Journal Development of English Teaching and Literature ISSN Online : 2745-9942
Program Studi Pendidikan Bahasa Inggris Universitas Wahidiyah
Exploring Students’ Engagement in Learning English Vocabulary Through Wordwall Media for Secondary Level
The utilize of Wordwall is fundamental for learning English lexicon as an intelligently and successful medium. Wordwall media can offer assistance understudies increment their engagement in learning lexicon. The reason of this inquire about is to explore students’ discernments of how locked in understudies are in learning English lexicon utilizing Wordwall. This investigate employments a subjective approach with a case ponder plan. This inquire about was carried out in one of Smp wahidiyah Kota Kediri particularly in review eight. At that point, three understudies were chosen purposively to take part within the investigate to speak to the populace based on suggestions From English instructors with the criteria of being moo to dynamic in learning English. The information was collected through documentation and interviews. Within the documentation, understudies are inquired to do a few exercises in Wordwall with respect to learning fabric for around 20 minutes. At that point, understudies are inquired to compose almost 10 unused Vocabularies based on the Wordwall they learned. Moreover,Interviews within the shape of semi-structured interviews are related to three fundamental angles of understudy engagement such as behavioral, cognitive, and enthusiastic engagement.
Learning English, Vocabulary, Wordwall Media, Student Engagement
Copyright (c) 2026 DELTA https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Picture Word Inductive Model on Seventh-Grade Students' Writing skills
Writing is one of the essential language skills that students need to master because it enables them to communicate ideas effectively through written texts. However, many junior high school students still experience difficulties in generating ideas, organizing information, and using appropriate vocabulary and grammar when writing descriptive texts. This study aimed to determine the effectiveness of the Picture Word Inductive Model (PWIM) on the writing skills of seventh-grade students at SMP Wahidiyah Kediri in the academic year 2025/2026. The study employed a quantitative approach using a pre-experimental research design with a one-group pretest-posttest design. The participants consisted of 32 seventh-grade students selected through purposive sampling. The research instrument was a writing test administered as both a pretest and a posttest. The collected data were analyzed using a paired-samples t-test to compare students' writing achievement before and after the implementation of PWIM. The findings indicated that the students' posttest scores were significantly higher than their pretest scores after receiving the treatment. The improvement demonstrated that the Picture Word Inductive Model (PWIM) effectively enhanced students' writing skills, particularly in generating ideas, expanding vocabulary, organizing descriptive paragraphs, and constructing grammatically appropriate sentences. Therefore, it can be concluded that the implementation of the Picture Word Inductive Model (PWIM) was effective in improving the writing skills of seventh-grade students at SMP Wahidiyah Kediri.
The Effectiveness of Animation Video to Improve Vocabulary for Young Learner to Third Grade SDS Wahidiyah
Abstract Vocabulary mastery is one of the important aspects in learning a language. With the advancement of technology, animated videos have become an interesting and innovative learning media to improve vocabulary in grade three children. This study aims to evaluate the effectiveness of animated videos in improving the vocabulary of third grade students. The research method used was a pre-experimental method with a pre-post test design with a sample of 30 third grade students at SDS Wahidiyah. Data analysis showed there was a significant increase, the average pre-test score was 45, while the average post test score was 75. The use of animated videos in learning can improve vocabulary mastery in third grade students. This research is expected to provide insight and innovation for teachers who want to improve children's vocabulary mastery.
