Search

The urgency of this research lies in the lack of enthusiasm among young children to start learning, which is partly caused by a lack of innovation in teaching methods. This issue is particularly crucial as early childhood is a critical period for cognitive development. This classroom action research aims to develop the potential of kindergarten group B children in readiness to enter elementary school. In this increase, children will be directed to learn using the Preparation Center with the BCCT model and the Bosowa School integrated curriculum. This research is focused on supporting children's school readiness, especially in pre-numeracy, pre-reading and pre-writing. Classroom Action Research (PTK) will be carried out in 2 cycles, each cycle consisting of planning, implementation, observation and reflection. Then the results of the investigation will be continued with an evaluation at the end of the lesson. Learning outcome data was obtained from learning outcome evaluation tests at the preparation stage for children's school readiness. This research involved Kindergarten B, totaling 59 children. The reference for assessing children's observations uses a Likert scale. The results of the research showed that there was an increase in cycle II in the pre-numeracy aspect, 77.8%, pre-reading, 72.6%, and pre-writing, 74%. So the data obtained with an average of >70% complete results, and the use of preparation centers with the BCCT model can support school readiness.

This research is classroom action research (PTK) which aims to increase efforts in students' creative thinking abilities through the application of the Problem Based Learning (PBL) model in class X-DKV SMK MALAKA in the 2022/2023 Academic Year. The subjects of this research were 37 students from class The results of this research are: a) Students who have very creative criteria; b) Students who have creative criteria; c) Students who have the criteria to be creative enough; d) Students who have less creative criteria; e) Students who have criteria for not being creative. The results of the initial test show that students have criteria for not being creative with an average score of 57.16. After receiving lessons given through the Problem Based Learning learning model, students showed increased creative thinking abilities. This is shown by comparing Cycle I with Cycle II, or by comparing the initial stage of Student Ability Tests. These two comparisons show that, no student can achieve the goal at their current level of creative thinking ability. In cycle I, the overall student success rate was 49% (18 of the total students), with an average score of 63.51. In cycle II, the percentage of successful students increased to 81% (30 of the total students), with an average score of 86.89.

The mathematics learning outcomes of students in class X APHP 1 SMKN Pertanian Terpadu Provinsi Riau in the 2022/2023 academic year show that the percentage of classical achievement is only 35.9 percent. From the reflection of the learning process carried out by the teacher, the following conclusions: (1) the learning process was still teacher-centered; (2) during the teaching and learning process, only a small number of students actively participated in the teaching and learning process; (3) there were still students who did not do their work and only copied their friends' work. This study aims to increase students' activity and learning outcomes by applying the Think Pair Share cooperative learning model. This type of research is Classroom Action Research with two cycles. The subjects of this study were 39 students of class X APHP 1 at the SMKN Pertanian Terpadu Provinsi Riau. The results showed that applying the TPS type of cooperative learning model can be active in learning outcomes, as seen by an increase from cycle I to cycle II. The number of students who achieved KKM in the first cycle was 79.5 percent, while in the second cycle, it was 89.7 percent. Therefore, the TPS-type cooperative learning model can be used as an alternative to learning mathematics to improve student learning outcomes. Abstrak Hasil belajar Matematika peserta didik kelas X APHP 1 SMKN Pertanian Terpadu Provinsi Riau semester ganjil tahun ajaran 2022/2023 menunjukkan bahwa persentase ketercapaian secara klasikal hanya sebesar 35,9 persen. Dari hasil refleksi proses pembelajaran yang dilakukan guru diperoleh kesimpulan bahwa: (1) proses pembelajaran masih berpusat pada guru; (2) pada saat proses belajar mengajar berlangsung hanya sebagian kecil peserta didik yang melakukan aktif untuk berpartisipasi dalam proses belajar mengajar; (3) masih terdapat peserta didik yang tidak mengerjakan pekerjaannya dan hanya selalu meniru pekerjaan temannya. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar peserta didik melalui penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS). Jenis penelitian ini adalah Penelitian Tindakan Kelas dengan dua siklus. Subyek penelitian ini adalah 39 peserta didik kelas X APHP 1 SMKN Pertanian Terpadu Provinsi Riau. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe TPS dapat aktivitas dan hasil belajar, terlihat dengan adanya peningkatan dari siklus I ke siklus II. Jumlah peserta didik yang mencapai KKM pada siklus pertama 79,5 persen, sedangkan pada siklus II 89,7 persen. Oleh karena itu, model pembelajaran kooperatif tipe TPS dapat dijadikan salah satu alternatif pembelajaran Matematika untuk meningkatkan hasil belajar peserta didik. Kata Kunci: hasil belajar; pembelajaran kooperatif; penelitian tindakan kelas; think pair share

This Classroom Action Research (CAR) is an effort to improve students' intrapersonal and interpersonal intelligence through the application of Problem Posing in mathematics learning in Junior High Schools on Constructed Spaces with Curved Sides. The research subjects were 64 students from the 9th grade of a Junior High School in Bandung. Data collection techniques include interviews, questionnaires, observations, and documentation. Intrapersonal and interpersonal intelligence in the experimental class using the Problem Posing learning model is relatively better than the control class using conventional learning models. The results of this study show that the application of the Problem Posing learning model can improve students' intrapersonal intelligence and interpersonal intelligence. There are several advantages that researchers get in implementing Problem Posing besides students become the center of learning and practice working in groups, students become much more enthusiastic so that the learning atmosphere is conducive and full of activity, and presentation activities can build courage and confidence in performance. Learning performance and building a positive attitude during learning. Suggestion: The problem-posing learning model can be an alternative to be applied in the classroom because it can foster self-confidence and make students more active, thereby increasing students' mathematical communication skills, which correlate with interpersonal intelligence. Penelitian ini sebagai upaya untuk meningkatkan kecerdasan intrapersonal dan interpersonal siswa melalui penerapan Problem Posing pada pembelajaran matematika di Sekolah Menengah Pertama (SMP) pada materi Bangun Ruang Sisi Lengkung. Jenis penelitian yaitu Penelitian Tindakan Kelas (PTK). Subyek penelitian sebanyak 64 orang siswa kelas 9 salah satu SMPN di Bandung. Teknik pengumpulan data meliputi: wawancara, angket, observasi, dan dokumentasi. Kecerdasan intrapersonal dan interpersonal pada kelas eksperimen dengan penggunaan model pembelajaran Problem Posing, relatif lebih baik dari kelas kontrol yang menggunakan model pembelajaran konvensional. Hasil dari penelitian ini bahwa penerapan model pembelajaran Problem Posing dapat meningkatkan kecerdasan intrapersonal dan kecerdasan interpersonal siswa, terbukti dari peningkatan rata-rata keduanya pada setiap siklus. Ada beberapa kelebihan yang didapat peneliti dalam menerapkan Problem Posing, selain siswa menjadi sentral pembelajaran dan melatih bekerja dalam kelompok, siswa menjadi jauh lebih semangat dan antusias sehingga suasana pembelajaran kondusif dan penuh aktifitas, selain itu kegiatan presentasi dapat membangun keberanian dan keyakinan dalam unjuk kinerja belajar dan membangun sikap positif selama pembelajaran. Oleh karena itu, model pembelajaran Problem Posing dapat menjadi alternatif untuk di-terapkan di dalam kelas karena dapat menumbuhkan percaya diri siswa untuk lebih aktif sehingga mampu meningkatkan kecerdasan intrapersonal dan kecerdasan interpersonal.

