The spread of the coronavirus outbreak has forced educational institutions to transform learning activities in universities into network-based learning at home. Students unfamiliar with the online learning (google Classroom) system will face various challenges, especially in understanding lessons that cause learning outcomes to be less than optimal. Students' readiness is the first step in accepting and responding to the transformation of learning to achieve their learning goals. The Problems in this research are: (1) How is the readiness of students to implement online learning using Google Classroom? (2) What factors affect student’s readiness to use Google Classroom during the COVID-19 pandemic? It is qualitative descriptive research. The data collection techniques were a questionnaire and an interview. The results indicated that most English students are ready to face online learning using Google Classroom during the COVID-19 pandemic. Four indicators could be used to identify how students were ready for online learning. First, it was the skills of students in using Google Classroom. Second, the students understood how to use technological devices for learning including Google Classroom. Third, the students were ready to receive learning materials through Google Classroom. In addition, the students’ attitudes towards Google Classroom were categorized as sufficiently acceptable. This was shown by the average scores of students, which were 76%. Related to the factors that influenced students’ readiness for online learning, learning facilities and other infrastructures contributed to the readiness of students in learning English via Google Classroom during the Covid-19 Pandemic.
{"title":"The Readiness of the Undergraduate Students of the English Tadris Department at UIN Datokarama Palu in Using Google Classroom During Covid-19 Pandemic","authors":"Fana Riskiana, R. Ruslin, Yuni Amelia","doi":"10.24239/dee.v5i1.82","DOIUrl":"https://doi.org/10.24239/dee.v5i1.82","url":null,"abstract":"The spread of the coronavirus outbreak has forced educational institutions to transform learning activities in universities into network-based learning at home. Students unfamiliar with the online learning (google Classroom) system will face various challenges, especially in understanding lessons that cause learning outcomes to be less than optimal. Students' readiness is the first step in accepting and responding to the transformation of learning to achieve their learning goals. The Problems in this research are: (1) How is the readiness of students to implement online learning using Google Classroom? (2) What factors affect student’s readiness to use Google Classroom during the COVID-19 pandemic? It is qualitative descriptive research. The data collection techniques were a questionnaire and an interview. The results indicated that most English students are ready to face online learning using Google Classroom during the COVID-19 pandemic. Four indicators could be used to identify how students were ready for online learning. First, it was the skills of students in using Google Classroom. Second, the students understood how to use technological devices for learning including Google Classroom. Third, the students were ready to receive learning materials through Google Classroom. In addition, the students’ attitudes towards Google Classroom were categorized as sufficiently acceptable. This was shown by the average scores of students, which were 76%. Related to the factors that influenced students’ readiness for online learning, learning facilities and other infrastructures contributed to the readiness of students in learning English via Google Classroom during the Covid-19 Pandemic.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of digital tools in the learning process is common. Google Translate is used as an online translation tool to help the process of translating English texts. This research aims to discover the English Tadris Study Program students’ perception regarding using Google Translate to translate English texts at State Islamic University Datokarama Palu. The formulation of the problem is “How do the English Tadris Study Program students perceive the use of Google translate in translating English texts at State Islamic University Datokarama Palu?”. This research used a descriptive qualitative approach. The data were collected through questionnaires and interviews with 20 English Tadris Study Program batch 2020 students as research informants. The results showed that some students used Google Translate to translate English texts. The existence of Google Translate can help students with translation. Besides that, Google Translate helps students understand English texts. Some positive perceptions conveyed by the students from the results of the interview were about the use of Google translate, including easy access, help in knowing the pronunciation of a word, increasing vocabulary, and saving time in translating. However, there is a negative perception about using Google Translate, namely the accuracy of the translation results. The students argue that the translation results from Google Translate provide inaccurate translations, so it is recommended that translation results be rechecked using other translation media.
