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<![CDATA[KEEFEKTIFAN PENGGUNAAN FILM KARTUN TERHADAP PENGUASAAN KOSAKATA SISWA ]]>
<![CDATA[Evenddy, Sutrisno Sadji]]>;
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Rahmawati, Risa]]>
<![CDATA[ BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 5, No 1 (2018): BÉBASAN Edisi Juni 2018 ]]>
Publisher : <![CDATA[Kantor Bahasa Banten ]]>
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DOI: 10.26499/bebasan.v5i1.97
<![CDATA[The objective of the research was to find out the effectiveness of using cartoon movie toward students’ vocabulary mastery at the seventh grade of SMPN2 Kota Serang. The researcher used quantitative research by applying true experimental design for conducting the research. The population of this research was the seventh grade students of SMPN 2 Kota Serang. The sample of this research was the students of VII A as experimental class and VII B as control class. Each class consisted of 37 students. The classes were chosen by cluster random sampling from ten classes. In collecting the data, the researcher conducted pre-test and post-test. Pre-test was given to the classes before treatment. Then treatment was given only to experimental class for two meetings. Post-test was given to the classes after treatment. In analyzing the data, the researcher used T-test. The result of the calculation showed that is tcount  (20.2) is higher than ttable (1.99). It means that null hypothesis (Ho) is rejected and alterative hypothesis (Ha) is accepted. Therefore, cartoon movie is effective on the students’ vocabulary mastery at the seventh grade of SMPN 2 Kota Serang and one of the media which is can help the students in solving their problem in learning English vocabulary. In addition, cartoon movie can make the students enthusiastic, interested, and enjoy in learning English vocabulary.]]>
<![CDATA[PENGARUH PENGGUNAAN BONEKA JARI PADA PENGAJARAN KEMAMPUAN MENYIMAK SELEKTIF DALAM NARATIF TEKS DI KELAS DELAPAN SMP PGRI KOTA CILEGON ]]>
<![CDATA[Arivasari, Lionny Ansi]]>;
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Hammer, Welliam]]>
<![CDATA[ BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 5, No 2 (2018): BÉBASAN Edisi Desember 2018 ]]>
Publisher : <![CDATA[Kantor Bahasa Banten ]]>
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DOI: 10.26499/bebasan.v5i2.102
<![CDATA[The objective of this research was to find out the influence of using finger puppet in teaching selective listening skill in narrative text at eight grade of SMP PGRI Kota Cilegon. The researcher used quantitative research by using true experimental design for conducting the research. The subject of this research used cluster random sampling, which consist of two classes. The experimental class was VIII A consist of 22 students and VIII B as control class with 23 students. The instrument of this research was test. The types of the instrument were pre-test and post-test that given to both class. Before giving pre-test and post-test, the researcher conducted try-out test in other class to know if the instrument that used in pre-test and post-test was valid and reliable as research instrument. In testing the hypothesis the researcher used t-test as formulas to find out the influence of using finger puppet in teaching selective listening skill in narrative text at eight grade of SMP PGRI Kota Cilegon. The result of this research, shown that by using finger puppet was 3,1739. It can be concluded that tcount ≥ ttable or 3,1739 ≥ 2,018.]]>
<![CDATA[PENGARUH PENGGUNAAN PODCAST PADA PENGAJARAN KEMAMPUAN MENYIMAK SELEKTIF DI SMAN 2 KOTA SERANG ]]>
<![CDATA[Hilmatunisa, NRD]]>;
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Rima, Rosmania]]>
<![CDATA[ BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 5, No 2 (2018): BÉBASAN Edisi Desember 2018 ]]>
Publisher : <![CDATA[Kantor Bahasa Banten ]]>
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DOI: 10.26499/bebasan.v5i2.103
<![CDATA[Listening becomes the first step in learning. Nation and Newton (2012 : 37) states that listening is the natural precursor to speaking; the early stages of language development in a person‘s first language. The objective of the research is to find out the influence of using podcast in teaching listening skill. In order to achieve the objective of this research, the researcher conducted the data through true experimental in quantitative approach. The researcher used cluster random sampling. The researcher took control class and experimental class for gathering the data to be analyzed. Based on the calculation, it was normally distributed and homogen. Based on the result of test of mean difference significant (independent ), it was Calculated  or 0.33  2.01. The alternative hypothesis was received. It can be concluded that there was an influence of using podcast in teaching listening at tenth grade of SMAN 2 kota Serang.]]>