The implementation of Loose Part media has proven to enhance various aspects of children's development, particularly in cognitive development. This study aims to evaluate the impact of implementing Loose Part media in early mathematics play activities on the cognitive development of early childhood at 'Aisyiyah Bustanul Athfal (ABA) Simangambat Mandailing Natal Kindergarten. The research adopts the Classroom Action Research (CAR) method, utilizing a quantitative approach to measure the success rate of the children and a qualitative approach to observe advanced development and decision-making. Loose Part media is applied to stimulate the cognitive development of early childhood through early mathematics play activities. The research population involves early childhood subjects in Group B, aged 5-6 years, at 'Aisyiyah Bustanul Athfal (ABA) Simangambat Mandailing Natal Kindergarten, totaling 22 children. The research findings indicate that the implementation of Loose Part media significantly improves the cognitive development of early childhood. Before the intervention, the average score was 30%, which increased to 62.68% after Cycle I and reached 85.20% after Cycle II. Consequently, learning through Loose Part media in play activities proves to be an effective choice for enhancing the cognitive development of early childhood. The interpretation of the research results reveals a significant enhancement in children's cognitive abilities through interaction with Loose Part media. The substantial improvement, reflected in the average score progression from Cycle I to Cycle II (85.20%), indicates the positive contribution of Loose Part media in early mathematics play activities to the cognitive development of early childhood. [ABSTRACT FROM AUTHOR]

The aim of this PKM activity is to help high school mathematics teachers in South Central Timor (TTS) to create PTK-based written work and be able to publish it. Meanwhile, the background for holding this PKM is because the majority of high school mathematics teachers have difficulty getting promoted because they are hampered by published scientific papers.The specific target to be achieved through PKM activities for the community (teachers) is to improve teachers' skills and abilities in creating and publishing PTK-based written work.The methods used in this activity are lecture, discussion, question and answer, demonstration, and practice. Providing material I, namely what is PTK, characteristics of PTK, systematics of written work based on PTK and how to make a good PTK. The second material is about the implementation of PTK writing which is stated through filling in a reflection form to find PTK problems. Next is the final material regarding the publication of Scientific Works. This activity went well and received a positive response from the activity participants

Penelitian ini memfokuskan pada peningkatan keterampilan menulis teks cerita sejarah dan kaidah kebahasaan teks sejarah melalui penerapan model discovery learning pada siswa kelas XII MIPA 3 di SMAN 1 Bantul. Berdasarkan permasalahan yang diidentifikasi, seperti kurangnya minat siswa dalam menulis, pendekatan pembelajaran yang monoton, dan kurangnya pengetahuan siswa tentang teks cerita sejarah, peneliti mencoba menerapkan model pembelajaran discovery learning. Penelitian ini menggunakan metode penelitian tindakan kelas dalam dua siklus. Siklus pertama menunjukkan perbaikan yang cukup signifikan dalam hasil belajar siswa, namun masih ada siswa yang belum tuntas. Pada siklus kedua, dengan peningkatan strategi pembelajaran dan peran guru yang lebih aktif, seluruh siswa berhasil tuntas dengan nilai pengetahuan dan keterampilan yang meningkat secara signifikan. Hasil penelitian menunjukkan bahwa model discovery learning berhasil dalam meningkatkan hasil belajar siswa. Hal ini terlihat dari persentase ketuntasan belajar yang mencapai 100% pada kedua siklus, menandakan kesuksesan model pembelajaran ini dalam meningkatkan kemampuan menulis teks cerita sejarah dan kaidah kebahasaan teks sejarah siswa. Model ini juga memberikan siswa kesempatan untuk terlibat lebih aktif, meningkatkan keterampilan berpikir kritis, dan menciptakan pembelajaran yang lebih menarik. Dengan demikian, diperoleh kesimpulan bahwa model discovery learning dapat menjadi alternatif yang efektif untuk meningkatkan hasil belajar siswa dalam keterampilan menulis teks cerita sejarah dan kaidah kebahasaan teks sejarah di mata pelajaran Bahasa Indonesia.

This study aims to determine students' creative thinking skills by applying the creative problem-solving (CPS) model to electricity material with fluency, flexibility, originality, and elaboration indicators. The subjects of this research are 27 sixth-grade students in Al-Irsyad Banyuwangi Elementary School. This research was conducted through classroom action research consisting of two cycles. Data were collected using essay test instruments with scores of 1 to 4. The results of the diagnostic assessment of creative thinking were 43.17. After applying the CPS model, the results showed that the average fluency was 52.78 (cycle I) and 58.80 (cycle II), flexibility was 48.15 (cycle I) and 64.35 (cycle II), originality was 41.67 (cycle I) and 57.87 (cycle II), and elaboration was 62.96 (cycle I) and 68.98 (cycle II). The class average score increased to 51.39 and again to 62.5 in cycle II. Based on these data, applying CPS in learning electricity can improve students' creative thinking skills.

