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<![CDATA[A Making Monologue To Improve Students’ Writing Skill ]]>
<![CDATA[Wiggy Ramadhani]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.172
<![CDATA[Life is requiring some skills in order to improve society’ integrity and some people may have distinct skills. In every aspect of life one of the most important skill in life is writing. Writing skill is a part of skill in life in order to work. So the author wanted to do a research towards writing skill in high school students by making monologue. The study was conducted by taking samples from students in SMA NEGERI 5 SAMARINDA, this study aims to see how the efficacy of making monologue in order to improve students’ writing skill, basically making monologue is a long speech given by a character in a story, movie, play, etc., and in the end, the results show making monologue is significant to improve students’ writing skill.The researcher used Classroom Action Research (CAR) for the methodology and used 2 cycles and 5 meetings in SMA NEGERI 5 SAMARINDA and 11 Science 1’s Students as subjects. The researcher found In the last meeting of the last cycle that there were 89% of students who were successful]]>
<![CDATA[Using Hots ( Higher Order Thinking Skills ) to Improve Students Critical Reading In English Class ]]>
<![CDATA[Arief Rahmadani]]>;
<![CDATA[Godefridus Bali Geroda]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.173
<![CDATA[In language classes, there are several skills that must be mastered by students, especially in English, namely reading ability. Based on the information obtained, there are still many students who experience difficulties in practicing reading or answering reading text questions in English. In this study HOTS (Higher Order Thinking Skills) was used to train and assist students in answering questions on reading texts in English, especially to train students' critical reading. This research was conducted in 2 meetings where the results of the data obtained showed that the use of HOTS had an effect on students' critical reading.]]>
<![CDATA[Using Discovery Learning Model to Improve Student’s Learning Outcomes in English Learning at SMP Syaichona Cholil Samarinda ]]>
<![CDATA[Sitti Musarrofah]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Godefridus Bali Geroda]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.174
<![CDATA[Background: Most students were less active and motivated in participating in English learning. The researcher used this learning model because discovery learning is learning where students learn to discover and try to solve concepts independently Khabibah (2017:146-153)Methodology: The methode of the study was classroom action research (CAR). There were two cycles; each cycle consisted of four steps, they were planning, action, observation, and reflection.Findings: The subjects in this study 25 students. The result of the study shows that the using of discovery learning model to improve students’ learning outcomes in English learning at Syaichona Cholil Junior Hight School Samarinda in the academic year of 2022/2023 was successful. Conclusion: The result of this study, implementation of the discovery learning method in the cycle I was achieved by 91.6%. Then cycle II achieve 100%. The students' cognitive competencies in cycle I was 62.8. Then cycle II, the average student score was 80.4. The percentage of completion in cycle I reach 76%, while achieved 100%. Then the percentage of student activity in cycle I reaches 44%. Then cycle II, increased to 77.2%. Originality: In this study shows that the use of discovery learning model in english learning is successful.]]>
<![CDATA[Students' Perspectives on the Use of Quizizz in English Learning ]]>
<![CDATA[Nelly Natalia]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.175
<![CDATA[This research discusses using Quizizz by English teachers in SMP Negeri 22 Samarinda learning activities. This research aims at students’ perspectives on the use of Quizizz in English learning. Five students participated in this study. This research method uses Qualitative with descriptive approach interviews was conducted. From the data described, the researcher found that students have a positive perspective toward the use of Quizizz during English learning. They are happy and motivated to learn English using this application. Besides, this application helps students to practice questions to improve their skills. Furthermore, Quizizz helps them in increasing their interest in learning. It concluded that using Quizizz helps students in English learning activities.]]>
<![CDATA[Students' Perspective on Challenges in English Oral Presentation: A Case Study ]]>
<![CDATA[Deby Lara Sucia M]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.176
