Penelitian ini bertujuan untuk mengetahui (1) bagaimana penerapan Google CS First untuk pembelajaran kosakata bahasa Inggris dan (2) bagaimana respon siswa menggunakan Google CS First dalam pembelajaran kosakata bahasa Inggris, dan sampel dalam penelitian ini adalah siswa kelas tujuh A SMP Muhammadiyah 1 Makassar yang berjumlah 25 siswa, terdiri dari 10 siswa laki-laki dan 15 siswa perempuan. Selain itu respon siswa terhadap penggunaan Google CS First memberikan respon yang positif, terlihat dari hasil pembelajaran hari pertama yang tidak menggunakan Google CS First, dari enam aspek kegiatan yang diamati, lima diantaranya menunjukkan respons yang lemah. .
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significant of the Research
- Scope of the Research
To describe the application of GOOGLE CS FIRST for English vocabulary learning in the first grade learning group of SMP Muhammadiyah 1 Makassar. This research focuses on the application of Google CS first for English vocabulary in terms of noun.
REVIEW OF RELATED LITERATURE
- Previous of Related Studies
- The Concept of Teaching Media
- The Definition of Teaching Media
- The Fungtion of Teaching Media
- Types Of Teaching Media
- Google Computer Science First (CS First)
- The Defenition of Google Computer Science First (CS First
- The Steps Of Using Google CS First
- Scratch
- Computational Thinking (CT)
- Conceptual of Vocabulary
- The Defenitiont Of Vocabulary
- The Important Of Vocabulary
- Teaching Vocabulary
- Concept of Noun
- Defenition of Noun
- Kinds of Noun
- Conceptual Fremework
Lenggogeni at all, (2021) “Using video media with scratch-assisted animation through picture and picture learning models in students Creative thinking skills in science subjects Animals Life cycle Class IV” In this case, the researcher uses a descriptive qualitative research method, to gain insight into the scenario and implementation, student and teacher responses, and difficulties experienced by students in using scratch-assisted animated video media through the picture and picture learning model in IPA subjects , subject to animal life cycle material. Media serves as a means of communication so that common information is easily conveyed from the sender of the message to the receiver of the message.. with the use of learning media, it is expected that students will be more motivated in learning, that is, in the development of learning media. it is necessary to pay attention to the ease of students in learning the subject so that it increases the enthusiasm of students in learning 3. Meaningful function. With the use of media, it is hoped that students will have the same understanding so that the objectives of the learning materials can be conveyed equally.
Scratch is a computer visual program created as part of the Lifelong Kindergarten Group at the MIT Media Lab, and it's free. This aspect of the community is considered important because it is able to develop the practice and perspective of Computational Thinking. From some of the explanations above, it can be concluded that teaching vocabulary is an activity that a teacher does for students to give an understanding of vocabulary and its use in daily life, therefore vocabulary teaching should be packaged in an attractive, easy and fun way . way so that it can increase motivation.
RESEARCH METHOD
- Research Design
- ReaserchVariable and Indicators
- Variable
- Indicators
- Subject
- Population
- Sample
- Research Instrument
- Data Collection Technique
- Field Note
- Observation Checlist
- Data Analysis Technique
Based on the results of observations made by researchers in the classroom on Day 2, the teacher at this meeting provided teaching materials using Google CS First. Out of a total of 19 application steps above, the teacher has mastered 18 of them, for that the researcher then measured the percentage of the teacher's mastery of the use of Google CS First. And finally, the emotional activity here shows that the students are less enthusiastic to participate in the learning, as can be seen from the state of the students in the class, which is not conducive during learning, meanwhile, from the results of observations made by researchers in the classroom on on day 2, the teacher at this meeting provided teaching material using Google CS First.
Students listen well to the teacher's explanation Students listen well to their friends' answers or answers.
FINDINGS AND DISCUSSION
Findings
In this study, the researcher first provided training for using Google CS to the teacher the day before, based on the results of observations using the checklist field, conducted by researcher with the seventh grade English teacher of SMP Muhammadiyah 1 Makassar , based on the steps of Using Google CS First when learning English, the following results were found. It was known from the observations that from the 10 steps of using Google CS First, quoted on the website of Google CS First itself, it was known that the teacher has mastered the 10 steps, so that it falls into the Very Good category. In this phase, learning with Google CS was performed using a projector for the first time. The teacher simply presses the red button to run the Scratch animation.
