Jurnal Pendidikan Bahasa Inggris Indonesia

IMPROVING STUDENTS’ VOCABULARY BY USING RIDDLE GAME

F.Z. Wilda — 2024-09-29

The purpose of this study is to improve students' vocabulary using riddle games as a method in the teaching-learning process. This study employs a Classroom Action Research (CAR) design, conducted in two cycles during the academic year 2022/2023 at SMP Negeri 14 Pontianak with a total of 34 students in Grade VII A. The class sample was selected using Cluster Random Sampling. Data collection was carried out using three primary instruments: observation checklists, field notes, and measurement tests. The observation checklists were used to monitor student engagement and participation during the learning process, while field notes provided detailed qualitative insights into the classroom dynamics. The measurement tests were administered at the end of each cycle to quantitatively assess the improvement in students' vocabulary. The data from checklists and field notes were analyzed descriptively to capture the students' active involvement, and the test score data were analyzed using the mean value formula to measure progress. Observations and field notes indicated that students were active and enthusiastic during the lessons. Student performance increased by 17.33% from the first cycle to the second cycle. Furthermore, the individual score data revealed that some students initially only achieved the minimum score of 50. However, after the implementation of riddle games, most students achieved satisfactory results, reaching the Minimum Completion Criteria of 75 points. These findings highlight a significant improvement in vocabulary acquisition between the first and second cycle tests, clearly indicating that the use of riddle games is an effective method for teaching vocabulary.

NEEDS FOR ENGLISH LEARNING MATERIALS THAT ACCOMODATE STUDENTS’ LEARNING STYLES

L. Lupiana — 2024-09-29

This research aims to analyze the needs to develop learning materials that accommodate students’ learning styles in the implementation of the Emancipation curriculum. The learning styles include: Visual, Aural, Read/Write, and Kinesthetic. The subjects of this research were the 7th grade students and teachers at one of the junior high schools in Buleleng Regency. Data collection was carried out through extensive analysis of observations and document analysis, questionnaires and interview guides. Qualitative approaches were used to analyze the data in this research. The research results show that the learning process is still monotonous and lacks variety, therefore both teachers and students considered it was important to develop English Language Learning Materials that incorporate students’ learning styles. There are two topics used in the developed materials, namely "Introduction Yourself and Others" and "Describing People". In learning activities, students have various learning styles, but the learning style that most students Kinesthetic.

IMPROVING STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT USING INQUIRY-BASED LEARNING (IBL) METHOD

F.A. Kurniati — 2024-09-29

The main objective of this study was to improve students’ reading comprehension of recount text using inquiry-based learning. This approach utilizes five phases of inquiry cycle comprising engagement, exploration, explanation, elaboration, and evaluation. The method that was implemented in this research was the CAR or Classroom Action Research. The subject of this research were 30 students, consisted of 18 males and 12 females. The result of this research showed that after using inquiry-based learning, the students can significantly improve their reading comprehension especially understanding the generic structure and language features, as well as reading comprehension aspects such as identifying specific information and understanding vocabulary. Based on the results of the process, the students were more independent and willing to ask question related to recount text.

ANALYSIS ON DIFFERENCIATED ASSESSMENT IN EMANCIPATED CURRICULUM FOR 7TH GRADE STUDENTS OF JUNIOR HIGH SCHOOL

P.G.P. Wibiarsana — 2024-09-29

Abstract

This research aims to test the application of differentiated assessments to the junior high school students in the first semester and is intended to support teachers in providing appropriate assessments for students. The problem that researcher found was teachers were still lacking in implementing relevant assessments for students. Collecting differentiated assessment data is using the qualitative method. Research uses ADDE theory, namely Analysis, Design, Development, and Evaluation. Researchers support the theory of the Independent Curriculum or Emancipated Curriculum, Assessment, 21st Learning Method, and Learning Style. Data collection was carried out by conducting interviews with teachers, distributing questionnaires about learning methods and learning style to students with thirty-three respondents and document analysis in the form of “Acuan Tujuan Pembelajaran” Seventh Grade English. The conclusion that can be given is that the researcher created a product about differentiated assessment to help seventh grade junior high school teachers in implementing relevant differentiated assessment.