Animation video, teaching English; vocabulary, young learners
The Effectiveness of Information Gap Activities for Improving Listening Comprehension of Seventh Grade Students
This research aimed to determine the effectiveness of Information Gap Activities (IGA) for improving students' listening comprehension of seventh grade at SMP Wahidiyah Kediri in the academic year 2025/2026. Information Gap Activity is a communicative learning technique that encourages students to exchange missing information in order to complete a task. This technique requires students to listen carefully, collaborate with their peers, and actively participate in the learning process. The researcher used a quantitative approach with a one-group pretest-posttest design. Class VII B served as the experimental class, consisting of 33 students. The pre-test was administered before the treatment, and the post-test was administered after the treatment. The treatment was conducted in six meetings using Information Gap Activities with descriptive texts about places entitled My School, My Hometown, Malioboro, Monas, Honolulu, and Bandar Lampung City. The students' listening comprehension was assessed using a scoring rubric adapted from Shockingawful (iRubric, 2017), which consisted of four criteria: ability to focus, general understanding, listening for specific information, and accuracy of answer. The data were analyzed using a paired sample t-test. The mean score of the pre-test was 42.05 (out of 100), and the mean score of the post-test was 85.42 (out of 100), indicating an improvement of 43.37 points. The t-test result was 5.53, and the t-table value was 2.037 (t-test > t-table, 5.53 > 2.037). It means that the alternative hypothesis (Hₐ) was accepted and the null hypothesis (H₀) was rejected. This result indicated that the use of Information Gap Activities had a significant effect on students' listening comprehension.
Listening Comprehension, Information Gap Activities, Pre-experimental Design.
The Effectiveness of the Fishbowl Technique on Eighth-Grade Students’ Speaking Skills at SMP Wahidiyah Kediri
Speaking skill is one of the essential language skills that enables students to communicate ideas, opinions, and information effectively. However, many junior high school students still experience difficulties in speaking English due to limited confidence, vocabulary, and opportunities to practice. This research aimed to measure the effectiveness of the Fishbowl Technique in improving students’ speaking skills at the eighth grade of SMP Wahidiyah Kediri in the 2025/2026 academic year. This research employed a quantitative approach using a-quasi experimental design involving two classes: an experimental class and a control class, each consisting of 44 students. Data were collected through speaking pre-tests and post-test and assessed using Brown’s speaking rubric. The findings revealed that the experimental class showed a greater improvement than the control class. The mean score of the experimental class increased from 60.34 in the pre-test to 85.68 in the post-test, while the control class improved from 51.36 to 77.50. the result of the independent sample t-test showed that the obtained t-value (4.27) was higher than the critical t-value (1.998) at the 0.05 significance level, indicating a statistically that the Fishbowl Technique is effective in improving students’ speaking skills by encouraging active participation, collaborative discussion, and meaningful oral communication in the classroom.
BEHAVIORAL ENGAGEMENT OF STUDENTS IN ENGLISH LANGUAGE LEARNING ENVIRONMENT USING WHATSAPP AS A LEARNING TOOL
As a free, secure, and reliable instant messaging and voice/video calling app worldwide, WhatsApp allows users to send texts, photos, videos, documents, and location information over an internet connection, using end-to-end encryption for security. WhatsApp has been extensively used by many English as a Foreign Language (EFL) teachers in Indonesia as a near synchronous online learning platform. This program enables users to make announcements, exchange ideas and learning materials, and participate in online debates. Some recent publications inform its utilization in learning language, yet little discusses how students engage in the learning activities. Therefore, to fill this void, the present study aims to investigate the students' behavioral engagement during online learning using WhatsApp. To collect the data, this study employed observation and semi- structured interviews. An observation was completed in one class at a state university in Kediri, East Java, Indonesia to perceive how the students responded to the teacher's instructions during the learning process. Meanwhile, the interviews were conducted with nine students in a similar class. The data were analyzed using thematic analysis. The findings revealed that students engaged behaviorally by (1) posing questions or comments politely, (2) using emoticons and emojis as politeness reinforcements, and (3) confirming the unclear information behind the scene. Implications for teaching and further studies are discussed. This study aims to determine how Indonesian students use WhatsApp as an English learning tool and how it impacts their English proficiency. This study employed a mixed-methods approach, with surveys and interviews serving as data collection instruments. The results indicate that Indonesian students use WhatsApp as an English learning tool for discussions, sharing information, and practicing English. The study also found that using WhatsApp can improve students' English skills, particularly in speaking and writing. Furthermore, students feel more comfortable and confident using English through WhatsApp. The results of this study can be used as a reference for developing more effective English teaching strategies using digital technology.
