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A Comparative Study between Self-Editing - Peer Review and Peer Review - Self-Editing in Different Groups of Proficiency to Enhance Students’ Writing Improvement
Get PDFPenelitian ini meneliti: 1) adakah perbedaan signifikan atas peningkatan kemampuan menulis mahasiswa yang menggunakan strategi self-editing – peer review dan peer review - self-editing; 2) adakah perbedaan signifikan atas peningkatan kemampuan menulis mahasiswa berdasaran grup proficiency yang berbeda di tiap kelas , dan 3) aspek menulis yang meningkat signifikan di kedua kelas. Subjek penelitian adalah mahasiswa IBI Darmajaya, Lampung. Penelitian menggunakan pendekatan kuantitatif. Instrumen penelitian: tes menulis dan Nelson English Language Proficiency Test (NELT). Hasil penelitian:1) ada perbedaan signifikan pada kemampuan menulis mahasiswa yang menerapkan strategi self-editing – peer review dan peer review -self-editing; 2) ada perbedaan sigifikan pada kemampuan menulis mahasiswa di grup heterogen di kedua kelas; 3) tata bahasa adalah aspek menulis yang meningkat paling signifikan. Self-editing dan peer review dapat meningkatkan kemampuan menulis mahasiswa, dan membalik urutan teknik mengedit dapat meningkatkankemampuan menulis mahasiswa secara berbeda.This research investigated: (1) was there a statistically significant difference of students’ writing improvement between the students treated with self-editing - peer review and peer review - self-editing; (2) was there a statistically significant difference of students’ writing improvement in different groups of proficiency of both classes; and (3) the aspect of writing significantly improved in both classes. The subject of this research was the students of IBI Darmajaya, Lampung. This research used quantitative approach. The instruments were writing test and Nelson English Language Proficiency Test (NELT). The result shows that 1) there was a significant difference of students’ writing improvement between Class A and Class B; 2) there was a statistically significant difference of students’ writing improvement in heterogeneous groups in both classes; 3) it was language use, a writing aspect mostly improved. Self-editing and peer review can help students to improve their writing. Besides, it is inferred that reversing the order of editingstages does affect students’ writing improvement differently.Keywords: Peer review, proficiency level, self-editing, writing improvement
The comparative study of reading comprehension achievement between students with extrovert and introvert personality at SMAN 1 Bandarlampung
Get PDFAbstract.The objectives of this research is to find out whether there is any significant difference of students’ reading comprehension achievement between students with extrovert and introvert personality. The population of the research was the students of the first grade of SMAN 1 Bandar Lampung in the academic year 2019/2020 totally 287 students. The sample of this research was X MIA 2 consisting of 35 students.The result showed that there was difference between the mean score of extrovert students (78.2) and that introvert students (72.5). The researcher used 0.05 significant level in SPSS 16 to do the calculation. The result showed that the Sig. (2 - tailed) is 0.001 < 0.05. Due to the value of Sig. (2 tailed) is lower than 0.05, it means there is a significant difference between introvert students’ reading comprehension ability and extrovert students. Based on the result of the research, it is proved that the extrovert students have better result than introvert one in reading comprehension test. So, from this statement the researcher’s hypothesis (Hi) is accepted
Teaching speaking skills through retelling story technique at senior high school
Get PDFThe objectives of this research were to find out whether there was a statistically significant improvement on students’ speaking skills in English after the students were taught the retelling story technique and to investigate the relation between students’ responses and their speaking achievement. This study was conducted through quantitative approaches, with a total of 30 tenth-grade students at SMAN 1 Gadingrejo. The data were collected by using a speaking test and questionnaire. Data were analyzed by using a Paired Sample t-test and a Pearson Product Moment. The result showed that there was a statistically significant improvement in students’ speaking skills in English after the students were taught the retelling story technique, it can be seen from the result of the Paired-Sample T-Test where the significant value was lower than 0.05 (0.000.309). Hence, it can believe that the retelling story technique is effective to improve students’ speaking skills in English and also the students’ response plays q big role in their achievement after the implementation of the technique in learning language process.Keywords: speaking skills, retelling story technique, a physical object
