Garuda - Garba Rujukan Digital

Increasing Students’ Vocabulary through English Movies at Second Grade Students in SMP Kristen 1 Dobo Nussy, Wenssy Steva; Tiven, Punggulina Andawaty
MATAI: International Journal of Language Education Vol 4 No 2 (2024): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i2.13710

The purpose of this study is to find out that watching English movies can increase students’ vocabulary mastery in SMP Kristen 1 Dobo and to know how the students respond to the implementation of English films to improve their vocabulary mastery in SMP Kristen 1 Dobo. The study used Classroom Action Research (CAR) as a research design. The study participants were second-grade students of SMP Kristen 1 Dobo, which consists of 25 students. The data collection techniques were tests and questionnaires. This research showed a development in the student’s vocabulary mastery after teaching English through English movies. This is shown from the mean at the end of cycle II, 81.12%, namely 25 students who got 69 points above. The total increase in the students' scores from the pre-test was 53%, the post-test I was 61.64%, and the post-test II was 81.12%. This means that the student's score has reached the target, and based on observation sheets and questionnaires for teachers and students, it shows that the implementation of the Watching English movie is effective in students' vocabulary mastery.

Exploring Anxiety in EFL Students' Speech Production Que, Stella Rose; Tiven, Punggulina Andawaty; Warbanaran, Takaria
MATAI: International Journal of Language Education Vol 5 No 1 (2024): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i1.16558

Speaking anxiety is a prevalent issue that significantly hinders the learning process for students of English as a Foreign Language (EFL). This study aims to explore the causes of speaking anxiety among EFL students at PSDKU Aru and to identify coping strategies that may help mitigate the anxiety. The significance of this research lies in its focus on understanding the multifaceted nature of speaking anxiety, which includes both psychological and physiological dimensions, and its impact on students' ability to learn and communicate effectively in English. Data were collected from 37 students in the English Education Study Program using a structured questionnaire, which measured different types of anxiety, contributing factors, and the coping mechanisms students adopted. Results revealed that a substantial number of students experienced various forms of speaking anxiety, such as nervousness, tense body language, and fear of negative evaluation. Factors contributing to this anxiety include lack of vocabulary, fear of making grammatical errors, and low self-confidence. Several strategies were used by students to manage their anxiety, such as regular practice, relaxation techniques, and positive thinking. The findings of this study suggest the need for targeted interventions in educational practices to create a supportive learning environment that encourages students to overcome anxiety and become more confident speakers of English. This paper provides insights that can assist educators in designing effective teaching methods to alleviate the impact of speaking anxiety on EFL learners.

Teaching Simple Present Tense Using EGRA Technique Nussy, Wenssy Steva; Oraile, Orpa Penina; Tiven, Punggulina Andawaty; Djirlay, Merlin; Kaidel, Devita; Ratmala, Dessy
Abdimas Indonesian Journal Vol. 4 No. 2 (2024)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v4i2.488

As one of Indonesia's underdeveloped, frontier, and outermost regions, Aru Regency faces significant challenges in providing quality English education, primarily due to a shortage of qualified English teachers. This shortage has resulted in students having limited exposure to the English language, particularly in foundational aspects such as grammar. Recognizing this issue, the community development team initiated a program aimed at improving students’ grammar proficiency, with a specific focus on the simple present tense. To achieve this, the team implemented the EGRA (Experience, Generalization, Reinforcement, Application) technique, a structured approach designed to enhance both understanding and application of grammar in a systematic manner. The community development program was conducted at SMP Jeljakaka, involving a class of 30 students. At the outset, a pre-test was administered to assess the students' baseline understanding of grammar. The results revealed that the majority of students had not yet mastered fundamental grammatical structures, particularly the simple present tense. Following the intervention using the EGRA technique, the students were given a post-test to measure their progress. The results indicated a significant improvement in their understanding and application of the simple present tense. This demonstrated the effectiveness of the EGRA technique in addressing gaps in grammar mastery while also highlighting the importance of structured and interactive teaching methods in enhancing students' language skills in challenging educational contexts.

