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Teacher’s corrective feedback within discovery learning strategy to enhance students’ writing accuracy
Full text linkThis study was aimed i) to find out whether teacher’s corrective feedback within discovery learning strategy significantly enhances student’s writing accuracy and ii) to find out the highest enhancement on aspects of writing accuracy. The study used The One Group Pre-Test – Post-Test Design. A total of 25 students of the eleventh grade of SMAN 1 Kibang participated in the study. The data were collected through writing test. The results of this study revealed that i) there is a significant enhancement on the students’ writing accuracy after the implementation of teacher’s corrective feedback within discovery learning strategy with the significant value (p) = 0.000 (2.060), ii) among the three aspects of writing accuracy (grammar, vocabulary and spelling), the highest enhancement occurred on grammar aspect.Keywords: Discovery learning, teacher’s corrective feedback, writing accuracy
The use of picture series to improve students’ reading achievement at the first year of SMAN 1 Pringsewu
Full text linkThis research was aimed to investigate whether there was statistically significant improvement of students’ reading comprehension achievement on narrative texts after the implementation of the picture series technique. The research was conducted at SMAN 1 Pringsewu in the academic year of 2019/2020. The subjects were 33 students of the first grade. The data were collected by using narrative reading tests. The result of pre-test and post-test were compared using SPSS 20 to see the significance level. It showed that the significance level was less than 0.05. The results indicated that there was a statistically significant improvement of students’ reading comprehension achievement after the implementation of picture series technique. In addition, identifying main idea was the highest aspect that the students significantly improved. Therefore, this suggest that the technique facilitates students to improve their reading comprehension achievement
Task-based instructions: Comparison of pre tasks between planning time and doing similar tasks in improving the students’ speaking performance
Full text linkThe current research focuses on the analysis of the implementation of task-based language teaching especially in the pre-task phase to investigate which task result is better between doing similar taskand strategic planningin improving students’ speaking achievement in term of complexity, accuracy, and fluency. The research involved two classes, experimental and control class. The researcher used random assignment post-test design. Based on the results, it is reported that: (1) there was significant difference on the students’ speaking achievement in term of complexity after having strategic planningtask; (2) there was no significant difference in the accuracy and fluency before and after the implementation of strategic planningtask; (3) there was significant difference in termS of complexity and fluency after the use of doing similar task; and (4) there is no significant difference in term of accuracy before and after getting the treatment of doing similar task
The use of Numbered Heads Together (NHT) technique to improve students’ speaking skills for the first grade of SMA Perintis 2 Bandarlampung
Full text linkThis research was aimed to find out (i) whether there is a significant difference of students’ speaking skill and (ii) what aspect improve the most and the least after being taught by using NHT technique. The subjects of this research were 21 students of the first year of SMA Perintis 2 Bandar Lampung in academic year 2018/2019. Speaking tests in form of monologue were done to collect the data. This research was a quantitative research since the data collected was in numeral form and were analyzed by using T-Test. The results of this study showed that there is a significant difference of the students’ speaking skill after being taught by using NHT technique with the students’ mean score 36.6 to 63.6. In addition, comprehension is the speaking skill that improved the most, while vocabulary is the speaking skill which improved the least. In brief, this indicates that NHT technique can help students to improve their speaking skill.Keywords: speaking, NHT technique, improvement
The comparative study on students’ speaking ability of analytical exposition text between students with extrovert and introvert personality through role-play technique
