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All Journal JURNAL KONFIKS Klasikal: Journal of Education, Language Teaching and Science Pioneer: Journal of Language and Literature Jurnal Madako Education
Indrawati, Inda
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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INCREASING VOCABULARY OF VIII GRADE STUDENTS AT SMPN 3 OGODEIDE THROUGH WORD GAME Indrawati, Inda
Jurnal Madako Education Vol 3 No 1 (2017)
Publisher : Universitas Madako Tolitoli

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Abstract

The objective of this research is to identify whether the use of word game can increase students’ vocabulary. An experimental design is use to collect the data, while quantitative approach is use to analyze them. The research takes by the VIII grade of SMP Negeri3 Ogodeide. It is conduct in one class (VIIIA). The data are obtained through a pre-test and post-test. The researcher used SPSS 16.0 program to analyze the data collection. The pre-test is use to measure the students’ previous in vocabulary, the treatments are applying materials through word game, and the post-test is use to find out the students’ vocabulary ability after given treatments. The results of this research show that word games can effectively increase students’ vocabulary. The improvement can be seen in the form of students’ behavior and students’ score. The students become more active in teaching and learning process. The improvement of students’ score can be seen from the differences between pre-test and post-test. The mean score of pretest is 23.76 and it improves to 75.29 in post. Moreover the Minimum Mastery Criterion of English lesson was 70 (seventy). Then the data of both tests are analyzed by using T-test, and the result showed that the T-test value 24.51 is greater than T-table value 2.131. It can be inferred that word game is very effective to increase students’ ability in vocabulary. From the test result, it shows that there is a significant improvement of students’ vocabulary after the researcher conducts the research. It proves that teaching vocabulary through word game can increase students’ vocabulary. Key words: Increasing, vocabulary, word game.
Teachers' Challenges in Promoting Learner Autonomy Marzuki, Marzuki; Indrawati, Inda; H, Ismail Yunus
Pioneer: Journal of Language and Literature Vol 15 No 1 (2023)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v15i1.2853

Abstract

The concept of learner autonomy has garnered significant attention from scholars, educators, policy makers, and researchers across various countries. However, In Indonesia, the body of research dedicated to learner autonomy is still growing, with specific attention needed to identify potential obstacles that might deter its promotion. This study, therefore, aims to delve into the socio-cultural challenges encountered by secondary school teachers when fostering learner autonomy.This investigation is crucial, as socio-cultural influences appear to be a significant barrier for English as a Foreign Language (EFL) students in Indonesia. The study adopted a qualitative descriptive research approach, utilizing a purposive sampling technique to select participants based on specific criteria. These included senior high school teachers with over five years of experience at their respective schools, who were also willing to participate in interviews. In total, six English teachers from different senior high schools within a single Indonesian province contributed to this study. The data were collected through semi-structured interviews, and the teachers' responses were quoted and interpreted in light of the data analysis and supporting theories from relevant literature. The findings revealed three primary socio-cultural barriers impeding the promotion of learner autonomy: (1) barriers due to language issues, (2) barriers related to a limited worldview, and (3) institutional barriers. This research implies that promoting learner autonomy in language learning requires adjustments in teaching strategies, curriculum design, and institutional policies. Research suggestions are also provided to further research to address the limitation of the current study.
COMPARATIVE STUDY BETWEEN GOOGLE TRANSLATE AND PRINTED DICTIONARY TO INCREASE STUDENTS’ VOCABULARY Indrawati, Inda; Hidayati, Hidayati; Marzuki, Marzuki; Tiara, Tiara
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1132

Abstract

This study compares the effectiveness of Google Translate and printed dictionaries in enhancing students' vocabulary acquisition. A quantitative, quasi-experimental design was employed. Participants were twenty eighth-grade students from SMPN 4 Tolitoli (2023/2024), Central Sulawesi, Indonesia, divided into a control group (using printed dictionaries) and a treatment group (using Google Translate). Pre-tests and post-tests, consisting of multiple-choice, matching, and fill-in-the-blank tasks, assessed vocabulary knowledge. Data collection involved pre-tests, a four-week treatment, and post-tests. Descriptive statistics and t-tests analyzed the data. Both groups showed improved vocabulary acquisition post-treatment, with no significant differences in learning outcomes. Despite similar average scores, substantial variability was observed within each group, reflected by high standard deviations and wide score ranges. These results suggest both tools have unique strengths: Google Translate offers convenience and accessibility, while printed dictionaries provide comprehensive definitions and contextual understanding. A blended approach incorporating both tools is recommended for educators and curriculum designers. Future research should explore long-term vocabulary retention and the integration of digital tools into traditional learning frameworks, considering personalized strategies to address diverse student needs.
FROM CONVENTIONAL READING TO MOODLE-BASED LEARNING: AN EXPERIMENTAL STUDY ON UNDERGRADUATE STUDENTS’ READING COMPREHENSION Hidayati, Hidayati; Indrawati, Inda; Sudaryati, Sri; Abrar, Andi Muhammad; Rusdin, Diyenti; Marzuki, Marzuki
JURNAL KONFIKS Vol 12 No 4 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/qywp0457

Abstract

The rapid advancement of digital technology has encouraged the integration of Learning Management Systems (LMS) in higher education, including in reading instruction. Although Moodle is widely adopted, empirical evidence based on experimental approaches that directly examine its effectiveness in enhancing undergraduate students’ reading comprehension remains limited, particularly in comparison with conventional reading instruction. This study aimed to investigate the effect of Moodle-based reading instruction on students’ reading comprehension and to compare learning outcomes between students taught through Moodle and those taught through traditional instructional methods. A quasi-experimental research design employing a pretest–posttest control group was applied. The participants consisted of 46 undergraduate students divided into two intact classes: an experimental group (n = 23) and a control group (n = 23). The experimental group received reading instruction through Moodle, integrating structured learning materials, interactive activities, and formative assessments, while the control group was taught using conventional face-to-face reading instruction with printed materials and teacher-led discussions. A reading comprehension test was administered as both a pretest and a posttest. Data were analyzed using descriptive statistics, paired-samples t-tests to examine within-group improvement, independent-samples t-tests to compare posttest performance between groups, and effect size analysis to assess practical significance. The results revealed that both groups demonstrated significant improvement in reading comprehension from pretest to posttest; however, the experimental group showed significantly greater gains than the control group. Furthermore, the posttest comparison indicated a statistically significant difference with a large effect size, suggesting that Moodle-based instruction had a substantial and educationally meaningful impact on students’ reading comprehension. Overall, the findings indicate that Moodle-based reading instruction is an effective approach for enhancing undergraduate students’ reading comprehension and offers considerable pedagogical benefits for reading instruction in higher education contexts.
Co-Authors Abrar, Andi Muhammad H, Ismail Yunus Hidayati Hidayati Marzuki Marzuki Rusdin, Diyenti Sri Sudaryati Tiara, Tiara