{"title":"Students’ Perception Regarding the Use of Google Translate for English Text Translation","authors":"Mastang Mastang, Afifah Afifah, Fatima Fatima","doi":"10.24239/dee.v5i1.83","DOIUrl":"https://doi.org/10.24239/dee.v5i1.83","url":null,"abstract":"The use of digital tools in the learning process is common. Google Translate is used as an online translation tool to help the process of translating English texts. This research aims to discover the English Tadris Study Program students’ perception regarding using Google Translate to translate English texts at State Islamic University Datokarama Palu. The formulation of the problem is “How do the English Tadris Study Program students perceive the use of Google translate in translating English texts at State Islamic University Datokarama Palu?”. This research used a descriptive qualitative approach. The data were collected through questionnaires and interviews with 20 English Tadris Study Program batch 2020 students as research informants. The results showed that some students used Google Translate to translate English texts. The existence of Google Translate can help students with translation. Besides that, Google Translate helps students understand English texts. Some positive perceptions conveyed by the students from the results of the interview were about the use of Google translate, including easy access, help in knowing the pronunciation of a word, increasing vocabulary, and saving time in translating. However, there is a negative perception about using Google Translate, namely the accuracy of the translation results. The students argue that the translation results from Google Translate provide inaccurate translations, so it is recommended that translation results be rechecked using other translation media.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":"7 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine students’ perceptions of the blended learning model for learning English in the new normal era. Using a quantitative research method design, the data were collected from students in classes XI, IPA, and IPS using simple random sampling. 56 students were selected as research samples using a simple random sampling technique. In collecting the data, the researcher distributed a questionnaire to students. The researcher used descriptive statistics to analyze the data and made it easier by using the SPSS 25 program. The results showed that students' perceptions reflected positive perceptions toward blended learning models. Students believe that the implementation of the blended learning model in learning English is beneficial during the new normal era. Students experience the benefits of learning English using a blended learning model, both online and face-to-face. Based on these results, this study provides an evaluation of the implementation of a learning model in the 21st century, especially during the COVID-19 pandemic crisis, such as using a blended learning model in the process of teaching and learning English in high schools. In conclusion, the majority of students at Senior High School 1 Harau revealed positive perceptions of English blended learning during the new normal era.
{"title":"Students’ Perceptions of English Blended Learning During the New Normal Era","authors":"Arifi Dwi Fadila, Faurina Anastasia","doi":"10.24239/dee.v5i1.78","DOIUrl":"https://doi.org/10.24239/dee.v5i1.78","url":null,"abstract":"This study aims to determine students’ perceptions of the blended learning model for learning English in the new normal era. Using a quantitative research method design, the data were collected from students in classes XI, IPA, and IPS using simple random sampling. 56 students were selected as research samples using a simple random sampling technique. In collecting the data, the researcher distributed a questionnaire to students. The researcher used descriptive statistics to analyze the data and made it easier by using the SPSS 25 program. The results showed that students' perceptions reflected positive perceptions toward blended learning models. Students believe that the implementation of the blended learning model in learning English is beneficial during the new normal era. Students experience the benefits of learning English using a blended learning model, both online and face-to-face. Based on these results, this study provides an evaluation of the implementation of a learning model in the 21st century, especially during the COVID-19 pandemic crisis, such as using a blended learning model in the process of teaching and learning English in high schools. In conclusion, the majority of students at Senior High School 1 Harau revealed positive perceptions of English blended learning during the new normal era.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":"7 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Acquiring a sufficient vocabulary in English can be a formidable obstacle, which in turn affects one's proficiency in listening, speaking, reading, and writing. Students frequently encounter difficulties in comprehending word meanings. In order to tackle this issue, multiple strategies are utilized to improve one's command of vocabulary, one of which is the Mnemonic Technique. This study examines the efficacy of the Mnemonic Technique in enhancing vocabulary acquisition among tenth-grade students at SMKS Muhammadiyah Marawola. The data for this study were acquired through field notes, observation sheets, and pre-test and post-tests as part of a Classroom Action Research project. The Mnemonic Technique, specifically the acrostic approach, was employed to enhance memory by constructing sentences. The study comprised two iterations, with each iteration encompassing preparation, execution, observation, and reflection stages. The results demonstrated a noteworthy enhancement in the students' proficiency in language. During cycle I, the average pre-test score was 65.87, which subsequently rose to 73.87 in the post-test. During cycle II, the average post-test score showed a further improvement to 89.87. The proportion of pupils achieving the passing grade increased from 75% in cycle I to 87.5% in cycle II. In conclusion, the Mnemonic Technique has been shown to be beneficial in improving students' vocabulary, increasing their level of engagement, fostering creativity, and leading to higher learning outcomes.
