Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Anak Usia Dini Undiksha JET (Journal of English Teaching)
Priscilla Maria Assis Hornay
Universitas Katolik Widya Mandira, Kupang, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Faktor Sosial Yang Mempengaruhi Interaksi Anak dan Perilaku Anak di Kelas Maria Regina Jaga; Aplonia Nelci Ke Lomi; Priscilla Maria Assis Hornay
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 11 No. 2 (2023): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v11i2.59694

Abstract

Social factors show complex interactions and can affect children's social interactions. This research analyzes social factors that influence children's interactions and behavior in the classroom environment. This type of research is qualitative research. This qualitative research involved children and two of their teachers in kindergarten. Data collection methods use observation and interviews. The data collection instrument uses a questionnaire sheet. The data analysis technique uses qualitative descriptive analysis. Data were analyzed using content analysis techniques. The results show that respectful relationships, honest conversation and communication, intellectual engagement of students, shared ownership and responsibility in learning, and a classroom environment are the keys to effective learning for children. Teachers recognize children's progress, so they begin to value many of the social behaviors that children want to master. The classroom setting is an excellent place for children, and teachers pay attention to children's independent ability for tasks or skills through their interactions.
Improving Environmental Vocabulary Mastery of Grade 11 Students through Multi-game Intervention Emiliana Uge; Priscilla Maria Assis Hornay
JET (Journal of English Teaching) Vol. 12 No. 1 (2026): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v12i1.7777

Abstract

Environmental vocabulary is a fundamental component of EFL learning, enabling students to understand texts and communicate effectively about sustainability issues. However, Indonesian learners often struggle with environmental terminology due to limited exposure and traditional teacher-centered instruction. This pre-experimental study investigated the effectiveness of a multi-game intervention—Crossword Puzzles, Vocabulary Bingo, Word Chain, and Kahoot—in improving Grade 11 students’ environmental vocabulary mastery. Using a one-group pretest–posttest design involving 17 grade 11 students, a 20-item environmental vocabulary test measured changes in performance. Results showed a substantial gain: mean scores increased from 9.82 (49.10%) to 17.59 (87.95%), with 70.59% of students achieving the Advanced mastery level after the intervention. A paired sample t-test confirmed a significant difference between pretest and posttest scores (p = .000). The findings align with prior research demonstrating that game-based learning enhances motivation, strengthens vocabulary recall, and supports deeper lexical processing. This study recommends integrating diverse games into vocabulary teaching, especially for thematic domains such as environmental education.
Co-Authors Aplonia Nelci Ke Lomi Emiliana Uge Maria Regina Jaga