On Day 2, the teacher used Google CS Fist for teaching English vocabulary in the classroom, and the researcher observed the students' responses during the study using the observation checklist used.
Discussion
Based on several aspects of the observed activity, the first was visual activity. The students paid less attention to the teacher's explanations. This was seen in some students who were not seated when the teacher explained. Then the teacher is assisted by the researcher in compiling material based on the textbook using Scratch. Today is the day of applying Google CS First for learning English, at 11:30 am, the teacher enters the classroom.
Then the students are asked to present the results of their group work in front of the class, after that the teacher closed the class giving conclusions about today's lesson.
CONCLUSIONS AND SUGGESTIONS
Conclusion
In its application, there are 19 steps to be taken, which are divided into two steps, namely the preparation phase and the implementation phase, out of a total of 19 steps, the teacher has mastered 18 steps, of which, if in percentage, it gets a score of 94%. The students' positive response to using Google CS First for English vocabulary learning. Based on the results of observations obtained in the field, before and during the implementation of Google CS First, it can be seen that students gave a fairly good response during learning with Google CS First, it can be seen from several observed aspects, including visual activities , oral activities, listening activities, writing activities.
Suggestions
Google CS First Clubs
The teacher hosting the club first receives a lesson plan from CS First, including an overview of project activities, instructions, and suggestions for activities such as Find, to encourage students to experiment with coding. The sample solution project also includes an instructor note with a video summary/overview and instructions such as “Click the green flag to run it. It can allow students to use a large number of files to help them learn.
Scratch Animation Progreme
According to Gülbahar & Kalelioğlu (2014, p. 34), Scratch is a software that can be used to program games, short stories and pictures of animals. Lamb and Johnson (2011, p. 64) commented on Scratch by saying that in 15 computer software, scratching refers to reusable pieces of code that can be easily combined, shared and adapted.
Scratch Animation tools
From the results of the observation chart compiled by the researcher in the classroom on day 1, B based on several aspects of the observed activity, the first one was in the visual activity, the students paid less attention to the teacher's explanation, this was evident from some students who were not were sitting when the teacher explained. Based on several aspects of the observed activity, the first being in the visual activity, the students seem to focus on paying attention to the teacher's explanation, which is evident in the absence of students moving from their seats and all their forward gazes, when the teacher explains, the next time in the oral activity, it can be seen that the students started to ask the teacher during the presentation, but there is no student to respond to the answers of their friends. In the listening activities, the students listen well to the teacher's explanation, but when the teacher asks questions to the students, other students pay less attention to the answers of these students, slander activities, here it is seen that the students write and summarize the material explained by the teacher. In addition, the students at quite active in mental activities when we ask them to form and participate in groups and present the results of their group discussions in the same way as in the previous meeting.
Meanwhile, from the results of observations made by researchers in the classroom on day 2, the teacher at this meeting delivered learning materials through Google CS First, based on various aspects of the activity observed, the first is in the visual activity, it students seem to focus on paying attention to the teacher's explanation, this can be seen from the absence of students moving from their seats and all their views forward when the teacher is explaining. Next in the oral activity it appears that students start to ask the teacher during the presentation, but no students respond to their friends' answers, in listening activities students listen well to the teacher's explanation but when the teacher asks questions to students, other students pay less attention to the answers of these students, writing activities, here the students are seen writing and summarizing the material explained by the teacher. In the slightly different listening activity, the students did not listen well to the teacher's explanation, but when the teacher asked questions to the students, the other students listened to the students' answers, in writing activities, here there are no students who seen writing or summarizing the material explained by the teacher, students are furthermore, in mental activities, quite active when they are asked to form and cooperate in groups and present the results of their group discussions.
Based on several aspects of the activity observed, the first is in the visual activity, the students seem to focus attention on the teacher's explanation, this can be seen by the lack of students moving from their seats and all their views moving forward when the teacher is explaining, then in the oral activity, it seems that there are students who start to ask the teacher during the presentation, but no students respond to their peers' answers. In listening activities, students listen well to the teacher's explanation, but when the teacher asks questions to students, other students pay less attention to the answers of these students, writing activities, here students are seen writing and summarizing the material explained by the teacher. Moreover, in the mental activities, the students are quite active when they are asked to form and work together in groups and present the results of their group discussions just like in the previous meeting, and finally, the emotional activity here shows that the students are very enthusiastic in participating. in learning, as seen by the condition of students in the classroom that is favorable during learning.
