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English Language Education Study Programe of Faculty of Teacher Training and Education, Universitas Nahdlatul Ulama Sunan Giri. Kabupaten Bojonegoro, Jawa Timur. Alamat lengkap kampus utamanya berada di Jl. Jendral Ahmad Yani No.10, Jambean, Sukorejo, Kec. Bojonegoro
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INTENS (International Journal of English Education and Linguistics)
Published by Universitas Nahdlatul Ulama Sunan Giri Bojonegoro
ISSN : -     EISSN : 30892384     DOI : https://doi.org/10.32665/intens.v2i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
INTENS (International Journal of English Education and Linguistics) E-ISSN: 3089-2384, is an academic journal published every January and July is published by English Language Education Study Programe of Faculty of Teacher Training and Education, Universitas Nahdlatul Ulama Sunan Giri. Its main aim to spread critical and original analysis from researchers and academic practitioners on various contemporary English educational issues and Linguistics.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 25 Documents
 1   2   3 
STRATEGY TO IMPROVE VOCABULARY MASTERY IN PRIMARY STUDENTS USING “DOMINO VOCABULARY CARD” Julia Dwijayanti; Pravita Kanza; Moh Zainuddin; Julia Dwijayanti; Pravita Kanza; Moh Zainuddin
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 01 (2025): INTENS 3
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i01.1705

Abstract

Vocabulary is an important part of English but is often neglected in learning activities. Vocabulary mastery is very important to expedite English learning activities. In this article entitled "Strategy to Improve Vocabulary Mastery in Primary Students Using Domino Vocabulary Card," the reason for choosing this educational media in the form of pictorial word domino cards is because it is included in media that is creative, so the problem of the lack of mastery of English vocabulary owned by students and the lack of availability of learning media in the English learning process can be handled properly. With this media, it is hoped that it can help students become more enthusiastic about understanding English lessons and assist teachers in delivering material, thus expediting the course of teaching and learning activities.
VISUAL-BASED LEARNING MEDIA IN THE FORM OF “ULAR TANGGA” GAME TO IMPROVE THE QUALITY OF LEARNING AND TEACHING Robiuz Zaidah; Rima Firnanda; Nanin Verina Widya Putri; Robiuz Zaidah; Rima Firnanda; Nanin Verina Widya Putri
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 01 (2025): INTENS 3
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i01.1707

Abstract

One of the Government policies mentioned in the points of the National Education Policy Direction in the field of Elementary and Secondary Education in 2001/2004 was to reform and strengthen the system. The quality of education at elementary level is demanded to always be better along with the world's changing. The teacher as the leading role in teaching and studying activity is expected to be able to use acceptable media to improve student's learning interest. Visual based teaching media in game formation is one of effective alternative media to improve studying quality. Children in elementary level have a tendency to play. Fun and relaxing situations will help children to increase their learning interest. There is a new paradigm recently that through playing children will be able to learn more and their studying activity will be more effective when the situation is set to be fun. The development of this learning media in the form of “ular tangga”game is aimed at giving discourse about alternative teaching media for elementary level. The use of this alternative media is expected to improve the quality of teaching and studying activities at elementary level.
Improving Students' Reading Through The Use of Illustration Pictures at Class VIII B SMPN 2 Kragan Arif Rohman Hakim; Arif Rohman Hakim
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1.2059

Abstract

This research aims to know whether illustration pictures may improves the reading of Class VIII B of SMPN 2 Kragan who found it difficult to adapt to regular classroom environment from years of e-learning. The theory of the research is based on the DCT Theory by Clark and Paivio. The researcher used Classroom Action Research, the researcher acts as collaborator, while the teacher acts as the implementator. The technique used in this research is illustration pictures. This research consists of two cycles, and each consists of four meetings. There are 32 students as participants. Three research instruments utilized in this research are test, observation, and interview. The findings of the research demonstrates that using illustration pictures to improve the students’ reading comprehension resulted in success. The students’ average score in pre-test is 50,625, the students’ average score in post-test 2 is 79,125, which means growth from the pre-test to post-test 2 is 56,29%. This research also resulted in students become more attentive to the learning and the classroom condition is more suitable to let the students adapt from e-learning to regular classroom environment. A conclusion can be made that illustration pictures technique is successful to improve students’ reading comprehension. Keywords: illustration pictures, reading, classroom action research
Improving Student's Vocabulary Mastery By using Short Stories: Improving Vocabulary Anisa Anisa; Ari Abi Aufa; Anisa Anisa; Ari Abi Aufa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1.2078

