore, teaching English vocabulary with a charades game has proven effective in improving students' English vocabulary skills in the 7-D class at MTs Negeri Tarakan. Keywords: Charades Game, Learning Strategy, Vocabulary Mastery
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Game-based learning media is an interesting way to assist the language learning process. This study aimed to design English Domino Cards as vocabulary learning media for seventh-grade students at SMP Negeri 1 Tarakan. The research applied research and development (R&D), with the ADDIE model consisting of five stages, namely: (1) analyze, (2) design, (3) develop, (4) implement, and (5) evaluate. The test subject of this study were students of class VII.4 SMP Negeri 1 Tarakan, totaling 32 students. The instruments used in this study included a needs analysis questionnaire, an expert validation sheet, and evaluation questionnaire for the students and the teacher. First, the results of the needs analysis questionnaire showed that students need learning media such as English Domino Cards, which contain pictures and words and can be played in groups to help them increase vocabulary knowledge. Second, the development of the English Domino Card focused on the topics "About Me" and "Home Sweet Home," which included two word classes, including nouns and verbs. Third, the results of the material expert validation indicated a qualification of "very feasible" with a percentage of 97.5%, and the results of validation from media expert showed a qualification of "very feasible" with a percentage of 95.8%. Furthermore, the results of the student response questionnaire obtained a percentage of 83.75% with the qualification "very good." Finally, the results of the teacher response questionnaire also showed a qualification of "very good" with a percentage of 95.8%. Based on the results of the study, the English Domino Card as vocabulary learning media for grade VII students at SMP Negeri 1 Tarakan was feasible to be utilized as teaching media in the learning process.
ThesisOpen AccessMetadata saja
2025•
Vocabulary mastery is a fundamental yet challenging aspect of English language learning, particularly for secondary school students. Effective instructional strategies such as the Word Mapping strategy are essential to address this issue. This study examines the effect of the word mapping strategy on ninth-grade students' vocabulary mastery. Employing a pre-experimental method with a one-group pre-test and post-test design, the study involved 30 students from class 9.1. Data were collected using a written test comprising 20 multiple-choice items administered before and after the intervention. The analysis showed improved students' vocabulary mastery, as indicated by the increase in the mean scores by 5.34 points from the pre-test to the post-test. Due to the non-normal distribution of one data set, the Wilcoxon Signed-Rank Test was used. The test yielded a significance value of 0.047 (p 0.05), suggesting that the alternative hypothesis (Ha) was accepted while the null hypothesis (H0) was rejected. Therefore, it can be concluded that teaching vocabulary through the Word Mapping strategy effectively enhances vocabulary mastery among ninth-grade students at SMP Negeri 9 Tarakan.
ThesisOpen AccessMetadata saja
2024•
This study aimed to determine the significant effect of digital learning media on the vocabulary mastery of grade VIII students at SMPN 5 Tarakan. In addition, this study also aimed to assess the significant effect of paper-based learning media on vocabulary mastery in students at the same grade level. This study also compared the difference in significant effect between digital learning media and paper-based learning media in improving the student vocabulary mastery. The method used in this study was a pre-experimental design with a non-equivalent control group. The research sample consisted of students in class VIII-C as the experimental group and students in class VIII-B as the control group, which was selected using the purposive sampling technique. The research instruments were in the form of pre-test and post-test, with the data analyzed using a t-test of two independent samples. As a result, the experimental group that used the digital material experienced a significant improvement in their vocabulary score from 59.07 to 85.72, while the control group that used the paper-based material showed only a small improvement, with the score increasing from 63.73 to 69.20. Non-parametric statistical tests, specifically the Mann-Whitney U test, confirmed the results showing that the p score was lower than 0.05 (p 0.05). The data showed that the null hypothesis (Ho) was rejected, while the alternative hypothesis (H.) was accepted. Therefore, the results of the study showed that the use of digital learning media significantly increased the student vocabulary mastery compared to paper-based learning media, which indicates that the digital learning media has an effect on student vocabulary mastery.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine the differences in vocabulary mastery and grammar ability between eleventh-grade students taught under the 2013 Curriculum at SMAN 1 Malinau and those taught under the Merdeka Curriculum at SMAN 3 Malinau during the 2023/2024 academic year. A causal-comparative research design was used, with 31 students from each school selected through purposive sampling. The TOEIC test was employed as the instrument to assess both vocabulary mastery and grammar ability. Since the data were not normally distributed, further analysis was conducted using the Mann-Whitney U Test, with data processed using SPSS version 24.0. The findings revealed a significant difference in both vocabulary mastery and grammar ability between students from the two schools. Students at SMAN 1 Malinau, who followed the 2013 Curriculum, outperformed their peers at SMAN 3 Malinau, who were taught using the Merdeka Curriculum. Specifically, the mean score for vocabulary mastery was 69.55 for SMAN 1 Malinau students, compared to 45.61 for SMAN 3 Malinau students. Similarly, the grammar ability test results showed a mean score of 76.39 for SMAN 1 Malinau students, whereas SMAN 3 Malinau students averaged 43.35. The Mann-Whitney test confirmed these differences, with a p-value of 0.00. These results indicated that the 2013 Curriculum yielded better outcomes in vocabulary and grammar attainment than the Merdeka Curriculum. The differences observed in this study can be attributed to variations in teaching methods and instructional media used in the two schools.