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The Use of Task Complexity in Written Data
Get PDFPenelitian ini bertujuan i) untuk menginvestigasi efek dari jenis task yang komplex terhadap hasil menulis siswa dalam bentuk kompleksitas, akurasi, dan kelancaran, ii) untuk mencari perbedaan aspek yang siknifikan di setiap tugas. Subjek dari penelitian ini adalah murid-murid SMAN 7Bandar Lampung. Alat yang digunakan adalah tiga jenis task menulis yang dimanipulasi dan dikombinasikan antara ‘resource directing’ i.e. –few elements,-there and then, -reasoning demands) dan resource depleting (+planning, +single task, +prior knowledge). Hasil nya menunjukan bahwa task yang dibuat ‘reasoning demands’ berpengaruh dikompleksitas dan kelancaran. Lalu, task yang berbentuk ‘there and then’ mempunyai pengaruh yang positif di keakurasian hasil menulis siswa. ii). Aspek CAF di task 3 dan task 2 memiliki perbedaan yang siknifikan dari task 1. Bisa disimpulkan bahwa memanipulasi dan menggabungkan ‘resource directing dan resource depleting’ mempunyai efek yang positif dan juga siknifikan terhadap hasil menulis siswa.This study was aimed i)to investigate the effect of types of task complexity in students’ written performance in terms of complexity, accuracy, and fluency, ii) to find out the significant different aspect of task. The subjects of this research were the tenth grade students of SMAN 7Bandar Lampung. The instruments were three types of written task that manipulated and combined along resource directing (i.e. –few elements,-there and then, -reasoning demands) and resource depleting (+planning, +single task, +prior knowledge).The result showed that i)the task which was designed -reasoning demands affected on complexity and fluency.Then, the task in form of -there and then had positive effect on accuracy in student written performance. ii) The aspect of CAF in task 3 and task 2 had significant different than task 1. It can be said that manipulating and combining resource directing and resource depleting had positive and significant effect in students’ written performance.Keywords: CAF, resource directing-resource depleting , task complexity
THE IMPLEMENTATION OF RECIPROCAL TEACHING TECHNIQUE TO IMROVE STUDENTS’ READING COMPREHENSION AT SMP AL-KAUTSAR BANDAR LAMPUNG
Get PDFTujuan penelitian ini untuk melihat apakah ada peningkatan yang signifikan terhadap kemampuan membaca siswa setelah implementasi teknik belajar reciprocal, melihat aspek membaca yang paling meningkat, dan melihat masalah siswa selama implementasi teknik belajar reciprocal. Populasi penelitian ini adalah siswa kelas 3 SMP Al-Kautsar Bandar Lampung dengan sampel kelas IX B. Hasil penelitian menunjukkan terdapat peningkatan yang signifikan terhadap kemampuan membaca siswa dengan taraf signifikan sebesar p<0.05 (p=000). Sebagai tambahan, penguasaan kosakata merupakan aspek yang paling meningkat. Hasil kuesioner menunjukkan bahwa siswa mengalami beberapa masalah. Dapat disimpulkan bahwa implementasi teknik belajar reciprocal dapat membantu meningkatkan kemampuan membaca siswa.The aims of this research were to find out whether there was a significant improvement of students’ reading comprehension after the implementation of reciprocal teaching technique, to find out which aspect of reading improved the most after the implementation of the technique, and to find out students’ obstacles during the implementation of the technique. The population of this research was the third grade students of SMP Al-Kautsar Bandar Lampung with sample of Class IX B. The results showed that there was a significant improvement of students’ reading comprehension which showed the significance level of p<0.05 (p=000). In addition, mastering vocabulary was the aspect that improved the most after the implementation of the technique. The result of questionnaire showed that students faced some obstacles. It can be concluded that the implementation of reciprocal teaching technique can help students to improve their reading comprehension.Keywords: reading comprehension, reciprocal teaching technique, report tex
Natural Approach-Based Activities for Raising Students’ Writing Achievement
Get PDFPenelitian ini bertujuan mencari tahu apakah pembelajaran berdasarkan Natural Approach mampu meningkatkan pencapaian menulis siswa. Penelitian ini menerapkan desain kuantitatif kuasi-eksperimental dengan grup pre-test post-test yang hanya satu. Hasilnya menunjukkan bahwa ada peningkatan di dalam pencapaian itu. Mempertimbangkan penemuan ini, dapat disimpulkan bahwa aktifitas-aktifitas itu menguntungkan untuk siswa dalam hal pencapaian menulis. Oleh karenanya, guru dan perumus kurikulum diharapkan melihat Natual Approach sebagai pendekatan yang seharusnya dipertimbangkan, terutama jika tujuannya adalah membuat pencapaian menulis siswa lebih baik. Namun demikian, harus dicatat bahwa, dikarenakan keterbatasan yang dimiliki penelitian ini, penelitian yang lebih jauh perlu dilaksanakan, terutama, penelitian yang berkaitan dengan penerapan jangka panjang