{"title":"The Use of Mnemonic Technique in Increasing Students’ English Vocabulary Mastery","authors":"Ummul Husnul Auliya, Nurdin Nurdin, Afifah Afifah","doi":"10.24239/dee.v5i1.79","DOIUrl":"https://doi.org/10.24239/dee.v5i1.79","url":null,"abstract":"Acquiring a sufficient vocabulary in English can be a formidable obstacle, which in turn affects one's proficiency in listening, speaking, reading, and writing. Students frequently encounter difficulties in comprehending word meanings. In order to tackle this issue, multiple strategies are utilized to improve one's command of vocabulary, one of which is the Mnemonic Technique. This study examines the efficacy of the Mnemonic Technique in enhancing vocabulary acquisition among tenth-grade students at SMKS Muhammadiyah Marawola. The data for this study were acquired through field notes, observation sheets, and pre-test and post-tests as part of a Classroom Action Research project. The Mnemonic Technique, specifically the acrostic approach, was employed to enhance memory by constructing sentences. The study comprised two iterations, with each iteration encompassing preparation, execution, observation, and reflection stages. The results demonstrated a noteworthy enhancement in the students' proficiency in language. During cycle I, the average pre-test score was 65.87, which subsequently rose to 73.87 in the post-test. During cycle II, the average post-test score showed a further improvement to 89.87. The proportion of pupils achieving the passing grade increased from 75% in cycle I to 87.5% in cycle II. In conclusion, the Mnemonic Technique has been shown to be beneficial in improving students' vocabulary, increasing their level of engagement, fostering creativity, and leading to higher learning outcomes.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":"103 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the effectiveness of the Direct Reading Thinking Activity (DRTA) technique in improving the ability of ninth-grade students at MTs Alkhairaat Alindau to understand and comprehend narrative texts. The main study inquiry investigates the efficacy of the DRTA technique in enhancing students' reading comprehension abilities. The research utilizes a quantitative methodology and follows a pre-experimental design, specifically employing a one-group pretest-posttest framework. The study included a total of 27 ninth-grade students, who serve as both the population and sample. The data gathering process involved administering pretests and posttests, while the analysis utilized descriptive statistics, T-tests, and hypothesis testing. The results suggest that the DRTA technique has a substantial positive impact on pupils' reading comprehension. The initial average score was 46.29, and the statistical analysis showed that the calculated t-value (6.998) was higher than the critical t-value (1.708), resulting in the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). These findings demonstrate that implementing the Directed Reading-Thinking Activity (DRTA) technique effectively enhances the narrative text reading comprehension of ninth-grade students at MTs Alkhairaat Alindau.
