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p-Index From 2020 - 2025
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All Journal English Department of UMMU Journal (EDU Journal) Journal of Language and Literature Studies
Shuai Ma
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Education Languange, Linguistic, Communication & Media Other

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Evaluating Vocabulary Proficiency: A Synonym and Antonym Analysis of English Education Department Students at Muhammadiyah University of North Maluku Erwin Gay; Shuai Ma; Kiki Basri Yadi
EDU Journal - English Department of UMMU Journal Vol 2 No 2 (2022): Vol. 2 No. 2 November 2022
Publisher : English Education Department, Faculty of Education Muhammadiyah University of North Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52046/edu.j.v2i2.1610

Abstract

This research study aims to assess the vocabulary competence of fifth-semester English Education Department students at Muhammadiyah University of North Maluku, focusing on synonyms and antonyms. The study involved 17 active students, and data collection occurred on January 13, 2022. A qualitative descriptive method was employed, utilizing a test sheet as the primary instrument. The collected data were quantitatively analyzed, employing descriptive statistics such as accuracy rates and response times, to evaluate participants' performance and overall proficiency level. The process involved meticulous checking and correction of students' answer sheets, followed by grading based on a specific scoring system. The findings reveal a highly satisfactory level of competence among students in understanding synonyms and antonyms, as evidenced by the matching test sheet results. The majority of respondents answered the questions correctly, demonstrating a commendable grasp of the concepts. The average scores for synonyms and antonyms were 67.45 (in the good category) and 73.72 (in the good category), respectively. These results indicate a considerable level of interest and proficiency among students in acquiring knowledge of synonyms and antonyms.
The Efficaccy of Roundtable Technique on EFL Students' Writing Skills: An Experience Learned from a Remote Area: Roundtable and wrtiting skills Jusmin HJ Wahid; Iwan Irawan; Shuai Ma; Moh Julfandi Koroy
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1814

Abstract

Writing is a skill to express ideas and thoughts to make a message explicit. To arrange an idea in written text the students’ need soft skill in completing a text; grammar, punctuation, and vocabulary are the most important aspect in the writing skill that should be mastered by the students organizing the ideas. To attain the students' comprehend and overcome the obstacles in the writing skill, the researchers implementing a roundtable technique in the teaching process.The research aims to investigate the efficacy of the roundtable technique on EFL students' writing skills. Then, the researchers implement quasi-experimental design, Totally 46 students in each class. In addition, the researchers implement writing test as research instrument. The finding showed that the Roundtable technique is an effective way to improve students' writing skills and can stimulate students' attention to the writing skills. In addition, students found their identity and were more confident in elaborating the good ideas.  The two classes proved that the significance of the experimental class is higher than the control and the significant score is 0.0. This means that the roundtable technique is an effective way to implement in the classroom. It can encourage students to more focus on the issue and update the new information to improve their writing skills. Moreover, it is an enjoyable technique to implement in the classroom to create a good atmosphere and can improve students' attention in the writing process. Roundtable As a recommended solution to the English teachers and lecturers in prioritize to students writing skills. These is design to specifically improve students' grammar, punctuation, and vocabulary mastery in writing skills.
Co-Authors Erwin Gay HJ Wahid, Jusmin Iwan Irawan Kiki Basri Yadi Moh Julfandi Koroy