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KIM VOCABULARY BUILDING STRATEGY: IMPLEMENTATION AND IMPLICATIONS FOR VOCABULARY TEACHING Erniwati, Erniwati; Arid, Muhammad; Maghfira, Maghfira; Manurung, Grace Novenasari
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15928

The focus of teaching English at schools, especially for beginners is to build vocabulary knowledge in addition to language skills and components. To achieve the goal, KIM Strategy can be implemented, which becomes the topic of this paper. Hence, this paper aims to review the related literature on the implementation and implication of KIM Strategy for vocabulary teaching. This is a library research, in which two types of data were presented. They were primary and secondary data. The primary data was obtained from the original work of Kristen Vibas (1970), the proponent of the KIM Strategy, entitled KIM: A highly effective strategy to build vocabulary across any content area. Whilst, the secondary data were collected from journal articles published in the past 10 years, 2014-2024. The results revealed that the KIM Strategy is effective in improving students’ vocabulary knowledge due to its teaching principles that support various principles of inquiry learning, self-directed learning, and social learning. The KIM Strategy is also a strategy for enhancing logical, convergent, and divergent thinking skills.

KIM VOCABULARY BUILDING STRATEGY: IMPLEMENTATION AND IMPLICATIONS FOR VOCABULARY TEACHING Erniwati, Erniwati; Arid, Muhammad; Maghfira, Maghfira; Manurung, Grace Novenasari
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15928

The focus of teaching English at schools, especially for beginners is to build vocabulary knowledge in addition to language skills and components. To achieve the goal, KIM Strategy can be implemented, which becomes the topic of this paper. Hence, this paper aims to review the related literature on the implementation and implication of KIM Strategy for vocabulary teaching. This is a library research, in which two types of data were presented. They were primary and secondary data. The primary data was obtained from the original work of Kristen Vibas (1970), the proponent of the KIM Strategy, entitled KIM: A highly effective strategy to build vocabulary across any content area. Whilst, the secondary data were collected from journal articles published in the past 10 years, 2014-2024. The results revealed that the KIM Strategy is effective in improving students’ vocabulary knowledge due to its teaching principles that support various principles of inquiry learning, self-directed learning, and social learning. The KIM Strategy is also a strategy for enhancing logical, convergent, and divergent thinking skills.

The Implementation of Team-based Learning IDLE Digital Technology-based Devices in Developing Speaking Skills Manurung, Konder; Aminah, Aminah; Wahyudin, Wahyudin; Manurung, Grace Novenasari
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 1 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i1.4947

This study aims to enhance students’ speaking skills in an academic setting by applying the Team-based Learning Model and describe how they perceive the implementation of IDLE digital technology-based devices in the application of the team-based learning model. Mixed Method research is used in this investigation. An experimental method was used to collect quantitative data, applying the Team-based Learning model to teach speaking skills to two student groups, which were selected using a probability sampling technique. Questionnaires and oral tests were used to gather quantitative data, while qualitative data was collected through focus group discussions and interviews. The quantitative data was analyzed using descriptive statistics with SPSS for Windows, and the qualitative data, which focuses on the problems and the objectives of the research, was analyzed using Content Analysis. The results of the data analysis show more students passed the Speaking in Academic Context Course than the students did in the previous academic years. The passing scores are between 71 to 76 and 86 to 100, or grades B (Good) and A (Very Good). According to the findings of data analysis on student perceptions obtained from questionnaires, students used several IDLE digital technology-based devices to complete projects, used the IDLE digital technology-based devices for fairly effective periods, between 30 minutes and over an hour per day, and used them for both receptive and productive activities individually and in group. The findings imply that the effective selection of teaching models and instructional media, especially the application of IDLE digital technology-based devices, is needed to motivate students to learn individually and in groups.

Improving Reading Comprehension of Eight Grade Students of SMP Negeri 15 Palu Through Jumbled Summary Strategy Ana, Nur; Mukrim, Mukrim; Manurung, Grace Novenasari
Riwayat: Educational Journal of History and Humanities Vol 8, No 4 (2025): Oktober, Social Issues and Problems in Society
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i4.49989

The focus of this research was to find out if eighth-grade students at SMP Negeri 15 Palu could improve reading comprehension by using the Jumbled Summary Strategy. Two groups participated in the study's quasi-experimental design: one was taught the Jumbled Summary Strategy, while the other was taught conventional methods. Pre- and post-tests were administered to both groups to determine their reading comprehension development, particularly at the literal comprehension level with narrative texts. Statistical tests such as the t-test, homogeneity test, and normality test were used to assess the data.With the mean score rising from 28.72 on the pre-test to 56.70 on the post-test, the experimental group's reading comprehension scores shown a significant improvement, according to the data. The mean score for the control group, however, dropped from 31.48 to 26.32. The experimental group's pre-test and post-test scores differed in a statistically significant way (p 0.05), according to the paired sample t-test, while the control group did not significantly improve. These results show how well the Jumbled Summary Strategy improves students' ability to identify main ideas, recall details, and arrange data rationally. In conclusion, the use of the Jumbled Summary Strategy has a positive effect on students reading comprehension. It encourages active learning, critical thinking, and better engagement with the text. Therefore, this strategy is recommended as an effective alternative for English teachers to improve students reading comprehension skills, particularly in understanding narrative texts.

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