The success of the learning process is the core goal of education. The success of the learning process can be seen from several things, one of which is student learning motivation. Learning motivation plays an important role in achieving learning success, and it has the potential to affect learning interest, activeness, and learning outcomes. The existence of strong learning motivation will catapult students to success in learning. Students' low motivation to learn is a concern for researchers to solve. This study aims to increase student motivation through learning team games tournament (TGT). The research method used in this study is Classroom Action Research (PTK) with a quantitative-descriptive approach. The data collection technique used is to distribute questionnaires that will be filled out by students. This research was conducted at SMAN 3 Padang on geography subjects. The results of this study show that teams games tournament (TGT) can meet extrinsic learning motivation indicators. The level of fulfillment of all indicators is more than 60% and even reached 72%, such a percentage is classified as "Enough" and "Good". Teams games tournaments (TGT) can also increase students' extrinsic learning motivation. The learning can increase the percentage of students with “Medium” and “High” motivation to 80%.

This study aims to determine students' creative thinking skills by applying the creative problem-solving (CPS) model to electricity material with fluency, flexibility, originality, and elaboration indicators. The subjects of this research are 27 sixth-grade students in Al-Irsyad Banyuwangi Elementary School. This research was conducted through classroom action research consisting of two cycles. Data were collected using essay test instruments with scores of 1 to 4. The results of the diagnostic assessment of creative thinking were 43.17. After applying the CPS model, the results showed that the average fluency was 52.78 (cycle I) and 58.80 (cycle II), flexibility was 48.15 (cycle I) and 64.35 (cycle II), originality was 41.67 (cycle I) and 57.87 (cycle II), and elaboration was 62.96 (cycle I) and 68.98 (cycle II). The class average score increased to 51.39 and again to 62.5 in cycle II. Based on these data, applying CPS in learning electricity can improve students' creative thinking skills. [ABSTRACT FROM AUTHOR]

Speaking is like the first assessment for each learner who is studying English and each learner has to speak. This statement means an obligation, duty, task, fact, implementation, process, and it can be learning, although we still find some students are speaking little or even passive in the classroom. One of the method that can raise the students motivate in learning speaking is Holistic method. This study aims to identify the students’ improvement in speaking ability using Holistic Method. This research following the principle working of Classroom Action Research (CAR) that contained of four stages (Planning, Implementation, Observation, and Reflection). a classroom action research was applied by implementing two cycles and each cycle was applied four meetings. To increase the speaking proficiency and fluency of the SMP Negeri 6 Watampone, VII-B class, a holistic approach was used. The research findings indicated a significant improvement of the students’ speaking ability after implementing two cycles. About the speaking accuracy, the students’ get 56.50% in the Diagnostic test, 64.10% in cycle I, and 75.30% in the cycle II. About the speaking fluency, the students get 57.00% in the Diagnostic test, 65.50% in the cycle I, and 75.80% in the cycle II. In the second cycle, the pupils' speaking accuracy improved by 35.32%. In the second cycle, there was a 33.03% improvement in the pupils' speaking fluency. Consequently, the investigator came to the conclusion that the pupils in VII-B class at SMP Negeri 6 Watampone's usage of a holistic approach had been successful in improving their speaking abilities.

The method used was Classroom Action Research (CAR). By using this method, it might raise students' motivation in learning English especially to master language forms, structure and grammar. Most studies focused on improving students’ English skills in high school level. Hence, the researchers planned to implement work in pairs strategy to improve students’ writing skills. It focused on university students who had low motivation and lack of grammar while learning English, especially writing skills. Researchers formulated the research questions; How is work in pairs method be used to improve students’ writing skills? Pre-test and the post-test 2 had improved from lacking to fair. It was proved that implementing the pair work technique is a positive approach to boost students' writing skills, particularly in the context of descriptive writing. The average score of students increased, and the teaching-learning process improved significantly. Work in pairs method was useful in assisting students in writing descriptive text. The researchers hope by publishing this article, it will be useful for teacher and learners on learning English by using this work in pairs method

Background: The objective of writing instruction is to equip students with the ability to proficiently comprehend and produce various types of texts, such as monologues, paragraphs, or essays. So, finding and applying appropriate teaching methods to teach writing skills is necessary. Methods: The subjects of this research were the students at grade VIII of SMP Negeri 3 Bambalamotu that consisted of 22 students. This research was Classroom Action Research (CAR) covering plan, action, observation, and reflection. This research was carried out in two cycles. The first meeting focused on explanation of the materials through the syntax of Genre-Based Approach; 1. BKOF (Building Knowledge of the Field), 2. MCOT (Modeling Construction of the Text), 3. JCOT (Join construction of the Text) and 4. ICOT (Independent Construction of the Text). And the second meeting focused on evaluation. Results: The data of this research were obtained from observation, field notes, and writing test. In the initial test of cycle 1, it was evident that the students did not meet the success standards as they struggled to write descriptive paragraphs. However, the test results in cycle 2 revealed that the introduction of the GBA (Guided-By-Approach) effectively enhanced the students' writing abilities. By following the stages outlined in the GBA, the challenges faced by students in writing can be reduced. Conclusion: three key elements of the GBA, namely collaboration, joint construction, and independent construction, contribute to the potential for improvement in students' writing skills.

This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.

Purpose – For a real educator, instructional activities in the classroom constitute a series of investigations for sustainable quality improvement. However, such classroom inquiries, which are better known as classroom action research in teachers’ world, remain to be seen as exclusive and often neglected, and therefore learning process and outcome become less optimum or even failed. This article aims to examine the gap that exists between the theory and practice of classroom action research and offer its corrections. Methods – This study is based on observation and retrospective interviews during either pre-service or in-service teacher education and training and information obtained from relevant literature. Data/Information regarding the classroom action research practices was confronted with what experts in the field “say”. Findings – Some important points on teachers’ bad practices in implementing classroom action research, and most possible causes, as well as their proper practices, have been crystallized through this review. Research Implications – At the end of this paper, teachers are offered some ways that prevent them from misconceiving and wrongly implementing classroom action research.

