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Teaching Vocabulary Using Storytelling
Get PDFPenelitian ini bertujuan untuk mengetahui apakah ada peningkatan secara signifikan pada pencapaian kosakata siswa menggunakan storytelling. One group pretest and posttest design digunakan pada penelitian ini. Data diperoleh dari pre-test dan post-test. Hasil menunjukkan bahwa terdapat perbedaan signifikan secara statistik pada pencapaian kosakata siswa dengan tingkat signifikan (0.00<0.05). Dapat disarankan bahwa pengajaran kosakata menggunakan storytelling dapat membuat siswa terlibat aktif dalam pembelajaran dan dapat membantu meningkatkan kemampuan kosakata siswa.This research was intended to find out whether there was a statistically significant increase of the students vocabulary achievement after the students were taught through storytelling. One group pretest and posttest design was used in this research. The data were obtained from the pre-test and the post-test. The result showed that there was a statistically significant increase of students vocabulary achievement with the significant level (0.00<0.05). This suggests that teaching vocabulary using storytelling leads the students to be actively involved in learning and helps the students improve their vocabulary mastery.Keywords: storytelling, teaching vocabulary, vocabulary master
Facebook Mediating – Peer Assessment Activities In Students’ Writing At English Department Unila
Get PDFPenelitian ini bertujuan untuk mencari tahu apa efek Facebook group close penilaian rekan pada prestasi menulis siswa, aspek mana dari tulisan yang paling meningkat setelah uji coba tindakan, apa persepsi siswa tentang perlakuan dan bagaimana siswa melanjutkan Facebook – mediasi kepenilaian rekan. Penelitian ini bersifat kuantitatif dan kualitatif. Ini menggunakan desain pretest-posttest satu – kelompok sebagai pengukuran kuantitatif. Kemudian, pengukuran kualitatif melibatkan analisis pada peningkatan siswa dari setiap aspek, persepsidan proses penilaian. Hasilnya menunjukkan bahwa ada peningkatan yang signifikan dalam prestasi menulis mereka setelah uji coba tindakan dan aspek yang paling banyak diperbaiki adalah konten. Ini juga menunjukkan bahwa siswa menyukai pembelajaran semacam itu, dengan kata lain, mereka memiliki persepsi positif terhadap pembelajaran menulis. Singkatnya, implementasi penilaian mediasi - rekan Facebook di kelas menulis mengarah pada elaborasi ide siswa yang lebih baik yang berakhir dengan tulisan yang lebih baik dan lebih logis.This research aimed at finding out what the effects of Facebook closed group peer assessment on students’ writing achievement are, which aspect of writing improves the most after the treatment, what students’ perceptions of the treatment are and how students proceed Facebook-mediating to peer assessment. This research was quantitative and qualitative. It used the one-group pretest-posttest design as the quantitative measurement. Then, the qualitative measurement involved the analyses on the students' improvement of each aspect, perceptions and assessment process. The result indicates that there was a significant improvement in their writing achievement after the treatment and the aspect which improved the most was content. It also indicates that the students favored such learning, in other words, they had positive perceptions on it. In short, the implementation of Facebook mediating-peer assessment in writing class leads to students’ better idea elaboration that ends up in their better-organized and more logical writing.Keywords: Facebook, peer assessment, writing, writing achievment
Developing Materials Based On Task Based Instructions To Enhance Students Writing Ability
Get PDFTujuan dari penelitian ini adalah untuk 1) menggambarkan proses pembuatan materi ajar berdasarkan task based instruction dan 2) menyelidiki efektifitas task based instruction pada ketrampilan menulis siswa kelas X di SMAN 1 TBT tahun ajaran 2016/ 2017. Penelitian ini mengambil dua kelas sebagai sampel yang dipilih secara acak. Berdasarkan hasil penelitian, dapat disimpulkan bahwa materi yang dikembangkan sangat sesuai dan efektif bagi siswa kelas sepuluh, SMAN 1 TBT. Dalam hal ini, null hipotesis dari tidak ada peningkatan pada kemampuan menulis siswa dengan mengimplementasikan kedua tipe task yang dikembangkan dapat ditolak. Maka dari itu, dengan menggunakan task based instruction dapat meningkatkan kemampuan menulis siswa karena dengan menggunakan kedua tipe task tersebut dapat meningkatkan nilai menulis siswa.The objective of this research were 1) to