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All Journal Edumaspul: Jurnal Pendidikan E-CLUE Journal of English Culture, Language, Literature and Education
Oktin Kristina Hutapea
Universitas Musamus Merauke
Education Languange, Linguistic, Communication & Media Other

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A Study on the Use of Learning Media and Its Implications for Student Learning Motivation Titik Rukmawati; Richard Semuel Waremra; Seli Marlina Raja Leba; Oktin Kristina Hutapea; Deasy Natalia Mulalinda
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.6200

Abstract

Learning media plays an important role in increasing student motivation in various educational contexts. In addition, the use of varied and interesting learning media can motivate students to be actively involved in the learning process, increase their interest in subjects, and develop cognitive and social skills. This study aims to investigate the relationship between learning media and student learning motivation. By applying quantitative methods, this research was applied to class XI of IPA YPPK Yosudarso High School Merauke, South Papua, with a total of 18 students. Data collection was carried out by questionnaires consisting of four categories of choices, in addition, for sampling techniques, the Convinience Sampling Method was used as a data collection method. As a finding, the level of learning media is at a high level with mean score = 3.60 while student learning motivation is at a very high level namely meanscore = 4.69. The results showed that there was a significant relationship between learning media and student learning motivation. However, although learning media has great potential to increase student learning motivation, other factors such as students' physical and psychological conditions, learning environment, and the role of parents also play a role in influencing student learning motivation. In addition, the role of teachers in integrating learning media with the right teaching methods is also an important factor. Teachers who are able to use learning media effectively can increase the attractiveness and relevance of learning, and provide positive feedback to students. This can increase students' learning satisfaction and encourage their motivation to continue learning and achieve better results.
Would EFL Students learn better through the Implementation of NHT Model?: A CAR Study for Reading Comprehension Improvement of Junior Level Oktin Kristina Hutapea; Seli Marlina Radja Leba; Tego Tego
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6573

Abstract

This class action research aims to apply the Numbered Head Together learning model to improve student learning outcomes in English subjects, especially for reading comprehension skills at the junior level, namely in class VII SMP Negeri 1 Merauke in the 2022/2023 academic year. This research is a Classroom Action Research (CAR), where Classroom Action Research (CAR) is research conducted in two stages of the cycle, where each cycle I and cycle II is carried out twice the learning process meeting. Each cycle consists of 4 stages, namely planning, implementation, observation and reflection. The subjects in this study were 32 seventh grade students. The success indicator of this study is if 75% of students can achieve the Minimum Completeness Criteria (KKM) value of 70. The results showed that the application of the Numbered Head Together (NHT) Learning Model in class VII SMP Negeri 1 Merauke showed an increase in the completeness of students' learning achievement in cycle I with an average of 61.65% increasing to 80.28% in cycle II. The percentage of learning completeness also increased from cycle I by 12.5% increasing to 100% in cycle II. In addition, There was also a very significant increase in each teacher and student activity based on the observation sheet. Where in cycle I the teacher's activities were at 89.28% and students at 66.07%, then increased in cycle II, where teacher activities became 96.42% and students at 91.07%.
Would EFL Students learn better through the Implementation of NHT Model?: A CAR Study for Reading Comprehension Improvement of Junior Level Oktin Kristina Hutapea; Seli Marlina Radja Leba; Tego Tego
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6573

Abstract

This class action research aims to apply the Numbered Head Together learning model to improve student learning outcomes in English subjects, especially for reading comprehension skills at the junior level, namely in class VII SMP Negeri 1 Merauke in the 2022/2023 academic year. This research is a Classroom Action Research (CAR), where Classroom Action Research (CAR) is research conducted in two stages of the cycle, where each cycle I and cycle II is carried out twice the learning process meeting. Each cycle consists of 4 stages, namely planning, implementation, observation and reflection. The subjects in this study were 32 seventh grade students. The success indicator of this study is if 75% of students can achieve the Minimum Completeness Criteria (KKM) value of 70. The results showed that the application of the Numbered Head Together (NHT) Learning Model in class VII SMP Negeri 1 Merauke showed an increase in the completeness of students' learning achievement in cycle I with an average of 61.65% increasing to 80.28% in cycle II. The percentage of learning completeness also increased from cycle I by 12.5% increasing to 100% in cycle II. In addition, There was also a very significant increase in each teacher and student activity based on the observation sheet. Where in cycle I the teacher's activities were at 89.28% and students at 66.07%, then increased in cycle II, where teacher activities became 96.42% and students at 91.07%.
Co-Authors Deasy Natalia Mulalinda Richard Semuel Waremra Seli Marlina Radja Leba Seli Marlina Raja Leba Tego Tego Titik Rukmawati