<![CDATA[The anxiety of English learners who lack conviction in the classroom. In order to communicate with their tutors and peers, they need new incentives to enhance their English speaking abilities. For oral presentations to be comprehended, students must communicate well. This investigation employed qualitative approaches. The study was a case study because it focused on English Oral Presentation learning and involved numerous English students. Five English Department students who struggle with English Oral Presentation were selected via snowball sampling. The research instrument includes guidelines for semi-structured interviews and observation to capture data and information on the research topic, followed by three data analysis tasks: data compression, data presentation, and conclusion drawing or verification. This study discovered that participants' anxiety manifests itself in the following ways: difficulty explaining the topic, perusing the text rather than explaining it, and avoiding making eye contact with others. Anxiety is the greatest dread when speaking. Participants recommended studying grammar, exploring the Internet, mastering the subject, and practicing. Students labored with oral presentations in English. Separated from speaking difficulties were anxiety, self-confidence, and self-awareness. (grammatical error, switch language, read the text). The majority of students stated that anxiety and lack of confidence made English oral presentations challenging. According to their research, a number of experts have resolved student issues.]]>
<![CDATA[Improving English Vocabulary Throught Digital Storytelling For Young Learners At Apple Tree Pre-School Samarinda ]]>
<![CDATA[yusviani indar maya]]>;
<![CDATA[abdul rohman]]>;
<![CDATA[Godefridus Bali Geroda]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.177
<![CDATA[Background: English is an important language for Indonesians to communicate, Indonesian government realizes that learning English must be implemented early because children can catch new information and vocabulary faster in learning English (Cahyati & Madya, Zein, Sukyadi, 2019). Methodology: The methode of the study was classroom action research (CAR). There were two cycles; each cycle consisted of four steps, they were planning, action, observation, and reflection. Findings: The subjects in this study 13 students. The result of the study shows that the using of digital storytelling to improve students’ vocabulary of the Nursery Papaya at Apple Tree Pre-school Samarinda in the academic year of 2022/2023 was successful. Conclusion: The students who passed the passing grade improved gradually from cycle 1 and cycle II. The pre-test 1 score is 63.84 and the percentage of passing criteria is 53.84%. Cycle 1 shows that the post-test score is 77.69 and the percentage of the passing grade is 69.23%. Meanwhile, cycle II shows that pre-test is 80 and the percentage of passing criteria is 76.92% and the post-test score is 90.76 with the percentage of passing grade is 100%. Originality: In this study shows that the use of digital storytelling in increasing vocabulary in young learners is successful.]]>
<![CDATA[Improving Students’ Speaking Skills by Using Duolingo Application ]]>
<![CDATA[Yelsa Dearestiani]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.179
<![CDATA[Background:This research aimed to find out the Improving Students’ Speaking Skills by Using Duolingo Application. Thesubject of this research was a class which consisted of 31 students at eight grade of SMP Negeri 35 Samarinda2022 Academic year. The research was conducted by using Classroom Action Research (CAR) and the techniqueof analyzing the data of this research was using quantitative data. The quantitative data were taken from the testsuch as: Pre-test and Post-test to find the mean score of students speaking. It showed that the improving of studentsspeaking skills through Duolingo application could improve students speaking skills and could give an effect onstudents speaking fluency. The students got more enthusiastic, active and interested in learning English language.So, it can be concluded that the improving of students’ speaking skills through Duolingo application was effectiveto improve their speaking fluency, pronoun, grammar, and comprehension. Methodology:This research is design to look at the problem in a class about how to fix the problem and improve StudentsEnglish skills. Findings:The researcher did the research and got the complete data from all the research instruments. Conclusion:Duolingo improves students' speaking skills. According to research, using Duolingo to practice speakingimproves speaking skills. The study found that the mean score increased in every cycle. Originality:This research aimed to find out the Improving Students’ Speaking Skills by Using Duolingo Application. ThisResearch design is to look at the problem in a class about to fix the speaking skills and the researcher did theresearch and got the complete data. From this conclusion Duolingo Application is works to help the teacher teachthe students in a class especially on their speaking ability.]]>
<![CDATA[The Use of Busuu Application to Improve Learning Vocabulary in SMP Negeri 35 Samarinda ]]>
<![CDATA[Della Fitri Arza]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.182
