MALL (mobile-assisted language learning) was implemented in order to raise pupils' grades, especially in English-speaking classes. Microsite was used to assist students in accessing learning materials. The study was carried out at one of Batam's secondary schools. Students in grade 10 of the second semester at one public high school were the subject of this study. The researchers as teachers would observe 50 science students through the evaluation in English class. To acquire data, the researchers compared pre-test and post-test results. and found out whether the strategy was successful in enhancing students' speaking abilities. Classroom action research (CAR) was applied to solve the issue in the class. The information was obtained in four steps: planning, acting, observing, and reflecting. The results revealed the speaking abilities of students have improved between pre-tests and post-tests. Students received a score of 59.56. for the average score of pre-tests and were categorized poorly. After implementing MALL (mobile-assisted language learning) activities, the average grades of the students increased. Post-tests gained 65.47 with a great improvement in several aspects such as pronunciation was 10.14% and followed by fluency was 6,3% improvement. The evidence indicates that students responded positively to the MALL (mobile-assisted language learning) method particularly when using Microsite. The findings concluded that students' enthusiasm to learn English has been enhanced by MALL (mobile-assisted language learning), which has also boosted their speaking abilities.
The purpose of the research was to discover students’ perceptions of critical thinking pedagogical techniques. The type of research was designed by using a survey that shared the link of online questionnaires to the participants. Based on the result of research, students agree if critical thinking skills should be taught during class and understood the pedagogical methods to develop a higher order of thinking skills. However, it needs more development in some techniques, and to see the implementation of this technique in their teaching practice.
In this era, teachers need to choose the proper method in teaching and vice versa; students’ participation in the classroom should be one of biggest concern for the teachers. With the right method, learning activities can be more effective to the students and will also improve their participation. This study intends to use Numbered Heads Together (NHT) as one of cooperative learning method to improve students’ participation in classroom. The methodology that being used is Classroom Action Research (CAR) and the research method is quantitative. The researchers will observe and implement the method by making two exercises in group, then give a self-assessment questionnaire to the students about their opinion to individual activities and group work activities. The results showed that NHT method is successfully improved students’ participation and activeness in the classroom with each of the students recorded to have significant improvement in their participation, while there are pros and cons from the self-assessment about the students’ preferences for each individual and group work activities. There are also advantages and disadvantages from NHT method itself. The disadvantage is no doubt making the student uncomfortable and don’t like to work in group. Further research is suggested to take action to the disadvantage of cooperative learning method.
Based on observations made in one of many existing senior high specialized government schools specifically in SMAN 20 Batam where English is a compulsory subject, the writer found that speaking motivation and confidence is still lacking, as well as a lack of technology exploration. By combining technology and face-to-face instruction, the method of blended learning (BL) used in this study utilizes Classroom Action Research (CAR) method. In addition to the pre-test and scoring rubric of the CAR cycle, Live Worksheet is provided as a breakthrough to solve the shortcoming by executing the online interactive platform as a post-test (final evaluation). As a result, of the Live Worksheet implementation of the blended learning CAR method, 90% of students of a representative 10th senior grade class have increased their speaking motivation and confidence, with 3 out of 5 speaking skill elements such as grammar structures, fluency, and pronunciation showing improvement skyrocketed to 80 points, contrast to the low pre-test result of 60 points for each element.
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