Penelitian ini bertujuan untuk mengetahui bagaimana peningkatan dan hubungan antara keaktifan dan hasil belajar peserta didik kelas X Teknik Pemesinan 3 pada mata pelajaran Energi dan Perubahannya melalui model Project Based Learning di SMKN 1 Kertosono. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan dengan kolaborasi antara peneliti, guru pamong, dan dosen pendamping lapangan. Teknik pengumpulan data dilakukan melalui kegiatan berupa 1) observasi 2) catatan lapangan, dan 3) dokumentasi. Prosedur penelitian meliputi tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Berdasarkan penelitian yang telah dilakukan, dapat disimpulkan bahwa penerapan model pembelajaran Project Based Learning dapat meningkatkan keaktifan dan hasil belajar peserta didik. Hal ini terbukti dengan meningkatnya persentase keaktifan dan hasil belajar pseserta didik pada siklus I sebesar 57,14% dan 74,29% kemudian pada siklus II sebesar 82,86% dan 88,57%. Hasil pada penelitian ini menjelaskan bahwa keaktifan peserta didik memiliki hubungan yang sedang dengan hasil belajar peserta didik dengan bentuk hubungan antara kedua variabel ini adalah positif yang berarti semakin tinggi keaktifan peserta didik maka semakin tinggi pula hasil belajar peserta didik.

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This community service aims to increase the knowledge and competence of high school teachers in one of the 3T areas in compiling classroom action research (CAR) reports. This service method used training with stages, namely assistance in making proposals, choosing the right model in implementing classroom action research and designing learning activities and tools. These service partners were junior and senior high school teachers in Nangapanda Ende District, NTT. The instrument for evaluating this activity used a pretest, and the posttest was analyzed descriptively. This service showed that the teachers' insight increased in preparing class action research reports, and they better understood the stages in the CAR implementation process. These namely teachers were able to understand knowledge about CAR from the four indicators that were the focus of this training, including the steps for implementing CAR, the systematics of writing/composing CAR, success indicators, data analysis, and CAR implementation instruments. Implementing this training activity provides a good understanding of teachers' understanding and professional competence regarding the importance of carrying out CAR.

The objective of this study was to investigate how the implementation of the flipped classroom in improving students' reading skills. This research was conducted using the Classroom Action Research (CAR) method that uses four phases according to the Kemmis and McTaggart model which includes planning, action, observation, and reflection. The subjects of this study were 18 students of class 10 science 1 SMAN 19 Kabupaten Tangerang. The data gathered in this study through observation sheet, interviews, and tests. The findings of the study found that the implementation of the flipped classroom succeeded in improving students' reading skills in which the average score of students who reached the minimum completeness criteria that students obtained an average score of 77.33 in the post-test cycle 2 compared to the pre-test score in which most of the students did not meet the minimum completeness criteria. This study also found that the implementation of the flipped classroom had a positive impact on student learning participation. Keywords: Classroom Action Research; Flipped Classroom; Reading Skills

Abstract: This classroom action research (CAR) is applied face to face using the Reconnecting strategy. This strategy departs from students who very often not focus when learning so they not understand the subject matter. This study aims to improve understanding of the material of human creation and its essence in class XI MA Nurul Hasan. The sample studied amounted to 16 students. The data collection techniques are observation and tests in 2 cycles. Each cycle has 2 meetings consisting of planning, action, observation and evaluation. The three aspects of student understanding in this study were reexplaining, giving examples and answering questions. The success rate of the “reexplaining” aspects in the first cycle of the first meeting reached 3,7 percent and the second meeting reached 4,3 percent. Furthermore, in the second cycle the first meeting reached 4,8percent and the second meeting reached 5 percent. The success rate of the “giving examples” aspects in the first cycle of the first meeting reached 4,5 percent and the second meeting reached 4,9 percent. Furthermore, in the second cycle the first meeting reached 5,1 percent and the second meeting reached 5,3 percent. The success rate of the “answering questions” aspects in the first cycle of the first meeting reached 4,5 percent and the second meeting reached 4,7 percent. Furthermore, in the second cycle the first meeting reached 4,9 percent and the second meeting reached 5,2 percent. This matter that the Reconnecting strategy is effective as effort to understand the learning of the Quran Hadith. Abstrak: Penelitian tindakan kelas (PTK) ini diterapkan secara tatap muka dengan menggunakan strategi Reconnecting. Strategi ini berangkat dari para siswa yang sangat sering tidak fokus ketika pembelajaran sehingga tidak memahami materi pelajaran. Penelitian ini bertujuan untuk meningkatkan pemahaman materi penciptaan manusia dan hakikatnya pada siswi kelas XI MA Nurul Hasan. Sampel yang diteliti berjumlah 16 siswa. Adapun teknik pengumpulan data yaitu observasi dan tes dalam 2 siklus. Setiap siklusnya mempunyai 2 pertemuan terdiri dari perencanaan, tindakan, pengamatan dan evaluasi. Tiga aspek pemahaman siswa dalam penelitian ini adalah menjelaskan kembali, memberikan contoh dan menjawab soal. Tingkat keberhasilan aspek “menjelaskan kembali” pada siklus I pertemuan pertama mencapai 3,7 persen dan pertemuan kedua mencapai 4,3 persen. Selanjutnya pada siklus II pertemuan pertama mencapai 4,8 persen dan pertemuan kedua mencapai 5 persen. Tingkat keberhasilan aspek “memberikan contoh” pada siklus I pertemuan pertama mencapai 4,5 persen dan pertemuan kedua mencapai 4,9 persen. Selanjutnya pada siklus II pertemuannpertama mencapai 5,1persen dan pertemuan kedua mencapai 5,3 persen. Tingkat keberhasilan aspek “menjawab soal” pada siklus I pertemuan pertama mencapai 4,5 persen dan pertemuan kedua mencapai 4,7 persen. Selanjutnya pada siklus II pertemuan pertama mencapai 4,9 persen dan pertemuan kedua mencapai 5,2 persen. Hal ini menunjukkan bahwa strategi Reconnecting efektif dalam upaya memahami pembelajaran al-Quran Hadis.

