This study was aimed at investigating; (1) the pre-service teachers used the MobApps (WhatsApp, U-Dictionary, and Email) to participate in mobile-assisted language learning (MALL) viewed from the critical thinking ability in the teaching of writing skills and; (2) the effectiveness of the Mobile-assisted language learning (MALL) towards pre-service teachers’ writing skills in relation to critical thinking ability. This study was a mixed method using the concurrent embedded strategy. The researchers involve qualitative strategies and quantitative strategies. Both kinds of data are collected simultaneously. This study was conducted in the English language education departments of FPBS IKIP Mataram, Indonesia. 58 pre-service teachers were involved in this study. The qualitative data were attained from pre-service teachers attending the writing classes using observation sheets. Meanwhile, the quantitative data were gained from experimental design through a nonequivalent control-group design. The groups were evaluated by using a writing test and a critical thinking test. The results showed that the pre-service teachers conducted a discussion of what they have to write. The learning activities are done under several stages. The end of this is that the pre-service teachers are able to create a complete descriptive text. Besides, the use of the MALL model was more effective than non-mobile learning to improve pre-service teachers’ writing skills viewed from critical thinking skills.
Speaking skill is classified as a productive skill after writing skills. It is related to communicative performance dealing with phonetic, fluency, accuracy, pronunciation, grammatical competence, intonation, and vocabulary mastery. Besides, students’ phonology knowledge is crucial in understanding speakers’ utterances in speaking activities. Therefore, students’ phonology awareness in speaking classes determine the students are success or not in having speaking skills. This study aims to elaborate the use of speaking board games to improve students’ speaking skills viewed from phonology awareness. To attain the research aims, this study employed classroom action research. The problems are focused on students’ speaking skills in relation to phonology awareness. The research data are classified into qualitative and quantitative data. The qualitative data were gained using interview and observation sheets, while the quantitative data were collected using speaking tests. Based on the research findings, this study can be concluded that the use of speaking board games in teaching speaking classes which was combined with other various materials was able to improve students’ confidence and critical thinking skills to speak. It helped students practice their fluency, practice their accuracy, and gave smooth correction to the grammatical errors being made. Providing students with various speaking practices, the use of board games also facilitated students to improve their pronunciation inside and outside classes, vocabulary, and engage them to learn the English daily expressions in various topics.
The difficulties to catch any intended information conveyed by speakers on the audio recording by the students still become problematic during learning listening comprehension in the classroom. This study aimed to find out the effect of applying YouTube videos on the students’ listening comprehension performance. This study was experimental research (quasi-experimental with non-equivalent control group design). The researchers used all the first-semester students of English language education as a sample through the total sampling technique. To get the data, the researchers used a listening test as the instrument. There were two groups that were tested in the study; experimental and control groups. The experimental group was treated by applying YouTube videos while the control group was treated by Audio recording. Based on the result of the study, it was found that the t-test was 1.834 and the t-table was 0.073 (t-test was higher than t-table). In the other words, the alternative hypothesis was accepted and the null hypothesis was rejected. The result of the study also showed that the students felt more interested and motivated to learn listening comprehension by using YouTube videos as the learning media during the learning process takes place in the classroom. Thus, it could be concluded that the application of YouTube videos has given a positive and significant effect on students’ listening comprehension performance.
Vocabulary mastery is paramount to support the four language skills and it determines the success of students’ communication after grammatical competences. lexical competence is assumed as the second competence to that of the grammar. One of the alternatives in teaching vocabulary is visual auditory kinesthetic (VAK). This classroom action research (CAR) aimed at applying the VAK due to the students’ difficulties in memorizing new vocabulary especially the abstract noun. The procedure of the CAR comprises planning, acting, observing, and reflecting. Each stage has activities to attain the research goals. The subjects of this study were the Seventh Graders of SMP Islam Al-Badriyah. There were a vocabulary test, questionnaire, and observation sheet as the research instruments. Then, the data was analyzed using both quantitatively and qualitatively. The findings from the vocabulary test showed that 21 out of 25 students passed the settled minimum criteria or the mean score fell on 77. It found out the students were active participation, paid good attention to the material and showed enthusiasm in the English class. It can be concluded that the application of the VAK could increase not only the students’ vocabulary mastery but also classroom participation. In addition, the result of this current study proved that the application of VAK as one of the teaching alternatives could lead the students in memorizing abstracted vocabularies.
This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.
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