WhatsApp, English learning, digital technology, English proficiency
PROJECT BASED LEARNING IN ONLINE SPEAKING CLASSATTRACT STUDENTS’ INTEREST
The curiosity whether project-based learning can increase student interest in online English-speaking classes. The sample of this study was students taking online English-speaking classes at a university. The research method used was quantitative, using questionnaires to collect data. The results showed that project-based learning can increase student interest in online English-speaking classes. Students felt that project-based learning made them more engaged and motivated to learn. These findings suggest that project-based learning can be an effective alternative for increasing student interest in online English-speaking classes. Project-based learning (PBL) has been widely recognized as one of effective teaching methods used in many speaking classes in Indonesia. It has also been theoretically and practically well-documented in a myriad of publications. However, little discussed the students’ feeling in fulfilling the speaking projects, mainly in the online learning classes. Therefore, the present study attempts to examine the students’ emotions during accomplishing those projects in one semester. Grounded on Pekrun’s emotion foundation, this exploratory case study employed an open-ended questionnaire administered to 29 university students in one speaking class to explore their anger, anxiety, enjoyment, hope, hopelessness, pride, relief, and shame during the online speaking class. To analyze the data, Miles and Huberman qualitative analysis framework was employed. The findings of this study informed that most students found they were both excited and challenged depending on particular conditions they encountered when doing the projects. The excitement occurred when they experienced satisfaction during the project accomplishments. Meanwhile, they felt it stimulating when they found their projects unsatisfactory. Moreover, they also expected perfection since they valued the result over the process. Pedagogical implications and further studies are also presented.
RESEARCHING FOREIGN LANGUAGE CLASS ANXIETY IN JUNIOR HIGH SCHOOL STUDENTS
This study aims to determine the level of foreign language anxiety in junior high school students and the factors that influence it. This study used a quantitative method with a sample of 100 junior high school students in a school in Indonesia. The results showed that junior high school students experienced moderate levels of foreign language anxiety. Factors that influence foreign language anxiety in junior high school students are language ability, learning experience, and learning environment. This study also found that foreign language anxiety can affect students' language abilities. The results of this study can be used as a reference for developing effective teaching strategies to reduce foreign language anxiety in junior high school students. Students’ foreign language classroom anxiety (FLCA), in the last four decades, has been discussed by many researchers regarding to its impact toward students’ learning and achievement. Since “anxiety prevents some people from performing successfully in foreign language learning” (Horwitz et al. (1986 p.125), it is necessary to explore in order to gain success. This present research implements survey study which was conducted among 194 junior high school students in order to find the levels of FLCA, and interview was given to 11 students who are classified as students with High Level of Anxiety in order to explore the factors contributing students’ FLCA. Findings show that there are 63 (32%) students classified in Low Level of Anxiety, 120 (62%) Moderate Level of Anxiety and 11 (6%) High Level of Anxiety, and there are two major factors contributing FLCA which relate to cognitive anxiety and psychological anxiety.
Foreign Language Classroom Anxiety (FLCA), Junior High School Students, Language Learning Anxiety, Language Ability, Learning Environment, English as a Foreign Language (EFL)
USING GESTURES AS A MULTIMODAL PERSPECTIVE TO MANAGE ENGLISH YOUNG LEARNERS’ CLASSROOM ACTIVITIES
This study aims to determine how teachers use gestures as a multimodal perspective to manage classroom activities in young children's English learning. This study used a multimodal analysis method to analyze interactions between teachers and students in English classes. The results showed that teachers used gestures to manage classroom activities, such as starting and ending activities, giving instructions, and providing feedback. Gestures were also used to facilitate communication and increase student participation. This study suggests that gestures can be an effective tool for managing classroom activities and enhancing English learning in young children. Teachers usually use gestures in class activities, such as giving directions and pointing at students. Managing classroom activities with children has been a challenge for English as a Foreign Language (EFL) teachers. Teachers commonly use gestures in classroom activities, such as giving directions and pointing at students. This study explores the multimodal representation of teachers' gestures when managing classroom activities in an EYL context. Data were collected through non-participant observation and analyzed using Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings revealed four meanings represented multimodally in teachers' gestures, namely (1) building student-teacher relationships through clapping and thumbs-up, (2) emphasizing instructions through raising hands, pointing, and lifting classroom objects, (3) encouraging student engagement in academic tasks through finger pointing and counting down, and (4) warning students about disruptive behavior through pulling gestures. Pedagogically, this study provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily. This study aims to determine how teachers use gestures as a multimodal perspective to manage classroom activities in young children's English learning. This study used a multimodal analysis method to analyze interactions between teachers and students in English classes. The results showed that teachers used gestures to manage classroom activities, such as starting and ending activities, giving instructions, and providing feedback. Gestures were also used to facilitate communication and increase student participation. This study suggests that gestures can be an effective tool for managing classroom activities and enhancing English learning in young children.