dari Natural Approach, skill dan level lainnya.This research aimed at finding out if Natural Approach facilitates students to improve their writing achievement. It applied the quasi-experimental quantitative design with the single-group pretest-posttest. The result showed that there was a statistically significant improvement of the writing achievement with the significant level 0,05. This indicates Natural Approach is beneficial for students in terms of writing achievement improvement. Therefore, the teachers and curriculum formulators are expected to perceive Natural Approach as an approach that should be taken into account, particularly if the purpose is to make students’ writing achievement better. Nevertheless, it should be noted that, due to the limitations of this research, some further research needs to be conducted, in particular, the research with respect to the long-term application of Natural Approach, other skills, and levels.Keywords: Natural approach, writing achievement, writing skill
Teaching Vocabulary Through Clustering Technique at The First Year Students of SMP Al-Kautsar Bandar Lampung
Get PDFAbstrak.Tujuan penelitian ini yaitu mencari tipe content words yang paling meningkat setelah siswa diajar melalui teknik clustering dan untuk mengidentifikasi persepsi siswa terhadap pembelajaran kosakata melalui teknik clustering. Subjek penelitian ini adalah siswa kelas satu SMP Al-Kautsar Bandar Lampung. Class VIIE sebagai kelas penelitian dan kelas VII G sebagai kelas percobaan. Penelitian ini menerapkan T-test dan one way anova. Hasilnya menunjukkan bahwa penguasaan kosakata siswa meningkat secara signifikan dengan level signifikannya p<0.05. Kata benda adalah tipe content word yang paling meningkat setelah siswa diajar melalui teknik clustering. Sebagai tambahan, peneliti menemukan beberapa efek positive pada persepsi siswa walaupun ada beberapa masalah yang dihadapi selama implementasi teknik cluster. Dapat disimpulkan bahwa teknik cluster memfasilitasi siswa dalam meningkatkan pencapaian kosakata. Abstract.This research aims to find out which types of content words improves the most after the students are taught through clustering technique and to identify the students’ perception towards teaching-learning vocabulary through clustering technique. The subject of the research was the first grade students of SMP Al-Kautsar Bandar Lampung. Class VII E was chosen as the experimental class and class VII G as the try out class. T-test and one way anova were applied in this research. The result indicates thatthe students’ mastery of vocabulary is improved significantly with the significant level 0.00<0.05. Noun was noted as a type of content words which improved the most after the students were taught through clustering technique. In addition, the researcher found some possitive effects on the students’ perception even though there were some problems faced during the implementation of clustering technique. This suggests that clustering technique facilitates the students to improve vocabulary achievement. Keywords: vocabulary, teaching vocabulary, clustering techniqu
The Use of Picture Series in Improving Students’ Writing Narrative Text Ability
Get PDFPenelitian ini bertujuan untuk mendeskripsikan bagaimana rangkaian gambar paling baik diimplementasikan dalam proses pengajaran dan pembelajaran bahasa Inggris untuk meningkatkan tulisan siswa dalam belajar bahasa Inggris dan untuk menggambarkan masalah yang dihadapi selama proses pembelajaran menggunakan seri gambar di kelas. Data dikumpulkan dengan mengamati proses belajar mengajar selama pelaksanaan tindakan, mewawancarai siswa dan guru bahasa Inggris dan dan melakukan diskusi dengan guru bahasa Inggris sebagai kolaborator. Hasil dari dua siklus menunjukkan bahwa penggunaan seri gambar efektif untuk meningkatkan proses belajar mengajar dan kemampuan siswa untuk menulis teks naratif. Serial gambar sangat berguna dalam mengarahkan siswa untuk menulis di organisasi yang benar, menghasilkan ide-ide siswa dan memperkaya kosa kata siswa.This research is aimed to describe how picture series are best implemented in the English teaching and learning process to enhance students’ writing in learning English and to describe the problems encountered during the process of learning using picture series in the class. The data were collected by observing the teaching and learning process during the implementation of the action, interviewing the students and the English teacher and and conducting discussions with the English teacher as collaborator. The result of the two cycles showed that the use of picture series was effective to improve the teaching learning process and the students’ ability to write narrative texts. Picture series were really useful in terms of directing students to write in the correct organisation, generate students’ ideas and enrich students’ vocabulary.Keyword : Picture series, teaching writing, writing
A Comparative Study of Students’ Writing Competence and Strategies between Extrovert and Introvert Students at the Second Year of SMAN 1 Terbanggi Besar
