ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study investigates the effect of the List-Group-Label (LGL) Strategy
on vocabulary mastery among eighth-grade students at MTsN 6 Agam. It
addresses three research questions: whether the LGL Strategy significantly affects
students’ vocabulary mastery, whether there is a performance difference between
students taught using the LGL Strategy and those taught using conventional
methods, and whether students’ vocabulary mastery improves after the
implementation of the LGL Strategy.
A quantitative quasi-experimental design was employed, involving an
experimental class and a control class. The experimental class received
vocabulary instruction using the List-Group-Label (LGL) Strategy, while the
control class was taught using conventional teaching methods. Data were
collected through pre-tests and post-tests consisting of vocabulary test items. The
data were analyzed using paired-samples and independent-samples t-tests.
The results revealed a significant positive effect of the LGL Strategy on
students’ vocabulary mastery. The experimental group’s mean score increased
from 67.72 in the pre-test to 76.56 in the post-test, representing an improvement
of 8.84 points. The independent-samples t-test showed a statistically significant
difference in post-test vocabulary scores between the experimental and control
groups, with the experimental group obtaining a higher mean score of 76.56
compared to 72.74 in the control group. The experimental group outperformed the
control group by approximately 3.82 points. These findings indicate that the LGL
Strategy is effective in improving students’ vocabulary mastery compared with
conventional teaching methods.
The study concludes that the List-Group-Label (LGL) Strategy
significantly improves students’ vocabulary mastery. Through the processes of
listing, grouping, and labeling vocabulary, the strategy encourages students to
actively organize and connect words based on meaningful relationships.
Therefore, the LGL Strategy can be considered an effective alternative
instructional strategy for vocabulary development in EFL classrooms.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Amalia Dwi Rahmawati, “The Effect Of The Dictogloss Technique on Student Listening Comprehention Ability at SMAN 2 Bukittinggi” A Thesis, State Islamic University of Sjech M Djamil Djambek Bukittinggi, 2026. This study aimed to investigate the effect of the Dictogloss Technique on the listening comprehension ability of tenth-grade students at SMAN 2 Bukittinggi. It also sought to determine whether students' listening comprehension improved significantly after being taught using the Dictogloss Technique and whether there was a significant difference in listening comprehension ability between students taught using the Dictogloss Technique and those taught using the traditional listen-and-answer technique. This study employed a quantitative approach with a quasi-experimental design. The sample consisted of 66 tenth-grade students, including 33 students in the experimental class and 33 students in the control class. The experimental class was taught using the Dictogloss Technique, while the control class received instruction through the traditional listen-and-answer technique. The research instrument was a listening comprehension test administered as a pre-test and a post-test. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, the paired samples t-test, and the independent samples t-test through IBM SPSS Statistics. The findings showed that the mean score of the experimental class increased from 69.51 in the pre-test to 81.03 in the post-test, while the control class improved from 69.17 to 76.06. The paired samples t-test yielded a significance value of 0.000 (p 0.05), whereas the independent samples t-test produced a significance value of 0.037 (p 0.05). These findings indicate that the Dictogloss Technique significantly improved students' listening comprehension ability and resulted in significantly better achievement than the traditional listen-and-answer technique. Therefore, it can be concluded that the Dictogloss Technique is an effective instructional technique for improving the listening comprehension ability of tenth-grade students at SMAN 2 Bukittinggi.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary plays an important role in mastering English, yet many seventh-grade students at UPTD SMPN 3 Kec. Harau faced difficulties in understanding word forms, grasping meanings, and applying vocabulary in context, partly because the teacher used conventional methods without content-language integration. To overcome this problem, the researcher used CLIL-based guided practice (Content and Language Integrated Learning) which integrates content and language through meaningful, contextually relevant materials and structured, scaffolded activities that engage students more actively and facilitate deeper vocabulary processing. This study aimed to determine the effectiveness of using CLIL-based guided practice