An Analysis of Students’ Speaking Anxiety in English Language Learning of the Eleventh Grades of SMA Wahidiyah Kediri in Academic Year 2023/2024
The research used a qualitative descriptive method to understand students’ anxiety. The research aimed to investigate the levels of anxiety experienced by students of the XI-2 class in speaking English at SMA Wahidiyah Kediri and identify how this anxiety affected their speaking performance. Speaking anxiety was a common issue among students learning English as a second language and significantly affected their confidence, participation, and overall performance in language learning. The study identified various symptoms of anxiety, including nervousness, fear of criticism, fear of making mistakes, and physical manifestations such as fatigue and heart palpitations. Behavioral symptoms, such as avoidance of eye contact and limited hand movements, were also observed among anxious students. To conduct this research, the researcher used questionnaires and interviews with a sample of 45 students of the XI-2 class. Questionnaires were utilized to measure anxiety levels. Data collected through these instruments were analyzed to gain insights into the students' speaking problems, focusing on aspects such as self-confidence, body language, fluency in speaking class, and students’ anxiety in the English language classroom. The questionnaire distributions were conducted eight times and got the highest response percentage as these: 19.3% of SA (Strongly Agree) in the eighth distribution, 39.1% of A (Agree) in the sixth distribution, and 40.3% of N (Neutral) in the seventh distribution While 24.2% (Disagree) and 10.7% (Strongly Disagree) in the fourth distribution. The results revealed that nearly half of the students experienced moderate to severe anxiety, which adversely impacted their speaking performance. This anxiety not only hindered their ability to perform well in speaking tasks but also affected their performance in exams and presentations. High levels of anxiety led to a decrease in confidence, making it challenging for students to express themselves effectively in English. The researcher concluded that addressing speaking anxiety through targeted interventions was essential to enhancing students' confidence and speaking abilities. Strategies such as relaxation techniques, positive reinforcement, and a supportive classroom environment were found to significantly reduce anxiety levels and improve students' proficiency in speaking English. This research underscored the importance of understanding and mitigating speaking anxiety to foster better language learning outcomes.
students speaking anxiety, English language learning, high school students
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Analysis of Grammatical Error In Writing Recount Text For Tenth Grade of SMA Wahidiyah Kediri In Academic Year 2023/2024
This research used qualitative research. The objectives of the study are: (1) to know the grammatical errors in writing recount text made by the tenth-grade of SMA Wahidiyah Kediri in the Academic Year 2023/2024. (2) to know the factors influence of errors in writing recount text made by the tenth grade of SMA Wahidiyah Kediri in Academic Year 2023/2024. (3) to know the percentages of each error types made by the tenth-grade of SMA Wahidiyah Kediri in the Academic Year of 2023/2024. The instruments used writing test, interview, and observation. The subjects of the research are 27 students of X-1. The researcher found that from the types of error proposed by Betty S. Azar, the researcher found every one of them. The most dominant error is verb tense error with 17,59%. Second is add a word with 16,44%. Followed by omit a word error with 15,78%, word choice error with 12,33%, spelling error with 10,69%, word form error with 6,43%, punctuation error with 6,41%, singular-plural error with 4,27%, word order error with 3,28%, meaning not clear error with 3,28%, capitalization error with 1,80%, article error with 1,31%, incomplete sentence error with 0,16% and the last error is run on sentence error with 0,16%. The researcher found the factors influence of error according to John Norrish theory are carelessness, first language, and translation.
