This study aims to find out the students' perception toward gamification applied on English language Classroom. Gamification emerged as an innovation in classroom teaching. The basic concept is to incorporate game elements into teaching, taking advantage of students' interest in games that can be used for the purposes of the teaching process. This study is conducted since there is still limited research that is conducted in Indonesia which analyses the students' perception toward the gamification utilization. This research used qualitative methods as a way to present research results from data collected. Data from this study were collected using two methods, namely online questionnaires, and interviews. This research shared questionnaires to 30 students. The questionnaire was a Likert-style close-ended question. From the research conducted, it was found that the majority of students' perceptions of gamification used in English classes was positive. The students believed that gamification was effective and fun to bring to classroom learning. This teaching method allows students to engage more in-class activities, reduces boredom because it creates a learning atmosphere, and increases learning motivation without disturbing the understanding of the material obtained by students.
This study aimed at analyzing the cohesion and coherence of recount texts and their implication to teaching writing. The data was fifteen recount texts which were non-randomly chosen from the first-grade students of high school in Central Java, Indonesia. This was qualitative research employing cohesion theory by Halliday and Hasan (1976) and thematic progression proposed by Butt et al. (1995). The result of this research showed that most of the cohesive devices employed by the students were personal reference with 58.11%; demonstrative reference and definite article with 7.18%; comparative reference with 0.93%), lexical (repetition 22.21%; synonym 0.66%; superordinate 0.13%), conjunction (temporal conjunction 7.45%; adversative conjunction: 1.33%; additive conjunction 1.06%; causal conjunction 0.66%), and ellipsis with 2%. The presuppositions of the presupposed items and presupposing items were achieved anaphorically and cataphorically; most of them were anaphoric. The distances of the presuppositions were in the forms of immediate ties, mediated ties, and non-mediated ties. Furthermore, immediate ties occurred extensively. Based on the analysis, most of the texts were cohesive due to the achievement of presupposing and presupposed items in every sentence of the texts. Then, coherence of the students’ recount texts was achieved by employing three kinds of patterns: reiteration/ constant, zig-zag, and multiple thematic progression patterns. Most of the texts were developed by using a reiteration/ constant pattern. Based on the analysis, most texts were not coherent because of the unrelated clauses. As the result, they broke the signposted progression of the texts. The finding was expected to possibly contribute to the process of teaching writing by encouraging the students to create a good text in a cohesive and coherent way.
This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords: Thematic Progression; Theme-Rheme; Thematization; Personal Blog
This final project was a study about the students’ perception toward the use of Android-based Exam Browser as the medium for assess final examination in SMK Negeri 3 Magelang. The objective of this study was to find out the students’ perception whether it was positive or negative toward the use of Android-based Exam Browser as the medium to assess final examination in SMK Negeri 3 Magelang, This study was employed qualitative survey design in which the data of the students’ perception on the use of Android based Exam Browser as the medium to assess final examination were obtained by questionnaire, interview, and also observation. This research shared questionnaires to 33 students. The questionnaire was a close-ended question. Thirty-three students of SMK Negeri 3 Magelang were the participants of this study. Based on the findings of the study, 75,8 % of the students give a positive perception about Android based Exam Browser. The students believed that Android based Exam Browser was a useful, clear, and understandable platform for conducting online examination and it gave some positive impacts such as improving students’ speed in answering the questions, improving students’ performance in the test, and helping them to answer the exam easily.
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