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All Journal Klasikal: Journal of Education, Language Teaching and Science
Afore Tahir Harefa
Universitas Nias,Jl.Yos Sudarso No.118/E-S,Kota Gunungsitoli, Sumatera Utara 22812,Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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SEVENTH GRADERS’ VOCABULARY LACKNESS IN WRITING SKILL THROUGH KURIKULUM MERDEKA IMPLEMENTATION AT SMP SWASTA BNKP IDANOGAWO Rutdesrin Waruwu; Yasminar Amaerita Telaumbanua; Afore Tahir Harefa; Riswan Zega
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1665

Abstract

Vocabulary mastery is very important for writing, but many junior high school students still experience difficulties due to limited vocabulary. This study aims to describe the influence and factors that cause students to lack vocabulary. Using a descriptive qualitative approach, data were collected through checklist observations and structured interviews with one English teacher and 20 students. Findings indicate that limited vocabulary significantly influence students’ ability to construct complete sentences, as they often use inappropriate words or make mistakes in word choice (diction) and struggle to express their ideas clearly and structurally. The factors contributing to students’ limited vocabulary include internal and external aspects. Internally, these include low motivation and interest in learning English and weak foundational education. Externally, these include limited access to learning facilities and resources. This study concludes that improving vocabulary proficiency is very important for improving writing quality and recommends that future researchers conduct quantitative research to test the extent to which improved vocabulary proficiency directly influences the quality of students’ writing in terms of content, sentence structure, and completeness of information
AN ANALYSIS OF PROBLEM BASED LEARNING IMPLEMENTATION IN SEVENTH GRADERS’ PRESENTATION SKILL AT SMP NEGERI 2 MANDREHE BARAT Asnini Junita Zai; Yaredi Waruwu; Hidayati Daeli; Afore Tahir Harefa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1669

Abstract

This study aims to analyze the implementation of the Problem-Based Learning (PBL) model in improving the presentation skills of seventh-grade students at SMP Negeri 2 Mandrehe Barat. This research employs a descriptive qualitative method involving one English teacher and thirty-six seventh-grade students. Data were collected through observation, interviews, and documentation. The findings show that the PBL model was implemented through five main stages: problem orientation, organizing students for problem analysis, guiding individual or group investigations, developing and presenting results, and reflecting on and evaluating the problem-solving process. Throughout the learning process, students actively participated in group discussions, identified real-world problems, and presented their ideas using descriptive text as the learning material. The results indicate that PBL effectively enhanced students’ presentation skills, as measured by seven key indicators: confidence, presentation structure, language use, intonation and articulation, audience interaction, use of visual aids, and time management. Improvements were evident in students’ confidence in public speaking, the clarity and structure of their material and presentation delivery, and their ability to manage presentation time efficiently. However, several obstacles were also identified, such as the teacher not fully implementing PBL procedures due to an incomplete teaching module. This study concludes that Problem Based Learning is a beneficial instructional model for developing students’ presentation skills.
Co-Authors Asnini Junita Zai Hidayati Daeli Riswan Zega Rutdesrin Waruwu Yaredi Waruwu Yasminar Amaerita Telaumbanua