Jeopardy game is a common game for players to compete for the highest score. Nevertheless, this game can be modified to provide the students with a fun, engaging, and challenging interactive game for learning activities. The use of the Jeopardy game in improving teaching-learning activities was abundant, whereas the use of Jeopardy in vocational high school was little to be found. This study tried to figure out the implementation of Jeopardy games in enhancing reading skills for vocational high school students. Classroom action research was conducted to observe students' improvement in reading after implementing Jeopardy games in reading activities. Closed-ended questionnaires on how the jeopardy games influence the teaching process and activities were conducted to get the quantitative data. Observation, reflection, open-ended questionnaire, and FGD were gathered to strengthen the result of quantitative data. The results showed that students demonstrated better reading comprehension from the diagnostic test, cycle I, and cycle II results; mean score 5.76, 6.48, and 7.28. Students also reported that they got motivated and were likely to read more. To conclude, students stated that they experienced some improvement in cooperative learning and reading strategies. The implication of the study is discussed at the end of this article.

The objectives of this study are divided into two things: a) to increase the learning activeness and b) to improve the learning outcomes of class 1A students using the index card match learning strategy in Arabic lessons at the KH. Syamsuddin durisawo ponorogo Islamic boarding school. This type of research is called "Classroom Action Research." This method has a significant influence on student activity. It improves student learning outcomes in Arabic lessons, and the number of students in class 1A is 28. This research aims to apply the index card match learning strategy to increase students' activeness and learning outcomes in Arabic subjects. Researchers used testing, observation, and documentation methods to obtain the necessary data. The research results are as follows: 1. The application of the index card match has achieved learning activeness in about 46% of 28 students, and the second stage of student activeness reaches 70% of 28 students. 2. The index card match strategy has achieved the learning outcomes. The student's score reaches 57%, and in the second stage, the student's score reaches 100% of the 28 students.

Vocabulary is the words that has a meaning and used by people to communicate with other and it support skills in English, namely Listening, Speaking, Reading, and Writing. In the reality, the students at the Eighth grade of SMP Swasta Idanoi had a problem in vocabulary that effected in their Writing skill, namely: students were not able to know the English words and uses, students were not able to recognize the translation words and difficulties in memorizing the long syllable and unfamiliar words. Based on the problem, this research aimed to overcome the problem by using Bingo game. This research used Classroom Action Research (CAR) that consists of Planning, Action, Observation, and Reflection. The result of the research in cycle I showed there were 13 students did not pass the MCC of 21 students and the average of students’ mark was 63. The lowest score was 10 and the highest was 90. In the cycle II, all the students passed the MCC with the average of students’ mark was 93,33 with the lowest score was 80 and the highest score was 100. The researcher concluded Bingo game improved students’ vocabulary and overcome the students’ problem in this research.

Based on the observation in the class of X F at SMAN 6 Madiun, it showed that students lack of curiosity, low desire in asking and expressing opinions, and lower enthusiasm for reading sources of information. Through the classroom action, this study aim to increase students’ cognitive on biotechnology with problem based learning (PBL) model. This research was conducted with three cycles. The cycle consists of four stages such as planning, action implementation, observation, and reflection. The target of study amounted to 35 students of class X F. The data collected through pre- and post-test, students’ questionnaires, observation notes and interviews. The data were analyzed descriptively. The result found that after using problem based learning, the students’ cognitive result percentage increased, from 1st cycle 51% to 2nd cycle 60% and 3rd cycle is 86%. Based on the questionnaire data, 49% of students strongly agree that the problem based learning model can help in learning biotechnology. The improvement of percentages cognitive result show the higher number of students complete the material increased in each cycle

Reading comprehension is the ability of understanding the text, like find the information, messages, or idea from the author. Therefore, it is very important for students to master reading comprehension skills, especially in narrative text. In fact, students at SMK Negeri 1 Sogae'adu experienced problems in understanding narrative text. There were several problems faced by students in reading comprehension: The students were not able to determine the main idea, the students were not able to locate the generic structure of narrative text, the students were not able to recognize or predict the important and unimportant content of the text, and the students were lacked of vocabulary. Concerning these problems, this study aimed to solve students' problems and improve students' ability in reading comprehension through the use of the Keyword Method. This research was carried out using a Classroom Action Research (CAR) design. This research was conducted in two cycles consisting of two meetings in each cycle. There were 4 procedures carried out, namely: Planning, Action, Observation, Reflection. In cycle I, there were 24 students who did not achieved MCC; the average student score was 61.76. The highest score was 87 and the lowest score was 20. Meanwhile, in cycle II, the average score was 87.7, the highest score was 100 and the minimum score was 75, where all students succeeded in achieving the MCC. From the results of this study, it could be concluded that the Keyword Method solves students' problems in reading comprehension and improved students' reading comprehension skills in narrative text.

Through role-play and peer feedback, this research aims to improve students' English-speaking skills in Grade VIII of junior high school in Wangon, Central Java. It used Classroom Action Research (CAR) based on Kemmis and Mc Taggart's design to solve the students' problems with English Speaking. The researcher did two cycles: planning, acting, observing, and reflecting. Qualitative and quantitative data were gathered from interview and observation results and speaking scores. The finding of this study indicated that the implementation of the role-play and peer feedback technique was successful since the success criteria were achieved. The first criterion was that 50% of students could pass the target score ≥ 70 based on the KKM. The finding showed that 48.15% of students had already achieved the target score. Besides, the second criterion was the students who become more actively involved in the teaching-learning process. The result of observation and interview showed that by using role play and peer feedback techniques, students were actively involved in the classroom activity. Based on the previous finding, the writer suggests that the English teacher could implement Role play and peer feedback techniques in teaching speaking to improve students' English-speaking skills.