The use of modified GRASP to teach students’ reading comprehension
Get PDFThis research is conducted to find out: 1) the significant difference on students’ reading comprehension before and after the implementation of GRASP; 2) the difference on reading aspect through modified GRASP; and 3) the correlation between students’ self-esteem and reading comprehension.This quasi-experimental research uses one group pre-test post-test design. It applies modified GRASP on students’ reading comprehension. The samples, taken purposively, are 30 students of the tenth grader. The result shows that there is difference of students’ reading comprehension before and after taught by GRASP and there is significant improvement between pretest of posttest. Based on the calculation of the reading aspects, it can be seen that the aspect of references became the lowest aspect that can be mastered by the students on the original GRASP (Pretest) class. After the researcher modified the GRASP, there was improvement in the aspect of references, especially main idea. Furthermore, there is correlation between students’ self-esteem with students’ reading comprehension.Keywords: Self-Esteem, Modified GRASP and Reading Comprehension Penelitian ini dilakukan untuk mengetahui: 1) perbedaan yang signifikan pada pemahaman membaca siswa sebelum dan sesudah implementasi GRASP; 2) perbedaan pada aspek membaca melalui modifikasi GRASP; dan 3) korelasi antara harga diri siswa dan pemahaman membaca siswa. Penelitian kuasi-eksperimental ini menggunakan satu kelompok pre-test post-test design. Penelitian ini memodifikasi GRASP untuk meneliti pemahaman membaca siswa. Sampel yang diambil secara purposive terdiri dari 30 siswa kelas sepuluh. Hasil penelitian menunjukkan ada perbedaan pemahaman membaca siswa sebelum dan sesudah diajarkan menggunakan GRASP dan ada peningkatan yang signifikan antara pretest dan posttest. Berdasarkan perhitungan aspek membaca, dapat dilihat bahwa aspek referensi menjadi aspek terendah yang dapat dikuasai oleh siswa pada kelas GRASP (Pretest). Selanjutnya, setelah peneliti memodifikasi GRASP, ada peningkatan dalam aspek referensi, terutama ide utama.Disamping itu, ada korelasi antara harga diri siswa dengan pemahaman membaca siswa
Improving students' speaking achievement by using information gap technique at the second grade of SMP Negeri 4 Bandarlampung
Get PDFThis study was aimed to find out whether there was significant improvement on students’ speaking achievement after being taught by using information gap technique. This research was conducted in SMP Negeri 4 Bandar Lampung in the academic year of 2019/2020. The subjects of this research were 23 students in class VIII G. The instrument used to get the data in this research was speaking test in form of monologue scored by two raters. Speaking tests in pre-test and post-test were applied to collect the data before and after implementation information gap technique. Paired T-Test was used to analyze the data, and the hypothesis testing was computed using SPSS version 16 at the significant level of p <0.05. The result showed that there was significant improvement on students’ speaking achievement. This suggests that teaching speaking by using information gap technique motivates students to speak English in more joyful way
An analysis on native speakers and non-native speakers' interaction: Negotiation of meaning
Get PDFThe objective of this research is to find out what the negotiation of meaning between native speakers and non-native speakers’ interaction is like. This research is descriptive quantitative. The subjects of the research were ten students of the second grade of junior high school in ACCESS class aged around 13-14 years old, and they can also be categorized as beginner level students in studying English. The data were elicited through the conversational interaction between the students as the non-native speakers and the native speakers of English in the form of video recording. The negotiation of meaning was analyzed by categorizing the speakers’ utterances into four categories to see the frequency and the factors affecting the negotiation of meaning. The result of this research showed that clarification requests as the subcategory of the signal were the most used category by the t speakers in the interaction (30.54%). On the other hand, the least used categories were the trigger, other-modification, and follow-up (2.1%). Furthermore, the factors affecting the negotiation of meaning were pronunciation, self-confidence, and culture based on the researcher’s assumptions from observing the video recordings of the interaction. This suggests that the negotiation of meaning can happen in conversation interaction between native speakers and non-native speakers, and some factors seem to be affecting the process that can cause misunderstandings and communication breakdowns.