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Learning English involves skill-based learning that requires various approaches and techniques. Education today is significantly influenced by technological advancements, where in technology server as solution to address challenges in English language learning. Alongside the advancements in English language learning tools, Duolingo complements modern language learning through mobile phones. This research aimed to explore the use of the Duolingo application in enhancing vocabulary among seventh-grade student at SMP Negeri 5 Tarakan. This study employs an experimental method with a pre-experimental one-group pre-test and post-test design. The research sample consists of 30 students selected through purposive sampling. The research instrument used was a vocabulary test to assess student’s initial and post-treatment abilities. Based on data analysis, an improvement in student’s score between the pre-test and post-test was observed. From the findings, it can be concluded that using Duolingo can enhance vocabulary mastery among seventh-grade students at SMP Negeri 5 Tarakan. This research is expected to inform teachers and students about conducting intensive language learning practices form using the Duolingo application.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The research problem was the lack of English vocabulary mastery among seventh- grade students at SMPN 1 Tarakan. This study aimed to determine the effect of using the word square game on the vocabulary mastery of seventh-grade students at SMPN 1 Tarakan. This research used a pre-experimental method with a one- group pre-test and post-test design. A pre-test was given before the treatment to assess the students' initial vocabulary ability, while a post-test was given after the treatment to determine the student's final vocabulary ability. The research sample consisted of 30 students from class VII-11. The results showed a significant difference between the pre-test and post-test scores. The average pre-test score was 65.20, while the average post-test score was 77.86, yielding an average difference of 12.66 points. Based on the t-test analysis, the test result was 12.690, which was greater than the t-table value at a 5% significance level (0.05). This result indicated a significant effect of using the word square game on students' vocabulary mastery, leading to the acceptance of the alternative hypothesis (Ha) and the rejection of the null hypothesis (Ho). The researcher also found that students appeared enthusiastic about using the word square game in class. They participated in the teaching and learning process enthusiastically, resulting in an improvement from poor to good categories in each session. Based on these findings, it can be concluded that the word square game can enhance the vocabulary mastery of seventh-grade students in class VII-11 at SMPN 1 Tarakan.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of this study is to determine whether there is a significant difference in English vocabulary among class VIII students at MTs DDI Tarakan who use Duolingo apps. This study used a quantitative method using pre-test and post-test experimental designs. The subjects in this study were eighth-grade students. The sampling technique utilized was purposive sampling, which involved sampling the entire population, hence the sample size was 17 students Data collection included vocabulary pre- and post-tests, as well as interviews. The results indicated that the hypothesis was accepted. The sample t-test showed a significant (2-tailed) result of 0.000 0.05. If the two-tailed significance level is less than 0.05. Based on pre-and post-test data, the researchers discovered a substantial relationship between Duolingo use and students' English vocabulary. Students' vocabulary improves significantly after using Duolingo Apps. Students enjoyed the learning process and improved their vocabulary understanding and retention, indicating Duolingo's effectiveness for English vocabulary among MTS DDI Tarakan grade VIII students.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine whether there was a difference in vocabulary mastery between the students who were taught using flashcard media and those who were taught using word lists in the seventh grade of SMPN 5 Tanjung Palas Timur. Employing a quasi-experimental research design with a non-equivalent control design, the research sought to determine variations in vocabulary mastery between the experimental group (7A class) exposed to flashcard media and the control group (7B class) taught using word lists. The subjects were selected through a purposive sampling technique. The analysis utilized the Independent Sample T-test for hypothesis testing, revealing a significant difference in vocabulary mastery. The t-test result (2.307) surpassed the critical t-table value (2.028), leading to the acceptance of the alternative hypothesis and rejection of the null hypothesis. The alternative hypothesis posited a significant enhancement in vocabulary mastery among students who were exposed to flashcard media compared to those who were taught with word lists in the seventh grade of SMPN 5 Tanjung Palas Timur.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary is one of the most critical parts of a language. For students, when vocabulary is not mastered correctly, it will impact mastering skills in English. However, students still need to be more concerned about their vocabulary mastery. This research aimed to determine whether there is a difference between students taught using audio textbooks as learning media and those taught using conventional media in improving vocabulary mastery of seventh-grade students at SMP Negeri 7 Tarakan. The research showed a significant difference between students taught using audio textbooks and conventional ones in improving their vocabulary mastery. Therefore, using audio textbooks could help students foster their vocabulary mastery. To create more innovative teaching, teachers at SMP Negeri 7 Tarakan and other schools consider using various technological media, including audio textbooks, to aid vocabulary learning.