本研究探讨了直接阅读思维活动（DRTA）技术在提高 Alkhairaat Alindau 中学九年级学生理解和领悟叙事文本能力方面的有效性。本研究主要探究 DRTA 技术在提高学生阅读理解能力方面的效果。研究采用定量方法，并遵循实验前设计，特别是采用单组实验前-实验后框架。研究共包括 27 名九年级学生，他们既是研究对象，也是研究样本。数据收集过程包括进行前测和后测，而分析则采用了描述性统计、T 检验和假设检验。结果表明，DRTA 技术对学生的阅读理解能力有很大的积极影响。初始平均分为 46.29 分，统计分析显示，计算得出的 t 值（6.998）高于临界 t 值（1.708），因此拒绝了零假设（H0），接受了备择假设（H1）。这些研究结果表明，实施 "指导阅读-思考活动"（DRTA）技术能有效提高 Alkhairaat Alindau 中学九年级学生的叙事文本阅读理解能力。
{"title":"The Use of Direct Reading Thinking Activity (DRTA) to Improve Students’ Narrative Text Reading Comprehension","authors":"Moh. Fadil, Muhammad Ihsan, Dzakiah","doi":"10.24239/dee.v5i1.80","DOIUrl":"https://doi.org/10.24239/dee.v5i1.80","url":null,"abstract":"This study examines the effectiveness of the Direct Reading Thinking Activity (DRTA) technique in improving the ability of ninth-grade students at MTs Alkhairaat Alindau to understand and comprehend narrative texts. The main study inquiry investigates the efficacy of the DRTA technique in enhancing students' reading comprehension abilities. The research utilizes a quantitative methodology and follows a pre-experimental design, specifically employing a one-group pretest-posttest framework. The study included a total of 27 ninth-grade students, who serve as both the population and sample. The data gathering process involved administering pretests and posttests, while the analysis utilized descriptive statistics, T-tests, and hypothesis testing. The results suggest that the DRTA technique has a substantial positive impact on pupils' reading comprehension. The initial average score was 46.29, and the statistical analysis showed that the calculated t-value (6.998) was higher than the critical t-value (1.708), resulting in the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). These findings demonstrate that implementing the Directed Reading-Thinking Activity (DRTA) technique effectively enhances the narrative text reading comprehension of ninth-grade students at MTs Alkhairaat Alindau.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":"32 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research describes the benefits and problems of teaching English using learning applications. This research is library research. The analysis shows that teaching English using learning technology has several benefits in the teaching and learning process, such as helping students understand the material more easily, increasing interest and motivation in learning, building self-confidence, training cooperation, increasing critical thinking, and creating an atmosphere where learning becomes more fun. For example, in learning speaking, teachers can use social media platforms to practice their English speaking skills, such as by recording videos on YouTube, voice recordings on WhatsApp Voice and so on. Besides that, several difficulties when teaching English using learning applications are time management, difficulty developing material, and students failure to focus on certain parts of learning. In this technology-based learning environment, it is necessary for the teacher to provide clear instructions to students regarding the use of learning applications so that the activity process can be carried out properly and appropriately. To be successful in teaching English by using learning applications, several aspects must be considered that involve all parties, including the availability of infrastructure and devices, the readiness of learning materials, learning activities that support students' cognitive development, and the readiness of teachers and students to carry out various learning applications.
{"title":"Benefits and Problems of Using Learning Applications in Teaching English","authors":"Joko Prayudha","doi":"10.24239/dee.v5i1.84","DOIUrl":"https://doi.org/10.24239/dee.v5i1.84","url":null,"abstract":"This research describes the benefits and problems of teaching English using learning applications. This research is library research. The analysis shows that teaching English using learning technology has several benefits in the teaching and learning process, such as helping students understand the material more easily, increasing interest and motivation in learning, building self-confidence, training cooperation, increasing critical thinking, and creating an atmosphere where learning becomes more fun. For example, in learning speaking, teachers can use social media platforms to practice their English speaking skills, such as by recording videos on YouTube, voice recordings on WhatsApp Voice and so on. Besides that, several difficulties when teaching English using learning applications are time management, difficulty developing material, and students failure to focus on certain parts of learning. In this technology-based learning environment, it is necessary for the teacher to provide clear instructions to students regarding the use of learning applications so that the activity process can be carried out properly and appropriately. To be successful in teaching English by using learning applications, several aspects must be considered that involve all parties, including the availability of infrastructure and devices, the readiness of learning materials, learning activities that support students' cognitive development, and the readiness of teachers and students to carry out various learning applications.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":"68 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nining Angraeni, Nur Asmawati Nur Asmawati, Zuhra Zuhra
This study addresses the students' need for enhanced speaking skills, particularly in terms of fluency. The inquiry posed in this thesis originates from the question: Can the application of the Presentation, Practice, and Production (PPP) method contribute to the improvement of students' speaking abilities when describing a person at SMP Negeri 5 Sigi? The objective is to ascertain whether the use of the PPP method has a positive impact on students' proficiency in describing individuals. The research adopts a quantitative approach through quasi-experimental methods. The study encompasses the eighth-grade students of SMP Negeri 5 Sigi, comprising three classes. The experimental class comprises 20 students, while the control class consists of 20 students. Purposive sampling is employed to select students from classes VIII A and VIII B. The research findings demonstrate that the utilization of the Presentation Practice Production (PPP) method significantly enhances students' speaking skills, specifically in terms of fluency. This is evident from the mean scores of the experimental and control classes, which are 17.65 and 8.9, respectively. The calculated t-value of 4.26, with a degree of freedom (df) of 38 (20+20-2) and a significance level of 0.05, surpasses the critical t-table value of 2.00. Consequently, the hypothesis of the research is accepted, affirming that the implementation of the Presentation Practice Production method is effective in improving the speaking skills of eighth-grade students at SMP Negeri 5 Sigi.
