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All Journal Ganaya: Jurnal Ilmu Sosial dan Humaniora Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Basicedu Jurnal Basicedu Jurnal Pengabdian Masyarakat Bangsa Journal of Language Education, Literature, and Culture Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Beeh, Norci
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Journal : Journal of Language Education, Literature, and Culture

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THE INFLUENCE OF BINGO GAME ON SEVENTH - GRADE STUDENTS’ VOCABULARY MASTERY AT SURYA MANDALA JUNIOR HIGH SCHOOL Yowa, Mersiana Tanggu; Beeh, Norci; Snae, Alfred
Journal of Language, Education, Literature, and Culture Vol. 1 No. 1 (2023): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v1i1.7

Abstract

The title of this research is the influence of bingo games on seventh-grade students' vocabulary mastery at Surya Mandala Junior High School. The research problem: Does bingo games influence seventh-grade students' vocabulary mastery? This research aimed to determine whether the Bingo game's use improves students' vocabulary at Surya Mandala Junior High School. This research method was a pre-experimental design with treatment held in three meetings, 2x40 minutes in each meeting. The writer took 15 students from the VII class as a sample in this research. The research design of this research was one group pre-test and post-test design. The population of this research was Seventh Grade Students of Surya Mandala Junior High School, and the sample was one class. In collecting the data, the writers used tests. The writers used the test instrument in the form of multiple choice and essay tests. For analyzing the data, the writer used Pre-test. The data analysis found that the result of the Pre-Test was 26.67 % of 4 students and post-test 1 was 60% of 9; after applying the bingo game, the last post-test retreatment and playing the game was 100% of 15 students. This result is consulted to the score of the value significant generated Sig. Therefore, H0 is rejected, and Ha is accepted. There is a significant influence of using bingo games on students' vocabulary mastery.
Implementing Deep Learning in the EFL Classroom: Strategies for Fostering Mindful, Meaningful, and Joyful Language Learning Benu, Naniana N.; Beeh, Norci; Nenotek, Seprianus A.
Journal of Language, Education, Literature, and Culture Vol. 3 No. 1 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i1.64

Abstract

This article explores the application of the deep learning approach in learning English as a Foreign Language (EFL) at the secondary school level, focusing on integrating mindful learning, meaningful learning, and joyful learning. This study uses a descriptive-analytical theoretical study method by reviewing literature from various scientific sources. The analysis results reveal that the basic principles of deep learning include deep cognitive engagement, contextual connections, and metacognitive reflection, which complement each other to create a deep and meaningful learning experience. In addition, the three learning concepts, mindful, meaningful, and joyful learning, contribute to a holistic approach to language learning, enhancing students' linguistic abilities and building emotional resilience and cultural awareness. The proposed adaptation strategies include the implementation of project-based assignments, gradual scaffolding with affective support, cross-curricular theme integration, and the use of responsive technologies. However, challenges such as exam-oriented curriculum, student resistance to reflective methods, and limitations in teacher training need to be addressed to support the effective implementation of this approach. The theoretical implications of this study pave the way for the recontextualization of constructivist theory and the development of holistic assessment models in language education. This article provides new insights into how innovative approaches can improve the quality of EFL learning and its relevance in facing the challenges of an increasingly complex global world.
Co-Authors Agus Maramba Meha Daniel F. Kamengko Ifoni Ludji, Ifoni Kana, Irma Nirmala Kette, Arlindo U. S. Kette, Soleman Naniana N. Benu Nenotek, Seprianus A Nenotek, Seprianus A. Snae, Alfred Yowa, Mersiana Tanggu