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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. 4 (2024): edelweiss: april 2024" : 5 Documents clear
IMPROVING LISTENING SKILL BY USING AUDIO-LINGUAL METHOD (ALM) FOR STUDENTS IN THE GRADE 7TH AT SMP DHARMA PATRA PANGKALAN SUSU latief, Latief
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.23

Abstract

This research investigates the implementation of the Audio-lingual Method (ALM) to enhance listening skills among Junior High School students. The study used a classroom action research (CAR) approach, involving three cycles with observations, pre-tests, post-tests, and a questionnaire. The findings revealed that students initially struggle with listening in English due to limited vocabulary, grammatical difficulties, pronunciation issues, and a lack of confidence. The ALM significantly improved students' listening comprehension skills through audio recordings, dialogues, interactive activities, and authentic materials. Around 75% of students felt significantly assisted and found it easier to comprehend English vocabulary after the ALM implementation. However, 15% of students expressed disagreement, citing continued struggles with limited vocabulary. The ALM positively influences students' listening skills by combining listening practice with interactive activities and authentic materials. To further enhance students' listening abilities, teachers should address vocabulary limitations and pronunciation challenges, and employ additional strategies to foster a supportive and enjoyable learning environment. Future research should explore supplementary approaches and resources that complement the ALM to further enhance students' listening skills. Evaluating the long-term impact of the ALM on students' listening abilities would provide valuable insights into its effectiveness over an extended period. By implementing these findings, educators can effectively enhance students' listening skills and promote their overall English language proficiency.
ENHANCING FOURTH-GRADE STUDENTS' ENGLISH VOCABULARY MASTERY THROUGH THE SING AND PLAY METHOD IN MIS BAITURRAHMAN ACADEMIC YEAR 2023/204 Johan Farela
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.31

Abstract

This study was structured with the aim of increasing students' vocabulary mastery, increasing motivation and learning outcomes of English for 4th grade students of MIS Baiturrahman Basilam BL 2022/2023 Academic Year using the Sing and Play method. This type of research is Classroom Action Research (CAR). In this study, researchers applied research in three cycles. Researchers used two data collection techniques, namely: observation and tests. Data is classified in the form of qualitative and quantitative. Qualitative data were obtained from observations while quantitative data were obtained from student learning outcomes. The subjects of this study were 4th grade students at MIS Baiturrahman Elementary School, totaling 16 students. Data were analyzed and presented in tabular form. These results also simultaneously show that the use of the Sing and Play method can improve English vocabulary mastery and learning activity for 4th grade students at MIS Baiturrahman Elementary School.
IMPROVING VOCABULARY MASTERY IN STUDENTS USING SHADOWING TECHNIQUES CLASS VII MTs. NURUL IMAN TELAGA JERNIH SECANGGANG ACADEMIC YEAR 2022 – 2023 Rindiani Naransyahputri
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.32

Abstract

The problem why students experience difficulties in following English lessons is a problem of the most basic abilities students do not have, namely their lack of mastery of English vocabulary.. This study aims to analyze the increase in vocabulary mastery related to verbs and demonstratives in class VII students of MTs. through the use of shadowing learning techniques. This research is a classroom action research. The subjects of this study were 24 class VII students with details of 18 boys and 6 girls. Data collection techniques using techniques quantitative descriptive. The results of the data analysis of the average score of students' vocabulary tests in cycle I were equal to50,83and the average score of students' vocabulary tests in cycle II is equal to61.25, meanwhile the average score of students' vocabulary tests in cycle III is equal to71.04. From cycle I to cycle III there was an increase of 20.21. So, student learning outcomes in vocabulary mastery related to verbs and demonstratives through the use of shadowing techniques in class VII MTs students increased. The research implication is that English teachers are expected to use shadowing learning techniques because it can improve vocabulary mastery related to verbs and demonstratives.
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH DIRECTED READING THINKING ACTIVITY (DRTA) METHOD Kosmas Pangaribuan
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.34

Abstract

This study is aimed to know the influence of the DRTA (Directed Reading Thinking Activity) method on the student’s reading comprehension. Bauman proposes the DRTA Method. The design of the study is experimental research. In experimental research, the research consists of two classes; there are experiment and control classes. The research includes pre-test and post-test. The population is 107 and the sample 68 students. The author uses simple random sampling to determine the sample of the study. In the pre-test data, the mean score of the experiment class is 52,87, and the mean score of control class is 52,57. In post-test data, the mean score of experimental class is 76,81 and mean score of control class is 69,14. Based on the analysis the pre-test data, the value of Tcounted is 0,025 which is compared with Ttable is 1.668 or Tcounted < Ttable. It can be stated that there is no effect on pre-test data or the ability both of class are same. Next, based on the analysis of the post-test data, the value of Tcounted is 2,6595 that compared with Ttabel is 1.668 or Tcounted > Ttable , Ha is accepted. There is an effect of the DRTA (Directed Reading Thinking Activity) method on the student’s reading comprehension.
The K-W-L (Know-Want-Learned) Strategy for Enhancing Reading Comprehension Skills of 7th Grade Students at SMP Negeri 1 Tanjung Harapan Firkas Ali Marpaung
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.87

Abstract

This study aims to assess the effectiveness of the K-W-L (Know-Want-Learned) strategy in enhancing the reading comprehension skills of 7th-grade students at MTS Negeri 1 Tanjung Harapan during the 2022/2023 academic year. Reading comprehension is a crucial skill that underpins students' academic success across various subjects. The research utilized an experimental approach, involving both a control group and an experimental group. The sample included two 7th-grade classes: one served as the experimental group, which implemented the K-W-L strategy in their learning, while the other functioned as the control group, without using the strategy. Data were gathered through pre- and post-tests measuring reading comprehension and a survey assessing student engagement during the learning process. The findings were analyzed using descriptive statistical methods and hypothesis testing. The results revealed that the K-W-L strategy positively impacted students' reading comprehension abilities. The experimental group exhibited significant improvement in their reading comprehension scores compared to the control group. Additionally, the experimental group showed higher levels of engagement during the learning process, reflecting a positive response to the K-W-L strategy. These outcomes suggest that the K-W-L strategy is an effective approach for improving the reading comprehension skills of 7th-grade students at MTS Negeri 1 Tanjung Harapan. Consequently, it is recommended that educators and teachers consider incorporating this strategy into their teaching practices to support students' academic grow

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