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All Journal Jurnal Pendidikan Humaniora English Review: Journal of English Education International Journal of Language and Literature Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Education and Linguistics Knowledge Journal (Edulink) Abdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Sains dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Jurnal Pengabdian Masyarakat Indonesia Sejahtera Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Aspirasi : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Mikhael Misa
Universitas Timor
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Public Health Social Sciences Other

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 1 
Teaching Vocabulary Using Games: A Case Study of ELT Classroom at 7th Grade Students of Secondary School Mikhael Misa
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 2 (2022): Budapest International Research and Critics Institute May
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i2.5745

Abstract

The purpose of this study was to determine the effectiveness of using games to teach vocabulary. To determine the effectiveness of researchers comparing learning outcomes using conventional methods with learning outcomes using games. The method used was experimental research which consisted of an experimental group and a control class consisting of 20 students each in the seventh grade of Middle School. The four types of tests are multiple-choice, word matching, and true-fall tests. To analyze the data, the researcher used the Standard Deviation. Calculation of t-score is 132 > 0.44. Compared to the t-table, the t-score is higher. Thus, this shows that there is effectiveness in teaching vocabulary by using games. As a result, using games to teach vocabulary can improve students' vocabulary mastery. This proves that students' mastery of teaching vocabulary using games is significant. Developing student success requires a good partnership, between the teacher and the students themselves.
Writing Recount Text: A Case Study of Grammatical Errors of ELT Classroom at 10th Grade Students Misa, Mikhael
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 4 (2022): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i4.7376

Abstract

This study was conducted to examine the types of grammatical errors and to determine the challenges associated with grammatical errors in recount texts written by students. This study employed a descriptive quantitative method. The researcher sent the text to students in grade 10th as part of the data collection process. The text must be produced using the Orientation, Events, and Reorientation of the pattern common in recount texts. The students have 60 minutes to write a text recounting an exceptional life occurrence. There should be at least three paragraphs in the text (Orientation, Events, Re-orientation). The researcher then calculated the writing errors the students had produced using a straightforward statistical calculation. The findings of this study demonstrate that students made errors in some areas when writing recount texts, including errors in Punctuation and Spelling, with the highest errors by 20 (100%) students, the second errors in Tense by 17 (85%) students, the third errors in Sentence Pattern by 15 (75%) students, the fourth is errors in Preposition by 11 (55%) students and the last errors in Pronoun with only 4 (20%) student. Moreover, the students got a score of 183 (45.75%). It indicated that the student's level of mastery could be poor. Furthermore, it recommended that the students should learn more about English grammar and that the teacher should improve their teaching and learning techniques to reduce the students’ Errors.
Co-Authors Anselmus Sahan Elisabeth Baintaka Eugelin Sulaiman Febronia Lasi Hesni Neno Hesni Neno, Hesni Khoirul Huda Lasi Febronia Lay, Serlina Amoy Manu, Hendrik Ori Merlin Helentina Napitupulu Sengkoen, Maria Gradiana Seran, Yanuarius Taolin, Luciana Ludowika Ignanita Yulita, Delti