An Effort to Improve Students’ Activeness at Structure Class Using Slido App Upaya Meningkatkan Keaktifan Siswa di Kelas Struktur Menggunakan Aplikasi Slide

Main Article Content

(1) * Nur Muthmainnah   
English Education Department of Teacher Training and Education Faculty, IAIN Salatiga

(*) Corresponding Author


This research was conducted to improve students’ activeness at structure class by sharing their idea, comment, questions and structure mastery. This research applied application as the media to teach. It was a classroom action research which had been conducted in two cycles. The subjects of this research were the third semester students of English Education Department of IAIN Salatiga. The writer took one of 3 classes as the sample of the research randomly. The researcher observed the improvement of students’ activeness at structure class by collecting the data through observation and measurement technique. The data were in the form of observation checklist and field notes, documentation, and students’ task. The data which were collected were analyzed to know the description of the class activity and the learning progress.  After the cycles conducted, it resulted that there ware improvement in students’ activeness in delivering questions, giving comments, and doing simple task. The description of result was also proven with the students’ mean score improved from 51 in their pre-test into 67 in the second cycle. It can be drawn a conclusion that there is an improvement in students’ activeness in the structure class taught using slido application.


Download data is not yet available.

Article Details

How to Cite
Muthmainnah, N. (2019). An Effort to Improve Students’ Activeness at Structure Class Using Slido App. JEES (Journal of English Educators Society), 4(1), 1-7.


Borak, A. (2018, April 17). KONGRES (C2entral and Southest Europe Meetings Industry Magazine). Retrieved from Slido- the App that Helped Make over 120.000 Events more Interesting:

Cahyani, H., & Cahyono, B. (2012). Teachers' Attitudes and Technology in Indonesian EFL Classrooms. TEFLIN Journal, 130-145.

CBS. (2017, June 23). Why Use Slido. Retrieved July 16, 2018, from Teaching and Learning Copenhagen Business School:

Denney, B. (2017, December 11). New Relic. Retrieved from Slido Keeps Audiences Enganged with Help From New Relic:

Guerriero, S. (2016). Teachers' Pedagogical Knowledge and the Teaching Profession. OECD: BETTER POLICIES FOR BETTER LIVES, p. 3.

Hart, J. (2018, June 20). Top Tools for Learning 2018. Retrieved from Result f the 12th Annual Digital Learning Tools Survey:

Kemmis, & Stephen. (2002). Action Research in Practice. London: Routledge.

Komara, U., & Ramdani, J. M. (2014). Optimizing the Use of Edmodo in Grammar Class. Siliwangi International English Conference (p. 4). Tasikmalaya: English Teachers Professional Development Press.

Miles, K. (2016, May 3). 5 Best Social Media Tools Used by Experts in any Event. Retrieved July 16, 2018, from taggbox:

Paramita, S., & Indarwati, T. A. (2015). Improving Interest, Activeness, and Student Learning Outcome using Problem Based Learning Model. Trending Issues of School Education in Advanced Countries and Indonesia (p. 352). Surabaya: Unesa.

Tampubolon, S. M. (2014). Penelitian Tindakan Kelas untuk Pengembangan Profesi Pendidik dan Keilmuan. Jakarta: PT. Gelora Aksara Pratama.

Uibu, K., & Liiver, M. (2015). Students' Grammar Mistakes and Effective Teaching Strategies. International Journal of Teaching and Education, 70-87.

Universitet, U. (2014). Active Student Participant. Retrieved july 18, 2018, from Uppsala Universitet:

UPI. (2013). Assessing Teaching Skills in Higher Education. Apsala Universitet, p. 12.

Widianingsih, N. k., & Gulo, I. (2016). Grammatical Difficulties Encountered by Second Language Learners of English. The Fourth International Seminar on English Language and Teaching (p. 144). Padang: Universitas Negeri Padang Press.