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PICTIONARY GAME FOR VOCABULARY MASTERY: BEST PRACTICE FROM A RURAL SCHOOL CONTEXT Odang, Aurelia Stefania; Uran, Stefanus Igolois Grenga; Janggo, Wendelinus Oscar
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 7 No 1 (2023): Vol 7 No 1, 2023
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33479/klausa.v7i1.693

While online gamification in education settings has spread worldwide in this digital era, its application gets confronted with massive opposition, especially in rural contexts. Several technologically inaccessible schools may find it unfavourable to apply such a model in learning. This study looks at redefining a simple application of particular Pictionary games to boost students’ English vocabulary learning in a predominantly rural, private school setting. It aims at improving students’ vocabulary mastery through the plain-sailing Pictionary game technique and re-establishing the teacher’s best practices to apply. Two-cycle classroom action research was applied by collecting data through observation, questionnaires, interviews, and tests. The qualitative data analysis shows better-changing activities, attitudes, perceptions, and learning experiences leading to the positive outcomes of the game application. Quantitative data on students’ vocabulary tests in two-prioritized skills (reading and listening) also show a remarkable improvement from cycle one to cycle two, with the class percentage passing the success criterion for reading and listening vocabulary mastery being 83.33% and 75%, respectively. In addition, the teacher’s reflection on each cycle shapes profound insights into several contextual best practices: goal-oriented teaching, progressiveness, shift gears, differentiated learning, pace and variety, and encouragement.

DIGGING THE YOUTUBE VLOGGING IMPACT ON ENHANCING STUDENTS' SPEAKING PROFICIENCY Soge, Edeltrudis Patrisia; Janggo, Wendelinus Oscar; Alinda, Marta
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 7 No 2 (2023): Vol 7 No 2, 2023
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33479/klausa.v7i2.873

In this study, the authors implemented Clasroom Action Research by using Youtube vlogging to improve students' speaking proficiency in two cycles. The primary objectives of this study were to describe the implementation of using this media and to find out how much students' speaking proficiency improved. Observations, interviews, field notes, documentation, and speaking tests were used in collecting the data. The authors evaluated the English test results of each student for data analysis. The samples of this study were twenty students of X-E-1 (tenth grade) of SMAK.ST. Gabriel Maumere. Quantitative data were collected from test scores, while qualitative data were collected from the progress of student activities, pleasant classroom atmosphere and interesting learning environment. The average score in the pre-test was 50.6%, with only 25% success rate in class percentages. During the first cycle, eight students (40%) reached the minimum standard of criteria, resulting in an average class score of 65.1%. In the second cycle, 17 students (85%) exceeded the standard, and the class average increased significantly to 77.4%. Consequently, it can be deduced that creating Youtube vlogs can augment students' spoken proficie

The Use of The Dictation Strategy to Improve The Listening Skill of The Tenth-Grade Students at SMAS Santo Gabriel Maumere Fua, Antonius Prisko Virgo; Janggo, Wendelinus Oscar; Sina, Maria Wisendy
ALACRITY : Journal of Education Volume 5 Nomor 1 Februari 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i1.599

This study explores the effectiveness of dictation techniques in enhancing the listening skills of tenth-grade students at SMAS Katolik Santo Gabriel Maumere. Recognizing the significance of English as a global language and Indonesian learners' challenges, the research employs a classroom action research design comprising two cycles. The data collection method included observations, questionnaires, interviews, and tests. Initial findings revealed that no one student met the success criteria for listening test in pre-cycle. In cycle 1, the result of test show that only 54,54% students meet the success criteria. After making the Cycle 1, indicating low interest and engagement in learning English. In response, the researcher-teacher implemented modifications in Cycle 2, such as clearer instructions, increased student engagement, and the use of audio recordings. This led to a remarkable improvement, with 90,90% of students achieving the success criteria. The study concludes that the dictation method, when effectively applied, significantly enhances students listening abilities and overall engagement in the learning process. Recommendations for educators are provided to encourage the adoption of similar strategies to foster improved listening skills among students.