<![CDATA[Background: Learning activities are introduced through interactive activities, including pronunciation vocabulary, grammar, dialogue, reading, translation, peer correction, voice recording, and chat (Brick, 2011; Boyd & Ellison, 2007). Methodology: The research was conducted as CAR (Classroom Action Research) because this design is the right design to improve students’ vocabulary using Busuu Application. Findings: The researcher would explain to them as follow: Cycle one consisted of three meetings. Each meeting was conducted for 30 minutes, the researcher designed the lesson plan and instrument. The topics which were used in cycle one were multiple choice questions. Conclusion: With Busuu Application the students could enjoy learning English and they more are interested. Moreover, it was proved from the mean score of the post-test was 50.45 become 78.19 as a result, Busuu Application was effective in improving the vocabulary of students. Originality: Busuu Application was effective in improving the vocabulary of students. It was shown by the results of post- test and pre-test cycle one and cycle two of SMP Negeri 35 Samarinda of Eighth Grade Students. Moreover, it was proved from the mean score of the post-test was 50.45 become 78.19 as a result, Busuu Application was effective in improving the vocabulary of students. With Busuu Application the students could enjoy learning English and they more are interested. This could also improve students motivation]]>
<![CDATA[An Analysis Language Style Based on The Level of Formality According To Martin Joos Theory ]]>
<![CDATA[Para pean silta]]>;
<![CDATA[Godefridus Bali Geroda]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.183
<![CDATA[Background: This study discusses the style of language used in the movie Home Alone 2. The purpose of this study is to find out what style of language is applied in the movie "Home Alone 2" and want to know what type of language style is the most dominant in the movie "Home Alone 2" based on the theory of Martin Joos in Shuterland (2016). Methodology: This study used qualitative method, namely content analysis. The results showed that there are four styles in the film "home alone 2" namely formal style, consultative style, casual style, and intimate style Findings: In this thesis there are 52 data in the film to show language style. After doing this research, it can be concluded that the types of dominant styles that occur in the film are casual styles which represent 22 cases (42%), Consultative style 17 cases (33%), intimate style 8 cases (15%). formal style 5 cases (10%) and freezing is 0 cases (0%). Conclusion: The result is a casual style by becoming the dominant type of language style in the movie "home alone 2". Originality: This study analyzes the style of language used in the movie “Home Alone 2” based on the theory of Martin Joos. The purpose of this study is to find out what style of language is applied in the movie "Home Alone 2" and the dominant. This study used qualitative content analysis and the dominant style is casual]]>
<![CDATA[The Use of Text Based-Media Application Folklore To Improve Student’s Vocabulary ]]>
<![CDATA[Maria Aciana Jehanut]]>;
<![CDATA[Abdul Rohman]]>;
<![CDATA[Widi Syahtia Pane]]>
<![CDATA[ Inquest Journal Vol. 1 No. 02 (2023): April ]]>
Publisher : <![CDATA[Wadah Inovasi Indonesia ]]>
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DOI: 10.53622/ij.v1i02.184
<![CDATA[Background: Learning vocabulary to increase vocabulary acquisition among students, teachers should continuously come up with engaging lesson plans and methods that they know will resonate with their students. The strategy employed will have a significant impact on how much fun studying and learning in class can be had. One technique that will be employed is folklore. Folklore is a kind of oral tradition that, because of its many defining features, is both simpler and more straightforward to comprehend than other forms of literature. Methodology: This researcher is a classroom action researcher This study addressed a four-part cycle and offered solutions to the queries raised in class. Observation, evaluation of test findings, and documentation were used to gather the data. Findings: The results of this study showed an increase in students’ vocabulary data obtained by the researcher from pre-test and post-test scores that the usage of short stories in the classroom had improved and they were learning. When attempting to expand participants' vocabulary, it's an excellent idea to employ short stories as lesson plans and teach tricks. Conclusion: This conclusion can be supported by the average pre-test score of students' skills, which was 46.91 in the first and last managed to attract but grew to 80.20 in cycle I. Therefore, the pre-test for the students' cycle I vocabulary evaluation was deemed appropriate. Folklore may be a very efficient teaching method and strategy, especially in vocabulary. This is based on the fact that folklore engages students in educational activities and appears to offer motivation through moral teachings. Originality: Folklore is a rich source of knowledge that may be applied to much more than just learning new words. Using folklore as a learning tool is an alternative to the traditional techniques for teaching English vocabulary]]>