Abstract

Kosa kata merupakan bagian penting dari pembelajaran bahasa asing. Penelitian ini bertujuan untuk mengetahui proses pengajaran kosakata dengan menggunakan cerita pendek untuk membuat siswa tertarik dan untuk mengetahui apakah cerita pendek dapat berhasil meningkatkan penguasaan kosakata siswa atau tidak pada siswa kelas empat MI Tarbiyatul Banin wal Banat Trucuk Bojonegoro. Penelitian ini menggunakan metode campuran dan desain eksperimen semu. Instrumen penelitiannya adalah observasi, kami mengamati guru bahasa Inggris menggunakan catatan lapangan. Instrumen kedua menggunakan tes yang menggunakan pre-test dan post-test yang kemudian dianalisis dalam program SPSS for Windows. Sampel penelitian ini adalah siswa kelas IV MI Tarbiyatul Banin wal Banat Bojonegoro. Sampelnya adalah kelompok eksperimen yang berjumlah 20 siswa dan kelompok kontrol yang berjumlah 207 siswa. Hasil dari 7 observasi menunjukkan bahwa 7 proses pengajaran dengan menggunakan 7 storytelling 7 dibagi menjadi 3 7 langkah. Untuk mengetahui apakah 7 cerita pendek dapat meningkatkan7 penguasaan kosakata7 diperoleh hasil dari7membandingkan7skor7antara t-hitung7 dan 7t-tabel. Hasil data menunjukkan bahwa hipotesis alternatif (Ha) diterima, artinya penggunaan cerita pendek mempunyai pengaruh yang baik terhadap peningkatan penguasaan kosakata siswa. Rerata skor pre-test7 kelompok eksperimen7 adalah 67,15 dan mean skor post-test7 kelompok eksperimen7 adalah 85,35. Rata-rata skor pra-tes 7 kelompok kontrol 7 adalah 67,75 dan skor rata-rata pasca-tes 7 kelompok kontrol 7 adalah 78,35. Perubahan nilai dari kelompok Eksperimen sangat signifikan. Hasil 8thitung (11,384)8lebih tinggi dari 8ttabel (0,4329). Berdasarkan temuan8 dan pembahasan penelitian,peneliti8 menyimpulkan8bahwa,Cerita8 Pendek dapat berhasil dalam meningkatkan8penguasaan kosakata8siswa pada siswa kelas 8 MI Tarbiyatul Banin wal Banat Trucuk Bojonegoro.
THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE STUDENTS’ VOCABULARY: Abstract, Introduction, Literature Review, Method, Findings and Discussion, References Faridatus Salma; Khoirul Wafa; Faridatus Salma; Khoirul Wafa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1.2082

Abstract

This research aims to determine how the implementation of teaching vocabulary using the TPR method and whether the TPR method can improve the students’ vocabulary. This type of research was classroom action research (CAR). The research was conducted in two cycles. The research subjects were 20 students. Data collection was obtained based on observation, test, and documentation results. The data analysis used is descriptive qualitative and descriptive quantitative. Based on the qualitative data analysis, it shows that the implementation of the TPR method can make students easier to remember vocabulary. The results of the quantitative data analysis showed that the percentage of pre-action scores was 30% of students who passed. After carrying out actions using the TPR method in the learning process, cycle I data increased by 15% to 45% of students who passed. In cycle II, 80% of students passed the test and an increase of 35%. Cycle II was stopped because students had achieved classical mastery 80%/16 of the total number of students in one class, and individual students reached KKM 75. From this data, it can be concluded that the learning was declared complete individually and classically. So, using the TPR method can improve students’ vocabulary.This research aims to determine how the implementation of teaching vocabulary using the TPR method and whether the TPR method can improve the students’ vocabulary. This type of research was classroom action research (CAR). The research was conducted in two cycles. The research subjects were 20 students. Data collection was obtained based on observation, test, and documentation results. The data analysis used is descriptive qualitative and descriptive quantitative. Based on the qualitative data analysis, it shows that the implementation of the TPR method can make students easier to remember vocabulary. The results of the quantitative data analysis showed that the percentage of pre-action scores was 30% of students who passed. After carrying out actions using the TPR method in the learning process, cycle I data increased by 15% to 45% of students who passed. In cycle II, 80% of students passed the test and an increase of 35%. Cycle II was stopped because students had achieved classical mastery 80%/16 of the total number of students in one class, and individual students reached KKM 75. From this data, it can be concluded that the learning was declared complete individually and classically. So, using the TPR method can improve students’ vocabulary.
Exploring Common Errors in Using Passive Voice Made by EFL (English Foreign Language) Learners’ Alfi Najah; Moh Zainuddin; Iin Widya Lestari; Alfi Najah; Moh Zainuddin; Iin Widya Lestari
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1.2185

Abstract

In grammar class, beside on learner score result which learners still confused and make mistake in using passive voice. Dealing the phenomena researcher done research to findout the common error and the factors errors that made by learners in using passive voice. If errors are allowed to persist, it can cause errors fossilize. This research used descriptive qualitative research method and learner at second grade of English education department as participant. The researcher conducted three type test and interview as collecting data. The researcher conclude that Be is the highest percentage errors type on three type tests with error on test type one 50% and test type three 40%. Then omission with error percentage type one 31% and type three 37%, Verb 3 with type one 9% and type two 52% errors, Verb 1 with error 43%, Subject/Object with type one 9% and type three 23%, and the lowest error was Verb-ing with error percentage 5%. Researcher conclude that the factor errors made by learner such as Verb 3, Omission, and Be, it was a carelessness. Learners understand about material test but still make error like uncomplete sentences (miss to be), those was mean carelessness.
The Implementation Of Project Based Learning Models To Improve Students Speaking Skills M Abdul Aziz; Moh Zainuddin; Khoirul Wafa; M Abdul Aziz; Moh Zainuddin; Khoirul Wafa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1-45.2196

