This study was aimed at finding out whether or not English movie can improve students’ speaking skills. This study was conducted by using Classroom Action Research. The population and the sample were ...the first grade students of AMIK Medicom in 2022/2023 academic year. This research applied quantitative and qualitative methods. The results showed improvements. The students' scores improved from cycle 1 to cycle 2. In pre-test, the mean score was 33.52. In the first cycle, meeting 1 the mean score was 37.35, in meeting 2, 42.64 and meeting 3, 52.64. In the second cycle, meeting 1 the mean score was 64,41, in meeting 2, 80 and meeting 3, 91.17. The improvements were seen in the percentage of the student’s achievement in speaking by using English movie; in pre-test, none of the students got 75 points. In the first cycle, in meeting 1, and meeting 2, there was also no student who got 75 points, but in meeting 3 there was 23,52% (8 students) got 75 points. This means there was an improvement of about 23.52%. In the second cycle, in meeting 1 there was 29.41% (10 students) got 75 points, it means that there was an improvement of about 5.89%. In meeting 2 there was 79.41% (27 students) got 75 points, which means that there was an improvement of about 50%. It means that English movie helped the students in speaking, listing supporting points, and making a simple outline to write events, places, or objects related to the topic.
This article discusses structural analysis in Laksanamekar Village, Bandung. The sample is in the form of andesite D and A *. Sample size (1 x 1) cm, with thickness (x) 0.4 cm. Sample D comes from ...the mountains of Laksanamekar Village Bandung at depths (15-20) m and samples (A *) from the Code River Yogyakarta. The results showed that the sample was a type of dry andesite rock and had layers in the grain. Andesite D has a denser composition, higher iron content and smoother surface texture than A*. The XRD results are known to be phase-identified andesite A * Sodium aluminum Silicate with a composition of 46.5% and andesite D phase of Titanium Calcium Sodium Magnesium Iron Manganese Silicon Aluminum Oxide of 10% so that andesite rocks have higher quality than A * samples.
This study aims to reveal characteristics of critical thinking and cognitive elements in HOTS category questions from the Independent Curriculum Senior High School Physics Science Textbook in the ...material of Magnitudes and Measurements. This content analysis study employs the descriptive analysis method, as well as qualitative and quantitative approaches. The Science Textbook Physics independent curriculum for class X Senior High School was utilized as the study's sample. According to the findings of this study, the two text books evaluated elevate critical thinking features such as interpretation, analysis, evaluation, explanation, inference, and self-regulation, with the aspect of interpretation prevailing at 35.14% in book A and 33.35% in book B. While the findings of the HOTS category question analysis for both books revealed that both books discovered HOTS category questions with components of analyzing (C4) and evaluating (C5), no HOTS categories were discovered for the element of creating (C6). Most of the problems in the two books are still dominated by LOTS (low order thinking skill) questions, indicating that learning to think at a higher level requires more than just textbooks and direct instruction from the teacher. As a result, in order for students to think at a higher level, direct instruction from the teacher is required.
This study aims to examine the effect of altitude on the acceleration of gravity with the help of smartphone acoustic sensors. The altitude varies from the interval 100-1061 MASL (Mean Above Sea ...Level), located around the Special Region of Yogyakarta. An iron ball is dropped from a certain height, and the time it falls is observed using an acoustic sensor in Phypox, and the results are used to determine the acceleration value due to gravity (g) through the equation g = 2h/t2. Fitting data from measurements of the four altitude variations are shown in the polynomial equation y = 0.000003x2 – 0.0035x +10.718 m/s2 with a regression number R2 = 1,000. This equation shows that the acceleration value due to gravity will decrease quadratically with each increase in the altitude per meter above sea level.
The aim of this study to know students’ perception of Google Translate as Media for Translating English Descriptive Text at Fifth Semester of English Department Nommensen HKBP University. ...Questionnaires which formulated in google form are formulated as instrument to collect students’ responds on the usage of google translate in translating source to target. The questionnaire sheet consists of twelve questions about students’ perception of Google Translate as media for translating English descriptive text. The source of data in this study was taken by the fifth-semester student of English Department. There are twenty students have been filled the questionnaire sheet. This study was applied a descriptive qualitative design. The findings from the data analysis, Students have different positive and negative perception about Google Translate as media for translating English descriptive text. Students really like using Google translate as media for translating English descriptive text because make students easier. Students can translate text faster than open a dictionary. Google translate help students improve vocabulary with good intonation. They feel happy because it is easier to use but Google translate incorrect to translate in level of sentence. Based on their perceptions state that Google translate can be used as an alternative ways in teaching and learning activities.
The study aims to determine the development of blended learning based on the results of learning English in the PJKR study program. The method used in this research is quasi-experimental. The ...quasi-experimental method is different from the actual experiment. In the quasi-experimental method, there is a control group. The sampling technique used in this research is cluster sampling, also called group sampling. Data collection is the most important part of research. Effective and complete data determine the quality of the researchers. In this study, the researchers used the learning achievement test technique, test, observation, and documentation. Based on the results of the research that had been done, the size of the concentration and distribution of the pretest result data for the experimental group were: the largest score was 75 and the smallest score was 36, the mean (mean) was 51.67, the median was 52, the mode was 40.5 and the standard deviation was 11.91. While the post-test data results, the highest score was 91 and the lowest score was 45, the mean (mean) was 72.8, the median was 76.9, the mode was 77.6, and the standard deviation was 15.58. So, the objectives to be achieved in the learning design have been implemented, and the blended learning model is able to influence student learning outcomes in English.
