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All Journal EXPOSURE JOURNAL PADIMAS: Jurnal Pengabdian Masyarakat GLENS: Global English Insights Journal INTENS (International Journal of English Education and Linguistics)
Khoirul Wafa
Universitas Nahdlatul Ulama Sunan Giri
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ON ENGLISH LEARNING OUTCOMES AND STUDENT LEARNING MOTIVATION Amalia Putri Khusnul Aisyah; Iin Widya Lestari; Khoirul Wafa
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i2.12708

Abstract

In this research, Students in the English Education Study Program's eighth semester in 2023/2024 at Nahdlatul Ulama Sunan Giri Bojonegoro will analyze the Student Team Achievement Division (STAD) learning method in order to assess its effects on learning outcomes and student learning motivation. The effect of the STAD method was thoroughly described in this research using a quantitative approach. In this research, 66 students from class X during the academic year 2023–2024 formed into two classes: the experimental class and the control class. Students in the research sample class post-test scores significantly outperformed those in the control class, the research findings showed that the alternative hypothesis (Ha) was accepted. Learning outcomes for students varied both before and after treatment. The experimental class average post-test score was 76.69, while the comparison group's average post-test score was 57.30. Significant (2-tailed) One Way ANOVA post-test values are less than 0.05 or 0.000 0.05. The researcher calculated eta squared to be (0.63 using the effect size statistics using eta squared. A moderate effect size is indicated by the value from eta squared. The average post-test score for the experimental group was 37.79, while the average post-test score for the comparison group was 29.41. showing a considerable improvement in the students' willingness to study. Significant (2-tailed) One Way ANOVA values are less than 0.05 or 0.000 0.05. The researcher discovered from the effect size statistics using eta squared
Interactive Activity Games Untuk Pembelajaran Kosakata Bahasa Inggris Pada Anak di Desa Glagahwangi Kecamatan Sugihwaras Iin WidyaLestari; Mohammad Fatoni; Khoirul Wafa; Edi Suwandi; Nur Aini Mursidha; Naylatus Sa'adah
PADIMAS Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2023): Padimas (Jurnal Pengabdian Masyarakat)
Publisher : PADIMAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/padimas.v2i2.2294

Abstract

Bahasa Inggri merupakan salah satu Bahasa internasional yang sangat penting untuk dikuasai. Bahkan Bahasa Inggris menjadi salah satu mata pelajaran wajib yang dipelajari pada tingkatan sekolah menengah pertama hingga tingkat universitas. Salah satu komponen penting dalam Bahasa Inggris ialah penguasaan kosakata. Kosakata (vocabulary) merupakan salah satu komponen Bahasa yang sangat penting pada tahap awal. Desa Glagahwangi Kecamatan Sugihwaras memiliki anak - anak yang memiliki potensi yang baik karena banyak dari mereka antusias dalam mempelajari Bahasa Inggris. Selain itu mereka masih belum memiliki cara yang cukup efektif dalam belajar kosakata. Sehingga perlu diadakan pendampingan dan pelatihan pembelajaran kosakata Bahasa Inggris dengan Interactive Language Games yang interaktif, menyenangkan dan mampu meningkatkan motivasi dan penguasaan kosakata Bahasa Inggris secara baik pada anak – anak di desa Glagahwangi di Desa Glagahwangi Kecamatan Sugihwaras. Tujuan dari pengabdian ini ialah untuk memberikan pelatihan Interactive activity games untuk belajar kosakata Bahasa Inggris kepada anak – anak desa Glagahwangi. Tahapan dari kegiatan pengabdian kepada Masyarakat ini ialah penyamapaian dan pemaparan materi, pelatihan dan praktek kegiatan interactive activity games. Kegiatan pengabdian ini berjalan dengan baik. Anak – Naka dapat menerapkan pembelajaran kosakata di sekolah dan dirumah.
Analyzing Deixis of English Speech by Kim Namjoon (BTS) at the United Nations St. Ika Susanti; Iin Widya Lestari; Khoirul Wafa
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a4

Abstract

Humans, as social beings, naturally interact to fulfill various life needs. This study aimed to analyze different deixis types in Kim Namjoon's speech and understand their meanings. The research employed Stephen C. Levinson's Theory and utilized a descriptive qualitative method with a content analysis approach. The findings revealed five deixis categories in Kim Namjoon's speech: personal, spatial, temporal, discourse, and social. These were distributed as follows: 129 (65.8%) personal deixis, 15 (7.7%) spatial deixis, 10 (5.1%) temporal deixis, 31 (15.8%) discourse deixis, and 11 (5.6%) social deixis. In total, 196 deixis instances were identified in Kim Namjoon's speech. His speech, titled "Speak Yourself," aimed to inspire young people to embrace self-love, discover their inner voices, and confidently express themselves to the world. The significance of this research lies in enhancing our understanding of deixis and its role as a linguistic resource, particularly in terms of usage and significance within utterances.
THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE STUDENTS’ VOCABULARY: Abstract, Introduction, Literature Review, Method, Findings and Discussion, References Faridatus Salma; Khoirul Wafa; Faridatus Salma; Khoirul Wafa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1.2082

