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Edelweiss : Journal of Innovation in Educational Research
Published by Cv. Mitkom Indotama
ISSN : -     EISSN : 30217717     DOI : 10.62462/edelweiss.v1i1.4
Core Subject : Education,
Education
Edelweiss : Journal Of Innovation in Educational Research (E-ISSN:3021-7717) is a journal of multidisciplinary research in education. This journal published four (4) times a year , January, July, September and December. Our journal is committed to advancing the understanding and practice of innovative and effective approaches to education. We aim to provide a platform for researchers, educators, policy makers, and students to share their insights and experiences, contributing to the development of more inclusive and impactful educational systems worldwide. Our journal primarily focuses on the following areas: 1. Language Pedagogy - Teaching English as Foreign Language - Indonesian Language Education 2. Social Science Education 3. Health and Sport Education Science 4. Mathematics and Natural Science Education 5. Special Education 6. Non-Formal Education 7. Primary Teacher Education 8. Educational Psychology 9. Assessment and Evaluation 10. Educational Technology
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "vol. 1 no. 3 (2024): edelweiss : january 2024" : 5 Documents clear
THE IMPLEMENTATION OF WORD COOKIES APPS TO IMPROVE VOCABULARY MASTERY OF STUDENTS AT SEMARANG Alfianto, Cindi Nurul; Theresia Cicik Sophia B.,S.S.,M.Pd; Ririn Ambarini, S.Pd.,M.Hum
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 3 (2024): Edelweiss : January 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i3.9

Abstract

Vocabulary is the most important language in the world. This quantitative study implemented word cookies apps to improve vocabulary mastery. In this study, the aim was to enhance students' vocabulary mastery in tenth grade at SMKN 9 Semarang and was to find out the result of students’ vocabulary mastery before and after using Word Cookies Apps and to find out whether there was any significant difference in students’ ability in their vocabulary mastery, to achieve the aim of this study, it used a pre-experimental design. The study was conducted in the tenth grade of SMKN 9 Semarang. A total of 36 students participated in this study. Data were collected from the pre-test, the post-test, and the documentation. An essay has been used as the instrument of this study. To determine the results of a significant difference in vocabulary mastery between students before and after they were taught using Word Cookies Apps, the data were analyzed using the t-test formula in the SPSS 25 program. The results of the pre-test were still low, the mean pre-test score was 61,78 and the category is fair. The lowest score pre-test was 40 and the highest was 78. The result of the post-test was a mean of 81,08 for the category good, the lowest score was 65, and the highest was 95. So it can be concluded the learning process results refer to the hypothesis when less than <0.05 is accepted, and if more than t >0.05 is rejected, the result is < 0.00 accepted. Based on this data, The researcher concluded that the implementation of Word Cookies Apps to improve vocabulary mastery could improve students’ vocabulary mastery.
THE USING FRESTO APPLICATION TO TEACHING WRITING SKILLS OF NARRATIVE TEXT Mudrikah
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 3 (2024): Edelweiss : January 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i3.11