THE EFFECTIVENESS OF USING PICTURE CARD IN WRITING DESCRIPTIVE TEXT TO THE SEVENTH GRADE STUDENTS OF SMP WAHIDIYAH KEDIRI IN ACADEMIC YEAR 2019/2020
Picture card is a piece of representation of anything is like an object or scene, animal, and general idea which produce by drawing, painting, or photograph for using according to our need. This research is generally to find out the effectiveness of using picture card in writing descriptive text to the seventh grade students of SMP Wahidiyah Kediri in academic year 2019/2020. The researcher use Quasi-experimental applied in VII A. This research had been done in six meeting, the first meeting is pre-test, four meeting is the treatment, and the last meeting is post-test.The researcher uses quantitative method with analyzed the data by using T-test. The result shows that there is significance different between students are taught by using Picture Card and without Picture Card . The data analysis shows that Tcount > Ttable (2,651 > 1,664), Ha is accepted. In the Pre-test, the average score of VII A class (Experiment Class) is 65 and VII B class (Control Class) is 62. In the Post-test, the average score VIIC class (Experiment Class) is 74 and VIID class (Control Class) is 65. The result shows that the average score of Experiment Class is higher than Control Class in Post-test.
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THE EFFECTIVENESS OF QUESTION-ANSWER RELATIONSHIP (QAR) STRATEGY ON STUDENTS’ READING COMPREHENSION OF EXPLANATION TEXT AT THE ELEVENTH GRADE OF SMAS WAHIDIYAH IN ACADEMIC YEAR 2019/2020
The study was intended to find out the empirical evidence of the effectiveness of using of Question-Answer Relationship (QAR) strategy on reading comprehension in explanation text. The study used quantitative method with quasi-experimental design. The study used purposive sampling with the research sample totally 75 students which classified into two classes, experimental and control class. The population of this study was the eleventh grade of SMAS Wahidiyah Kediri. The instrument used is reading comprehension test. Before giving the treatment, the students from both classes were given a pre-test to know what extant their ability in reading explanation text. The test consisted of 20 multiple choice questions. At the end of the treatment, the students were given a post-test. The data from both tests were analyzed by using t-test in SPSS 22. The result of mean score in the post-test revealed a significant improvement between pre-test and post-test. In pre-test, the experimental class got 54.27 while the control class got 64.13. In post-test, the experimental class got 78.08 and the control class got 73.03. The test of hypothesis showed that that sig. 2 tailed was 0.032 while the determined alpha α was 0.05, which meant 0.032<0.05. It can be said that Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. Thus, question-answer relationship strategy gave moderate level effect toward students’ reading comprehension on explanation text.
Question - Answer Relationship (QAR) Strategy
The Effectiveness of Using Skimming and Scanning Techniques for Reading Comprehension in Narrative Text of Tenth Grade for Students of SMA Wahidiyah Kediri in Academic Year 2019/2020
This research is generally to find out the differences in the English Reading comprehension between students are taught by using skimming and scanning techniques and those are not taught by using skimming and scanning for tenth grade students of SMA Wahidiyah Kediri in academic year 2019/2020. The research applied in Experiment Class and Control Class. The instruments for collecting data were interviews, field note, Pre-test and Post-test. This research had been done in eight meeting. The researcher uses Quasi-experiment and quantitative method with analyzed the data by using T-test. The result shows that there is significance different between students are taught by using Skimming and Scanning and those are taught by Think Pair Share. The data analysis shows that Tcount > Ttable (3,936 > 1,764), Ha is accepted. In the Pre-test, the average score of MIA2 class (Experiment Class) is 60,71and MIA1 class (Control Class) is 70,61. In the Post-test, the average score MIA2 class (Experiment Class) is 83, 71 and MIA 2 class (Control Class) is 71,46. The result shows that the average score of Experiment Class is higher than Control Class in Post-test.
