http://repository.unigal.ac.id:8080/handle/123456789/4 Nana Darna 2026-10-30T07:22:29Z http://repository.unigal.ac.id:8080/handle/123456789/10771 Playing Duolingo Level-Up Game to Assist Students' Vocabulary Mastery (A Mix Method Study at the Seventh Grade of a Junior High School in Ciamis) Solihah, Ainni Putri This research had the purpose to discover the effectiveness of Playing the Duolingo level-up game to improve students’ vocabulary mastery. This research was carried out using a mixed method. Students with good English vocabulary competence at seventh-grade junior high school in Ciamis are still low. The average of pre-test value in the experimental group is 61,1 while the minimum criteria of mastery learning (KKM) for seventh-grade junior high school is 67. The sample consisted of two classes with a total number of 37 students taken out of the total population using the random sampling technique. One class as the experimental group was taught using the Duolingo game and the other class as the control group was taught using conventional strategy. The instrument for data collection was pre-test and post-test with 15 numbers of multiple choices tests consisting of 5 items of essays and questionnaires. The data were processed using the mean of the test, the t-test formula, and questionnaires. Data results showed that the t-observed value was higher than the t-table value (>2.000) at a level of significance 0.05 with the degree of freedom (df) 35. Since the t-observed value was higher than the t-table value, it means Ha was accepted and Ho was rejected. Therefore, the finding of the first research question revealed that teaching vocabulary mastery using Duolingo is effective because the score of the experimental group is highest than the one of the control group. It is recommended for English teachers practice Duolingo as teaching media to improve students' vocabulary mastery. 2022-01-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/10770 EFL TEACHER TRAINERS’ PERCEPTIONS AND PRACTICE IN USING SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING MODEL TO TEACH WRITING: A CASE STUDY AT A PRIVATE TEACHER TRAINING COLLEGE (QUALITATIVE STUDY) Dewi, Intan Mutiarasari This paper is aimed at investigating online learning using synchronous and asynchronous activities that aim at the teacher perceptions of teaching practice, and to determine which more effective synchronous and asynchronous online learning model. This study was used on a private university in West Java. The data were adapted from interviews and observation in an online learning classroom. The researcher used the data analysis by recording, analyzing transcribing, and identifying the content. The study results reveal that although there is probably a preference for perceptions and e-learning effectiveness, both synchronous and asynchronous e-learning methods, might support teachers and learners to get a successful course and results. 2021-01-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/10769 INCREASING STUDENTS’ SELF-CONFIDENCE THROUGH FLIPGRID IN SPEAKING CLASS Ramadhanti, Utari Ayu This research is intended to observe the teacher’s use of Flipgrid in speaking class to increase student’s self-confidence and to describe the Flipgrid impact on the students’ self-confidence in learning to speak. Self-confidence is someone’s trust and belief in his/her abilities to achieve things successfully. Flipgrid is considered an online video-mediated communication device that consents students to prepare much time to practice speaking English inside and outside the classrooms in a comfortable and enjoyable situation. This research implemented a qualitative approach. A case study was applied as a research design. Research data were online classroom observation (non-participants observation) and interviews (structured). The data analysis of this research was transcribing data, coding, and concluding. The participants of this research were chosen purposively and they are English teachers and second-grade students in senior high school. The result from classroom observation showed that the teacher has a good way and an impact on increasing students’ self-confidence in speaking in class through the Flipgrid application. Based on the result of the interview concluded that Flipgrid as a tool in teaching and learning in speaking class gave students positive impacts on increasing students’ self-confidence in speaking class through Flipgrid application. This study concludes that Flipgrid makes the students feel easier and more confident in classroom interaction. 2021-01-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/10765 USING ED-PUZZLE IN ONLINE FORMATIVE ASSESSMENT TO STIMULATE STUDENTS’ ACTIVE PARTICIPATION IN LEARNING GRAMMAR Lowati, Wita This study has the purpose to explore the implementation of online formative assessment to stimulate students’ active participation in learning grammar using Ed-Puzzle and to investigate the students’ perception of the implementation of online formative assessment through Ed-Puzzle. The research participant consisted of ten students in the second grade and an English teacher at a senior high school in Tasikmalaya. This study employed the qualitative case study because its data were analyzed in the form of sentences. The data were gathered using online observation, semi-structured interviews, and a close-ended questionnaire. To analyze the data, the researcher used coding, transcribing, and summarizing the data. The result from classroom observation showed that the teacher used nine steps when implementing online formative assessment to stimulate students’ active participation in learning grammar using Ed-puzzle. Based on the result of the interview concluded that using Ed-puzzle in online formative assessment is quite effective. As the result of the assessment process, several students gained scores under KKM when assessed using technology because timing is very short, and the signal is sometimes too slow. However, the teacher felt easier to implement the online formative assessment using Ed-puzzle. Students’ perceptions of using Ed-puzzle in implementing online formative assessment students felt fully engaged, and they like learning using digital formative assessment because they are getting more focused and more responsible for their learning. They were a bit disappointed when they get the incorrect answer and were so happy when they get the correct answer. Students’ active participation was shown in their engagement aspects behavioral, emotional, and psychological. 2021-01-01T00:00:00Z