The Use of The Dictation Strategy to Improve The Listening Skill of The Tenth-Grade Students at SMAS Santo Gabriel Maumere Fua, Antonius Prisko Virgo; Janggo, Wendelinus Oscar; Sina, Maria Wisendy
ALACRITY : Journal of Education Volume 5 Nomor 1 Februari 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i1.599

This study explores the effectiveness of dictation techniques in enhancing the listening skills of tenth-grade students at SMAS Katolik Santo Gabriel Maumere. Recognizing the significance of English as a global language and Indonesian learners' challenges, the research employs a classroom action research design comprising two cycles. The data collection method included observations, questionnaires, interviews, and tests. Initial findings revealed that no one student met the success criteria for listening test in pre-cycle. In cycle 1, the result of test show that only 54,54% students meet the success criteria. After making the Cycle 1, indicating low interest and engagement in learning English. In response, the researcher-teacher implemented modifications in Cycle 2, such as clearer instructions, increased student engagement, and the use of audio recordings. This led to a remarkable improvement, with 90,90% of students achieving the success criteria. The study concludes that the dictation method, when effectively applied, significantly enhances students listening abilities and overall engagement in the learning process. Recommendations for educators are provided to encourage the adoption of similar strategies to foster improved listening skills among students.

Implementing Frontloading Strategy in an Attempt to Trigger the Improvement of Students' Vocabulary Mastery Hoban, Elisabeth Regina; Balik, Lusiana Mariyeta; Janggo, Wendelinus Oscar
Jurnal Langua Vol 7 No 1 (2024): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10805438

In this study, the authors used the frontloading strategy to improve students' vocabulary. The main objectives of this study were to describe the implementation of the frontloading strategy in vocabulary instruction and to determine the extent to which students' vocabulary skills improved after instruction through the use of the front-loading strategy. This study is a classroom action research conducted in two cycles. Data was collected through observation, testing and interviews. Data from observations, tests and interviews from each cycle were analyzed quantitatively and qualitatively. The implementation of the frontloading strategy for vocabulary teaching in Class XI 3 of St. John Paul II Catholic Senior High School was carried out in two cycles. The participants in this study were 30 students. The result of this study shows that using frontloading strategy can improve students' vocabulary skills. This is evidenced by the students' test scores, which increased in each cycle, namely Cycle 1 and Cycle 2. In the first cycle, the student's average score was 50%, in the second cycle the average score was 83.33%. It can be concluded that the frontloading strategy can improve students' ability to master vocabulary and also improve teaching.

An analysis of students’ difficulties in learning vocabulary at secondary school in Muhamadiyah Waipare Maumere AG, Moh Satryo; Janggo, Wendelinus Oscar; Yumelking, Marselus
Jurnal Langua Vol 7 No 1 (2024): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10805544

This study aimed to identify the challenges and variables that eighth-grade students encounter when learning vocabulary. A quantitative research design was used in this study. The researchers employed close-ended questionnaires as the data collection tool in conjunction with an indirect communication technique to obtain the data. The eighth-grade pupils were the focus of this study. All of the data underwent descriptive analysis. The results demonstrated that students had a variety of challenges when it came to learning vocabulary. Grammar is the main factor, but students also have trouble learning vocabulary because of pronunciation and meaning. Additionally, there are external and internal factors that affect how well students learn vocabulary. The internal components included development, IQ, experience, drive, and memory. The usage of learning media, school facilities, family, and a variety of teaching methods were the external factors. The solutions to these problems are to read a lot of English vocabulary, practice learning vocabulary through exercises, and cultivate enthusiasm and motivation for learning vocabulary.

