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Journal of Teaching and Education
Published by Universitas Sembilanbelas November Kolaka
ISSN : -     EISSN : 29635667     DOI : 10.31327/jte
Core Subject : Education,
Education Mathematics Other
Journal of Teaching and Education is oriented to reguler publishing of research in the areas of teaching and education. This journal is a Blind Peer Review that applies an Open Journal System (OJS). This journal is a sub-institution of the Universitas Sembilanbelas November Kolaka.
Arjuna Subject : Umum - Umum
Articles 65 Documents
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Improving Students' Vocabulary Mastery by Using Eye Spy Game Saputra Angga; Emi Emi
Journal of Teaching and Education Vol 3, No 2 (2024): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v3i2.2882

Abstract

This research aimed to improve the vocabulary mastery of first-grade students at SMP Negeri 3 Kolaka through the Eye Spy Game. The problem addressed was how the Eye Spy Game could improve students' vocabulary mastery. This study used a Classroom Action Research (CAR) design following Kemmis and McTaggart's model, comprising two cycles of planning, implementing, observing, and reflecting, and was conducted collaboratively with an English teacher. The subjects were 18 students of class VII.B. Data were collected through student and teacher observation sheets and a 20-item multiple-choice vocabulary test administered at the end of each cycle, then analyzed by calculating the percentage of students meeting the minimum mastery criterion (KKM = 75). The results showed that student completeness rose from 56% in Cycle I (11 of 18 students passing) to 83% in Cycle II (15 of 18 students passing), meeting the predetermined success criterion of 80%. Observed student and teacher activity likewise improved from the “poor” category in the first meeting of Cycle I to the “very good” category by the final meeting of Cycle II. It is concluded that the Eye Spy Game is an effective strategy to improve junior high school students' vocabulary mastery and can be recommended as an alternative technique for English vocabulary instruction. 
Improving Students' Vocabulary through Pictionary Board Game Purnamasari Wulan; Sultani Karman
Journal of Teaching and Education Vol 3, No 2 (2024): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v3i2.2883

Abstract

This research aimed to improve students' vocabulary mastery through the Pictionary board game at the second grade of SMPN 2 Baula. The problem addressed was how the Pictionary board game strategy could improve students' vocabulary mastery. This study used a Classroom Action Research (CAR) design following Kemmis and Taggart's model, comprising two cycles of planning, implementing, observing, and reflecting, and was conducted collaboratively with an English teacher. The subjects were 20 students of class VIII.A. Data were collected through a 30-item multiple-choice vocabulary test and observation sheets covering both student and teacher activity, then analyzed by calculating the mean score and the percentage of students meeting the minimum mastery criterion (KKM = 70). The results showed that students' mean vocabulary score increased from 46.16 in Cycle I, with only 4 students (20%) passing, to 81.81 in Cycle II, with 16 students (80%) passing, thereby meeting the predetermined success criterion. Observed student and teacher activity likewise improved from the “enough” category in Cycle I to the “very good” category in Cycle II. It is concluded that the Pictionary board game is an effective strategy to improve junior high school students' vocabulary mastery and can be recommended as an alternative technique for English vocabulary instruction. 
The Effect of Shadowing Technique on Students' Listening Ability in Word Recognition Putri Via Adelyah
Journal of Teaching and Education Vol 3, No 2 (2024): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v3i2.2884

Abstract

This research aimed to obtain empirical evidence about the effect of the shadowing technique on students' listening ability in word recognition at the second grade of SMP Negeri 1 Wundulako. A quasi-experimental, control-group design was used, involving two intact classes selected through purposive sampling: an experimental class (VIII.3, n = 26) taught using the shadowing technique across four treatment meetings, and a control class (VIII.2, n = 25) taught using a conventional method. Both classes were given a pre-test and post-test using a 25-item fill-in-the-blank listening test. Results showed the experimental class's mean score rose from 71.00 (pre-test) to 80.77 (post-test), while the control class's mean score rose from 73.32 to 78.62. Paired-sample t-tests showed both improvements were statistically significant: t = 10.519 (df = 25) for the experimental class and t = 8.527 (df = 24) for the control class, both exceeding their respective t-table values at the 5% significance level, leading to rejection of the null hypothesis. The experimental class's post-test mean was higher than the control class's, and its pre-to-post gain was also larger. It is concluded that the shadowing technique had a positive effect on students' listening ability in word recognition and can be recommended as an alternative technique for teaching listening.
The Effect of Memrise Application on Students' Listening Skill: An Experimental Research Afdilla Nur Alifa
Journal of Teaching and Education Vol 3, No 2 (2024): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v3i2.2885

Abstract

This research investigated the effect of the Memrise application on the listening skills of second-grade students at SMK Negeri 03 Bombana. A quasi-experimental design with a non-equivalent control group was employed. The experimental class (TKJ A, n=20) received instruction using the Memrise application, while the control class (TKJ B, n=18) was taught through conventional methods. Data were collected through pre-test and post-test instruments consisting of 15 multiple-choice listening questions. Results showed a significant improvement in the experimental class, with the post-test mean (84.35) substantially higher than the pre-test mean (52.65). The control class improved from 55.72 to 67.39. The normalized gain for the experimental class was 0.67 (medium criteria), compared to 0.26 (low criteria) for the control class. The independent sample t-test revealed a significance value (2-tailed) of 0.044 0.05, indicating a significant difference. The normality test (Kolmogorov-Smirnov) confirmed normal data distribution for all groups (sig. 0.05). The homogeneity test confirmed that both classes were homogeneous. Therefore, the alternative hypothesis (H1) is accepted: the Memrise application has a significant positive effect on the listening skills of second-grade students at SMK Negeri 03 Bombana.
The Effect of Word Chain Game on Students' Vocabulary Mastery at SMPN 2 Baula Rusiana Irda
Journal of Teaching and Education Vol 3, No 2 (2024): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v3i2.2886

Abstract

This research aimed to obtain empirical evidence about the effect of the Word Chain Game on students' vocabulary mastery at SMPN 2 Baula. A quasi-experimental design was used, involving two intact eighth-grade classes: an experimental class (VIII.A, n = 17) taught using the Word Chain Game, and a control class (VIII.B, n = 17) taught using a conventional strategy, selected through purposive sampling based on the English teacher's judgment of comparable ability. Both classes received a pre-test and, after four treatment sessions for the experimental class, a post-test using a 20-item multiple-choice vocabulary test focused on nouns. Data were analyzed using normality (Shapiro-Wilk) and homogeneity (ANOVA) tests followed by a t-test. Results showed the experimental class had a lower pre-test mean (60.2) than the control class (64.7), but a higher post-test mean (82.6 versus 73.8) and a substantially higher mean gain score (22.9 versus 10.0). The t-test produced to = 3.25, greater than tt = 2.00 at a 5% significance level with 32 degrees of freedom, leading to the acceptance of the alternative hypothesis. Cohen's d was 1.15, indicating a strong effect. It is concluded that the Word Chain Game has a significant, strong positive effect on junior high school students' vocabulary mastery and can be recommended as an alternative vocabulary teaching strategy.

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