The objectives of this research were to 1) study the knowledge, understanding and competency in classroom research of preservice physics teachers who had received hands-on instructional activities, and 2) study the satisfaction of hands-on instructional activities in classroom research. The target group were 20 preservice physics teachers, who were 3rd year students and enrolled in a science research course, second semester, academic year 2019. The research tools consisted of. 1) study plan of hands-on instructional activities in science classroom research, 2) evaluation form enquiring about knowledge and understanding of science classroom research, 3) understanding and competency evaluation form of science classroom research, 4) satisfaction form on process in science classroom research, 5) observation form on process in science classroom research, and 6) semi-structured interview form for science classroom research. Quantitative data were analyzed by using mean, and standard deviation and qualitative data was using content analysis. The results of the research were as follows.1) physics preservice teachers who received hands-on learning activities had a better understanding in classroom research, the mean was 4.23 which is a high level. The competency about conducting science classroom research by using5-stepprocesses, the mean was4.22 which is a high level, 2) the satisfaction of hands-on instructional activities in science classroom research, the mean was 4.30 which is a high level.

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to determine the implementation of word games and their impact on student learning outcomes in learning new vocabulary in grade VII Mts Hasyim Asyari Ambon academic year 2020/2021. This research was conducted in three cycles. Using word games as a methodology in teaching English vocabulary starts with the preliminary activities of the teacher opening the class, preparing word game activities, and conveying the objectives of the material. Then in the core activity, the teacher applies the word games. The teacher gives instructions about the rules and activities of word games. In the closing activity, the teacher asks students to express their difficulties and problems when doing word games. The subsequent finding is that student learning outcomes increase each cycle, wherein only five students, or 20%, have completed the pre-cycle using conventional methods. During the first cycle, learning was carried out using word game methodologies. The number of students who achieved completeness threshold rose to 16 people or 64%. In the last cycle, all students can complete the post-test with the same methodology. It shows that using the word games methodology to deliver vocabulary learning materials has significantly improved student learning outcomes.

The background of this research is the lack of student participation and involvement in learning English in the classroom especially for vocabulary learning. This is caused by the lack of students’ motivation, laziness and less understanding of students in mastering vocabulary. The purpose of this research is to describe the students’ participation and the students’ improvement in vocabulary after applying scrabble games. The method used in this research was Classroom Action Research (CAR). The data collection technique of this research are observation, interview, and measurement. The tools of data collection technique are observation sheet, interview guideline, and test. The researchers applied Classroom Action Research (CAR) where the data divided into two kinds of descriptions; they were Qualitative and quantitative. The researchers obtained the data from cycle one and cycle two and then described it into qualitative and quantitative description. From data the analysis, it showed that there was a significant improvement in the students' participation and students vocabulary mastery. It can be seen from qualitative and quantitative data. From qualitative data, the students’ participations were increased from the first cycle into two cycle. Meanwhile, from quantitative data, the result of the test improved significantly from both cycles. It could be concluded that the scrabble game technique improved students’ vocabulary mastery.

The objective of this study is to know whether the use of flashcards can improve the vocabulary mastery of Junior High School Students in Indonesian. The research design used in this study is Classroom Action Research (CAR) in which it was conducted in two cycles. Each cycle consisted of planning, implementing, observing, and reflecting. The research instruments used are observation checklist, test, field note, and documentation. In the implementation of improving students’ vocabulary mastery by using flashcards the researchers stimulated students’ prior knowledge by asking question, introduction the topic, and introduction about the media.The implementation of the planning in the first cycle was not successful. In the second cycle, the result of the students’ evaluation test showed that 84% of the student passed the minimum score in the criteria of success, and 80% of the students did the activities designed in the second cycle. From the result, it can be concluded that the implementation of flashcards is successful in improving the students’ vocabulary mastery.

The aims of this community service is to improve teachers’ professional competence through training for writing scientific article and classroom action research. The method used was training method with online and offline form. This training was done on September until November 2021. The target was the teachers of Senior High School 2 Merauke province Papua. There were some steps of this community service namely observation, giving material, and monitoring to know the progress of the program. After that training was done, the participants were give the questionnaires that consisted of ten statements. Based on the result of questionnaires, the teachers of Senior High School 2 Merauke gave positive responses namely the responses on very good, good, and neutral category. The result showed that the training can help the teachers in doing classroom action research and scientific research, improving the motivation in writing, helping the job, and improving the professional competency of the teacher.

The purpose of this research is to increase students' participation and enthusiasm in English speaking through story telling. The research examined the following components of speaking ability: pronunciation, grammar, vocabulary, fluency, and comprehension. Classroom action research was employed as the research approach. The subjects of this study were third semester students in the literary faculty for the academic year 2019/2020, a total of 30 participants. The data were gathered using a series of tests, an observation checklist, a questionnaire, and a video recording. It was assessed utilizing a descriptive test, an observation checklist, a questionnaire, and a video recording, as well as the mean score formula. The findings suggested that story telling elevated the participation and engagement of students speaking English in two cycles. The results of the analysis of the category of speaking skills or student participation indicated an improved performance in the average percentage of students who obtained a score of 55 very low with a percentage of 63.33 % and 0% in the very high category, the first cycle with a percentage of 13.33 % in the high category with a score of 80-89, and the second cycle with a percentage of 46.6 % who obtained a high score of 14. While the questionnaire data revealed the students' interests. These findings demonstrate that when a story telling model is used, participation and enthusiasm in speaking increased.

The study's purpose was to improve students’ Higher Order Thinking Skills (HOTS) through learning using the Teaching Game For Understanding (TGfU) as a medium. This study uses purposive sampling with the provision of classes that have a low average value of physical education. Materials and methods. This research is classroom action research (CAR). The sample used in this study consisted of one class totaling 32 students. Results. The results of the study were that in the first cycle there were two assessments carried out, namely when playing the first game and the second game. In the first game students got a pretty good score, namely for the average SEI (Skill Execution Index) value of 0.72 from the highest score of 1 with a percentage of 72%, In the second cycle, the treatment given to students was still the same as the treatment in 1st cycle. In the second cycle, this time in the 1st game the average SEI value increased to 0.79 with a percentage of 79% then DMI increased to 0.81 with a percentage of 81% and the SI value increased to 0.81 with a presentation of 81%. Conclusions. The learning process using TGfU can improve students’ HOTS skills. Learning TGfU with attacking and defending games, can improve decision making, execution skills, and player support which can be seen from each indicator that is determined to have increased from each cycle carried out by students. Hopefully, this research can be a support for Physical Education to grow more advanced.