to improve students' vocabulary mastery in learning English. A quantitative quasi-experimental design was employed, involving an experimental class (VII.1, n=29) that received structured CLIL-based guided practice through procedural texts about Indonesian snacks, and a control class (VII.2, n=28) taught using traditional, teacher-centered methods without explicit content-language integration. Data were collected via pre-tests and post-tests consisting of multiple-choice and matching items, which were validated and tested for reliability. Statistical analyses included normality and homogeneity tests, paired sample t-tests, and independent sample t-tests using SPSS. The findings reveal significant differences in vocabulary mastery both within and between the two groups. The experimental group's mean score increased substantially from 57.07 on the pre-test to 77.24 on the post-test, a gain of 20.17 points (p = 0.000), confirming a significant positive effect of CLIL-based guided practice. The control group also showed improvement, with a mean score rising from 55.89 to 61.25, a gain of only 5.36 points (p = 0.000). Although both groups demonstrated statistically significant gains, the experimental group's improvement was nearly four times larger. More importantly, the independent t-test revealed a significant post-test difference between the groups, with a mean difference of 15.991 (p = 0.000), indicating that the experimental group outperformed the control group by approximately 16 points on average. These results demonstrate that CLIL-based guided practice is substantially more effective than conventional instruction in enhancing vocabulary across the dimensions of form, meaning, and usage.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
RAHMA DHANI, 2522140 “Pengaruh Penerapan Model Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Siswa Kelas X Pada Mata Pelajaran Informatika Di SMAN 1 Banuhampu ”. Program Studi Pendidikan Teknik Informatika dan Komputer, Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi. Penelitian ini dilatarbelakangi oleh masih rendahnya hasil belajar sebagian siswa pada mata pelajaran Informatika serta adanya perbedaan kemampuan, minat, dan gaya belajar siswa di kelas. Salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah melalui penerapan model pembelajaran berdiferensiasi yang menyesuaikan konten, proses, dan produk pembelajaran berdasarkan kebutuhan belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran berdiferensiasi terhadap hasil belajar siswa kelas X pada mata pelajaran Informatika di SMAN 1 Banuhampu. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Pretest-Posttest Control Group Design. Populasi penelitian adalah seluruh siswa kelas X SMAN 1 Banuhampu. Sampel penelitian terdiri atas dua kelas, yaitu kelas X.E3 sebagai kelas eksperimen yang berjumlah 32 siswa dan kelas X.E4 sebagai kelas kontrol yang berjumlah 32 siswa. Teknik pengumpulan data menggunakan tes berupa soal pilihan ganda sebanyak 30 butir yang diberikan pada saat pretest dan posttest. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji hipotesis untuk mengetahui pengaruh perlakuan yang diberikan. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berdiferensiasi memberikan pengaruh positif terhadap hasil belajar siswa. Hal ini ditunjukkan oleh adanya peningkatan nilai hasil belajar siswa pada kelas eksperimen yang lebih tinggi dibandingkan kelas kontrol setelah diberikan perlakuan. Dengan demikian, model pembelajaran berdiferensiasi dapat menjadi alternatif pembelajaran yang efektif dalam meningkatkan hasil belajar siswa pada mata pelajaran Informatika. RAHMA DHANI, 2522140. The Effect of the Implementation of Differentiated Learning on the Learning Outcomes of Grade X Students in Informatics at SMAN 1 Banuhampu. Study Program of Informatics and Computer Engineering Education, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi. This study was motivated by the relatively low learning outcomes of some students in Informatics subjects and the differences in students' abilities, interests, and learning styles in the classroom. One effort that can be made to address these issues is through the implementation of differentiated learning, which adjusts learning content, processes, and products according to students' learning needs. This study aimed to determine the effect of implementing differentiated learning on the learning outcomes of Grade X students in Informatics at SMAN 1 Banuhampu. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population consisted of all Grade X students of SMAN 1 Banuhampu. The sample included two classes: Class X.E3 as the experimental class with 32 students and Class X.E4 as the control class with 32 students. Data were collected using a multiple-choice test consisting of 30 items administered during the pretest and posttest. The data were analyzed using normality tests, homogeneity tests, and hypothesis testing to determine the effect of the treatment. The results showed that the implementation of differentiated learning had a positive effect on students' learning outcomes. This was indicated by a higher increase in learning outcome scores in the experimental class compared to the control class after the treatment was administered. Therefore, differentiated learning can be considered an effective instructional alternative for improving students' learning outcomes in Informatics subjects.