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All Journal ELP (Journal of English Language Pedagogy)
Endang Dorisday Sitorus
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Education Languange, Linguistic, Communication & Media

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Meningkatkan Penguasaan Kosakata Menggunakan Flashcard pada Siswa Kelas VII SMPN 2 Kisaran Rambe, Yuni Annisa Hafni; Rahma Yunita Ansi; Endang Dorisday Sitorus
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1058

Abstract

        This study investigated the effectiveness of using flashcards to improve vocabulary mastery among seventh-grade students at SMP Negeri 2 Kisaran, who have demonstrated limited vocabulary knowledge due to difficulties in memorizing new words. The objective was to enhance students’ vocabulary through the implementation of flashcards as a learning tool. The study employed classroom action research based on the Kemmis and McTaggart model, conducted in two cycles comprising the stages of planning, action, observation, and reflection. A total of 30 students from class VII–7 participated in the study. Data were collected through observations and vocabulary tests. The results revealed a significant improvement in students’ vocabulary mastery, with the average test score increasing from 67.8 (33.3%) in Cycle 1 (categorized as low) to 82.8 (73.3%) in Cycle 2 (categorized as high). These findings indicate that the use of flashcards is an effective strategy for enhancing vocabulary acquisition among junior high school students.  
Penggunaan Gimkit sebagai Media Belajar Digital untuk Meningkatkan Penguasaan Kosakata Siswa Kelas VII SMPN 2 Kisaran Saputra, Erlangga; Rahma Yunita Ansi; Endang Dorisday Sitorus
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1059

Abstract

        Vocabulary retention is a persistent challenge for beginner EFL learners. This classroom action research investigated the effectiveness of Gimkit, a digital game-based learning tool, in improving vocabulary mastery among seventh-grade students at UPTD SMPN 2 Kisaran. The study was conducted over two action-research cycles based on the Kemmis and McTaggart (1988) model and involved 32 students from class VII-9 who had low initial vocabulary scores. Data were gathered through vocabulary tests and student interviews. The results demonstrated a notable improvement in mastery: only 18.75% of students passed the minimum criterion in the pre-test, which increased to 46.87% in Cycle 1 and 90.6% in Cycle 2. The integration of visual aids and the use of Gimkit’s rematch feature in Cycle 2 enhanced student engagement and memory retention. Interviews indicated that students found the learning process more enjoyable and motivating. Nonetheless, some learners continued to experience difficulties in vocabulary retention due to external factors such as health issues and personal challenges. These findings highlight the potential of Gimkit as an effective and engaging digital tool to support vocabulary acquisition in EFL classrooms, particularly at the beginner level.
Upaya Mengatasi Rendahnya Minat Belajar Bahasa Inggris Melalui Pendekatan Teaching at the Right Level (TaRL) dan Media Interaktif di Kelas VII-8 SMP Negeri 2 Kisaran Sinaga, Lista Kumalasari; Rahma Yunita Ansi; Endang Dorisday Sitorus
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1060

Abstract

       This study addresses the low level of student interest in English learning among Grade VII-8 students at SMP Negeri 2 Kisaran by implementing the Teaching at the Right Level (TaRL) approach in combination with interactive media. The primary challenge identified was students’ lack of engagement, which contributed to reduced participation and suboptimal learning outcomes. Employing a Classroom Action Research (CAR) design over two cycles, the study followed the stages of planning, implementation, observation, and reflection. The participants consisted of 32 students, with data collected through observation, documentation, and learning outcome tests. Results demonstrated a positive impact on both student interest and academic performance. Notably, the proportion of students in the “very good” performance category (scores 90–100) increased from 0% to 6.6%, and those in the “good” category (80–89) rose from 6.6% to 26.7%. Concurrently, the number of students in the “poor” category (below 75) decreased from 55.7% to 41.4%. Observations also indicated improved classroom participation, enthusiasm, and involvement in discussions. While these findings suggest that the TaRL approach and interactive media can enhance student engagement and outcomes, further research employing statistical analysis is recommended to confirm the significance of these improvements.
Co-Authors Rahma Yunita Ansi Rambe, Yuni Annisa Hafni Saputra, Erlangga Sinaga, Lista Kumalasari