describe the process of developing materials based on task based instruction and 2) investigate the effectiveness of task based instruction in students writing ability at the first year of SMAN 1 TBT in 2016/2017. The research took two classes as the sample which were selected randomly. This research was design and development research. In collecting the data, questionnaire, interview, and observation sheet distributed to the students, teachers and expert and writing test were given to the students to get the effectiveness of the product. Based on the results, it was found that the developed materials are appropriate and effective to be used for the students of tenth grade of SMAN 1 Tulang Bawang Tengah. In this case, the interpretation would be that the Ho of no difference of students writing by implementing the two types of developed materials could be rejected. Therefore, using task based instruction could improve students writing ability since their score increased through those types of tasks.Keywords : Materials, task based instructions, writing
The Application of DRTA Technique in Increasing Students Reading Comprehension in Narrative Text
Get PDFThe research was aimed at investigating: i) the students improvement on reading comprehension achievement after the students were taught through DRTA technique and ii) the students responses of the application of DRTA technique. The data were obtained from the pre-test, the post-test, and the questionnaire. The data were analyzed by using Paired Sample t-test. The result showed that there was a statistically significant improvement of the students reading comprehension with the significant level of 0.00 (<0.05). Furthermore, the results of the questionnaire showed that the students responses at the application of DRTA technique were positive. The majority of the students strongly agree that they were well-motivated and indicated high interest in reading the whole texts due to the strategy of the text prediction. This suggests that DRTA technique enables the students to improve their reading achievement.Key words: reading, reading comprehension, DRTA technique, responsePenelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan pemahaman membaca siswa melalui penerapan teknik DRTA dan ii) respon siswa terhadap penerapan teknik DRTA. Data diperoleh dari pre-test, post-test dan kuesioner. Teknik analisis data menggunakan Paired Sample t-test. Hasil menunjukkan bahwa terdapat peningkatan signifikan secara statistik pada pencapaian pemahaman membaca siswa dengan tingkat signifikan 0.00 (<0.05). Hasil dari kuesioner menunjukkan bahwa respons siswa dalam penerapan Teknik DRTA sangat baik. Kebanyakan dari siswa tersebut sangat setuju bahwa mereka mendapatkan motivasi dan minat dalam membaca teks karena mereka diharuskan memprediksi teks itu terlebih dahulu sebelum membacanya. Bagaimanapun, penelitian ini menunjukkan bahwa teknik DRTA dapat diterapkan untuk meningkatkan kemampuan membaca siswa.Kata kunci: membaca, pemahaman membaca, teknik DRTA, respo
Correlation between Students’ Vocabulary and Grammar Mastery towards Students’ Reading Comprehension
No full textPenelitian ini bertujuan untuk mengetahui apakah ada korelasi antara penguasaan kosakata siswa, penguasaan tata bahasa siswa terhadap pemahaman membaca siswa. Penelitian ini menggunakan desain ex-post facto co-relational. Subjek dari penelitian ini adalah kelas XI MIA 2 SMAN 1 Ambarawa yang terdiri dari 32 siswa. Kemudian, data yang diperoleh dianalisis menggunkan Pearson Product Moment Correlation and Multiple Linear Regression Test. Hasil menunjukkan bahwa terdapat korelasi yang signifikan antara penguasaan kosakata dan tata bahasa siswa dengan pemahaman membaca mereka secara statistic dengan level signifikansi 0.05. Ini menunjukkan bahwa untuk mendapatkan kemampuan pemahaman membaca yang bagus, pembelajaran kosakata dan tata bahasa harus ditingkatkan.The objective of this research was to find out whether there was a correlation between students’ vocabulary mastery, grammar mastery and their reading comprehension. This study used ex post facto co-relational design. The subject of this research was class XI MIA 2 of SMAN 1 Ambarawa consisting of 32 students. The data were analyzed by using Pearson Product Moment Correlation and Multiple Linear Regression Test. The result showed that there was a statistically significant correlation between students’ vocabulary mastery, grammar mastery and their reading comprehension with the significant level 0.05. This suggests that to obtain a good reading comprehension, vocabulary mastery and grammar mastery must be improved.Keywords: grammar mastery, vocabulary mastery, reading comprehensio