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRAK Ulfa Jumadila, NIM : 2522152 dengan judul skrispi : Pengaruh Penerapan Model Pembelajaran Quantum Learning Terhadap Minat Belajar Siswa Pada Mata Pelajaran Informatika Kelas VIII Di SMPN 6 Kotanopan. Program Studi Pendidikan Teknik Informatika dan Komputer. Fakultas Tarbiyah dan Ilmu Keguruan. Universitas sjech M. Djamil Djambek Bukittinggi 2026. Penelitian ini dilatarbelakangi oleh rendahnya minat belajar siswa pada mata Pelajaran informatika di SMPN 6 Kotanopan. Kondisi tersebut terlihat dari kurangnya antusiasme siswa dalam mengikuti pembelajaran, rendahnya partispasi siswa saat proses belajar berlangsung, serta masih adanya siswa yang kurang fokus dan kurang termotivasi dalam mengikuti pembelajaran. Salah satu upaya yang dapat dilakukan untuk meningkatkan minat belajar siswa adalah dengan menerapkan model pembelajaran Quantum Learning, yaitu model pembelajaran yang menekankan suasana belajar yang menyenangkan, aktif, kreatif, dan bermakna sehingga dapat meningkatkan keterlibatan siswa dalam proses pembelajaran. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan metode Quasi Experimen menggunakan desain Non-Equivalent Control Group Desaign. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMPN 6 Kotanopan. Sampel penelitian ini terdiri dari dua kelas yaitu kelas eksperimen yang diberikan perlakuan menggunakan model pembelajaran Quantum Learning dan kelas kontrol yang menggunakan pembelajaran konvensional. Pengumpulan data dilakukan menggunakan angket minat belajar siswa yang telah diuji validitas dan reabilitasnya. Data dianalisis menggunakan uji normalitas, homogenitas, dan uji hipotesis menggunakan uji-t. Hasil uji instrumen menunjukkan bahwa dari 50 butir pernyataan yang diuji, terdapat 45 butir pernyataan valid dan 5 butir pernyataan tidak valid. Hasil uji reliabilitas memperoleh nilai Cronbach's Alpha sebesar 0,929, sehingga instrumen dinyatakan sangat reliabel. Hasil penelitian menunjukkan bahwa rata-rata minat belajar siswa pada kelas eksperimen sebesar 90,88, sedangkan rata-rata minat belajar siswa pada kelas kontrol sebesar 77,45. Berdasarkan hasil uji hipotesis diperoleh nilai signifikansi (Sig. 2-tailed) sebesar 0,000 0,05, sehingga Ha diterima dan Ho ditolak. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari penerapan model pembelajaran Quantum Learning terhadap minat belajar siswa pada mata pelajaran Informatika kelas VIII SMPN 6 Kotanopan. ABSTRACT Ulfa Jumadila (Student ID: 2522152) wrote a thesis titled: "The Effect of Implementing the Quantum Learning Model on Student Learning Interest in the Informatics Subject for Grade VIII at SMPN 6 Kotanopan." Study Program: Informatics and Computer Engineering Education; Faculty: Tarbiyah and Teacher Training; Institution: Sjech M. Djamil Djambek State Islamic University (UIN) Bukittinggi, 2026. This research was motivated by the low level of student interest in the Informatics subject at SMPN 6 Kotanopan. This condition was evident from the students' lack of enthusiasm during lessons, low participation rates during the learning process, and the presence of students who lacked focus and motivation. One strategy to boost student interest is the implementation of the Quantum Learning model—an approach that emphasizes a learning atmosphere that is enjoyable, active, creative, and meaningful, thereby enhancing student engagement in the learning process. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The population consisted of all Grade VIII students at SMPN 6 Kotanopan. The sample comprised two classes: an experimental class taught using the Quantum Learning model and a control class taught using conventional methods. Data were collected via a student learning interest questionnaire that had undergone validity and reliability testing. Data analysis involved normality and homogeneity tests, as well as hypothesis testing using the t-test. Instrument testing results indicated that out of 50 statement items, 45 were valid and 5 were invalid. The reliability test yielded a Cronbach's Alpha value of 0.929, indicating that the instrument was highly reliable. The research findings showed that the average student learning interest score in the experimental class was 90.88, whereas the average score in the control class was 77.45. Based on the hypothesis test results, a significance value (Sig. 2-tailed) of 0.000 0.05 was obtained; thus, Ha is accepted and Ho is rejected. Consequently, it can be concluded that the implementation of the Quantum Learning model has a significant influence on students' learning interest in the Informatics subject for Grade VIII at SMPN 6 Kotanopan.
ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT This research aimed to investigate the effect of using the Interactive Learning Strategy on students’ reading comprehension at SMKN 2 Padang Panjang. The study employed a quantitative approach using a quasi-experimental design involving two groups: the experimental class, which was taught using the Interactive Learning Strategy, and the control class, which was taught using traditional methods. The data were collected through pre-tests and post-tests consisting of reading comprehension tasks. The results of the t-test analysis using SPSS 20 showed that the significance value (Sig. 2-tailed) was 0.000 0.05, indicating that there was a significant difference between the two groups. The findings revealed that students who were taught through the Interactive Learning Strategy achieved higher post-test scores and demonstrated greater engagement and participation in reading activities than those in the control group. Therefore, it can be concluded that the Interactive Learning Strategy has a significant and positive effect on students’ reading comprehension. The study suggests that English teachers should implement interactive approaches to create more engaging, communicative, and student-centered learning environments that can enhance students’ understanding and motivation in reading. Keywords: Interactive Learning Strategy, Reading Comprehension, Quasi-Experimental Design, Vocational School, English Teaching
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Nalisa Ananda Putri, 2320082. “The Effect of Role-Play Technique Towards Students’ Vocabulary Mastery in SMPN 1 Padang Panjang”. A thesis, State Islamic University of Sjech M.Djamil Djambek Bukittinggi. This study aims to examine the effect of role-play technique toward students’ vocabulary mastery in SMPN 1 Padang Panjang. This research was conducted due to several issues related to vocabulary mastery. They were: students’ vocabulary score were still under the standard score. Apart from that, the English teachers still use conventional strategies in teaching English. Furthermore, students did not able to pronounce the vocabulary and difficulty comprehending the meaning of the vocabulary. This study uses a quasi-experimental design with a pre-test at the beginning before being given treatment and a post-test at the end of the meeting after being given treatment. The total population of this study was 224 students. The type of sample selection applied was purposive sampling. The number of samples in the experimental class was 32 students and the number of samples in the control class was 32 students. The technique applied was an English teaching is a role-play, where students connected the vocabulary to past their experiences, practice to using vocabulary and perform the scenes in the front of class. Thus, there was a pre-test, treatment and post-test in this study. This study used the SPSS 20 application to analyze the data. The results identified in this study showed an increase in the scores of students who used the role-play technique compared to the scores of students in classes that did not used the role-play technique. The results of the data analysis showed that the average score in the experimental class was 70,63 and the average score in the control class was 45,38. The data analysis results show that the Mann-Whitney test the value of sig. (2-tailed) was 0.00 0.05. It can be concluded that the role-play technique has proven effective to improve students’ vocabulary mastery.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the effect of using the guided conversation method toward students’ speaking ability of eleventh-grade students at MAN 2 Bukittinggi. This research was conducted due to several issues related to speaking. They were: students’ speaking scores were still under the standard score. Apart from that, the method used by English teacher relied more on memorization. Furthermore, students’ did not get enough feedback or correction on their performances. This study uses a quasi-experimental design with a pre-test at the beginning before being given treatment and a post-test at the end of the meeting after being given treatment. The total population of this study was 347 students. The type of sample selection applied was purposive sampling. The number of samples in the experimental class was 29 students and the number of samples in the control class was 29 students. The technique applied was an English test where students in pairs chose a topic, created a dialogue, and presented it in front of the class in pairs. Thus, there was a pre-test, treatment, and post-test in this study. This study used the SPSS 23 application to analyze the data. The results identified in this study showed an increase in the scores of students who used the guided conversation method compared to the scores of students in classes that did not use the guided conversation method. The results of the data analysis showed that the average score in the experimental class was 72.38, and the average score in the control class was 62.76. The data analysis results show that the t-test score is higher than the t-table (4.120 > 2.003). It can be concluded that the guided conversation method has proven effective in improving students' speaking skills.
