ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
English learning media in elementary schools plays an important role in supporting the English language teaching process for young learners. This research aimed to develop augmented reality-based flashcards for vocabulary learning for fifth-grade students at SDN 010 Tarakan. This was a research and development study using the 4D model, consisting of the Define, Design, Develop, and Disseminate stages. The research instruments used included student needs questionnaires, interview guides for teachers, expert validation questionnaires for content and media, media usability questionnaires, and student response questionnaires. The results of the needs analysis questionnaire and interviews with teachers indicated that vocabulary learning media were highly needed by students in their English language learning. The designed product consisted of flashcards featuring vocabulary related to parts of the body, hobbies, and things in school, in accordance with the students' needs. The developed media were then validated in terms of content and media before being pilot-tested on 12 fifth-grade students at SDN 010 Tarakan. The research results revealed that the level of suitability and practicality of the media, based on the following assessments, were as follows: 1) validation by a media expert yielded a score of 93.7%, classified as “highly applicable”; 2) validation by a content expert yielded a score of 96.3%, classified as “highly applicable”; 3) 97.1% of English language teaching practitioners rated the material as “highly practical.” Student responses to this learning material following the pilot test were positive, with a score of 91% of the total possible score. Accordingly, it can be concluded that the development of augmented reality-based flashcard learning materials for fifth-grade students at SDN 010 Tarakan was deemed highly feasible and highly practical for use. Keywords: Augmented Reality, flashcard media, vocabulary learning, 4D model, elementary school
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary is considered one of the important aspects in learning English as a foreign language because it supports students in understanding and using the language effectively. However, many students still experience difficulties in developing their vocabulary. This study was conducted to determine whether a blended learning approach can improve the vocabulary of tenth grade students at SMA Negeri 5 Tarakan. This study used a quantitative approach with a one-group pre-test and post-test pre-experimental design. A total of 35 students from Class X-A participated in this study. Data were obtained through a vocabulary test conducted before and after the implementation of the blended learning approach. The research results were analyzed using descriptive and inferential statistics with SPSS version 16.0. The analysis showed an improvement in students' vocabulary performance, indicated by a higher average score on the post-test compared to the pre-test. Furthermore, the normality test conducted on the difference scores between the pre-test and post-test showed that the data were normally distributed. Therefore, a paired t-test was used to examine the presence of a significant difference in students' vocabulary scores before and after the implementation of the blended learning approach. The paired sample t-test results showed a p-value of 0.000, which is smaller than the significance level of 0.05. Therefore, the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. In addition, the N-Gain analysis indicated that the improvement is classified in the moderate category. Overall, these findings affirm that the blended learning approach contributes significantly to the enhancement of vocabulary among tenth grade students at SMA Negeri 5 Tarakan.
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•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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
AN ANALYSIS OF EIGHTH GRADERS' READING SKILL PROBLEMS AT MTS NEGERI TARAKAN THROUGH BROWN'S THEOR Y Abstract This study aims to analyze the reading skill challenges faced by eighth-grade students at MTs Negeri Tarakan using Brown's theory. This study focused on identifying the specific problems students encountered in reading English texts based on Brown's theory and analyzing the factors that contributed to these difficulties. This study employed a descriptive qualitative approach with data collection techniques consisting of documentation, observation, and semi-structured interviews. The research subjects consisted of six eighth-grade students from Class VIII-D, selected through a purposive sampling technique based on various levels of reading proficiency, and an English teacher. The data were analyzed using the Miles and Huberman interactive model, which consisted of data reduction, data presentation, and drawing conclusions, with source triangulation to ensure data validity. The research findings revealed that the reading difficulties experienced by students stem from limited vocabulary, poor understanding of sentence structure, and problems with fluency and pronunciation. In addition, psychological factors such as anxiety, low motivation, and a lack of self-confidence also play a major role in exacerbating students' reading difficulties. This study further indicates that anxiety about using a foreign language significantly affects reading comprehension, leading students to avoid active reading activities. Therefore, it can be concluded that students' reading difficulties are not only cognitive and linguistic in nature but are also heavily influenced by affective factors that create an "emotional filter" in the English language learning process.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to describe the difficulties of seventh-grade students of SMP Negeri 11 Tarakan in learning English vocabulary and to identify the contributing factors. This research used a qualitative descriptive method. The subjects of the study were students of class VII-4 at SMP Negeri 11 Tarakan. Data were collected through classroom observations, interviews with four students and one English teacher, as well as the distribution of questionnaires to 28 students. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and drawing and verifying conclusions. The results of the study indicated that students experience four main difficulties in learning English vocabulary, namely pronunciation (79%), spelling (50%), understanding and remembering the meaning of vocabulary (75%), and using vocabulary in sentences (71%). Pronunciation difficulties are the most dominant difficulties. This study also found five factors causing these difficulties, namely limited exposure to English in daily life, low student learning motivation, the use of less effective learning strategies, lack of parental and home environment support, and limited use of media and variation in teaching methods. It can be concluded that students' difficulties in learning English vocabulary are influenced by interrelated linguistic, cognitive, motivational, learning, and environmental factors. Therefore, teachers are advised to apply more varied, communicative, and interactive teaching methods to improve students' vocabulary mastery.
