ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary mastery is a crucial aspect of English language learning as it forms the foundation for understanding and using the language effectively. However, based on initial observations in the 8th-grade class at UPTD SMPN Satu Atap 3 Pesawaran, students’ vocabulary skills remain relatively low. Many students struggle to understand word meanings, recognize word forms, and use vocabulary in simple sentences, which also contributes to low participation and motivation in the classroom. This study aims to improve students’ vocabulary mastery through the implementation of Game-Based Learning using Kahoot. This study employs the Classroom Action Research method, conducted in two cycles comprising the stages of planning, action, observation, and reflection. Research data were obtained through vocabulary tests, observation sheets, and learning documentation. The results showed an improvement in students’ vocabulary skills following the implementation of Kahoot, evidenced by an increase in the average student score from 63.2 in the initial phase to 68.7 in Cycle I and further to 76.2 in Cycle II, as well as an increase in the number of students meeting the learning mastery criteria. In addition, the use of Kahoot encourages students to be more active, motivated, and enthusiastic about the learning process. Thus, the implementation of game-based learning through Kahoot can serve as an effective teaching strategy to improve students’ vocabulary mastery in English language learning.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Reading comprehension was one of the most challenging skills for EFL learners, especially when dealing with descriptive texts that required strong vocabulary and visualization ability. This study investigated how realia-based activities improved this skill among eighth-grade students at MTs Ma'arif Roudlotut Tholibin, a boarding school in Metro, Lampung, where access to technology was limited. A total of 18 students from Class VIIIA participated in this research during the academic year 2025/2026. The study employed a Classroom Action Research design following the Kurt Lewin model, which was conducted in two cycles with three stages in each cycle: Planning, Action, and Observation and Reflection. Reading comprehension tests and observation sheets were used to collect the data, and the findings were verified through methodological triangulation. The results showed a significant improvement across both cycles. The class mean score increased from 62.56 in the pre-test to 70.22 after Cycle 1, and further improved to 76.33 after Cycle 2, exceeding the passing standard of 74. The percentage of students who achieved the passing score increased from 22.2 percent to 77.8 percent. In addition, student participation improved from 70 percent to 90 percent between cycles. These findings indicated that the use of real objects in the classroom was an effective and practical approach to improve students’ reading comprehension, particularly in educational settings with limited access to digital resources.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the use of ChatGPT as a learning media to improve students’ speaking ability in greeting activities. Speaking competence is a crucial component of English language learning because it enables learners to express ideas, opinions, and feelings in real-time communication. However, many students encounter difficulties in developing speaking ability due to limited practice opportunities, low self-confidence, and the lack of interactive learning media in the classroom. This research employed Classroom Action Research (CAR) consisting of two cycles, each involving the stages of planning, acting, observing, and reflecting. The participants were ten seventh-grade students of SMP Islam Tri Bhakti Al-Asna in the academic year 2025/2026. Data were collected through speaking tests, classroom observations, and interviews. Quantitative data were obtained from pre-test and post-test scores to measure improvement in students’ speaking performance, while qualitative data were gathered from observation notes and interview responses to analyze students’ participation and learning experiences. The results indicate a significant improvement in students’ speaking ability after the implementation of ChatGPT in the learning process. The mean score increased from 62.8 in the pre-test to 74.9 in Cycle I and further improved to 81.5 in Cycle II. Moreover, students showed greater confidence, participation, and fluency during speaking activities. These findings suggest that ChatGPT can serve as an interactive conversational partner that enhances speaking practice and contributes to a more engaging and effective language learning environment.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
English vocabulary mastery plays a crucial role in students' language proficiency and communication skills. However, many students struggle with memorizing and effectively using new vocabulary. This study investigates the effectiveness of using Rubik’s Cube as a learning medium to enhance students’ English vocabulary at Madrasah Aliyah Ma'arif Roudlotut Tholibin. The research employs a Classroom Action Research (CAR) method, following the Kemmis and Taggart model, consisting of four stages: planning, action, observation, and reflection. The study involves students from class XI, divided into two groups (XA and XB), using a combination of observations, questionnaires, tests, and documentation for data collection. The findings indicate that integrating Rubik’s Cube into vocabulary learning improves students’ retention, motivation, and engagement. The study also highlights the potential of game-based learning in fostering an interactive and enjoyable learning environment. These results provide valuable insights for educators in developing innovative teaching strategies to enhance English vocabulary acquisition.