Get PDFSetiap orang memiliki tingkat kemampuan menulis yang berbeda-beda. Tipe kepribadian adalah salah satu penentu perbedaan tersebut. Oleh karena itu, penelitian ini bertujuan untuk menguji apakah jenis kepribadian introvert atau extrovert memiliki kemampuan dan strategi menulis lebih baik dan menguji hubungan kemampuan dan strategi menulis. Subjek dari penelitian ini adalah tiga puluh dua siswa kelas sebelas SMA Negeri 1 Terbanggi Besar. Sebelum penelitian dimulai, subjek dikelompokkan menjadi dua kategori, introvert dan extrovert, menggunakan kuesioner Eysenck Personality Inventory. Data diambil menggunakan kuesioner Writing Strategies dan tes menulis. Independent group T-Test dan Pearson’s Product Moment for Correlation digunakan untuk menganalisa hasil tes dan kuisioner. Hasilnya menunjukkan bahwa siswa introvert lebih baik dalam hal kemampuan dan strategi menulis. Juga ditemukan ada korelasi positif antara kemampuan dan strategi menulis. Everyone has a different writing competence level. A personality type is one of the factors for those differences. The current research was aimed to find out the better group in writing competence and strategies between introvert and extrovert students and the correlation between writing strategies and competence. The subjects of the research were thirty-two students of SMA Negeri 1 Terbanggi Besar. Before the research was conducted, the subject was divided into two categories, introvert and extrovert, using Eysenck Personality Inventory. The data were collected by writing strategies questionnaires and a writing test. Independent class T-Test and Pearson’s Product Moment for Correlation were used to analyze the results of the writing test and writing strategies questionnaires. The result showed that the introvert students were better in both writing strategies and competences than the extrovert students. The positive correlation was also concluded between writing strategies and competence. Keywords: writing strategy, writing competence, introvert, extrover
The Influence of Integrating Double Pro Double TS on Students' Speaking Anxiety
Get PDFPenelitian ini menguji 1) peningkatan berbahasa Inggris peserta didik sebelum dan setelah penerapan Double Pro dan Double TS, 2) penurunan tingkat kecemasan peserta didik setelah penerapan Double Pro dan Double TS dan 3) jenis kecemasan yang paling dominan dialami olah peserta didik selama kelas speaking. Design pretest-post-test diimplementasikandalam penelitian ini. Subject penelitian ini adalah peserta didik SMP Qur’an Bandar Lampung yang berjumlah 30. Speaking test dan kuisioner kecemasan digunakan untuk mengumpulkan data. Hasil penelitian menunjukan bahwa 1) peningkatan berbahas Inggris siswameningkat secara significant, 2) terjadi penurunan tingak kecemasan peserta didik dan 3) jenis kecemasan yang dominan di alami peserta didik adalah fear of negative evaluation. Ini menunjukan bahwa Double Pro dan Double TS sangat efektif membantu peserta didik untuk belajar bahasa inggris dengan mengurangi tingkat kecemasan mereka dalam belajar. This study examined i) students’ speaking before and after the implementation of Double Pro and Double TS, ii) students’ speaking anxiety decrease and iii) the most anxiety type experienced by students. Subjects of the research were 30 students of SMP Quran Darul Fattah Bandar Lampung. Pre-test and post-test were employed. Speaking test and anxiety Questionnare were administered to students. The results showed that 1) there was significant students increase on their speaking; 2) there was students’ anxiety decrease and 3) most dominant anxiety experienced by students was fear of negative evaluation. In short, the integration of Double Pro and Double TS was really effective to help students to speak and decrease their anxiety. Keyword: Anxiety, double pro, double TS
The Implementation of Talking Chips Technique in Improving Students' Speaking Ability at MAN 2 Bandar Lampung
Get PDFTujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan kemampuan berbicara siswa setelah diajarkan dengan teknik Talking Chips dan aspek berbicara apa yang paling meningkat. Penelitian ini menggunakan pendekatan kuantitatif dan dilakukan kepada 27 siswa kelas XI IIS 1 di MAN 2 Bandarlampung. Peneliti memberikan tes berbicara untuk pengumpulan data. Hasilnya menunjukan bahwa terdapat peningkatan yang signifikan terhadap kemampuan berbicara siswa setelah diajarkan Talking Chips teknik. Hal itu dapat terlihat dari peningkatan nilai rata-rata siswa dari pretes ke postest, 43.68 ke 67.34. Disamping itu, peningkatan terbesar dari setiap aspek adalah aspek pemahaman. Hal ini dapat terlihat dari nilai rata-rata aspek pemahaman dari pretes ke postest, 7.34 ke 14.83. T-Test tersebut menyatakan bahwa hasil tes-tes tersebut adalah signifkan, karena p<0.05, p= .000. Dengan demikian, Talking Chips adalah teknik yang sesuai untuk meningkatkan kemampuan berbicara siswa.This research was aimed at finding out whether there was a