The effectiveness of jigsaw to improve students reading skill for the seventh grade students Of smp wahidiyah kediri in academic Year 2019/2020
This research is generally to find out the effectiveness Of jigsaw to improve student’s reading skill for the seventh grade students of SMP Wahidiyah Kediri in academic year 2019/2020. The researcher use Quasi-experimental applied in VII B. This research had been done in Five meeting, the first meeting is pre-test, Three meeting is the treatment, and the last meeting is post-test. The researcher uses quantitative method with analyzed the data by using T-test. The result shows that there is significance different between students are taught by using Jigsaw and without Jigsaw. The data analysis shows that Tcount > Ttable (2,651 > 1,664), Ha is accepted. In the Pre-test, the average score of VII B class (Experiment Class) is 67 and VII A class (Control Class) is 65. In the Post-test. The result shows that the average score of Experiment Class is higher than Control Class in Post-test.
THE EFFECTIVENESS OF TEACHING ENGLISH BY USING ROLE PLAY IN VOCABULARY MASTERY
This study is generally to know the effectiveness of teaching English by using role play in vocabulary mastery at junior high school Wahidiyah Kediri for second grade 2017/2018. The researcher use quasi-experimental study appliead in 8C and 8D class. This study had been done in eight meeting, the first meeting is for pre-test, six meeting is the treatment and the last meeting is post-test. As the quantitative method, the researcher analyzed the data by using t-test. The result shows that there is significance different between who are taught by using role play and who are taught by flash card. The Data analysis shows that tcount> ttable (2,224 > 1,666), So Ha is accepted. In the pre-test, the average score of 8 C (control class) and 8 D (experiment class) class, control class 77,763, while in the post-test the average score is 80,131 and experiment class, The pretest score is 77,297 while in the post-test the average score is 88,378. The result shows that the postest score of experiment class is higher than the control class.
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The Effectiveness of Flashcards in Teaching Vocabulary
This research is generally to find out the differences in the English vocabulary ability between students are taught by using Flashcards and those are not taught by using Flashcards for seventh grade students of SMP Wahidiyah Kediri. The research applied in Experiment Class and Control Class. The instruments for collecting the data were interview, field note, Pre-test and Post-test. The researcher uses Quasi-experiment and uses quantitative method with analyzed the data by using T-test. The result shows that there is significance different between students are taught by using Flashcards and those are taught by using TPS (Think Pair Share). The data analysis shows that Tcount>Ttable(4,330 > 1,664), Ha is accepted. In Pre-test, the average score of Experiment Class is 62, 44 and Control Class is 72, 79. In Post-test, the average score of Experiment Class is 83, 49 and Control Class is 69. The result shows that the average score of Experiment Class is higher than Control Class in Post-test.
IMPROVING STUDENTS’ SPEAKING ABILITY USING SERIES OF PICTURES
This study was aimed at describing the implementation of series of pictures activities and describing whether or not series of picturesactivities improve the students speaking ability. This research consisted of one cycle with each cycle consist of four elements; they are planning, acting, observing, and analysis and reflection. This study was implemented in SMP Wahidiyah Kediri at the Second grade, using classroom action research. The writer took 39 students as the subject of the research. In this research, the classroom action research (CAR) was done by the writer and the English teacher. The writer worked together collaboratively with the English teacher; the English teacher of SMP Wahidiyah Kediri taught English and the writer who took part in this research as collaborator to assist the implementation of series of pictures activities and to observe the outcomes. In this research, the writer collects the data using observation sheet to observe the students and teachers activities during the teaching learning process and achievement test to measure the students speaking ability. The form of the test is pretest. The results of the study showed that series of pictures activities can improve the students speaking skill of class Second grade of SMP Wahidiyah Kediri in the academic year 2015/2016. It was shown by the students improvement in one cycle. The speaking ability achievement in the observation was categorized sufficient, fair. in the first cycle and good. The students average scores of speaking skill were in pre-test :10,25% in the post test (The cycle 1); 58,97%. And the research is success.