Abstract

This research aims to determine how the implementation of teaching vocabulary using the TPR method and whether the TPR method can improve the students’ vocabulary. This type of research was classroom action research (CAR). The research was conducted in two cycles. The research subjects were 20 students. Data collection was obtained based on observation, test, and documentation results. The data analysis used is descriptive qualitative and descriptive quantitative. Based on the qualitative data analysis, it shows that the implementation of the TPR method can make students easier to remember vocabulary. The results of the quantitative data analysis showed that the percentage of pre-action scores was 30% of students who passed. After carrying out actions using the TPR method in the learning process, cycle I data increased by 15% to 45% of students who passed. In cycle II, 80% of students passed the test and an increase of 35%. Cycle II was stopped because students had achieved classical mastery 80%/16 of the total number of students in one class, and individual students reached KKM 75. From this data, it can be concluded that the learning was declared complete individually and classically. So, using the TPR method can improve students’ vocabulary.This research aims to determine how the implementation of teaching vocabulary using the TPR method and whether the TPR method can improve the students’ vocabulary. This type of research was classroom action research (CAR). The research was conducted in two cycles. The research subjects were 20 students. Data collection was obtained based on observation, test, and documentation results. The data analysis used is descriptive qualitative and descriptive quantitative. Based on the qualitative data analysis, it shows that the implementation of the TPR method can make students easier to remember vocabulary. The results of the quantitative data analysis showed that the percentage of pre-action scores was 30% of students who passed. After carrying out actions using the TPR method in the learning process, cycle I data increased by 15% to 45% of students who passed. In cycle II, 80% of students passed the test and an increase of 35%. Cycle II was stopped because students had achieved classical mastery 80%/16 of the total number of students in one class, and individual students reached KKM 75. From this data, it can be concluded that the learning was declared complete individually and classically. So, using the TPR method can improve students’ vocabulary.
The Implementation Of Project Based Learning Models To Improve Students Speaking Skills M Abdul Aziz; Moh Zainuddin; Khoirul Wafa; M Abdul Aziz; Moh Zainuddin; Khoirul Wafa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1-45.2196

Abstract

Project-Based Learning is a learning approach that involves students in comprehensive projects that lead to public outputs such as products, publications, or presentations. Speaking skills play a crucial role in enhancing students' communicative abilities. By mastering speaking skills, students can critically understand the learning material. However, based on observations at SMP Negeri 4 Bojonegoro, students' speaking skills are still relatively low. This research aims to determine whether the implementation of the Project-Based Learning model can improve students' speaking skills. The research uses the Classroom Action Research (CAR) method and is conducted in three cycles. Data is collected through tests, observations, and interviews. Tests are used to measure students' speaking skill performance, observations are used to understand the implementation of Project-Based Learning during the teaching process. The research results show that students' speaking skills improved from one cycle to the next. In cycle I, the average score of students was 66.125, in cycle II, it increased to 72.875, and in the subsequent cycle III, it further increased to 75.25. Meanwhile, the observation results from the pre-test were only 49%, whereas in the final post-test, a score of 81% was obtained. it can be inferred that the Project-Based Learning model enhances students' speaking skills.
Improving reading comprehension in descriptive text with shared reading method Nurjayati; Khoirul Wafa; Moh Zainuddin; Nurjayati; Khoirul Wafa; Moh Zainuddin
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 02 (2024): INTENS 2
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i02.2257

Abstract

"This research aims to improve students' reading comprehension skills in English lessons in descriptive texts using the shared reading method. Research includes Classroom Action Research (PTK). The subjects of this research were 15 students in class X-A MA Sunan Bonang Ponco for the 2023/2024 academic year. This research aims to improve students' reading comprehension skills in descriptive text. This research was carried out in two cycles, each consisting of planning, implementing actions, observing, and reflecting. Data was collected through quantitative and qualitative data. The results of this research indicate that there is an increase in students' reading comprehension skills. The average pre-test score was 46.13%. The average value of post-test 1 is 66.93. the average post-test two was 82.13. it shows that the score and average in the second cycle are better than in the first cycle. The percentage of students who scored >75 has increased. In the pre-test, there were two students (13.33%) who got a score of >75 and above. In the post-test cycle 1, there were four students (26.66%) who scored >75 and above. Post-test cycle, two students who obtained a score >75 were 14 students (93.33%). Students' ability to understand reading in descriptive texts increases and becomes better from the first meeting to the next meeting using the shared reading method."
Co-Authors Amalia Putri Khusnul Aisyah Faridatus Salma Faridatus Salma; Khoirul Wafa Lestari, Iin Widya M Abdul Aziz M Abdul Aziz; Moh Zainuddin; Khoirul Wafa Moh Zainuddin Mohammad Fatoni Naylatus Sa'adah Nur Aini Mursidha Nurjayati Nurjayati; Khoirul Wafa; Moh Zainuddin St. Ika Susanti Suwandi, Edi