Students' Voices on Extensive Listening: Exploring Perceptions of Self-Selected Authentic Materials Tiven, Punggulina Andawaty; Nikijuluw, Renata
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.19488

Extensive listening, a pedagogical approach emphasizing large quantities of comprehensible input and integration of self-selected authentic materials, is increasingly recognized for its potential in English as a Foreign Language (EFL) acquisition. This current study aims to investigate the perceptions of 17 second-semester English Education students at PSDKU Aru regarding the use of self-selected authentic materials in their extensive listening projects. Employing a qualitative research design, the study utilized a questionnaire distributed at the 12th meeting to gather insights from the students who regularly engaged in weekly projects involving self-selected authentic listening materials from various online sources. The findings reveal a predominantly positive perception among the students, particularly concerning increased engagement and a heightened sense of autonomy attributed to their freedom in material choice. The students consistently reported perceived improvements in their listening skills, including enhanced comprehension, note-taking abilities, and vocabulary acquisition, contributing to their overall English proficiency. There were some challenges faced by the students, such as a lack of vocabulary and difficulty in understanding what the speakers say because of accent, speech rate, and the use of idioms and slang. Also, it was challenging to select suitable materials. However, some strategies are proposed by the students to overcome the challenges. Overall, the study concludes that integrating self-selected authentic materials into extensive listening pedagogy is highly beneficial, fostering motivation, engagement, and effective skill development among EFL learners.

Students' Voices on Extensive Listening: Exploring Perceptions of Self-Selected Authentic Materials Tiven, Punggulina Andawaty; Nikijuluw, Renata
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.19488

Extensive listening, a pedagogical approach emphasizing large quantities of comprehensible input and integration of self-selected authentic materials, is increasingly recognized for its potential in English as a Foreign Language (EFL) acquisition. This current study aims to investigate the perceptions of 17 second-semester English Education students at PSDKU Aru regarding the use of self-selected authentic materials in their extensive listening projects. Employing a qualitative research design, the study utilized a questionnaire distributed at the 12th meeting to gather insights from the students who regularly engaged in weekly projects involving self-selected authentic listening materials from various online sources. The findings reveal a predominantly positive perception among the students, particularly concerning increased engagement and a heightened sense of autonomy attributed to their freedom in material choice. The students consistently reported perceived improvements in their listening skills, including enhanced comprehension, note-taking abilities, and vocabulary acquisition, contributing to their overall English proficiency. There were some challenges faced by the students, such as a lack of vocabulary and difficulty in understanding what the speakers say because of accent, speech rate, and the use of idioms and slang. Also, it was challenging to select suitable materials. However, some strategies are proposed by the students to overcome the challenges. Overall, the study concludes that integrating self-selected authentic materials into extensive listening pedagogy is highly beneficial, fostering motivation, engagement, and effective skill development among EFL learners.

Speak and Shine: “Talk Dice Game” for Young English Learners Nussy, Wenssy Steva; Tiven, Punggulina Andawaty; Suryaningrum, Sumarah; Oraile, Orpa Penina; Ngosiem, Maria Jomima; Lorang, Liviya Donice
Abdimas Indonesian Journal Vol. 5 No. 1 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i1.695

The aim of this community service project is to investigate the implementation of the "Talk Dice Game" to improve the students' vocabulary skill in sentence construction in the fifth grade students of SD Kristen 1 Dobo which amounted to 28 students (Class VA). Although animals and body parts were previously introduced in English, students’ lexical knowledge was extended to four new categories: hobbies, food, family and jobs. Students played a game in which they rolled three dices to get a topic, a sentence starter, and the style of speaking; and then they each had to read the sentence they created in the style indicated by the third dice. The game promoted the technique of thinking on-the-spot, and also, created some rather surprising sentences. The findings were that not only did the game serve to promote vocabulary retention, it also enabled students to experiment with sentence-construction even with minimal training in grammar. The game supports the value of gamified, scaffolded language learning methods to early English instruction in an Indonesian primary school.

Integrating CLIL for Enhanced Vocabulary Learning Nikijuluw, Renata Vigeleyn; Tiven, Punggulina Andawaty; Mustamu, Glorya
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.22763

The purpose of this study was to investigate how the CLIL approach improved students' vocabulary. The issue to be answered is whether the CLIL approach has a substantial impact on student vocabulary. The working hypothesis provides a rough solution to this question: using the CLIL technique improves students' vocabulary in a good and meaningful way. The study employed a quasi-experimental design, with a control and an experimental class. Tests were used to collect data, both before and after. Pre-test data were obtained before to the CLIL method's implementation, whereas post-test data were collected following its implementation. Based on the results of the normality and homogeneity tests, the data were declared credible for hypothesis testing. In this study, the differences in vocabulary acquisition between the control and experimental classes were determined using a t-test with a significance level of 0.05. Based on the research findings, many recommendations are made to English instructors, students, and other researchers. English teachers might explore the advantages of adopting CLIL strategies to help pupils improve their vocabulary. Students can also employ CLIL approaches to enhance their vocabulary learning. Other researchers should consider the findings and limitations of this study while studying students at various levels. Classroom action research with the goal of increasing student vocabulary.

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search