Abstract

Project-Based Learning is a learning approach that involves students in comprehensive projects that lead to public outputs such as products, publications, or presentations. Speaking skills play a crucial role in enhancing students' communicative abilities. By mastering speaking skills, students can critically understand the learning material. However, based on observations at SMP Negeri 4 Bojonegoro, students' speaking skills are still relatively low. This research aims to determine whether the implementation of the Project-Based Learning model can improve students' speaking skills. The research uses the Classroom Action Research (CAR) method and is conducted in three cycles. Data is collected through tests, observations, and interviews. Tests are used to measure students' speaking skill performance, observations are used to understand the implementation of Project-Based Learning during the teaching process. The research results show that students' speaking skills improved from one cycle to the next. In cycle I, the average score of students was 66.125, in cycle II, it increased to 72.875, and in the subsequent cycle III, it further increased to 75.25. Meanwhile, the observation results from the pre-test were only 49%, whereas in the final post-test, a score of 81% was obtained. it can be inferred that the Project-Based Learning model enhances students' speaking skills.
The The Effectiveness Using Pictionary Game Toward Students Vocabulary Mastery Nurul Mufarida; Ainu Zunrudiana; Nurul Mufarida; Ainu Zunrudiana
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 01 (2025): INTENS 3
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i01.2199

Abstract

The purpose of this research is to know whether use of Pictionary game effectives on students vocabulary mastery of class IV students at SDN Gajah 2 who found it difficult to mastering vocabulary and have a low score in vocabulary learning. The grand theory of the research is based on the Game as an Education Theory by Harmer and Lely. The technique used in this research is Pictionary game. In this research, Researcher used one-group pertest post test experimental research design that was conducted in 4 meetings. In this research, Researcher use instrument in the form of observation and test to collect data with count of participant is 14 students. This research demonstrate that Pictionary game is effective on students vocabulary mastery, the results of observation showed that teacher has implemented process using the Pictionary game well, students showed positive responses and students abilities progressed well in each meeting. Meanwhile the results of the paired sample t-test show that alternative hypothesis (Ha) was accepted because T-count > T table which 2.810 > 2.160 with significance effect 0.05 means that Pictionary game is effective toward students vocabulary mastery of SDN Gajah 2 students.
An Analysis of English Code Switching and Code Mixing Used in Narrative story during Speaking Class : An Analysis of English Code Switching and Code Mixing Used in Narrative story during Speaking Class Cicik Ristiamadani; Ahmad Tauchid; Cicik Ristiamadani; Ahmad Tauchid
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 01 (2025): INTENS 3
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i01.2201

Abstract

The primary objective of this study was to identify the instances of Code Switching and Code Mixing employed during narrative storytelling in a classroom speaking class. Additionally, it aimed to highlight the advantages of incorporating Code Switching and Code Mixing in classroom activities. The research adopted a descriptive qualitative approach and was conducted in the eleventh grade of SMA Plus Al-Amanah, involving two English teachers as participants. Data collection methods encompassed observations, recordings, and interviews. From the gathered data, the identified types of Code Switching included Inter-Sentential Switching, Intra-Sentential Switching, and Tag Switching. In addition, the types of Code Mixing discovered comprised Insertion, Alternation, and Congruent Lexicalization. Notably, the prevalent types utilized in classroom activities were Tag Switching and Insertion. Furthermore, the study uncovered several benefits associated with the utilization of Code Switching and Code Mixing in the classroom. These advantages encompassed enhancing students' comprehension of the subject matter, introducing new vocabulary, and facilitating pronunciation practice. In conclusion, based on the findings, it is recommended that English teachers consider integrating Code Switching and Code Mixing into their teaching and learning processes during classroom activities, as it has been demonstrated to be more effective than exclusively using a single language.
THE ANALYSIS OF REPETITION DRILL TECHNIQUE IN TEACHING ENGLISH VOCABULARY TO VOCATIONAL HIGH SCHOOL STUDENTS Rahma Annisa; Mohammad Fatoni; Moh Zainuddin; Rahma Annisa; Mohammad Fatoni; Moh Zainuddin
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 01 (2025): INTENS 3
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i01.2205

Abstract

Based on the Indonesian education system, English is one of the subjects that must be taught in every institution and teaching English in Indonesia is not easy, it will be more difficult than other subjects because there are many students who lack experience with English so it will be difficult for students to understand. Teachers must find ways to make students excited and motivated to learn English. Researchers conducted pre-observations at Al Kyai Vocational School and found that repetition drills can improve English and increase concentration. This study aims to analyze repetition exercises in teaching English and the motivation teachers give to students. The research was conducted in collaboration with eleventh grade English teacher at SMK Al Kyai Bojonegoro. The results showed that evaluation of repetition drills included vocabulary, pronunciation, sentence structure, and dialogue exercises. The motivation given to students had both positive and negative effects. Keywords: Analysis, Repetition drill, Teaching English, Students.

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