本研究针对的是学生对提高口语技能，特别是流利程度的需求。本论文的探究源于以下问题：在 SMP Negeri 5 Sigi，应用 "演示、练习和制作"（PPP）方法是否有助于提高学生在描述一个人时的口语能力？目的是确定 PPP 方法的使用是否对学生的个人描述能力产生积极影响。本研究采用准实验方法进行定量研究。研究对象包括 SMP Negeri 5 Sigi 八年级的三个班级的学生。实验班有 20 名学生，对照班有 20 名学生。研究结果表明，使用演示练习制作（PPP）方法能显著提高学生的口语技能，尤其是流利程度。实验班和对照班的平均分分别为 17.65 分和 8.9 分。计算得出的 t 值为 4.26，自由度（df）为 38（20+20-2），显著性水平为 0.05，超过了 t 表的临界值 2.00。因此，本研究的假设被接受，即演示练习制作法的实施能有效提高 SMP Negeri 5 Sigi 学校八年级学生的口语水平。
{"title":"Enhancing Students' Speaking Skills in Describing People through the Presentation-Practice-Production (PPP) Method at SMP Negeri 5 Sigi","authors":"Nining Angraeni, Nur Asmawati Nur Asmawati, Zuhra Zuhra","doi":"10.24239/dee.v4i2.76","DOIUrl":"https://doi.org/10.24239/dee.v4i2.76","url":null,"abstract":"This study addresses the students' need for enhanced speaking skills, particularly in terms of fluency. The inquiry posed in this thesis originates from the question: Can the application of the Presentation, Practice, and Production (PPP) method contribute to the improvement of students' speaking abilities when describing a person at SMP Negeri 5 Sigi? The objective is to ascertain whether the use of the PPP method has a positive impact on students' proficiency in describing individuals. The research adopts a quantitative approach through quasi-experimental methods. The study encompasses the eighth-grade students of SMP Negeri 5 Sigi, comprising three classes. The experimental class comprises 20 students, while the control class consists of 20 students. Purposive sampling is employed to select students from classes VIII A and VIII B. The research findings demonstrate that the utilization of the Presentation Practice Production (PPP) method significantly enhances students' speaking skills, specifically in terms of fluency. This is evident from the mean scores of the experimental and control classes, which are 17.65 and 8.9, respectively. The calculated t-value of 4.26, with a degree of freedom (df) of 38 (20+20-2) and a significance level of 0.05, surpasses the critical t-table value of 2.00. Consequently, the hypothesis of the research is accepted, affirming that the implementation of the Presentation Practice Production method is effective in improving the speaking skills of eighth-grade students at SMP Negeri 5 Sigi.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":"106 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139133604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wulan Zulfirah, Darmawan Darmawan, Maf’ulah Maf’ulah
The objective of this research is to find out if the use of Kahoot Game can improve students’ vocabulary mastery of SMA Negeri 8 Palu. This research used quasi-experimental design that consisted of two groups; experimental and control group. The samples of this research was the eleventh grade students of SMA Negeri 8 Palu; IPA 2 with 27 students as the experimental group and IPA 3 with 25 students as the control group that selected by using purposive sampling. The data was collected by administering test consisted of a pre-test and post-test that conducted at first and last meetings. Then the treatment was only given to the experimental group. The result of experimental group’s pre-test is 39.44, while control group is 34.6. The result of experimental group’s post-test is 77.03, while control group is 61.2. By applying 0.05 level of significance, the researcher found that the value of the t-counted (3.31) is higher than the t-table (1.677). In conclusion, the use of Kahoot Game in teaching vocabulary is effective to improve students’ vocabulary mastery of SMA Negeri 8 Palu. Based on these results, it implies that Kahoot Game can be applied by teachers in teaching and learning process as one of effective strategy to improve students' vocabulary mastery.