AN ANALYSIS OF DIFFERENTIATED LEARNING IN THE ENGLISH TEXTBOOK “MY NEXT WORDS GRADE 6” BASED ON EMANCIPATED CURRICULUM

I.G.A.D. Pradnyandari — 2024-09-29

The textbook is the main teaching material that teachers rely on to carry out English learning in the classroom. Based on the pioneering emancipated curriculum, the researcher aims to analyze the differentiated materials offered by the "My Next Word" textbook for grade six. In this study, the descriptive qualitative method is employed through document analysis. Specifically, the sixth grade "My Next Words" textbook is thoroughly examined to determine the extent to which it supports the VARK (Visual, Auditory, Read/Write, and Kinesthetic) learning styles in each of the six topics covered in semester 1. Additionally, two English teachers from two public elementary schools located in Denpasar were interviewed to gain a deeper understanding of their opinions regarding the textbook utilized. Because they had incorporated “My Next Words” as a learning resource into the school curriculum, both teachers were selected. The researcher employed the method proposed by Miles and Huberman (2014) which consists of four systematic activities, namely collecting data, condensing, presenting data, and drawing conclusions. The study's findings show how limited the ability of the textbook "My Next Word" to provide varied content based on VARK learning styles is. The book's material only partially supported the four learning styles of the students. In addition, the researcher found that the teacher is also not able to rely on the textbook well due to limited instructions so the material offered according to the teacher is less clear. Therefore, it can be concluded that the sixth grade "My Next Word" textbook published by the government has not been able to bridge teachers and students to create differentiated learning because it does not really support learning according to students' learning styles. This implies the need for a more thorough analysis of the "My Next Words" textbook that is already in use as well as the necessity to take into account the development of more trustworthy English teaching materials.

ASSESSING CONTENT BASED INSTRUCTION’S IMPACT ON ENGLISH READING SKILL

Nurhaliyani — 2024-09-29

This study examines the effectiveness of Content-Based Instruction (CBI) on the enhancement of English reading skills among language learners, aligning with established curriculum guidelines. Utilizing a quantitative methods approach while, quantitative insights were obtained via observation, questionnaire, and test. The participants included 30 students as a sample at MTs Mukhtarul Amin NWDI Rensing Bat in class VII B. Findings reveal that CBI significantly improves reading comprehension and engagement compared to traditional instruction methods. The integration of subject content with language learning not only adheres to curriculum standards but also fosters a more meaningful and context-rich learning environment. Implications for curriculum designers and educators suggest a strategic adoption of CBI to optimize English reading skills development.

THE DEVELOPMENT ENGLISH LEARNING MATERIAL FOR 7TH GRADE STUDENTS OF JUNIOR HIGH SCHOOL BASED ON EMANCIPATED CURICULLUM

N.K.E. Rahayu — 2024-10-16

This study was intended to support teachers in delivering learning material based on the Emancipation Curriculum so that it can be utilized as well as possible for junior high school students in Buleleng Regency. Researchers develop learning materials by creating learning materials based on learning styles which include visual learners, aural learners, read/write learners and kinesthetic learners who use the syntax of three learning methods, namely Problem Based Learning (PBL), Project Based Learning (PjBL), and Discovery Learning (DL). This research uses qualitative and quantitative methods. The subjects of this research were class VII students and the teachers. Data collection was carried out through observation, interviews and questionnaires. Qualitative and quantitative approaches were used to analyze the data. The results of the research show that emancipated curriculum-based learning materials need to be developed further because the English teacher at one of the junior high schools in Buleleng Regency still applies monotonous activities to all students in the class. In other words, schools do not provide supplementary books to students, so that there are no variations in learning activities which result in reduced student motivation and creativity as well as analysis documents used by teachers using ATP (Alur Tujuan Pembelajaran) and Teaching Modules. After distributing questionnaires to students, the results showed that students used Kinesthetics more in the learning process.

THE DEVELOPMENT OF ENGLISH LEARNING MATERIAL FOR 9TH GRADE STUDENTS OF JUNIOR HIGH SCHOOL BASED ON EMANCIPATED CURICULLUM