Full text linkThe objectives of the study were to find out the difference of speaking achievement of analytical exposition text between students with extrovert and introvert personalities who were taught through role-play technique and to find out extrovert and introvert students' perception toward role-play technique. The subject of the research was the second-grade students of Senior High School 1 Gedongtataan. XI Science 1 was chosen as the experimental class and there was no control class. A set of the questionnaire of personality was used to classify students into the introvert and extrovert groups. Independent group T-Test was applied in this research. The result indicated that there was no statistically significant difference in speaking achievement between students with introvert and extrovert students after being taught through role-play technique since the significant value was higher than 0,05 (0.799). It was assumed that personality was not the only factor that influences students' speaking achievement and role-play was a structured-task. Besides, a set of the questionnaire of students' perception was used to find out the students' perception toward the role-playing technique. It was found students' positive perception although there were some problems during the implementation of the role-play technique. Thus, it was suggested for English Teachers who wanted to implement a role-playing technique to make a setting like in the real-life and allow students to modify the task.Keywords: speaking achievement, analytical exposition text, extrovert and introvert students, role-pla
INCREASING STUDENTS’ READING COMPREHENSION ABILITY THROUGH MIND MAPPING TECHNIQUE OF REPORT TEXT
Full text linkPenelitian ini bertujuan untuk menentukan: (i) apakah ada peningkatan yang signifikan dalam kemampuan membaca siswa melalui penerapan teknik Mind Mapping dalam teks report dan (ii) aspek kemampuan membaca yang paling banyak dan paling sedikit meningkat. Subyek penelitian ini adalah 28 siswa di kelas X of SMAN 2 Natar. Data dikumpulkan melalui membaca bentuk pilihan ganda dan dianalisis menggunakan SPSS 16.0. Hasil dari penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan dalam membaca siswa pada teks report setelah diajar melalui penerapan teknik Mind Mapping karena nilai t-value > t-table (7.796 > 2.051) dengan nilai signifikan 0.05. Nilai rata-rata yang diperoleh dalam pre-test adalah 82.36 dan nilai rata-rata dalam post-test adalah 95.02. Nilai peningkatan diperoleh sebesar 10.16 dan aspek kemampuan membaca yang paling banyak peningkatannya adalah kosa kata sedangkan yang paling sedikit adalah menentukan informasi detail. This research was aimed at examining: (i) whether there is significant increase on students’ reading comprehension ability after being taught through Mind Mapping Technique of report text and (ii) the aspect of reading skills that increased the most and the least. The subjects of this research were 28 students in class X. The data in form of scores were collected using multiple choices and analized using SPSS 16.0. The result of this research showed that there was significant increased of students’ reading comprehension to a report text after being taught through Mind Mapping technique since t-value > t-table (7.796 > 2.051) with significant value was 0.05. The average score of pre-test was 82.36 and the average score of post-test was 95.02. It gained 10.16 and the most increased aspect of reading skills is vocabulary whereas the least increased is finding detail information. Keywords: mind mapping technique, reading comprehension, report text
The implementation of Peer-Correction technique to improve students’ writing capability of recount texts at the first grade of SMA N 1 Pringsewu
Full text linkPenelitian ini bertujuan untuk mengetahui peningkatan signifikan pada kemampuan siswa dalam menulis recount texts dan untuk menyelidiki kesalahan tata bahasa siswa yang paling dominan berdasarkan Surface Strategy Taxonomy. Penelitian ini menggunakan one group pretest and posttest design. Hasil dari penelitian ini menunjukkan bahwa secara statistik, terjadi peningkatan yang signifikan pada nilai siswa. Hal tersebut dibuktikan dengan adanya hasil tes paired-sample dimana tingkat signifikansinya lebih rendah dari 0.05 yaitu 0.00. Selain itu, frekuensi kesalahan tata bahasa mengindikasikan bahwa omission merupakan jenis kesalahan tata bahasa yang paling sering terjadi pada tes akhir siswa. Hal tersebut dikarenakan omission mendominasi 45.3% dari jumlah total kesalahan. Dapat disimpulkan bahwa, teknik tersebut meningkatkan kemampuan menulis siswa. Maka dari itu, teknik tersebut mungkin bisa diterapkan pada proses pembelajaran. The objectives of this research were to find out whether there is any significant improvement on the students’ writing achievement of recount texts and to investigate the students’ most dominant errors based on Surface Strategy Taxonomy in terms of grammar. The current study used one group pretest posttest design. The result showed that there was a statistically significant improvement of the students’ writing achievement. It can be seen from the result of the Paired-Sample T-Test where the significant value was lower than 0.05 (0.00). Moreover, the frequency of grammar errors indicated that omission was the errors which most frequently produced by the students. It took 45.3% of the total error. It sum, peer-correction technique improve their writing capability of recount texts. Hence, the technique could be implemented in the learning process
