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•
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
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study examines the effectiveness of the roundtable technique in teaching descriptive writing among seventh-grade students at SMP Negeri 10 Tarakan. This study uses a quantitative method with a pre-experimental design. Thirty students participated by completing pre-experimental and post-experimental tests to evaluate their descriptive text writing skills before and after the application of the roundtable discussion technique. Data analysis using the Wilcoxon test showed a significant increase between the pre-experimental and post-experimental test results (Z = -4.915, p 0.001). The findings of this study indicate that the roundtable technique greatly improves students' performance in descriptive writing while increasing their engagement, confidence, and cooperation in class. This technique also makes students more active, responsible, and supportive of each other during learning activities. Therefore, the roundtable technique has been proven to be an effective strategy for improving writing skills and collaborative learning.
ThesisOpen AccessMetadata saja
2025•
This study investigates the effect of Reciprocal Teaching on the reading comprehension of eighth-grade students at SMPN 10 Tarakan, focusing on narrative texts. Employing a pre-experimental design, the study involved 25 students from class VIII-4 as the sample. Data were obtained using multiple-choice reading comprehension tests administered as a pretest and a posttest. The findings demonstrate a meaningful improvement in students' performance, with the mean score increasing from 31.60 in the pretest to 56.20 in the posttest. The Wilcoxon Signed-Rank Test revealed a significance value of 0.000 (p 0.05), indicating a statistically significant difference between pretest and posttest scores. In addition, the Normalized Gain (N-Gain) score was 0.35, which falls within the moderate category. These results suggest that Reciprocal Teaching contributes to improving students' reading comprehension through its four instructional steps predicting, questioning, clarifying, and summarizing-which encourage learners to engage actively with texts through collaborative discussion. In practice, this approach supported students in addressing vocabulary-related difficulties and strengthening inferential comprehension. The study implies that Reciprocal Teaching can enhance students' independence in monitoring and regulating their understanding, offering practical value for teachers in addressing reading challenges and providing a reference for future research on literacy-focused interventions.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to investigate the effectiveness of Let's Read application in enhancing tenth-grade students' reading skills at SMKN 2 Tarakan. It employed a pre-experimental design with a one-group pretest-posttest model, involving 24 students selected through non-probability sampling. Data were gathered using reading comprehension tests administered before and after the intervention using the Let's Read application. During the treatment period, students interacted with narrative texts through the application, accompanied by structured assignment activities. The data were then analyzed using SPSS 26 software, including descriptive statistics, normality and homogeneity tests, and paired sample t-tests. The results revealed a significant improvement in students' reading comprehension, with a p-value of 0.045, confirming the effectiveness of the application. These findings support the integration of digital tools such as Let's Read in English language teaching to increase student engagement and improve learning outcomes.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aims to examine the influence of Collaborative Strategic Reading (CSR) on eighth grade students' reading comprehension in descriptive text at MTs Negeri Tarakan. It used a pre-experimental research design with a one-group pre-test and post-test method. A total of 31 students participated in this study. The research instruments consisted of reading comprehension tests and observation sheets. The data were analyzed using descriptive and inferential statistical methods. The results of the observation sheet were analyzed qualitatively. The results indicated that students' reading comprehension improved after being taught using the CSR strategy. The pre-test average score was 64.03, while the post-test average score increased to 74.68. The highest increase occurred in the aspect of finding specific information, while the lowest increase occurred in the aspect of determining the meaning of vocabulary. The Wilcoxon test showed a significant difference between the pre-test and post-test scores, which confirmed the effectiveness of CSR in improving students' reading comprehension. Despite the improvement, some students still encountered difficulties, especially in understanding vocabulary. This suggests that additional instructional support, such as vocabulary enrichment activities, is required. Overall, this research concludes that CSR is an effective strategy to improve students' reading comprehension, especially in identifying important information from a text.