P.W.A. Dewi — 2024-10-24

This study was intended to support teachers in delivering learning material based on the Emancipated Curriculum so that it can be utilized as well as possible for junior high school students in Buleleng Regency. Researchers develop learning materials by creating learning materials based on learning styles which include visual learners, aural learners, read/write learners, and kinesthetic learners who use the syntax of three learning methods, namely Problem-Based Learning (PBL), Project Based Learning (PjBL), and Discovery Learning (DL). This research uses qualitative and quantitative methods. The subjects of this research were class IX students and the teachers. Data collection was carried out through observation, interviews, and questionnaires. Qualitative and quantitative approaches were used to analyze the data. The research results show that emancipation curriculum-based learning materials need to be developed further because the English teacher at one of the junior high schools in Buleleng Regency still applies monotonous activities to all students. In other words, schools do not provide supplementary books to students, so there are no variations in learning activities which results in reduced student motivation and creativity as well as analysis documents used by teachers using ATP (Alur Tujuan Pembelajaran) and Teaching Modules. After distributing questionnaires to students, the results showed that students used Kinesthetics more in the learning process.

DIFFERENTIATED ENGLISH LEARNING MATERIAL VIEWED FROM STUDENT LEARNING STYLES

K.S. Palguna — 2024-10-24

This research specifically analyzes the needs of students and teachers in the use of learning materials in the emancipated curriculum. The results of the analysis from this research will be used as a basis for developing a learning material product that focuses on student learning styles as an implementation of differentiated learning in the classroom. The subjects of this study were grade 12 students from two high school level schools in Buleleng Regency and the second subject was the English teacher at each school. Data was collected through questionnaires and interviews. Descriptive qualitative research methods were used in this research to examine the data properly. The study's findings demonstrate that students from two distinct schools use four different learning styles: visual, auditory/aural, read/write, and kinesthetic. Of the respondents, 33% of students in School A had an auditory/aural learning style, while 26% had a read/write learning style. Kinesthetic learners come third with a percentage of 22%, while visual learners rank last with the lowest percentage of 19%. Subsequently, School B's results indicated that 29% of students preferred an auditory/aural learning approach. With 25% of the total, visual learning has become the second most popular method of learning. The kinesthetic and read/write learning modalities come in second and third, respectively, with a share of 23%. Interviews conducted in the interim revealed that although the two schools had adopted varied instruction based on students' learning preferences, they had not done so by providing them with learning resources that met their requirements. It is envisaged that the analysis's findings may be appropriately turned into a product of learning materials that will help instructors and students in the classroom execute differentiated instruction.

THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION AND ITS IMPACT ON STUDENT ENGAGEMENT IN ENGLISH CLASS

N.K.A. Widayanti — 2024-10-24

In today's schooling and achievement landscape, meeting students' varied requirements has become a top priority, making customized educational opportunities essential. Differentiated instruction, a widely acknowledged teaching model, successfully meets these diverse student needs. The purpose of this study was to investigate the implementation of individualized instruction and its effects on the involvement of pupils in English learning at SMPN Hindu 3 Blahbatuh. All English educators and eighth-grade students participated. The subjects were chosen using an approach known as purposeful sampling to ensure that they were actively involved in English classes and were familiar with the individualized instruction model. Data were collected using qualitative and quantitative methods, with observation sheets and interview guides serving as research resources. The qualitative data analysis followed Miles and Huberman's procedures, which included data collection, reduction, display, and conclusion drawing. In addition, quantitative data were collected through surveys that assessed students' emotional, cognitive, and behavioral engagement levels. According to the findings, 75% of students felt more motivated and engaged in English learning after differentiated instruction was implemented. Overall, the findings show that the above strategy successfully dealt with students' growth levels, learning styles, and interests, resulting in significant increases in emotional, cognitive, and behavioral engagement in the English classroom.

AN ANALYSIS OF TEACHING METHOD INCORPORATING KURIKULUM MERDEKA FOR TEACHING SPEAKING

N.P.W.K. Yanti — 2024-10-24

This study examines teaching methods used for teaching speaking at SMAN 4 Denpasar by incorporating Merdeka Curriculum. The purpose of this research was to investigate: 1) kinds of teaching method for speaking; 2) the challenges faced by the teachers in using teaching method. The methodology employed was descriptive qualitative by Miles & Huberman (1994). This study observed 2 English teachers. The data collected through questionnaire, observation, and interview. The findings reveal that the teaching methods that most frequently used by the two English teachers at SMA Negeri 4 Denpasar are Direct Method and Communicative Language Teaching. In contrast, the Total Physical Response and Audio-Lingual method has a lower frequency of use. The challenges faced by the teachers included lack of time, lack of teaching material, students varied abilities, large class, and difficulties to integrate teaching method that align with Merdeka Curriculum.