INTENS (International Journal of English Education and Linguistics)

The Implementation Of Project Based Learning Models To Improve Students Speaking Skills

M Abdul Aziz — 2023-12-01

_{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.}

Exploring Common Errors in Using Passive Voice Made by EFL (English Foreign Language) Learners’

Alfi Najah — 2024-01-01

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 TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE STUDENTS’ VOCABULARY

Faridatus Salma — 2024-01-01

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.

Improving Student's Vocabulary Mastery By using Short Stories

Anisa Anisa — 2024-01-31

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.

Improving Students' Reading Through The Use of Illustration Pictures at Class VIII B SMPN 2 Kragan

Arif Rohman Hakim — 2024-01-31

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