The evaluation of English textbook entitled ‘Stop bullying now’
Full text linkThis research was aimed to analyze the eleventh grade of senior high school English textbook based on the standarization of good book criteria from Litz’s and BSNP in terms of content and presentation eligibilities. Moreover, the data were the whole parts of the textbook. For collecting the data, the researcher used questionnaires from Litz and BSNP. The result showed that the textbook fulfilled 5 Litz's criteria among 6 criteria, and fulfilled almost all criteria of BSNP (content and presentation eligibility). In addition, there were some weaknesses of this textbook such as there were no both listening activity and less of speaking skill, or in other words, this textbook had no balance language skill activities among writing, speaking, reading, and listening. In conclusion, the quality of the textbook which had analyzed is good enough although it still needs improvement and revision in several parts.Keywords: Evaluation, textbook, Litz’ and BSNP textbook criteria
Developing a teaching model through students-selected topics and implicit corrective feedback in teaching writing
Full text linkThis study is aimed at finding the difference in writing achievement between students taught through original students-selected topics and those taught through students-selected topic and implicit corrective feedback. In addition, this study is also aimed to find out whether or not there is correlation between students’ writing attitude and their writing achievement. The subjects of this research were the first grade students of SMAN 13 Bandar Lampung in the academic year 2019/2020. The research was conducted to 34 students in experimental class and 34 students in control class. In collecting the data, the researcher administered writing tests and attitude questionnaire. Then, the data were analyzed quantitatively. The results shows that students-selected topics and implicit corrective feedback affected students’ writing achievement. The result revealed that t-value was higher than t-table (5.845>1.996) with the significance level of less than 005 (0.000 < 0.005). Keywords: Implicit corrective feedback, students-selected topic, students’ writing attitude
A comparative study between Round Robin technique and Talking Chip technique in improving speaking achievement and students’ attitudes toward the techniques
Full text linkTujuan dari penelitian ini adalah untuk mencari perbedaan dari Round Robin Technique dan Talking Chip Technique dalam meningkatkan prestasi berbicara siswa dan untuk mencari hubungan antara sikap siswa tehadap teknik belajar dan pencapaian berbicara. Subjek penelitian terdiri dari 30 siswa di kelas XI MIA 4 dan 33 siswa di kelas XI MIA 6 MAN 1 Bandar Lampung. Tes berbicara dan kuisioner digunakan untuk mengumpulkan data. Penelitian ini menggunakan Independent T-test dan Product Moment Correlation. Hasil dari penelitian ini menunjukan tidak ada perbedaan yang signifikan antara Round Robin Technique dan Talking Chip Technique dalam meningkatkan pencapaian berbicarakarena p>0.05 (P=0,072 and 0,069). Selain itu, hasil penelitian menunjukkan bahwa ada hubungan yang signifikan antara sikap siswa terhadap teknik dan pencapaian berbicara dengan tingkat signifikan (0,000 600 (r = 0,738 dan 0,678). Dapat disimpulkan bahwa teknik apa pun yang digunakan oleh guru, sikap siswa akan selalu memiliki pengaruh pada pencapaian berbicara. Semakin banyak siswa memiliki sikap yang baik terhadap teknik, semakin mereka berusaha terlibat dalam diskusi dan mereka akan mendapatkan skor yang lebih baik. The objectives of this research were to find out the difference between Round Robin Technique and Talking Chip Technique in improving speaking achievement and to find out the correlation between students’ attitudes toward the techniques and speaking achievement. The subjects were 30 students of XI MIA 4 and 33 students of XI MIA 6 in MAN 1 Bandar Lampung. Speaking tests and questionnaires were used to collect the data. This study employed Independent T-test and Product Moment Correlation. The result showed that there was no significant difference between Round Robin Technique and Talking Chip since p>0.05 (P=0.072 and 0.069). Furthermore, the result showed that there was a significant correlation between students’ attitudes toward the techniques and speaking achievement with the significant level (0.000600 (r= 0.738 and 0.678). It can be concluded, whatever techniques that are used by the teacher, students’ attitude would always influence speaking achievement. The more students had a good attitude toward the techniques, the more they would have an effort to be involved in the discussion and they would get better scores. Keywords:Round Robin Technique, Talking Chip Technique, Speaking Achievement, Students’ Attitudes