本研究的目的是了解 Kahoot 游戏的使用是否能提高帕卢第八中学（SMA Negeri 8 Palu）学生的词汇掌握水平。本研究采用准实验设计，包括两组：实验组和对照组。本研究的样本是巴鲁第八中学（SMA Negeri 8 Palu）十一年级的学生；IPA 2 的 27 名学生为实验组，IPA 3 的 25 名学生为对照组。收集数据的方法是在第一次和最后一次会议上分别进行前测和后测。然后只对实验组进行治疗。实验组的前测结果为 39.44，对照组为 34.6。实验组的后测结果为 77.03，而对照组为 61.2。在 0.05 的显著性水平下，研究人员发现 t 计数值（3.31）高于 t 表数值（1.677）。总之，在词汇教学中使用 Kahoot 游戏能有效提高帕卢第八中学（SMA Negeri 8 Palu）学生的词汇掌握水平。基于这些结果，这意味着教师可以在教学和学习过程中应用 Kahoot 游戏，将其作为提高学生词汇掌握程度的有效策略之一。
{"title":"The Effectiveness of Kahoot Game in Improving Students' Vocabulary Mastery","authors":"Wulan Zulfirah, Darmawan Darmawan, Maf’ulah Maf’ulah","doi":"10.24239/dee.v4i2.75","DOIUrl":"https://doi.org/10.24239/dee.v4i2.75","url":null,"abstract":"The objective of this research is to find out if the use of Kahoot Game can improve students’ vocabulary mastery of SMA Negeri 8 Palu. This research used quasi-experimental design that consisted of two groups; experimental and control group. The samples of this research was the eleventh grade students of SMA Negeri 8 Palu; IPA 2 with 27 students as the experimental group and IPA 3 with 25 students as the control group that selected by using purposive sampling. The data was collected by administering test consisted of a pre-test and post-test that conducted at first and last meetings. Then the treatment was only given to the experimental group. The result of experimental group’s pre-test is 39.44, while control group is 34.6. The result of experimental group’s post-test is 77.03, while control group is 61.2. By applying 0.05 level of significance, the researcher found that the value of the t-counted (3.31) is higher than the t-table (1.677). In conclusion, the use of Kahoot Game in teaching vocabulary is effective to improve students’ vocabulary mastery of SMA Negeri 8 Palu. Based on these results, it implies that Kahoot Game can be applied by teachers in teaching and learning process as one of effective strategy to improve students' vocabulary mastery.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Caharia Sentika Caharia Sentika, Ana Kuliahana Ana Kuliahana, Dzakiah Dzakiah
This research aims to find out the problems faced by teachers in using Google Classroom at grade two students of SMAN 4 Palu. The research problems are what is the problem faced by the teacher in using Google Classroom in English lessons? And how to solve the problem of Google Classroom in English lessons? This study used qualitative descriptive. The informants in this study were the principal, two English teachers, and 10 second-grade students. The data collection techniques were interviews and documentation. The result shows that the main problem faced by the teachers in using google classroom are: (1) A limited set of features that make it difficult for teachers to teach speaking and listening skills. (2) The teacher has problems in correcting students’ assignments, especially for reading and writing skills because there is no room for it. Therefore, the teachers have turned to other applications such as WhatsApp and Google Meet to support the ongoing learning process in Google Classroom, especially in teaching speaking and listening skills.