Abstract

Writing skills are very important skills for students and will always be used by students in learning activities at school and outside of school if they have graduated and are involved in various activities in the community. The success of the teaching and learning process is largely determined by the student's ability to write. Therefore, students' writing skills should be improved as early as possible in their school life. There are some texts in writing. One of them is the narative text. A narrative text is a non-fiction story that can be a fairy tale, myth, folklore, animal story, and so on. The purpose of a narrative text is to entertain the reader with a story made in such a way that it is interesting. Narrative texts have three elements that must be present in a story or writing, such as orientation, complications, and resolution. E-Learning Fresto is a paid e-Learning that provides a variety of services that are useful in supporting the learning process, evaluation, and assessment of learning. Fresto also provides video call facilities that allow teachers and students to meet face-to-face and online in learning. E-Learning Fresto is an application that can help the learning process in the classroom and have a positive impact on teachers and students, make students not feel bored and make the learning process more interesting. The purpose of this study is to determine the achievement of students' writing skills in writing narrative texts with and without the application of fresto. The population is 36 students of class X TEI 2 SMK N 4 Semarang. The author took one class as an experimental class. Research instruments in the form of tests, there are two types of tests, namely pre-test and post-test. Written tests are used to collect data. After data collection, there was a significant difference between before and after learning using the fresto application. The results of the study were that the average score of students who wrote narative texts without fresto application was 77.41667 and the average score of students after using the fresto application in writing narative texts was 89.86111 KEY WORDS: Writing, Narative Text, Fresto App
IMPROVING SPEAKING SKILLS THROUGH SPEECH ACTIVITY OF ENGLISH CLUB AT DARUNNAJAH BOARDING SCHOOL: IMPROVING SPEAKING SKILLS THROUGH SPEECH ACTIVITY OF ENGLISH CLUB AT DARUNNAJAH BOARDING SCHOOL Lisan, Khusnul; Subir
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 3 (2024): Edelweiss : January 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i3.12

Abstract

ABSTRACT The abstract aimed at improving speaking skills through speech activity of English Club since speaking was still considered as the hardest skill in the place. This research was conducted using Classroom Action Research (CAR). There were 60 students as research subjects, 40 females, and 20 males. They were the students of Darunnajah Boarding school. This research was conducted in two cycles, each consisted of planning, implementation, observation, and reflection. Data were collected through quantitative in the form of test and qualitative data in the form of observation and interview. The results of this study indicated that there was an increase in students' speaking skills. This was proved with result of student test from cycles 1 to 2. This showed that the scores and averages in the second cycle were better than the first cycle. The percentage of students who got points >75 also increased. In the pre-test students who got points >75 and above were 9 students (15%). In the post-test of cycle, I students who scored >75 and above were 20 students (33%). In the post-test of cycle II, there were 52 students (86%) who got score more than >75. In other words, students' speaking ability increased and became better after implementing speech technique.
LISTENING ABILITY IN ENGLISH HOMOPHONE AT ENGLISH STUDY PROGRAM MUHAMMADIYAH UNIVERSITY OF BENGKULU Solehan; Saputra, Eki
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 3 (2024): Edelweiss : January 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i3.13

Abstract

This research was aimed to describe the students’ ability in listening English homophone at the fourth semester students of English Study Program of Muhammadiyah University of Bengkulu . The objective of this research is to know listening ability in English homophones by the fourth semester students of English Study Program of Muhammadiyah University of Bengkulu. The design of this research was descriptive quantitative method. The population of this research were fourth semester students. In collecting the data, the researcher did some steps; firstly the researcher distributed questions to students about test homophone. Secondly, the students listen the audio to answer questions. In analyzing the data, the researcher analyzed the data by checking English homophone in the students’ test. Then, the researcher used the formula according to Herzberg and classification according to Arikunto in calculating the percentages of students’ ability in each listening test. The last, the researcher discussed and concluded the data. The result of this research indicated that the students’ ability is good. It can be seen after calculation by using the formula where the classification of test I is “Medium” with average 60% and the classification of test II is “High” with average 70%. So, it can be concluded that listening ability of the students in English Homophone was ‘good’ ability.
Grammatical Errors in Essays Written by Third-Semester Students of the English Department Study Program Rames Ivak Parela
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 3 (2024): Edelweiss : January 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i3.35

Abstract

This research aims to analyse the grammatical errors made by the students in writing the English essay. The author uses the types of grammar in academic writing proposed by Yakhontova (2003). The research design is descriptive qualitative, and the technique of analysing the data is content analysis. Based on the analysis, there are five grammatical errors made by students. The errors are spelling, noun, subject-verb agreement, punctuation and pronoun. The students made errors in spelling with the total error is 16% and made errors in noun with the total error is 16%. Furthermore, the students made errors in punctuation with the total error is 28 % and made errors in pronoun with the total error is 20 %. The students made errors in pronoun with the total error is 20 %. Punctuation is the most errors made by the students in writing the essay.

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