significant improvement in students’ speaking ability after being taught through Talking Chips Technique and which speaking aspect improved the most. This research used quantitative approach and was conducted to 27 students in class XI IIS 1 of MAN 2 Bandarlampung. The researcher administered speaking test to collect the data. The result showed that there was an improvement in students speaking ability after being taught through Talking Chips Technique. It could be seen from the increase of students’ mean score from pre-test to posttest, 43.68 to 67.34. Besides, the most improvement of each speaking aspect was comprehension. This could be seen from the mean score of comprehension from pre-test to posttest, 7.34 to 14.83. The T-test revealed those results were significant because p<0.05, p= .000. Thus, Talking Chips Technique is one of the appropriate techniques to improve students’ speaking ability.Keywords: Talking Chips Technique, speaking ability, improvement
IMPROVING STUDENTS’ WRITING IN RECOUNT TEXT THROUGH SEQUENCE OF PICTURES AT THE SECOND GRADE OF MTSN 1 BANDARLAMPUNG
Get PDFTujuan dari penelitian ini ialah untuk mengetahui peningkatan kemampuan menulis siswa dalam pembelajaran teks recount dengan menggunakan sequence of pictures dan mengetahui aspek kemampuan menulis siswa yang paling meningkat setelah mereka diajarkan menggunakan sequence of pictures. Desain yang digunakan ialah satu kelompok pretest posttest. Subjek penelitian ini ialah 30 siswa kelas VIII C MTsN 1 Bandar Lampung. Instrumen yang digunakan ialah tes menulis. Data dalam bentuk skor yang diambil dari pretest dan posttest dan dianalisis dengan menggunakan Paired Sampel t-test. Penelitian ini menemukan adanya peningkatan statistik kemampuan menulis siswa dalam pembelajaran teks recount dilihat dari skor pretest ke skor posttest (58,9 menjadi 70,8) setelah menggunakan sequence of pictures. Aspek penulisan yang paling meningkat ialah konten karena sifat sequence of pictutres memandu siswa untuk mengembangkan ide-ide.The aims of this study were to find out whether there was any improvement of the students’ writing skill in recount text after they have been taught by using sequence of pictures and to investigate which aspects of the students’ writing skill improved the most after they have been taught by using sequence of pictures. The design used was one group pretest posttest. The subjects were 30 students of class VIIIC of MTsN 1 Bandar Lampung. The instrument was a writing test. The data were in form of scores taken from the pretest and posttest and were analyzed by using Paired Sampel t-test. The result showed there was a statistically improvement of students’ writing skill in recount text viewed from the pretest score to the posttest score (58.9 to 70.8) after they have been taught by using sequence of pictures. The aspect of writing that improved the most was content. This is because the nature of sequence of pictures mainly guides the students to develop the ideas.Keywords: recount text, sequence of pictures, writing.
Developed Roundtable Technique Based on Process Approach to Enhance Students’ Writing Skill and Learning Motivation
Get PDFPenelitian ini bertujuan i) untuk menyelidiki apakah teknik roundtable yang dikembangkan berbasis process approach meningkatkan keterampilan menulis siswa lebih baik daripada teknik roundtable konvensional, ii) untuk mengetahui apakah ada peningkatan yang signifikan pada motivasi belajar siswa setelah diajar menggunakan teknik roundtable yang dikembangkan berbasis process approach. Subjek penelitian ini adalah 42 siswa kelas X SMAN 1 Pekalongan. Hasil penelitian menunjukkan bahwa i) teknik roundtable yang dikembangkan berbasis process approach meningkatkan keterampilan menulis siswa lebih baik daripada teknik roundtable konvensional, terutama pada aspek organisasi dan penggunaan bahasa ii) ada peningkatan yang signifikan pada motivasi belajar siswa setelah diajar menggunakan teknik roundtable yang dikembangkan berbasis process approach, khususnya motivasi intrinsik.This study was aimed i) to investigate whether developed roundtable technique based on process approach improves the students’ writing skill better than conventional roundtable technique, ii) to find out whether there is any significant improvement on the students’ learning motivations after being taught by using developed roundtable technique based on process approach. The subjects of this research were 42 students at the tenth grade of SMAN 1 Pekalongan. The result showed that i) developed roundtable technique based on process approach improves the students’ writing skill better than conventional roundtable, especially on the aspect of organization and language use ii) there is significant improvement on the students’ learning motivations after being taught by using developed roundtable technique based on process approach, particularly intrinsic motivation. Keywords: Conventional roundtable technique, developed roundtable technique based on process approach, learning motivation, writing skill