THE EFFECTIVENESS OF COMIC STRIP IN TEACHING WRITING NARRATIVE TEXT
This research is generally to know the effectiveness in teaching writing of narrative text by using comic strip at junior high school Wahidiyah for second grade students academic year 2018/2019. The researcher use quantitative method with quasi-experimental research applied in VIII C and VIII D class. This research had been done in eight meeting, the first meeting is pre-test, six meeting is the treatment, and the last meeting is post-test. The researcher analyzed the data by using t-test. The research shows that there is significant different between student who are taught by using comic strip and the student who are taught without comic strip. The data analysis shows that tcount> ttable (1,7892 > 1,673), so Ha is accepted. In the pre-test, the mean score of VIII C (experiment class) and VIII D (Control class). Experiment class 66,6071, while in the post-test the mean score is 76, 9643 and control class, the mean of pre-test is 63,7931 while the mean score of post-test is 69. The result shows that the post-test score of experiment class is higher than the control class (76,9643 >69).
USING DOPPELGANGER GAME FOR INCREASING SPEAKING ABILITY
There are many kinds of methodthat used in English teaching and learning process especially for English speaking ability. One of them is game. Through Doppelganger game will help the students in using English speaking ability. In this case, the researcher tried to observe about how game that was used in Azka English Courseclassroom conducive or no in applying students English speaking ability. The problem that discussed is what is game and is the game conducive in English teaching and learning process in Azka English Course. The purpose of this research is to investigate the game in teaching and learning process in Azka English Course especially Class classroom and to know the game conducive in teaching and learning process. The method that used is Descriptive qualitative which use the observation instrument, questionnaire and interview. The research finding showed that methods that used in teaching and learning process for speaking ability in Azka English Course was game. By using game is conducive in English teaching and learning process. It could be seen from the activity of the teacher, researcher and also the students when the researcher applied this Doppelganger game in teaching ang learning process in the classroom. It also could be seen from the result of data observation, questionnaire and interview. It means that by especially for Doppelganger game that used in English teaching and learning process especially in Class classroom was conducive to the students. The result of this research points out the use of Game for speaking ability in Azka English Course in academic year 2016-2017. The researcher applied this game model in Azka English Course caused of the students still low in mastery speaking. By using Doppelganger game the students can learning with feel enjoy. It looks from the activities of the students in the classroom after the Doppelganger game was applied, the students speak English in the classroom.
AN ANALYSIS ON TEACHING LEARNING GRAMMAR AT PLANET ENGLISH 67th KRESNA ENGLISH LANGUAGE INSTITUTE, PARE KEDIRI
This research was conducted to find out about teaching grammar in the context of the learning process of learning grammar at Institute Kresna English Language Pare Kediri which was implemented specifically on the 67th Planet English (PE) program. This research focuses on the learning grammar process applied in teaching grammar which aims to help Planet English participants easily understand the grammar that they will later apply in TOEFL, Translation, Academic Writing, etc. The instruments used in this study were observation, in-depth interviews and used observational documentation techniques for collecting descriptions of data. The subjects in this study consisted of participants, teachers, and tutors. his data analysis was carried out based on the suggested data analysis procedure, namely the Triangulation method, which consists of the steps of data collection to complete this research. The results of this study indicate that the application of teaching grammar in the context through activities and a lot of help participants in understanding grammar analysis obtained by all participants from all material provided, aims to improve the ability of participants in the field of grammar order. One application that they practiced in the weekly test and final exam (Error Analysis, Translation, listening, speaking and Micro teaching) at the Kresna English Language Institute Pare Kediri. The researcher concluded that what was implemented at the institute was effective and participants who gained a detailed understanding of teaching learning grammar, especially on the 67th Planet English program.