The Use of Modified Think-Pair-Share in Teaching Writing
Get PDFPenelitian ini bertujuan (i) untuk mengetahui perbedaan prestasi menulis antara siswa yang diajar menggunakan strategi Modifikasi Think-Pair-Share (TPS) dan strategi Think-Pair-Share (TPS), (ii) untuk mengetahui korelasi antara sikap menulis pada siswa dan hasil kemampuan menulis siswa. Subjek penelitian ini adalah siswa kelas dua SMA IT Ar-Raihan Bandar Lampung. Hasil penelitian menunjukkan bahwa (i) ada perbedaan signifikan secara statistik dalam kemampuan menulis antara siswa yang diajar dengan strategi Modifikasi TPS dan strategi TPS, (ii) tidak ada korelasi antara sikap menulis pada siswa dan hasil kemampuan menulis siswa. Ini menunjukkan bahwa strategi Modifikasi TPS lebih efektif untuk meningkatkan prestasi menulis siswa.This study was aimed (i) to find out whether there was a significant difference in writing achievements between the students taught through the Modified Think-Pair-Share (TPS) and those taught through Original think-pair-share, and (ii) to find out whether there was a correlation between the students’ writing attitudes and their writing achievements. The subjects of this research were the second grade students of SMA IT Ar-Raihan Bandar Lampung. The result showed that (i) there was a statistically significant difference in the students’ ability between the students taught through modified TPS and those taught through TPS, (ii) there was no correlation between the students’ writing attitudes and their writing achievements. It can be said that modified TPS is more effective to increase the students’ ability in writing achievements.Keywords: Modified Think-Pair-Share (TPS), writing achievements, writing attitudes
Increasing Students' Vocabulary Achievement by Using Silent Way Method at the First Grade of SMP N 3 Way Prngubuan
Get PDFPenelitian ini bertujuan untuk menetahui apakah ada peningkatan pada kemampuan kosa kata siswa dengan mengunakan metode Silent Way. Jenis penelitian ini adalah kuantitatif. Sampel penelitian ini adalah siswa VII A di SMP N 3 Way Penubuan. Test kosa kata digunakan sebagai alat untuk pengambilan data. Hasil penelitian menunjukan bahwa adanya penigkatan kemampuan kosa kata siswa denan menggunakan metode Silent Way. Dengan ini dapat disimpulkan bahwa metode Silent Way dapat membantu siswa dalam menguasai kosa kata dengan lebih mudah.This study was aimed at finding out whether there was an improvement in students’ vocabulary achievement by using Silent Way method. This research was quantitative. The subject of this research was class VII A of SMP N 3 Way Pengubuan. A vocabulary test was administered as the instrument of this research. The result showed that there was an improvement in students’ vocabulary achievement by using Silent Way method. This suggests that Silent Way method facilitates the students to master the vocabulary easily.Keywords: method, silent way, vocabular
A comparative study on vocabulary learning strategies between male and female students toward their English vocabulary size
Get PDF This present study was aimed to find out whether there was any significant difference in vocabulary learning strategy preferences between males and females and to investigate whether there was a significant correlation between students’ vocabulary learning strategies and their vocabulary size. The population was the first grade students of SMAN 1 Natar. There were 100 students as the sample. The instruments were the questionnaire and vocabulary size test by Schmitt and Clapham (2000). The result of the Independent Sample T-Test calculation showed that p < 0.05. It means H1 was accepted, that there was a significant difference in vocabulary learning strategies preferences between males and females students. Keywords: gender, vocabulary learning strategies, vocabulary size
Improving students’ vocabulary achievement through story completion technique at SMPN 8 Bandarlampung
No full textThe objectives of the research were to investigate the effect of the implementation of Story Completion Technique in improving students’ vocabulary achievement in learning English, and also to find out students’ participation. The research design was one group pretest and posttest. Then, the sample of this research was class VIII F of SMPN 8 Bandarlampung in academic year 2018/2019. The data were collected by using objective vocabulary test and observation sheet. The statistical result by using SPSS 16 proved that the students’ score improved significantly with the significance value was p<0.005 (p=0.000). The students’ mean score is 3.93 and in the post-test mean score is 6.20. It also affected on students’ participation in the aspect of asking, they frequently asked questions. Based on the finding, it can be concluded that teaching English by using Story Completion Technique could improve students’ vocabulary achievement.Keywords: improve, vocabulary, story completion techniqu