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All Journal Jurnal Arbitrer Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Scientific Research, Education, and Technology Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of English Education Forum (JEEF)
Boniesta Zulandha Melani
Universitas Mataram
Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Use of Show and Tell Strategy in Teaching Vocabulary of The 7th Grade Students at SMPN 3 Pujut Fitriana, Sulis Mai; Nawawi, Nawawi; Putera, Lalu Jaswadi; Melani, Boniesta Zulandha
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.4127

Abstract

This research investigates the effectiveness of the Show and Tell (SAT) strategy in teaching vocabulary to the seventh-grade students of SMPN 3 Pujut. Vocabulary is one of the essential components in English learning, and many students still face difficulties in mastering it. Therefore, an appropriate strategy is needed to improve their vocabulary achievement. The purpose of this study was to determine whether there was a significant difference in students’ vocabulary mastery between those taught using the Show and Tell strategy and those taught through conventional methods, as well as to find out whether the Show and Tell strategy was effective for teaching vocabulary. This study employed a quasi-experimental research design with a quantitative approach, using pre-test and post-test instruments. The sample consisted of 56 students divided into two groups: 28 students in the experimental class and 28 students in the control class. Data were collected through vocabulary tests and analyzed using SPSS version 25, including tests of normality, homogeneity, and an independent samples t-test. The results revealed that the experimental groups mean score increased from 61.07 in the pre-test to 89.10 in the post-test, while the control group’s mean rose from 63.92 to 84.28. The t-test value (t0 = 2.024; p = 0.048 < 0.05) indicated a significant difference between the two groups. These findings confirmed that the Show and Tell strategy was more effective in improving students’ vocabulary mastery compared to the conventional strategy. In conclusion, the Show and Tell strategy significantly enhanced students’ vocabulary mastery and made the learning process more interactive, contextual, and engaging. Therefore, it is recommended that English teachers implement this strategy in their classrooms to promote active participation, motivation, and better vocabulary retention among students.
An Analysis of Transitivity System Written by English Department Students Fauzi, Safira; Thohir, Lalu; Zamzam, Ahmad; Melani, Boniesta Zulandha
Journal of English Education Forum (JEEF) Vol. 4 No. 1 (2024): JAN-MAR 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i1.582

Abstract

The research was conducted to identify the process types of transitivity systems used in the narrative texts written by English Department Students and to determine which process type of transitivity systems is used dominantly. This research was descriptive qualitative research on descriptive analysis. The research participants were students of the English Department. This research uses three research instruments, namely the researcher himself, narrative document files, and distribution sheet of process types. In collecting the data, the researcher used the documentation method and purposive sample technique to select the data. The data analysis was done with transitivity system analysis, adapted from the lecture of the Functional Grammar course, and then several steps based on thematic coding by Braune & Clark, were applied. The triangulation technique was used to get the dependability of the data through re-checking and expert judgment. The research found that the six process types in each text of the six narratives that were the data sample were not evenly used. Three process types, behavioral, verbal, and existential, are only used in several narrative texts written by English Department Students. Moreover, the six process types of transitivity system are realized in narrative texts written by English Department Students overall. The most dominant process is the material process, which occurs 155 times out of the 346 processes that emerged, followed by behavioral processes (8 or 2.31%), mental processes (100 or 28.90%), verbal processes (5 or 1.44%), relational processes (76 or 21.96%), and existential processes (2 or 0.58%).
AN ANALYSIS OF CONJUNCTION ERRORS IN RECOUNT TEXT: A Study at the 10th Grade of SMAN 1 Gerung Muhammad Rizal Waldi; Boniesta Zulandha Melani; Husnul Lail; Lalu Nurtaat
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 December 2024 In Press.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.21455

Abstract

Grammar is a common challenge in English writing, particularly among 10th-grade high school students, where conjunction errors in recount texts are prevalent. This study investigates the most frequent types of conjunction errors and the factors causing them. Using a qualitative descriptive approach, data were collected through writing tests, content analysis, and interviews with students of SMAN 1 Gerung. The study identified 32 errors in students' recount texts: 78% in coordinating conjunctions, 22% in subordinating conjunctions, and no errors in correlative conjunctions. Common errors included unnecessary conjunctions, ambiguity, and inappropriate conjunctions for context, which disrupted sentence coherence. Interviews revealed that conjunction errors stemmed from students' lack of understanding, forgetfulness, and insufficient teaching at school. While some students knew the function of conjunctions, others lacked basic awareness or had not been adequately instructed, particularly within the school curriculum. The findings highlight the importance of targeted teaching strategies, practice, and feedback to improve students' conjunction usage. This study underscores the need for explicit instruction and regular training in conjunctions to enhance recount texts' clarity and organization. Teachers should provide detailed explanations and constructive feedback, while students are encouraged to engage in self-editing and structured exercises. The results offer valuable insights for educators and learners to address conjunction errors and improve writing proficiency in English.
Co-Authors Agus saputra Ahmad Harjono Alfin Haris Munandar, La Ode Amrullah Apgrianto, Kurniawan Arifuddin Arifuddin Atri Dewi Baharuddin Burhanuddin Burhanuddin Crismeilani, Kadek Desy Herayana Dewi Satria Elmiana Fauzi, Safira Fitriana, Sulis Mai Herayana, Desi Hidayatullah, Muhammad Isro' Husnul Lail I MADE SUJANA . I Wayan Karta Isnaningsih, Risa Istiqomah Izzah, Amniyatul Kurniawan Aprianto Lail, Husnul Lalu Ali Wardana Lalu Nurtaat Muh Isnaini Muhammad Amin Muhammad Rizal Waldi Munanda, La Ode Alfin Haris Munandar, La Ode Alfin Haris Munigarim, Munigarim Naufal Nanda Fiandra Nawawi Nawawi Nur Aisyah Nurhaliza, Baiq Intan Nuriadi, Nuriadi NURLAELA NURLAELA Putera, Lalu Jaswadi Riyadussolihatil, Ulumi Rusmita Aeni Saharudin Saharudin Sakinah, Nurul Saputra, Agus Saumi, Fadila Komaris Setyaning Pawestri Sudirman Wilian Sujana, I Made Sujana Sukardi Sukardi Suryaningsih, Hartati Thohir, Lalu Wardhana, Lalu Ali Wijaya , Satria Rusdy YUNITA ARIAN SANI ANWAR Zamzam, Ahmad