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The student's ability to understand and use academic and research vocabulary was lacking. Therefore, this research tries to enhance the students' vocabulary achievement by applying Memrise and Quizlet Applications. This research applies Classroom Action Research using four procedures: Planning, Action, Observation, and Reflection. Researchers obtained data from tests and questionnaires. The results showed that vocabulary planting through the Memrise and Quizlet applications increased student achievement. In addition, students also showed a positive attitude towards the application of Memrise and Quizlet for vocabulary learning. Lecturers or teachers can use the Memrise and Quizlet Applications as a medium to motivate students and provide fun and independent learning. Vocabulary achievement improved after learning vocabulary using Memrise and Quizlet applications from the results presented above. This study also used the Memrise and Quizlet applications to instil vocabulary. Therefore, the researcher suggests that teachers or lecturers who teach use the Memrise and Quizlet applications as alternative media to instil word material in students in the long term.

Pengabdian masyarakat ini bertujuan untuk meningkatkan keterampilan menulis procedure text Siswa ECC MAN Kota Blitar yang masih kurang dengan melalui aplikasi Padlet. Pelatihan ini dilaksanakan setiap hari Jumat dari 5 maret sampai 9 April 2021. Dikarenakn pandemic Covid 19 masih melanda yang tidak memungkinkan pelatih melakukan pelatihan secara langsung ke sekolah maka pelatihan ini dilaksanakan dengan virtual menggunakam aplikasi Padlet. Lebih lanjut, sebagai komunikasi kita menggunakan group WhatsApp khusus untuk ECC MAN Kota Blitar. Pelatihan ini diikuti oleh 25 siswa dengan prosedur: Pre-test, Pengenalan Aplikasi Padlet ke siswa, Pembelajaran Procedure Text melalui Aplikasi Padlet, Praktek Menulis Procedure text, dan diakhiri dengan post-test. Hasil pelatihan ini telah mampu meningkatkan kemampuan menulis procedure text siswa dari 62.90 ke 81.35. Dari hasil tersebut, pelatih menyarankan agar siswa terus untuk berlatih menulis dalam Bahasa inggris melalui aplikasi Padlet tidak terbatas pada menulis procedure text tapi juga menulis dengan topik lain misalnya menulis kegiatan sehari hari mereka dengan menggunakan Bahasa Inggris di Aplikasi Padlet.

The purpose of this research was to improve the Students’ procedure text writing achievement at English Conversation Club (ECC) MAN Kota Blitar by applying Padlet. The research design used was classroom action research (CAR) which covered 4 steps ; 1) Planning, 2) Acting, 3) Observing and evaluating and 4) Reflecting. The Subjects of this research were 50 students from X Grade who join ECC in MAN Kota Blitar. The data collection methods of this research were taken from administering tests and distributing the questionnaire. The research result proved that the use of Padlet for teaching writing of procedure text could increase the students’ writing achievement of procedure text from preliminary action 57. 55 increased to 72.85 in cycle 1 . Based on the result of cycle 1 , it did not fulfill the minimum criterion mastery 75.00; therefore, the researchers continued the research to cycle 2 and got satisfying result 82.65. Furthermore, the students’ of ECC MAN Kota Blitar also presented positive attitude toward the use of Padlet in teaching and learning writing of procedure text.

One important character which should be owned by teacher that influence the outcome of teacher is called as teacher self – efficacy. However, the correlation between teacher’ self – efficacy and linguistic proficiency hasn’t really investigated yet. Hence, this research aims to examine the connection between language proficiency to their efficacy perceptions. The participants of this research were 11 teachers of private University in Indonesia with various demographic characteristics. They were asked to answer related to the Teacher Efficacy Scale (TES) and recognize their linguistic proficiency self – rating. The statistical analyzing result which used Pearson – product moment correlation and Regression analysis showed a signification correlation between teacher’s self – efficacy and their proficiency level. The regression results also affirmed that the possibility level of proficiency of self – efficacy beliefs of teachers in classroom activity. The findings of this research are elaborated in relation to the previous research.