ThesisOpen AccessMetadata saja
2026•
Indonesia : Kosakata merupakan salah satu unsur penting dalam pembelajaran bahasa Inggris yang mendukung kemampuan siswa dalam memahami dan menggunakan bahasa secara efektif. Penelitian ini dilaksanakan untuk mengoptimalkan penguasaan kosakata siswa melalui pemanfaatan aplikasi Duolingo sebagai media pembelajaran. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penelitian melibatkan 31 siswa kelas VIII-E SMP Negeri 2 Tarakan tahun ajaran 2025/2026. Data diperoleh melalui tes kosakata dan lembar observasi. Temuan penelitian menunjukkan adanya peningkatan hasil belajar dari Siklus I ke Siklus II. Persentase ketuntasan belajar meningkat dari 61% menjadi 77%, sedangkan nilai rata-rata siswa naik dari 74,54 menjadi 80,39. Aktivitas guru mengalami peningkatan dari 83% menjadi 92%, sementara aktivitas siswa meningkat dari 78% menjadi 88%. Selain itu, keterlibatan siswa selama pembelajaran terlihat lebih baik dibandingkan sebelumnya. Berbagai fitur yang tersedia dalam Duolingo, seperti latihan berulang, umpan balik langsung, dan aktivitas berbasis permainan, membantu menciptakan pengalaman belajar yang lebih menarik dan interaktif. Dengan demikian, Duolingo dapat digunakan sebagai media yang mendukung peningkatan penguasaan kosakata bahasa Inggris siswa pada pembelajaran EFL di tingkat sekolah menengah pertama. English: Vocabulary is one of the essential components of English language learning that supports students’ ability to understand and use the language effectively. This research was conducted to improve students’ vocabulary mastery through the use of the Duolingo application as a learning medium. The research employed a Classroom Action Research (CAR) design consisting of two cycles, including planning, action, observation, and reflection stages. The participants were 31 students of class VIII-E at SMP Negeri 2 Tarakan in the 2025/2026 academic year. Data were collected through vocabulary tests and observation sheets. The findings revealed an improvement in students’ learning outcomes from Cycle I to Cycle II. The percentage of students achieving the minimum mastery criterion increased from 61% to 77%, while the mean score improved from 74.54 to 80.39. Teacher activity increased from 83% to 92%, and student activity improved from 78% to 88%. In addition, students demonstrated greater participation and engagement during the learning process. Various features provided by Duolingo, such as repeated practice, immediate feedback, and game-based activities, contributed to creating a more engaging and interactive learning experience. Therefore, Duolingo can be utilized as an effective learning medium to support the improvement of students’ English vocabulary mastery in EFL learning at the junior high school level.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to analyse the difficulties experienced by Year 8 pupils in learning English vocabulary and to identify the factors causing these difficulties at State Junior High School No. 11, Tarakan. This study employed a qualitative descriptive approach. The research subjects were pupils in Class VIII-I at State Junior High School 11 Tarakan and an English teacher. Data collection techniques included classroom observation, semi-structured interviews, and documentation. The data were analysed through the stages of data reduction, data presentation, and conclusion. The results of the study indicate that students experience several difficulties in learning English vocabulary, namely difficulties with pronunciation, spelling, understanding vocabulary meanings, and using vocabulary in appropriate grammatical and communicative contexts. Difficulties with pronunciation arise from differences between the sound systems of English and Indonesian, whilst difficulties with spelling stem from discrepancies between spelling and pronunciation in English. Furthermore, pupils also experience difficulties in understanding the meaning of vocabulary in context and constructing sentences according to correct grammatical rules. This study also found that internal and external factors influence difficulties in learning vocabulary. Internal factors include low motivation to learn, anxiety, a lack of self-confidence, and limited strategies for memorising vocabulary. Meanwhile, external factors included teaching methods and classroom practices, limited learning resources and facilities, a lack of family support, and exposure to English outside the classroom, which is often passive. Therefore, cooperation among teachers, schools, parents, and pupils was required to create a more effective and meaningful vocabulary-learning experience.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
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
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
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•
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 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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary mastery is a major challenge students face in learning English, particularly at the junior high level, due to limited language exposure and ineffective learning strategies. This study investigates the effect of using the Cake application on the vocabulary knowledge of seventh-grade students at SMPN 7 Tarakan. A pre-experimental design was employed involving one class consisting of 32 students. The research instrument was a written vocabulary test administered before and after the treatment. The treatment was conducted over six sessions using the Cake application as the learning medium. The results indicate that the students' mean score increased from 58.59 in the pre-test to 78.00 in the post-test. This improvement was influenced by Cake's features, including contextual short videos, native speaker pronunciation, interactive quizzes, and daily reviews that helped strengthen vocabulary comprehension and retention. Based on the Wilcoxon Signed-Rank Test, the significance value was below 0.05, thereby confirming the acceptance of Ha and the rejection of Ho. These findings suggest that the Cake application effectively improves students' vocabulary knowledge and can be an alternative medium for teaching English vocabulary in schools.
ThesisOpen AccessMetadata saja
2025•
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
This study aims to investigate the problems faced by students in learning English vocabulary and the factors causing these problems among eighth-grade students of SMP Negeri 10 Tarakan. This research utilizes qualitative research with a descriptive qualitative model. The study was conducted at SMP Negeri 10 Tarakan. The subjects of this study were 28 students from class VIII-1. Data were collected through documents, observations, and interviews. Data were analyzed using the theory of Miles & Huberman (1994). The results indicate that the eighth-grade students of SMP Negeri 10 Tarakan encounter difficulties in learning English vocabulary, including pronunciation, spelling, and understanding the meanings of vocabulary. Furthermore, the data indicate that the variables producing these issues are both internal and external. Internal influences include student motivation, self-confidence, and attitudes. Meanwhile, external determinants include the instructional methods and materials utilized by teachers, as well as the classroom setting.