The issue is low learning results in volleyball games for students in SMA Negeri 2 Siak Hulu class XI Social Sciences. Most students can't pass over effectively and appropriately, and they're not interested in mastering passing over. Affects student learning outcomes This study aimed to improve the learning outcomes of passing over in volleyball games for SMA Negeri 2 Siak Hulu class XI IPS students. The study ran from July to October 2019. Classroom Action Research) with 59 students from class XI IPS, with 30 from class XI IPS.1 and 29 from class XI IPS.2. The data was collected through observation utilizing a volleyball passing skill test instrument. The results showed that using the variety approach in the volleyball game of passing learning activities increased passing learning outcomes for Class XI Social Sciences students by 72.88 percent in cycle 1, and 89.81 percent in cycle 2. good to excellent category This result suggests that students enjoy the material offered and desire to participate directly in learning since the material is enjoyable. Student engagement increased by 74.58 percent in cycle 1 and by 91.53 percent in cycle 2. Thus, the effective variation approach is employed in class XI IP SMA students to increase learning outcomes of passing over in volleyball.

Reading as a fundamental language skill become an essential skill in academic and social life. Especially at school, the teachers need to enrich the strategy in teaching and learning process. The objectives of this study were to find out 1) the improvement of students’ reading comprehension of the ninth grade (IXC) of SMPN 13 North Bengkulu, 2) some factors influence the change of students’ reading comprehension at the ninth grade (IX C) of SMPN 13 North Bengkulu. This Classroom Action Research (CAR) involved 25 students of the ninth grade of SMPN 13 North Bengkulu. Quantitative and qualitative data were employed to investigate the improvement of the students’ reading comprehension and the factors influence the changes of students’ reading comprehension. Reading comprehension test, observation checklists and field notes, and interview were the instruments of this research. Based on the test results, the percentage of students who had achieved the success criteria increased from 8% at the baseline to 80% at the end of the study. It can be concluded that applying Thieves strategy improved students’ reading comprehension and it was influenced by the student’s factors (attention, interest and participation) and the teacher’s factors (enriching the material and classroom management).

Creativity, mastery of Mandarin vocabulary, and engagement in the classroom are very important from early age to support students’ ability to mastering Mandarin. The purpose of this research is to apply online storytelling methods to improve the abilities of students aged 5-6 years in creativity, mastery of Mandarin vocabulary, and engagement in the classroom. This study used a Classroom Action Research method with preliminary research and three cycles with three meetings for each as a form of corrective action. The subjects of this study were children aged 5-6 years at Maitreyawira School Jakarta. Data collection used data triangulation, assessment rubrics, field notes, and performance results also the assessment was carried out by three observers, which are the researcher and two observers. The results showed that (1) online storytelling methods by providing opportunities to respond the events and critical thinking can increase students’ creativity, (2) online storytelling methods by listening and practicing role-play conversation activity can improve the mastery of Mandarin vocabulary, and (3) online storytelling methods with educator interaction and students can increase students’ engagements in the classroom. For the conclusion, there is an increase in the level of creativity, mastery of Mandarin vocabulary, and engagement in the class of TK B students at Maitreyawira School Jakarta. Suggestions for further research are to pay more attention to children's developments and provide more varied activities Bahasa Indonesia Abstrak: Kreativitas, penguasaan kosakata Mandarin, dan keterlibatan di dalam kelas dibutuhkan sejak usia dini untuk menunjang kemampuan peserta didik dalam menguasai Bahasa Mandarin. Tujuan dari penelitian dalam kegiatan pembelajaran Bahasa Mandarin adalah menerapkan metode bercerita daring untuk meningkatkan kemampuan peserta didik usia 5-6 tahun dalam kreativitas, penguasaan kosakata Mandarin, dan keterlibatan di dalam kelas. Penelitian ini menggunakan metode Penelitian Tindakan Kelas dengan penelitian pendahuluan dan tiga siklus dengan masing-masing tiga pertemuan sebagai bentuk tindakan perbaikan. Subjek penelitian ini adalah anak usia 5-6 tahun di Sekolah Maitreyawira Jakarta. Pengumpulan data menggunakan triangulasi data yaitu rubrik penilaian, catatan lapangan, dan hasil unjuk kerja serta penilaian dilakukan oleh tiga pengamat yaitu peneliti dan dua pengamat. Hasil penelitian didapatkan bahwa (1) metode bercerita daring dengan memberikan kesempatan menanggapi kejadian dan berpikir kritis dapat meningkatkan kreativitas peserta didik, (2) metode bercerita daring dengan mendengarkan dan berlatih percakapan dapat meningkatkan penguasaan kosakata Mandarin, (3) metode bercerita daring dengan interaksi pendidik dan peserta didik dapat meningkatkan keterlibatan di dalam kelas. Kesimpulan dari penelitian ini adalah terdapat peningkatan pada tingkat kreativitas, penguasaan kosakata Mandarin, dan keterlibatan di dalam kelas peserta didik TK B di Sekolah Maitreyawira Jakarta. Saran untuk penelitian selanjutnya adalah lebih memperhatikan kemampuan anak dan memilih kegiatan yang lebih bervariasi.

This study aims to improve learning outcomes by applying learning models to Realistic Mathematic Education on material for arithmetic operations on fractions in class V SDN 1 Karangkendal, Kapetakan District, Cirebon Regency. This research is a Classroom Action Research conducted in 3 cycles. The subjects of this study were 29 grade 5 students at SDN 1 Karangkendal, Kapetakan District, Cirebon Regency. Research data was collected through tests. This data analysis uses a qualitative descriptive analysis technique. The results showed increased learning outcomes in fifth-grade students at SDN 1 Karangkendal, Kapetakan District, Cirebon Regency, through a learning model, Realistic Mathematic Education. The increase in student learning outcomes is shown by the increasing number of students who meet the Minimum Mastery Criteria scores. In cycle one there were 62.1% of students achieved the Minimum Mastery Criteria scores. Then, in cycle two there were 75.9% of students had achieved the Minimum Completeness Criteria score; in cycle three, 86.2% of students had achieved the Minimum Mastery Criteria score. Based on these results, there is an increase in student learning outcomes with the application of learning models Realistic Mathematic Education on material for arithmetic operations on fractions at SDN 1 Karangkendal, Kapetakan District, Cirebon Regency.