This paper aims to describe the level of students’ digital literacy in their study since pandemic situation. It is very important to know because it gives the answer of education’s challenging faced ...covid-19 situation for the students’ safe and comfortable. This research is survey research to describe the implementation of digital literacy through level of digital literacy as challenging pandemic situation. Data collection techniques using the instrument in the form of a questionnaire. The four concept was constructed referred to Bawden (2008) such as basic literacy skills (reading and writing), background information knowledge (intellectual level), skills in the field of ICT, and attitudes and perspectives. This needs to be known to identify how far digital literacy was important for the students in their studying since Covid- 19 situation. This research involved 20 respondents who always use digital literacy in their study. The data was collected from the distribution of digital literacy questionnaire instruments for the students, then the data was describing through percentage to know how the students’ level of digital legacy when there are teaching learning process. The findings indicate that respondents have a high level of digital literacy. In the aspect of basic digital literacy skills, all respondents were able to connect to the platform to take part in online learning, and were able to use worksheet technology to write assignment articles according to the provisions. In the aspect of background information knowledge, almost all respondents were able to find learning supplements in the form of reference articles and find their relevance based on the abstracts of the articles. In the main aspects of digital literacy, most respondents are able to cite the relevant sections to compile assignment articles, and are able to compare the contents of several reference articles. On the aspects of attitudes and perspectives of information users, all respondents are able to write citations and compile a bibliography for reference articles referred to.
This study was aimed to find out whether or not Teaching Prewriting Stages can improve students’ ability in writing descriptive paragraphs, to describe the role of prewriting stages in helping the ...students to write descriptive paragraphs. This study was conducted by using Classroom Action Research. It was done through 1) planning, 2) action, 3) observation, and 4) reflection. The population and the sample was the ninth grade students of SMP Swasta BUDISATRYA at 2018/2019 academic year. This research applied quantitative and qualitative method. Quantitative data were taken from the students' writing descriptive paragraph test. Qualitative data were taken from observation, interview, and diary notes. The result of the research shows that there was some improvement of students’ ability in writing descriptive paragraphs through teaching prewriting stages. It can be proved from the students' score which improved from cycle 1 to cycle 2. The improvement can be seen that in pre test the means score was 33.52. In the first cycle, meeting 1 the means score was 37.35, in meeting 2 was 42.64 and in meeting 3 was 52.64. In the second cycle, meeting 1 the means score was 64,41, in meeting 2 was 80 and in meeting 3 was 91.17. The improvement also can be seen from the percentage of the students’ achievement in writing descriptive paragraph by using prewriting stage; in pre test, no one of the students got 75 points. In the first cycle, in meeting 1, and meeting 2, there was also no one student got 75 point, but in meeting 3 there was 23,52% (8 students) got 75 points. It means there was an improvement about 23.52 % . In the second cycle, in meeting 1 there was 29.41% (10 students) got 75 points, it means that there was an improvement about 5.89%. In meeting 2 there was 79.41% (27 students) got 75 points, it means that there was an improvement about 50%. In meeting 3 there was 100% (34 students) got up 75 points. It means that prewriting stages helped the students to write descriptive paragraphs through brainstorming, listing supporting point, making a simple outline to write event, place or object related to the topic. So, the students’ achievement in writing descriptive paragraph is significantly improved by applying prewriting stage.
This study was aimed to find out the improvement of the students’ vocabulary mastery through teaching real object. This study was conducted by using Classroom Action Research. It was done through 1) ...planning, 2) action, 3) observation, and 4) reflection. The population of the research was the students of Amik Medicom. To get the sample, the researcher took one class, it was MI18B. This research applied quantitative and qualitative data. Quantitative method were taken from the students' test. Qualitative data were taken from observation, questionnaires sheet and diary notes. The research found out that there are some improvements of the students’ vocabulary mastery taught by applying real objects. It was proved from the students’ improvement in cycle 1 until cycle 2. The improvement can be seen that in pre test the means score was 34.66. In the first cycle, meeting 1 the means score was 37,33, in meeting 2 was 47,66 and in meeting 3 was 53,5. In the second cycle, meeting 1 the means score was 68,83, in meeting 2 was 80,33 and in meeting 3 was 91,66. The improvement also can be seen from the percentage of the students’ achievement in mastering vocabulary; in pre test, no one of the students got 75 points. In the first cycle, in meeting 1, and there no one student got 75 point, in meeting 3 there was 16.7% (5 students) got 75 points. It means there was an improvement about 16.7 % . In the second cycle, in meeting 1 there was 20% (6 students) got 75 points, it means that there was an improvement about 3.3%. In meeting 2 there was 80% (24 students) got 75 points, it means that there was an improvement about 70%. In meeting 3 there was 100% (30 students) got up 75 points, it means that there was an improvement about 30%. It means that all of the students got better result. They could master many new vocabulary items and composed them into good sentences.
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