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All Journal Jurnal Riset Kimia ALACRITY : Journal Of Education
Maria Simarmata, Maria
Laboratorium Elektrokimia Jurusan Kimia FMIPA UNAND
Chemistry Education Other

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OPTIMASI TRANSPOR Cu(II) DENGAN APDC SEBAGAI ZAT PEMBAWA MELALUI TEKNIK MEMBRAN CAIR FASA RUAH Imelda, -; Kahar, Zaharasmi; Simarmata, Maria; Mustafa, Djufri
Jurnal Riset Kimia Vol 5, No 2 (2012): March
Publisher : Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jrk.v5i2.212

Abstract

The transport of Cu(II) with Ammonium Pyrrolidine Dithiocarbamate(APDC) as carrier through bulk liquid membrane had been researched. The measurement was performed to source phase and feed phase by using Atomic Absorption Spectrophotometer toward λmaks 324.7 nm. The result of the research showed the optimum condition to separate 20 ppm of Cu(II) was at pH 4 of source phase, concentration of APDC was 1 : 30, stirring time was 2 hours, and the stirring velocity was 300 rpm with the percentage of Cu(II) transport to feed phase was 97,06% and percentage of remains Cu(II) was 0%.
Improving English Vocabulary Mastery Through Flashcards Method for Students at SMK Telkom 2 Medan Simarmata, Maria; Tarigan, Natalia W.P.; M.R, Elvira Rosyida
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.770

Abstract

The purpose of this study is to investigate how well eleventh-grade students at SMK Telkom 2 Medan can master English vocabulary with the use of flashcards. The kids' limited vocabulary, especially in vocational schools where English instruction is frequently limited by time and less engaging techniques, is what spurred the research. Two groups participated in a quantitative study utilizing a quasi-experimental design: the experimental group was taught vocabulary using flashcards, while the control group was instructed using traditional techniques. Multiple-choice vocabulary questions were used in pre-tests and post-tests to gauge students' development. The results showed that whereas the control group's average score only increased from 49.6 to 62.0, the experimental group's improved significantly from 51.6 to 79.2. The flashcard strategy greatly improved students' vocabulary acquisition, according to statistical studies, including paired sample and independent sample t-tests (t-value = 7.24; p < 0.001). Furthermore, the results of the questionnaire showed that the majority of students thought flashcards helped them comprehend word meanings, memorize vocabulary more rapidly, and enjoy studying. To sum up, using flashcards to teach English vocabulary turned out to be a successful and entertaining visual aid. This strategy is appropriate for vocational school settings because it not only improved retention but also raised students' motivation and active participation.
Improving English Vocabulary Mastery Through Flashcards Method for Students at SMK Telkom 2 Medan Simarmata, Maria; Tarigan, Natalia W.P.; M.R, Elvira Rosyida
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.770

Abstract

The purpose of this study is to investigate how well eleventh-grade students at SMK Telkom 2 Medan can master English vocabulary with the use of flashcards. The kids' limited vocabulary, especially in vocational schools where English instruction is frequently limited by time and less engaging techniques, is what spurred the research. Two groups participated in a quantitative study utilizing a quasi-experimental design: the experimental group was taught vocabulary using flashcards, while the control group was instructed using traditional techniques. Multiple-choice vocabulary questions were used in pre-tests and post-tests to gauge students' development. The results showed that whereas the control group's average score only increased from 49.6 to 62.0, the experimental group's improved significantly from 51.6 to 79.2. The flashcard strategy greatly improved students' vocabulary acquisition, according to statistical studies, including paired sample and independent sample t-tests (t-value = 7.24; p < 0.001). Furthermore, the results of the questionnaire showed that the majority of students thought flashcards helped them comprehend word meanings, memorize vocabulary more rapidly, and enjoy studying. To sum up, using flashcards to teach English vocabulary turned out to be a successful and entertaining visual aid. This strategy is appropriate for vocational school settings because it not only improved retention but also raised students' motivation and active participation.
Co-Authors - Imelda, - Djufri Mustafa Elvira Rosyida M.R Tarigan, Natalia W.P. Zaharasmi Kahar