Learning outcomes are mental processes that lead to mastery of knowledge, skills, habits, or attitudes that are acquired, stored, and implemented by causing permanent behavior. Therefore, to improve student learning outcomes, using the Class Action Research (CAR) method, the Kemis and McTaggart model design uses a spiral system that includes several cycles. Each cycle consists of the following stages: (i) Planning, (ii) Implementation and Observation, and (iii) Reflection. The Classroom Action Research method results show that teachers can use the trainer kit as a learning medium and operate it according to the time that has been arranged. Some influential students who become more knowledgeable in studying Electrical Lighting Installation materials using a trainer kit have also improved learning outcomes. Some already know and understand and can even practice it well because students need guidance from subject teachers and facilities from majors and schools for better practice. Through learning with home lighting installation trainers in electrical lighting installations, students can improve learning outcomes for class XI SMK Negeri 2 Manado in the 2021/2022 academic year in the sub-competence of installing and connecting installation systems.

Teacher competence in carrying out Classroom Action Research (CAR) and presenting CAR results in the form of scientific work is a demand as well as a need in improving the quality of learning and teacher professionalism. The Chairperson of the MGMP IPA Malang city said that teachers' abilities and skills in conducting research still needed to be improved, especially for CAR research. The purpose of community service activities is to assist, direct, and collaborate with teachers in classroom action research activities and publish the results. The activities were carried out from June to December 2022. The mentoring activities were carried out in 3 Junior High Schools in Malang represented by one science teacher. Assistance is carried out online and offline. Assistance methods by means of lectures, brainstorming, discussions. The results of the mentoring activities resulted in 3 proposals and a CAR final report with different topics and CAR articles. Teachers have shown an increase in the ability to compile, apply and report CAR and scientific publications in the form of articles after the pre and post tests were carried out.

This study aims to determine the implementation of Classroom Action Research (CAR) conducted by Japanese language teachers in Indonesia at this time. A qualitative descriptive research method was used in this study to describe the questionnaire result from 193 participants in the first session of webinar, and 203 participants in the second session. Based on the results of the questionnaire, it was found that most of the participants had never done CAR at all or had never done CAR in a structured manner. Participants who have done CAR mostly use it for promotion and only a small number use it for teaching development. This research cannot represent the overall field conditions but is expected to provide an overview of the current CAR implementation by Japanese language teachers in Indonesia, and the development of teaching materials that can be developed through routine CAR.

The study was aimed at investigating the advantages of the habituation of running maintenance and supervision over the practice learning process and the learning achievement of the students of Mechanical Engineering Study Program, Faculty of Engineering, Universitas Negeri Yogyakarta. It was participatory classroom action research. The subjects were 80 third-semester students grouped into the group C class. The data on the habituation of running maintenance were collected using a questionnaire; those on the students’ learning achievement were collected through documentation and analyzed using a descriptive technique; those on the supervision intensity and machine feasibility were gathered through observations and analyzed using the descriptive qualitative technique. The findings showed that: 1.) The implementation of running maintenance used the systems of coaching, mentoring, and supervision with an optimal intensity of lecturers in teaching-learning machining practices; 2.) The habituation of running maintenance was done through standard procedures, and the implemented action took three cycles; 3.) The achievement of the habituation of running maintenance on students during the implementation of teaching-learning practices was characterized by the rapid job sheet completion that must be taken in one semester; and 4.) With the habituation of running maintenance, the feasibility of the existing machines in the workshop could be maintained.

This research aims to improve students' vocabulary acquisition through the strategy of deriving suffixes. The populations of this study are students from Politeknik Ganesha Medan in second semester. This research was conducted through Applied Classroom Action Research (CAR), born in two cycles (cycle 1 and cycle 2), and each process consisted of four meetings. The vocabulary test results showed that the average improvement score of the pre-test was 34.66, the post-test of period 1 was 93.46, and the post-test of period 2 was 97.33. In the first cycle, the nominal comparison rate was 88.83%, the verb nature was 77.46%, the adjective nature was 40.74%, and the adverbial heart was 84.14%. In cycle 2, the nominal comparison rate was 100%, the verb nature was 95.45%, the adjective nature was 65.84%, and the adverbial nature was 94.91%. The proportion of students who passed Minimal Criterion Mastery in each cycle was 100%, cycle 1 increased by 169.64%, and cycle 2 increased by 180.81%. These indicate that there is a significant improvement of the students’ vocabulary mastery through derivational morpheme strategy of the students of Politeknik Ganesha Medan.

This research aims to determine the improvement of the process and learning outcomes of the buffer solutions topic by applying the Problem-based Learning (PBL) model. This research is based on Classroom Action Research (CAR) takes place in two cycles, with several stages including planning, implementing, observing, and reflecting. Our present study used 17 students of natural science 11th grade SMA Advent Manokwari. The data was obtained from teachers and students. The data collection method used cognitive learning outcomes and observation. The data analysis uses descriptive analytic techniques. Our findings showed that the application of the PBL model can improve the quality of the learning process on the buffer solutions topic; the application of the Problem-based Learning (PBL) learning model has increased from cycle I with an average grade of 65.36 and a percentage of passing grades of 41% and cycle II with an average grade of 83.66 and a percentage of passing grades of 88%.

This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was anatural science class consisting of 34students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showedimprovement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.

This research aims at enhancing EFL students’ speaking skill through the use of language games. The research was designed in the form of Classroom Action Research. It was conducted in two cycles and six meetings. Each cycle consisted of plan, implementation, observation, and Reflection. The researchers employed an observation checklist, field notes, questionnaire, and test to collect the data. The main criterion of success of this research was that the students’ scores on the speaking test should achieve a score of 70, and it must be achieved by 75% of the total number of students. The second criterion was that the lecturer’s classroom performance should meet the “Success” category. The results of the first speaking test showed that from 24 students in the classroom, 15 students got scores of 70 or higher. It was equal to 62.5 %. In cycle 2, the total number of students who got scores of 70 or higher was 21. It was equal to 87.5 %. The result of this research indicated that the use of language games can develop the students’ speaking skills