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All Journal Journal of English Language and Pedagogy Patria Educational Journal Jurnal Pembelajaran dan Ilmu Pendidikan Jurnal Madani Mengabdi (JMM)
Siti Ngaisah
Universitas Madani Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing Students’ Vocabulary Skill Through Team Game Tournament Strategy in University Intan Susana; Siti Ngaisah
Jurnal Pembelajaran dan Ilmu Pendidikan Vol. 5 No. 3 (2025): Volume 5, Nomer 3 Tahun 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jpip.v5i4.2571

Abstract

This study focuses on enhancing vocabulary skills in STITMA Blitar for students through the Team Game Tournament (TGT) strategy. It is a classroom management technique in which students are placed in mixed ability teams to compete in a game based style of learning. The purpose of it is to create an effective classroom environment. The mayor of problem is the insufficient vocabulary proficiency that impacts students' communication abilities. The research involved organizing students into groups and introducing a series of educational games designed to improve their vocabulary. The researcher concluded that the vocabulary test of pair of the students increased from 63.00 in the Cycle 1 to 76.50 in Cycle 2. It shown by the improvement of students’ vocabulary test in group, shown that the students’ mean score was 72.00 in the Cycle 1 and increased to be 81.00 in the Cycle 2. The results revealed a significant boost in vocabulary skills, with many students indicating that the learning experience was enjoyable and effective. This approach successfully encouraged motivation and collaboration,and creating more interactive and engaging educational atmosphere.
Developing a differentiated learning approach using smartphone applications to reduce learning loss and enhance students’ motivation in English language learning Siti Ngaisah; Salma Hira; Ekka Zahra Puspita Dewi; Edi Yulianto
Journal of English Language and Pedagogy Vol 8 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i2.20816

Abstract

This study aims to develop an English language learning model based on a differentiated instruction approach utilizing smartphone applications to reduce learning loss and enhance students' learning motivation. The development model adopted follows the ADDIE framework by Borg & Gall, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was carried out through classroom observations, interviews, and questionnaires to identify learning needs, motivation levels, and students' access to technological resources. The design stage involved developing differentiated learning scenarios in terms of content, process, and product, integrated with smartphone applications such as YouTube, Pinterest, Wemoji and Quizzes for the "Hobby" topic. In the development stage, instructional materials and evaluation instruments were prepared and validated by experts. The implementation was conducted in an English class at a junior high school. This research involved 10 participants as preliminary testing and then 50 students (25 girls and 25 boys) as the main field testing. The students were grouped according to their abilities and interests. Formative and summative evaluations indicated a significant improvement in post-test scores compared to pre-test results, signaling a reduction in learning loss. Furthermore, questionnaire and observational data revealed increased student motivation, particularly in terms of active engagement and sustained interest in learning activities. These findings suggest that differentiated instruction integrated with smartphone applications is an effective and innovative strategy for English language learning, especially in the context of post–learning loss recovery.
Pelatihan Peningkatan Kapasitas Guru Bahasa Inggris dalam Memanfaatkan Chat GPT/AI untuk Mendukung Proses Pembelajaran Siti Ngaisah; Ekka Zahra Puspita Dewi; Salma Hira; Febri Wulandari; Nabila Fateha
Jurnal Madani Mengabdi (JMM) Vol. 1 No. 1 (2025): EDISI NOVEMBER 2025
Publisher : Universitas Madani Indonesia

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Abstract

A big challenge for teachers nowadays is how to teach students to critical thinking in making an essay or scientific work originally from their idea not using an application like Chat GPT/AI is so difficult. In this research, the researcher asks all of the English teachers in Islamic senior high schools to gather  MGMP Bahasa Inggris Blitar Raya to discuss about this, the result of this research is that the researcher found some perspectives about using Chat GPT/AI for students, there are positive and negative effect from it. Some English teachers need the ability to make students critically thinking in every single task without using Chat GPT/AI, so the researcher gave some tips and tricks to face this problem. Based on the results, before entering the classroom the teachers ask all of the students to collect their gadgets on the teacher’s table and the teacher must provide students with clear assignments and finish them at that time, so there was no time to find the answer by using the gadget. In the conlcusion, as a teacher, we need some management in a digital era.
Expanding the students' vocabulary by using musical flashcards at kindergarten school Salma Hira; Siti Ngaisah; Ekka Zahra Puspita Dewi; Febry Wulandari; Nabila Fateha; Ana Safitri
Patria Educational Journal (PEJ) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 September 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/pej.v5i3.2863

Abstract

Kindergarten learners frequently faced challenges in retaining vocabulary due to repetitive learning tasks, necessitating prompt measures to enhance classroom techniques. This research wanted to boost vocabulary proficiency among kindergarten students by utilizing "Musical Flashcards." The study applied a Classroom Action Research (CAR) framework, executed over 2 cycles. Every cycle included four key stages: planning, acting, observing, and reflecting. The subjects of the study consisted of 25 kindergarten pupils from RA Mambaul Ulum Bono Data were gathered through qualitative methods and quantitative methods. The results indicate that using Musical Flashcards effectively improved the classroom environment and enriched students' vocabulary. During Cycle I, merely 55 % of students achieved the vocabulary mastery, mainly because of difficulties in classroom management. Following the adjustments to the musical rhythm and card interaction in Cycle II, the proportion of students attaining mastery rose notably to 80%. The multi-sensory method successfully enhanced engagement, visual recall, and pronunciation precision. In summary, Classroom Action Research using Musical Flashcards effectively addressed vocabulary retention challenges and enhanced the quality of teaching and learning in early childhood education.
Co-Authors Ana Safitri Dewi, Ekka Zahra Puspita Edi Yulianto Ekka Zahra Puspita Dewi Febri Wulandari Febry Wulandari Intan Susana Nabila Fateha Salma Hira Salma Hira