Speaking is one of the language skills learned in English language learning as a compulsory subject. This skill is productive because it allows students to use the target language actively for real communication, so it is an aspect that must receive attention in teaching English as a foreign language. One of the techniques that can be used to improve students' speaking ability is Project-Based Learning (PjBL). This study aims to test whether the use of PjBL can improve students' speaking skills, especially in the aspects of pronunciation and vocabulary. This study used a pre-experiment design with a One Group Pretest-Posttest model, involving 40 madrasa students. Data was obtained through pretest and posttest. The pretest results showed that the average score of students was 34.47, while the posttest showed that the average score increased to 74.82. The results of statistical analysis showed significant differences with the observed “t” value (to = 23.25) greater than the “t” table value (tt 5% = 2.02 and tt 1% = 2.71). Thus, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. This finding proves that the application of Project-Based Learning significantly improves students' speaking ability. In addition, this method creates more fun and effective learning, so students can learn without feeling burdened.

The Students'Perception of the Media Used by Teacher in Teaching English (A Descriptive Research at the tenth Grade Students of SMK 1 Tirtamulya Karawang) under the thesis of English Education Department the Faculty of Teacher Training and Education, University of Singaperbangsa Karawang, guided by Fauzi Miftakh and Tika Santika. This research aimed to find out (1) the kinds of media used by the teacher in teaching English; (2) The Students Perception of the media used by the teacher in teaching English. The data were conducted on October 2021 from 10 students of the tenth Grade Students at SMK 1 Tirtamulya Karawang from two Classes. This used a Descriptive qualitative research; the instrument were an observation and interview.

This study investigates the effectiveness of the seamless learning strategy in enhancing students’ vocabulary mastery within an English language learning context. Seamless learning, characterized by the integration of formal and informal learning through mobile technology and online collaboration, offers continuous access to learning resources and supports personalized learning pathways. Employing a pre-experimental design with a one-group pre-test and post-test model, this research involved 30 junior high school students. Quantitative data were collected using vocabulary tests administered before and after the implementation of the seamless learning intervention. The findings revealed a significant improvement in students' vocabulary performance, with mean scores increasing from 52.00 in the pre-test to 82.67 in the post-test. A paired sample t-test analysis confirmed the statistical significance of this gain (Sig. 2-tailed = 0.000, p < 0.05). These results suggest that seamless learning effectively fosters vocabulary acquisition by promoting learner autonomy, motivation, collaboration, and contextual engagement. The study also discusses pedagogical implications and highlights the need for future research with larger samples, extended implementation periods, and qualitative analyses. Overall, the findings support the adoption of seamless learning as an innovative and impactful strategy for improving vocabulary instruction and language proficiency in 21st-century educational settings.

This study aims to describe the effectiveness of using the Roundtable Technique in improving students' descriptive writing skills at the seventh grade of Darussalam Islamic Junior High School, Bojonegoro. The research also compares the outcomes of descriptive writing using the Roundtable Technique with the Make-a-Match Technique and evaluates the improvement in students' scores. A pre-experimental one-group pre-test and post-test design was employed. The study involved 30 students as the sample, and data were analysed using a paired sample t-test to determine significant differences before and after treatment. The findings reveal a significant improvement in students' descriptive writing ability following the application of the Roundtable Technique. This is demonstrated by an increase in the mean score from 73.60 in the pre-test to 83.03 in the post-test. The paired sample t-test results showed a p-value of 0.00, which is lower than the significance level of 0.05, indicating a significant effect. Consequently, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. These results highlight that the Roundtable Technique effectively enhances students' descriptive writing skills, providing a beneficial method for teaching writing in junior high school contexts.

This study aims to improve the vocabulary mastery of sixth grade students at SDN 4 Banawa through the use of Quizizz. The research method used is classroom action research (CAR) which was carried out in two cycles. Each cycle consists of the stages of planning, action, observation, and reflection. The research instruments used were observation and test. The results of the research show a significant increase in student vocabulary, with the success rate increasing from 21% in cycle 1 to 89.5% in cycle 2. It passed the indicator of success which was 70%. These findings indicate that the use of Quizizz is able to create an interesting learning atmosphere, increase student motivation, and facilitate understanding of the material. The implication of this research is the importance of technology integration in learning, especially at the elementary school level. Keyword: Vocabulary Mastery, Gamified Learning, Quizizz, Classroom Action Research

This study focuses on English vocabulary teaching and learning. Vocabulary as all words in a language, the richness of words possessed by a speaker or writer, words used in a field of science, a list of words arranged like a dictionary, and practical and brief explanations. The study uses a pre-experimental research design, one group pretest-posttest. The result1 shows the students' Mean pretest score was 55,3333, and the posttest score was 78,3333. It shows that the posttest score (after giving Flashcards treatment) was higher than the pretest score (before treatment). The researcher obtains that t-value -6,965 was more elevated than t-table 2,131 in the significant level 0,05.

The purpose of the research are to know the influence of teaching reading by using scramble technique on reading comprehension skill of junior high school, to know what extent the influence of teaching reading by using scramble to the student’s reading comprehension skill of junior high school, and to know how the students’ response towards the using Scramble to students’ reading comprehension skill of junior high school. The sample for this research is the eighth grade students of SMP Al-Qon GKB Gresik. The research design is quasi-experimental designs. The writer used test and questionnaire sheet. The test consisted of the pre-test and post-test. The technique to analyze the test is resulted from the students’ scores and calculated by using ANCOVA (Analysis of Covariance). For, questionnaire, the researcher uses Likert scale to know the students’ responses. he result shows that F-value statistical calculation is 12, 95 and in F-table are 4, 02 for d.f 55. So, it shows that there is any influence of teaching reading by using scramble to the students’ reading comprehension skill at the eighth grade students’ of SMP Islamic Qon GKB. The result of the student’s responses is 76% which categorized as “good”. So it can be said that Scramble to the students reading comprehension at the eighth grade students of SMP Islamic Qon GKB is effective.

This study is to examine: (1) to describe the implementation of using fable story to improve reading comprehension skill at the first grade of Mts Miftahul Ulum Gondang Rejo Gondang Wetan Pasuruan. (2) To know the students’ responses in reading comprehension skill by using fable story at first grade of MTs Miftahul Ulum Gondangrejo Gondangwetan Pasuruan. The researcher is carried out at Mts Miftahul Ulum Gondangrejo Gondangwetan Pasuruan on 23 April 2019, the method used for the research is descriptive qualitative. The data collection technique which is used in this research is observation checklist; it is used to obtain the data of the implementation of the fabled story to improve reading comprehension skill. The result of students responses that are taken from the interview, most of them gave positive reactions in reading comprehension skill by using fable story. And from the score of daily assessment, there are 13 students from 20 students answer the researcher’s question by the excellent answer in the 1st meeting and 15 students from 20 students respond in the 2nd meeting. It's mean that the responses students of MTs Miftahul Ulum Gondangrejo Gondangwetan Pasuruan are interested in the implementation of fable story to be the source of learning reading comprehension skill. Finally, the research can support further researcher. And it is recommended for the English teacher to apply fable story as a source in teaching reading comprehension skill. Moreover, students can comprehend simple text easily