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Journal : Journal Corner of Education, Linguistics, and Literature (JCELL)

Improving Students’ Vocabulary Mastery Through the Keyword Technique At The Tenth Grade of SMAN 2 Tulang Bawang Tengah Eva Nurchurifiani; Rizki Novia Nissa; Febriyanti Febriyanti
Journal Corner of Education, Linguistics, and Literature Vol. 1 No. 2 (2021): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v1i2.28

Abstract

The aim of this research was to improve students’ vocabulary mastery of the tenth grade through the use of Keyword technique. This research is categorized as classroom action research. The subject of this research was the tenth grade students of SMAN 2 Tulang Bawang Tengah in the academic year of 2021/2022. The data were analyzed by using descriptive statistics and quantitative data analyses. This research was conducted in two cycles where each cycle consisted of three meetings. Based on the analysis of the research findings, the students’ vocabulary mastery was improved by using Keyword technique based on the quantitative and qualitative data. From quantitative data, the result showed that the mean score of each cycle was increased from post-test of cycle 1 to cycle 2. The mean score of cycle 1 was 62.07, there were 13 students or 46.43% who passed Minimum Mastery Criterion, while in cycle 2 was 77.93, there were 21 students or 75% who passed Minimum Mastery Criterion. Moreover, this improvement can also be seen from qualitative data, such as the results of students’ observation sheet from cycle 1 to cycle 2. The mean score of cycle 1 was 6.41, while in cycle 2 was 7.31. The improvement of students’ learning activity from cycle 1 to cycle 2 was 0.90. It showed that the students seemed to be more motivated and  confidence in learning vocabulary. Therefore, it can be concluded that the implementation of the Keyword technique can improve students’ learning activities and vocabulary mastery.
Use of Problem-Based Digital Comics in the Era of Disruption as an Increasing Effort Critical Thinking Skills and Learning Achievement Eva Nurchurifiani; Hajjah Zulianti
Journal Corner of Education, Linguistics, and Literature Vol. 1 No. 1 (2021): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v1i1.5

Abstract

Learning in the era of disruption is directed at using technology optimally, and learning is directed to have critical thinking skills. Directed learning has critical thinking skills that make it difficult for students to understand the material, which causes student learning achievement to be not optimal. The teaching carried out has not been carried out innovatively due to the teacher's limitations, technological capabilities, and media. So far, learning has only conventionally. This makes students' interest in learning less and less because it is difficult to understand the material. This study aimed to determine the use of problem-based digital comics on learning achievement and critical thinking skills. The method used is a literature review. The study results show that problem-based digital comics in the era of disruption can develop critical thinking skills and improve learning achievement.