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All Journal Edutech Elsya : Journal of English Language Studies Journal of English Language Teaching, Linguistics, and Literature Studies
Jein, Maniku
Universitas Prisma, Manado
Education Languange, Linguistic, Communication & Media Other

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PENGGUNAAN APLIKASI GRAMMAR TERHADAP SISWA SEBAGAI TEKNIK BELAJAR ERA REVOLUSI INDUSTRI 4.0 Jein, Maniku
EDUTECH Vol 20, No 1 (2021)
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/e.v20i1.30311

Abstract

The purpose of this study was to find out the effectiveness in using grammar application as learning technique in industry revolution 4.0. This study was a Quantitative Research where pre-test and post-test was done in research to find out the effectiveness in using grammar application as learning technique. One class was used in this research and the test was used as an instrument in the research. The result of pre-test is compared with the result of post-test after using grammar application. The results of this study were improving the percentage of students in learning English from 78% in pre-test to 87% in post-test. All of these improvements are certainly due to the presence of improvements during the learning process carried out by using the grammar application as learning technique. Based on the research has been done in SMAN 2 Bitung can be concluded that the use of grammar application as learning technique in industry revolution 4.0 appropriately to improve students’ score and skill in learning English.Tujuan dari penelitian ini yaitu mengkaji keefektifan penerapan penggunaan aplikasi grammar sebagai teknik belajar terhadap siswa di era revolusi dunia pendidikan industri 4.0. Jenis penelitian ini adalah Penelitian Kuantitatif dimana pre-test dan post-test dilaksanakan didalam penelitian ini untuk mengkaji keefektifan dari penerapan penggunaan aplikasi grammar sebagai teknik belajar. Kegiatan penelitian ini dilakukan dengan mengambil sampel yaitu satu kelas dan menggunakan tes sebagai instrumen dalam pengumpulan data. Hasil pre-test menjadi pembanding dengan hasil post-test yang dilakukan setelah siswa menggunakan aplikasi grammar. Capaian dari penelitian ini diantaranya adanya peningkatan persentase belajar siswa dalam pembelajaran kelas Bahasa Inggris, dari nilai rata-rata siswa 78% pada pre-test, menjadi 87% pada post-test. Peningkatan ini terjadi karena adanya perlakuan yang diterapkan yaitu penggunaan aplikasi grammar dalam pembelajaran kelas Bahasa Inggris. Berdasarkan penelitian yang telah dilakukan di SMAN 2 Bitung dapat disimpulkan bahwa penggunaan aplikasi grammar sebagai teknik belajar dalam era revolusi industri 4.0 efektif sebagai teknik belajar terhadap siswa karena mampu meningkatkan nilai dan kemampuan siswa dalam pembelajaran Bahasa. Tujuan dari penelitian ini yaitu mengkaji keefektifan penerapan penggunaan aplikasi grammar sebagai teknik belajar terhadap siswa di era revolusi dunia pendidikan industri 4.0. Jenis penelitian ini adalah Penelitian Kuantitatif dimana pre-test dan post-test dilaksanakan didalam penelitian ini untuk mengkaji keefektifan dari penerapan penggunaan aplikasi grammar sebagai teknik belajar. Kegiatan penelitian ini dilakukan dengan mengambil sampel yaitu satu kelas dan menggunakan tes sebagai instrumen dalam pengumpulan data. Hasil pre-test menjadi pembanding dengan hasil post-test yang dilakukan setelah siswa menggunakan aplikasi grammar. Capaian dari penelitian ini diantaranya adanya peningkatan persentase belajar siswa dalam pembelajaran kelas Bahasa Inggris, dari nilai rata-rata siswa 78% pada pre-test, menjadi 87% pada post-test. Peningkatan ini terjadi karena adanya perlakuan yang diterapkan yaitu penggunaan aplikasi grammar dalam pembelajaran kelas Bahasa Inggris. Berdasarkan penelitian yang telah dilakukan di SMAN 2 Bitung dapat disimpulkan bahwa penggunaan aplikasi grammar sebagai teknik belajar dalam era revolusi industri 4.0 efektif sebagai teknik belajar terhadap siswa karena mampu meningkatkan nilai dan kemampuan siswa dalam pembelajaran Bahasa.
Group Discussion Based on Podcast and to Improve English Listening Skill to ESL Learners Ervita C Tania; Maniku Jein
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 2, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v2i2.2070

Abstract

Group Discussion Based on Podcast and to Improve English Listening Skill to ESLLearners. This study is focused on group discussion based on podcast to improveEnglish listening skill to ESL learners above fourteen (14) years old English learners inBethany Family Church, Bitung city. This study uses a quantitative method with a preexperimentaldesign by applying one pre-test and post-test design. The writer uses pretestand post-test as instruments. Data were analyzed statistically by using t-test. Theresults of this study indicate that podcasts and group discussion are effective inteaching listening comprehension to ESL English learners in Bethany Family Church,Bitung city. This can be seen from the results of the t-test, the significance and progressof the learners? scores on the post-test from the pre-test. The mean of pre-test scorewas 7,25 and the average post-test score was 8,625. This indicates a significant increasein the mean scores between the learners' pre-test and post-test. The results of thisstudy are expected to be useful for teachers, and learners to enrich their reference inteaching and learning English Listening.Keywords: Group Discussion Based on Podcast; ESL Learners
Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development Rorimpandey, Rinny Suryani; Wongkar, Yapi Henri; Lengkoan, Fergina; Jein, Maniku; Tatipang, Devilito Prasetyo
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies (In-Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/191ac619

Abstract

Fostering social-emotional skills has become an essential dimension of language education, yet English classrooms often prioritize linguistic proficiency while neglecting affective development. This study addresses that gap by investigating how the Student Teams Achievement Divisions (STAD) cooperative learning model can enhance students’ social-emotional growth, particularly in empathy, confidence, and collaboration within English learning contexts. Using a mixed-methods design, data were collected from nine students in the Nursing Department through interviews, focus groups, reflective journals, and classroom observations, complemented by pre- and post-surveys on social-emotional skills and English performance data. Students participated in structured STAD activities designed to promote cooperative interaction and shared accountability. The findings revealed meaningful gains in empathy as students demonstrated stronger mutual respect, actively supported peers, and showed greater sensitivity toward different abilities and perspectives. Their confidence in using English increased significantly, with participants reporting lower anxiety, greater willingness to speak, and stronger self-assurance in sharing ideas during group discussions. Collaboration also improved, as students expressed higher motivation, enjoyment in teamwork, and more active participation in achieving shared goals. Although challenges such as shyness and uneven participation emerged, these were outweighed by the positive interpersonal dynamics created by STAD. This study contributes evidence that incorporating STAD in English classrooms can simultaneously cultivate empathy, build confidence, and strengthen collaboration, creating inclusive learning environments that support both language acquisition and social-emotional development.
Co-Authors Devilito Prasetyo Tatipang Ervita C Tania Lengkoan, Fergina Misgter Gidion Maru Nitha Liando Rinny Rorimpandey Wongkar, Yapi Henri