<![CDATA[KEEFEKTIFAN PENGGUNAAN LAGU BERBAHASA INGGRIS TERHADAP PEMAHAMAN MENYIMAK SISWA ]]>
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Rahmawati, Eri]]>;
<![CDATA[Hasanah, Alfi]]>
<![CDATA[ BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 5, No 1 (2018): BÉBASAN Edisi Juni 2018 ]]>
Publisher : <![CDATA[Kantor Bahasa Banten ]]>
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DOI: 10.26499/bebasan.v5i1.95
<![CDATA[The objective of this research was to find out the effectiveness of using English pop songs toward students’ listening comprehension at the tenth grade of SMAN 5 Kota Serang. The population of this research was all the students of the tenth grade of SMAN 5 Kota Serang, and the sample were X Science 4 as experimental class and X Science 3 as control class. The researcher used quantitative method by implementing true experimental design.The instrument of research was the tests: pre and post test. The result of students’ average in pre-test were 45.17 for experimental and 46 for control class. The result of students’ average in post-test were 78 for experimental and 71.67 for control class. It can be concluded that using English pop songs was effective toward students’ listening and the teachers can use English pop songs a a media to overcome students’ difficulty in listening and improve their listening comprehension, too.]]>
<![CDATA[SUPPLEMENTARY LISTENING MATERIALS FOR UNDERGRADUATE STUDENTS: A PROTOTYPE OF DESKTOP AND MOBILE VERSION ]]>
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Fargianti, Yusti]]>;
<![CDATA[Anrika, Tania]]>;
<![CDATA[Nurjanah, Eka]]>
<![CDATA[ Jurnal Sistem Informasi Vol 7 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Serang Raya ]]>
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DOI: 10.30656/jsii.v7i1.2050
<![CDATA[Abstract - This research was intended to design a supplementary listening material that could help students to meet their needs in improving their listening skill. This materials would be build through an application that could be operated through personal computer or android. This research employed innovative work (R&D). It will follow the models of creating instructional materials which include Needs assessments, Product planning and design, Preliminary product development, Preliminary field testing, Product revision, Main field testing and Final product revision. [1] The objective of this study was to explain and describe the process of designing and using the supplementary listening material. In addition, this research was also aimed at finding out the influence of using the supplementary listening materials for undergraduate students. To answer the research questions, questionnaire and test were used as the instruments of the research to gain the data. Then the data were analyzed quantitatively by utilizing recurrence and rate. The most elevated rate were considered as the representation on the undergraduate condition. After that point, the recommendation and the remarks were dissected descriptively to decide the substance of the listening materials.Keywords – Android, Desktop, Supplementary Listening Materials, Undergraduate Students.]]>
<![CDATA[The Effectiveness of Infographics to Enhance Students' Vocabulary Mastery at Eighth Grade Students of SMPN 1 Kota Tangerang Selatan ]]>
<![CDATA[Zukhruf, She Darin]]>;
<![CDATA[Juniardi, Yudi]]>;
<![CDATA[Miranty, Delsa]]>
<![CDATA[ Globish: An English-Indonesian Journal for English, Education, and Culture Vol 13, No 2 (2024): Globish ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/globish.v13i2.11259
<![CDATA[This research aimed to determine if using infographics in the eighth grade at SMPN 1 Kota Tangerang Selatan had a significant effect on students' vocabulary mastery. This study employed a quantitative approach and a quasi-experimental design. A total of 78 students participated in the study; 39 from each of the two classes (the experimental and control) were included in the sample. Each class took a pre-and post-test during the first and last meetings. Independent sample t-tests were run in SPSS version 22 to evaluate the hypothesis. The results showed that using infographics enhanced the vocabulary mastery of eighth-graders at SMPN 1 Kota Tangerang Selatan. The effect size was 0.80, with a significance level of 0.001 for the two-tailed Independent T-test (0.001 < 0.05). That supports the moderate size effect and indicates the acceptance of the alternative hypothesis. Thus, using an infographic as a teaching tool provides a significant effect on students' vocabulary mastery.]]>
<![CDATA[Students' Responses To Using Pictionary Games of Vocabulary Instructional Media ]]>
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Fatmawati, Amelia Yustina]]>;
<![CDATA[Hamer, Welliam]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v10i2.45872