The research was Research and development which intended to develop a valid and effective model of Adobe Flash Professional as a Learning Media to Increase the First Grade Students’ Speaking Achievement at Junior High School especially on the topics Greeting and leave taking as well as apologizing.This reseacrh applied Research and Development (R&D) design, based on Sugiyono model.which include : Analyzing potential and problem, Data collection, Product design, Product validation, Product revision, Product testing/try-out, Product revision and Final product. The subject of this research were 29 students of VII C in MTs Ma’arif NU GandusariBlitar. The data of the research were quantitative data ( the result from Test and Questionnaire) and qualitative ( the result of interview)The result of the research showed that: (1) The developed product (adobe flash profesional) as a learning media was valid, it was proved by the result of content English material validation (77.4%) and media validation (70.4%); (2) Developed Adobe flash professional as a learning mediawas effective to increase the first grade students’ speaking achievement, it was proved by the increasement of the students’ speaking mean score of Greeting and Leave Taking from (43.40) to (80.50) and score of Apologizing from (45.00) to (91.70); (3) Students gave positive responses toward the developed adobe flash professional as a learning media in teaching speaking reflected from the result of questionnire given (80.80%). From the result above, it can be concluded that adobe flash professional as a learning media was valid to be applied in teaching learning and effective to increase the first grade students’ speaking achievement at MTs Ma’arif NU GandusariBlitar.

Pengabdian Masyarakat “Peningkatan Grammar parts of speech dengan menggunakan aplikasi Quizizz di MAN Kota Blitar” dilaksanakan untuk meningkatkan penguasaan grammar siswa di MAN Kota Blitar Khususnya Noun, Pronouns, Adjectives, Verbs, Adverbs, Prepositions, Conjunctions, dan Interjections yang masih kurang. Berdasarkan hasil Pre-test yang dilaksanakan pada hari Kamis, 19 Agustus 2021 diketahui bahwa penguasaan Grammar (Parts of speech) siswa di MAN Kota Blitar yaitu 61. 81. Nilai tersebut masih rendah dibandingkan standard minimal pencapaian siswa yaitu (75.00). Pelatihan ini dilaksanakan setiap hari Kamis mulai tanggal 19 Agustus 2021 sampai dengan 21 Oktober 2021 yang bertempat di MAN Kota Blitar dan diikuti oleh 47 siswa. Pelatihan ini dilaksanakan dengan langkah langkah sebagai berikut: Pre-test, Pelatihan Grammar Parts of Speech yang terdiri dari 8 meeting dengan menggunakan aplikasi Quizizz, Post-test, dan pemberian Reward dan Sertifikat bagi 6 siswa terbaik dalam Pelatihan. Hasil dari Pelatihan ini telah mampu meningkatkan penguasaan grammar parts of speech siswa dari 61.81 ke 83.36. dari hasil tersebut penulis menyarankan agar guru dan siswa bisa memakai Aplikasi Quizizz untuk mengajar atau belajar Bahasa Inggris Khususnya Grammar dengan menyenangkan baik di sekolah maupun di rumah.

This research was a classroom action research which intended to improve the senior high school students’ vocabulary achievement by applying Kahoot as learning media in the teaching and learning process. The research was conducted to 40 students from grade X of Islamic Senior High School (Madrasah) in Kota Blitar. The procedure in this research followed some steps based on Kemmis and Taggart model namely; 1) Planning, 2) Acting, 3) Observing and 4) Reflecting. The data collection of this research were taken from tests and questionnaire. The research showed that the use of Kahoot as media in teaching and learning vocabulary particularly in “introducing oneself” could improve the students' vocabulary achievement. The pre-test showed that the students' score was 59.23). That score was under the minimum criterion mastery set by the school (75.00). After 1 st cycle, there was an improvement on the students' score became 71.23 but it was still under minimum criteria. Therefore, it needed the 2 nd cycle in which the score improved into 84.58. The improvement on the students’ achievement was supported by the students’ positive attitude toward the use of Kahoot in teaching and learning.

This article dealt with classroom Action Research which intended to improve the vocabulary achievement of 39-second semester students of Faculty of Agriculture and Animal Husbandry at the Islamic University of Balitar by using Memrise. In this research, the students learned 3 levels of agriculture and vocabulary prepared and created by the lecturer in www.memrise.com. In order to have a good vocabulary achievement, the students are asked to learn the vocabulary in the classroom and review it at home through Memrise Application. The data of the research were collected from tests and questionnaire. This research was conducted in one cycle of action which covered (1) Planning, (2) Acting, (3) Observing and (4) Reflecting. The result of the research showed that the implementation of Memrise as learning and reviewing vocabulary tool could improve the students ’ vocabulary achievement from the mean score 60.45 (Pre-test) to 86.27 (Post-test). Moreover, the result of the research was strengthened by the student ’s positive responses toward the use of Memrise as learning and reviewing vocabulary tool as reflected from the result of the questionnaire given. Keywords: Memrise, Learning and Reviewing Vocabulary, Vocabulary Achievement, Action Research. Received: 24 June, 2016; Accepted: 8 September, 2016