International Linguistics and TESOL Journal

The Use of Repetition Method to Improve Studentsâ€™ Vocabulary

Resty R. Radja Wila — 2024-04-22

The purpose of this study is to investigate the effectiveness of employing a repetition strategy in enhancing the vocabulary of seventh-grade students at SMP Negeri 3 Sabu Barat. To accomplish this objective, several steps were undertaken. The researcher utilized a testing method to gather data for the study, including pre-testing, two treatment sessions, and post-testing thereafter. The obtained t-test result of 12.614 points exceeds the critical t-value of 1.717 at a significance level of 0.05, indicating that the Repetition approach may indeed yield improvements in students' vocabulary, as revealed by the study's findings. Consequently, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was supported. This suggests that the implementation of the Repetition approach can lead to an augmentation of students' English vocabulary skills.

An Analysis of Test Item In English Subject Final Test of Ten Grade Students At Sma Negeri 2 Kupang

Gracela Rame — 2024-04-22

"An Analysis of Test Item in English Subject Final Test of Ten Grade Students at SMA Negeri 2
Kupang" is the title of this study. The following are the research's main issues: 1. How challenging is
the English Subject Final Test for Tenth Grade Students at SMA Negeri 2 Kupang? 2. How strong is
the English Subject Final Test Discrimination Power of Ten Grade Students at SMA Negeri 2 Kupang?
3. How successful is the English Subject Final Test Distractor for Tenth Grade Students at SMA Negeri
2 Kupang? The author employs a quantitative descriptive method to address this query. Documentation
technique is the method of data collection employed. The study's findings regarding the English final
exam at SMA Negeri 2 Kupang are as follows: a) There are 3 items (7.5%) that are extremely difficult,
2 items (5%) that are difficult, 2 items (5%) that are moderate, 16 items (40%) that are easy, and 17
items (42.5%) that are very easy. b) There are 1 item (2.5%) extremely poor, 28 items (70%) poor, 8
items (20%) moderate, 3 items (7.5%) good, and 0% very good in terms of distinguishing power. c)
Four items (10%) are very good, eleven items (27.5%) good, thirteen items (32.5%) moderate, nine
items (22.5%) poor, and three items (7.5%) very terrible in terms of distractor effectiveness.
Consequently, it can be said that the questions on the Language final exam at SMA Negeri 2 Kupang
were satisfactory.

The Use Of Kahoot Game to Improve Studentsâ€™ Vocabulary at Sd I Lasiana

Dewi R.G. Pah — 2024-04-24

The purpose of this study is to examine how students at SDI Lasiana use the Kahoot game to boost their vocabulary. One of the most crucial English language abilities is vocabulary, however, some pupils struggle with it. The author employed games to teach English, particularly the Kahoot game, which helped students' vocabularies. This study aims to investigate if students' vocabulary may be improved by playing the Kahoot game. The design of this investigation was pre-experimental. 116 students from grades VII. A through VII.D at SDI Lasiana made up the study's population. For this study, a deliberate sample of twenty-six students from SDI Lasiana's class VII.D was selected. The pre-test and post-test data collection methods were utilized by the author to determine the students' vocabulary proficiency. The data analysis results showed that the students' pre-test average was 56. Following the writer's instruction, the students' post-test average score was 95, indicating a 69% improvement. The data was analyzed using the t-test. 3.01 was the significant result of the t-test. The alternative hypothesis (H1) was accepted while the null hypothesis (Ho) was rejected since the t-test result (3,01) was greater than the t-table result (2.787). The findings demonstrated that the vocabulary of the children had improved. Using the Kahoot game, teaching, and learning with games helps enhance English vocabulary. The students' post-test results, which range from 56 to 95 points higher than their pre-test results, provide proof of this. The Kahoot game can help students in class VII.D at SDI Lasiana increase their vocabulary, according to the research findings.

Increasing Studentsâ€™ English Vocabulary Through Scattergories Game

Septry R. Nawa Riwu — 2024-04-24

The purpose of this study is to determine whether the Scattergories Game helps ninth-grade English language learners at SMP Negeri 1 Sabu Barat increase their vocabulary. In order to achieve the study's objective, the researcher performed a few steps. To collect information for the study, the researcher used a test. The methods for collecting data are pre-testing, treating patients in a single session, and post-testing after the session. Given that the Scattegories game's t-count value is 5.221 points greater than its t-table value of 2.045 at a significant level of 0.05 or 95%, the study's findings suggest that the game may help students' vocabulary in English. As a result, the alternative hypothesis (H1) is accepted and the null hypothesis (HO) is rejected. It implies that pupils' English vocabulary can grow through the Scattegories game.

The Effectiveness of Collaborative Strategic Reading in The Studentsâ€™ Reading Comprehension at Sman 1 Langke Rembong

Yuliani Goreti Linung — 2024-04-24

This research aims to evaluate the effectiveness of Collaborative Strategic Reading (CSR) in addressing the challenges faced by students at SMAN 1 Langke Rembong, such as difficulties in comprehending texts, identifying main ideas and specific details, and understanding grammatical structures and features. Employing a quantitative quasi-experimental design (specifically, non-equivalent control group design) with both experimental and control groups, the study involved 432 second-grade students as the target population. From this population, two classes were selected for the study: one serving as a control group with 20 students and the other as an experimental group with 20 students. The selection process utilized purposive sampling techniques. Pre- and post-test assessments were conducted for data collection, with hypothesis testing conducted using the T-test formula. The results revealed a hypothesis testing score of 0.001 < 0.05, leading to the acceptance of Ha and rejection of H0. This indicates an improvement in reading comprehension among students who received instruction in collaborative strategic reading. Consequently, it is recommended that educators employ CSR techniques to aid students facing challenges in understanding English texts during reading comprehension instruction.