<![CDATA[This paper presents a study that was undertaken to investigate the students' reactions towards the utilization of Pictionary games as a form of vocabulary educational media. The research was conducted among tenth-grade students at MAN 1 Lebak. The present study employed a descriptive quantitative approach as its chosen research methodology. The participants in this study consisted of students enrolled in class X at MAN 1 Lebak. A sample of 37 students was selected from the population of students in 10 MIA 2. The research data utilized in this study consisted of questionnaire responses obtained from students. These responses were collected to gather insights on the implementation of Pictionary games as a means of vocabulary instructional media. The results of the study indicate that the utilization of Pictionary games elicited a favorable response from the students in terms of enhancing their vocabulary proficiency. The use of Pictionary games was found to be effective in strengthening students' vocabulary skills and fostering an enjoyable learning experience.]]>
<![CDATA[Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills ]]>
<![CDATA[febrianti, mariska]]>;
<![CDATA[Praja Dinata, Ridho]]>;
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Rasita Gloria, Irma]]>;
<![CDATA[Chairil Imran, Muhammad]]>
<![CDATA[ International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijlul.v2i1.774
<![CDATA[Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.]]>
<![CDATA[The Influence of the Direct Method on Students' Language Comprehension: Quantitative Research with a Focus on Listening Skills ]]>
<![CDATA[Wardhani, Rizky]]>;
<![CDATA[Danial, Haris]]>;
<![CDATA[Miranty, Delsa]]>;
<![CDATA[Oktaviana, Ariana]]>;
<![CDATA[Fitriani, Nining]]>
<![CDATA[ International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijlul.v2i1.780
<![CDATA[Background. The Direct Method has become an attractive approach in language learning, emphasising the use of the target language in communicative situations. However, the impact of the Direct Method on students' language comprehension, particularly in listening skills, still needs to be studied in depth. Purpose. This study aims to evaluate the effect of the Direct Method on students' language comprehension, focusing on listening skills in the context of English language learning. Method. A quantitative approach was used to analyse data from the listening comprehension scores of students who took the Direct Method. The research sample consisted of 100 students who took the Direct Method course. Results. The results showed that the Direct Method had a positive and significant influence on students' listening comprehension ability. Of the 100 students who took the course with the Direct Method, 85% showed a significant improvement in listening comprehension scores. Conclusion. In the context of English language learning, the Direct Method has great potential in improving students' listening comprehension. This approach provides an interesting and meaningful learning experience for students, allowing them to be actively involved in the learning process and improving their ability to understand and use the target language.]]>
<![CDATA[Gamified Diagnostic Assessment Using Quizizz: Investigating Motivation and Perceptions of Indonesian ESL Students ]]>
<![CDATA[Sholihah, Laili Inayatus]]>;
<![CDATA[Miranty, Delsa]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v12i1.15153
<![CDATA[This study explores the impact of Quizizz as a diagnostic assessment platform on the motivation and perceptions of third-grade students at SMPN 3 Tigaraksa in their English lessons. A quantitative research design was employed, using a questionnaire distributed to 35 students, with results analyzed through descriptive statistics. The ages of the samples in this research are between 14 and 15 years old. The questionnaire utilized a four-point Likert Scale based on their agreement and disagreement. This questionnaire was distributed through Google Forms. The study’s findings revealed that using Quizizz increased students' intrinsic motivation and positive perceptions of learning English. The students found learning English to be more enjoyable and engaging. The competitive and engaging use of Quizizz resulted in greater interest and confidence in English language learning. Related to the limitation of this research is that it focuses solely on Indonesian ESL students, which may restrict the generalizability of the findings to learners in other cultural or linguistic contexts. This study offers insightful information for teachers to use technology-integrated learning methods, such as Quizizz, as a diagnostic assessment platform. It can motivate and help teachers design more effective teaching strategies according to ESL students' needs in learning English.]]>