{"title":"Analysis of Challenges in Using Google Classroom for Teaching English in Grade 2 at SMAN 4 Palu","authors":"Caharia Sentika Caharia Sentika, Ana Kuliahana Ana Kuliahana, Dzakiah Dzakiah","doi":"10.24239/dee.v4i2.73","DOIUrl":"https://doi.org/10.24239/dee.v4i2.73","url":null,"abstract":"This research aims to find out the problems faced by teachers in using Google Classroom at grade two students of SMAN 4 Palu. The research problems are what is the problem faced by the teacher in using Google Classroom in English lessons? And how to solve the problem of Google Classroom in English lessons? This study used qualitative descriptive. The informants in this study were the principal, two English teachers, and 10 second-grade students. The data collection techniques were interviews and documentation. The result shows that the main problem faced by the teachers in using google classroom are: (1) A limited set of features that make it difficult for teachers to teach speaking and listening skills. (2) The teacher has problems in correcting students’ assignments, especially for reading and writing skills because there is no room for it. Therefore, the teachers have turned to other applications such as WhatsApp and Google Meet to support the ongoing learning process in Google Classroom, especially in teaching speaking and listening skills.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sri Reski Widya Hastuti, Nurdin Nurdin, Afifah Afifah
Education has become a new challenge in Indonesia during the covid-19 pandemic because of many changes that occurred in the education system, either in the learning methods or the learning strategies which finally affects the learning motivation of the students. This research aims to explain in detail how the objective conditions of motivation experienced by the students in online learning English and what factors affect the students’ learning motivation in online learning English during the covid-19 pandemic. The research question of this research was, “How is the eighth grade students’ motivation in learning English at MTsN 2 Palu during the covid-19 pandemic?” This research was conducted with a qualitative descriptive approach. The participants involved in this research were 1 teacher and 82 students in MTsN 2 Palu. Data collection techniques used by the researcher were interview and documentation techniques. The validity of the data was done by the triangulation method. The analysis technique applied refers to Miles and Huberman's interactive data inductive model, which includes data reduction, data presentation, and drawing conclusions or verification. The results of this research shows that some students were adequately motivated and some students had low motivation during the online learning. This can be seen directly from the results of this research through interviews and documentation to respondents. Moreover, the factors that influence the students’ learning motivation during the pandemic are students’ learning enthusiasm, family economic problems, and the lack of connection with the students’ parents.
{"title":"Exploring Students' Motivation in Online English Learning during the COVID-19 Pandemic: A Case Study of Eighth-Grade Students at MTsN 2 Palu","authors":"Sri Reski Widya Hastuti, Nurdin Nurdin, Afifah Afifah","doi":"10.24239/dee.v4i2.72","DOIUrl":"https://doi.org/10.24239/dee.v4i2.72","url":null,"abstract":"Education has become a new challenge in Indonesia during the covid-19 pandemic because of many changes that occurred in the education system, either in the learning methods or the learning strategies which finally affects the learning motivation of the students. This research aims to explain in detail how the objective conditions of motivation experienced by the students in online learning English and what factors affect the students’ learning motivation in online learning English during the covid-19 pandemic. The research question of this research was, “How is the eighth grade students’ motivation in learning English at MTsN 2 Palu during the covid-19 pandemic?” This research was conducted with a qualitative descriptive approach. The participants involved in this research were 1 teacher and 82 students in MTsN 2 Palu. Data collection techniques used by the researcher were interview and documentation techniques. The validity of the data was done by the triangulation method. The analysis technique applied refers to Miles and Huberman's interactive data inductive model, which includes data reduction, data presentation, and drawing conclusions or verification. The results of this research shows that some students were adequately motivated and some students had low motivation during the online learning. This can be seen directly from the results of this research through interviews and documentation to respondents. Moreover, the factors that influence the students’ learning motivation during the pandemic are students’ learning enthusiasm, family economic problems, and the lack of connection with the students’ parents.","PeriodicalId":113996,"journal":{"name":"Datokarama English Education Journal","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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