IMPLEMENTING STORYTELLING METHOD IN EFL CLASSROOM CONTEXT; CHALLENGES AND OPPORTUNITIES BERTOLI, STEFANUS MARIO; JANGGO, WENDELINUS OSCAR; KARTINI, MARIA; KRISTIANSI , MARIA
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v4i4.4163

This research discusses the use of storytelling method to improve speaking skills in an English as a Foreign Language (EFL) class. The challenges faced by students, English teacher, and researcher in the learning process included students' anxiety, lack of motivation, and different proficiency levels. Using Classroom Action Research, this study involved pre-test and post-test to measure speaking ability and qualitative data from observation and interview. The results show that the storytelling method can be effective in engaging students, building confidence, and improving speaking skills through a dynamic and interactive learning environment. The study noted challenges and opportunities in teaching English speaking skills through the storytelling method. The researcher faced difficulties due to the complexity of language learning, cultural influences and diverse needs of the students. The storytelling method implemented in two cycles showed significant improvement in students' speaking skills, with 63.79% meeting the success criteria in the second cycle. The method not only improved speaking ability, but also encouraged students' critical thinking, creativity and confidence. The teacher also benefited from increased student participation and their ability to create a supportive learning environment. ABSTRAKPenelitian ini membahas tentang penggunaan metode storytelling untuk meningkatkan kemampuan berbicara di kelas Bahasa Inggris sebagai Bahasa Asing (EFL). Tantangan yang dihadapi oleh siswa, guru bahasa Inggris, dan peneliti dalam proses pembelajaran termasuk kecemasan siswa, kurangnya motivasi, dan tingkat kemahiran yang berbeda. Dengan menggunakan Penelitian Tindakan Kelas, penelitian ini melibatkan pre-test dan post-test untuk mengukur kemampuan berbicara dan data kualitatif dari observasi dan wawancara. Hasil penelitian menunjukkan bahwa metode bercerita dapat menjadi efektif dalam melibatkan siswa, membangun kepercayaan diri, dan meningkatkan kemampuan berbicara melalui lingkungan belajar yang dinamis dan interaktif. Penelitian ini mencatat tantangan dan peluang dalam mengajarkan keterampilan berbicara bahasa Inggris melalui metode mendongeng. Peneliti menghadapi kesulitan karena kompleksitas pembelajaran bahasa, pengaruh budaya, dan kebutuhan siswa yang beragam. Metode storytelling yang diterapkan dalam dua siklus menunjukkan peningkatan yang signifikan dalam kemampuan berbicara siswa, dengan 63,79% memenuhi kriteria keberhasilan pada siklus kedua. Metode ini tidak hanya meningkatkan kemampuan berbicara, tetapi juga mendorong pemikiran kritis, kreativitas, dan kepercayaan diri siswa. Guru juga mendapat manfaat dari peningkatan partisipasi siswa dan kemampuan mereka untuk menciptakan lingkungan belajar yang mendukung.

Politeness Strategies in the EFL Classroom: A Pragmatic Analysis of Teacher-Student Interaction Hieng, Fransiska Orien; Balik, Lusiana Mariyeta; Janggo, Wendelinus Oscar
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36461

This study examines the politeness strategies used in English as a Foreign Language (EFL) classrooms, with a focus on teacher-student interactions at St. Gabriel Senior High School, in Maumere. Adopting a descriptive qualitative approach, the study integrates Brown and Levinson’s (1987) politeness theory with Sack, Schegloff, and Jefferson’s (1974) conversation analysis. Data were collected through observations, field notes, audio recordings, transcripts, and questionnaires. To identify politeness strategies, thematic analysis was used, combined with Conversation Analysis to examine interactional features of the data. The analysis revealed that teachers predominantly used positive politeness and bald on record strategies to balance authority, clarity, and rapport. Positive politeness was evident in greetings, praise, empathy, and encouragement, while bald on record strategies were employed for instructional clarity and classroom management. Students frequently demonstrated negative politeness through short, respectful responses that indicated acknowledgement of the classroom hierarchy. CA revealed key interactional features, such as turn taking control, adjacency pairs, repair sequences, and pedagogically functional interruptions. Questionnaire results further confirmed students’ positive perception, which indicating that politeness strategies contributed to comfort, confidence, and active participation. These findings highlight the importance of politeness strategies in ensuring harmonious interactions, promoting engagement, and enhancing the pedagogical atmosphere in EFL settings.

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