Implementing Schoology in Blended Learning Environment and Its Relation to Creativity in Writing
Get PDFPenelitian ini bertujuan untuk mengetahui 1)apakah ada perbedaan yang signifikan terhadap kemampuan siswa dalam menulis sebelum dan sesudah diajar melalui Schoology dalam lingkungan blended learning, 2) apakah ada perbedaan yang signifikan antara siswa yang memiliki kreatifitas tinggi dan kreatifitas rendah dalam menulis. Penelitian ini menerapkan desain kuantitatif dengan pretest posttest. Instrumen yang digunakan adalah tes menulis dan tes kreatifitas. Penelitian ini menggunakan Paired samples t-test dan ANOVA untuk menganalisis data. Hasil dari penelitian ini menunjukkan bahwa 1) ada perbedaan yang signifikan terhadap kemampuan siswa dalam menulis sebelum /dan sesudah diajar melalui Schoology dalam lingkungan blended learning karena t-value (9.029)> t-table (2.069)dengan sig. level t-table (2.069) with sig. level<0.05 and 2) There is a significant difference in writing achievement between students who have high creativity and low creativity. Thus, it can be concluded that the implementation of Schoology is an effective way to teach writing and it gives an impact to the students in constructing and showing their best ideas in written form.Keywords: Blended learning environment, creativity, high creativity, low creativity, schoology , writing.
Implementing Clustering Technique in Teaching Descriptive Writing
No full textTujuan penelitaian ini adalah untuk mengetahui 1) apakah ada peningkatan yang signifikan pada kemampuan siswa dalam menulis teks deskriptif dengan menggunakan teknik clustering, dan 2) kesulitan apa saja yang dihadapi oleh siswa dalam menggunakan teknik clustering. Tes yang digunakan adalah tes menulis teks deskriptif dan kuisioner. Data penelitian dikumpulkan melalui pre-test, post-test dan kuisioner. Hasil penelitian menunjukan bahwa terdapat perbedaan yang signifikan secara statistik antara pre-test dan post-test setelah penerapan teknik clustering dengan nilai signifikansi 0.05. Selanjutnya, kebanyakan siswa mengalami kesulitan dalam penggunaan kata sifat dan mengembangkan topik utama pada saat menggunakan teknik clustering untuk menulis paragraf deskriptifnya.The aims of this study were to investigate 1) if there was a statistically significant increase of the students’ ability in writing descriptive paragraphs by using clustering technique, and 2) the difficulties the students encountered in using the clustering technique. The writing test and questionnaires were used to collect the data. The data were collected by administering the pre-test, the post-test, and questionnaires. The result showed that there was a statistically significant increase of writing ability between the pre-test and the post-test after the implementing clustering technique with the significant level 0.05. Furthermore, the students most found it difficult to identify adjective and to develop the main idea in clustering the the topic for their descriptive writing.Keywords: clustering technique, descriptive, writing
The Implementation of Jigsaw Cooperative Learning Technique in Reading Narrative Text
Get PDFPenelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan secara statistik nilai capaian pemahaman bacaan dan mencari aspek membaca mana yang paling meningkat melalui teknik Jigsaw cooperative learning. Penelitian ini menggunakan satu kelompok desain pre-test dan post-test. Subyek penelitian ini adalah 31 siswa di kelas IX D pada tahun akademik 2017/2018. Data dikumpulkan dengan menggunakan tes membaca dalam bentuk pilihan ganda. Data dianalisis dengan menggunakan paired sample t-test. Hasilnya menunjukkan bahwa ada peningkatan pencapaian pemahamaan bacaan siswa yang signifikan secara statistik dengan tingkat signifikansi 0.00 <0.05. Hasilnya juga menunjukkan bahwa pengajaran membaca menggunakan teknik Jigsaw cooperative learning membantu siswa untuk menemukan informasi spesifik dari teks dengan mudah. The aim of this study were to find out whether there is a statistically significant improvement of the students’ reading comprehension achievement and to know which aspects of reading improve the most after the students were taught through Jigsaw cooperative learning technique. This study employed one group of pre-test and post-test design. The subjects of this research were 31 students in class IX D in the academic year 2017/2018. The data were collected using the reading tests in forms of multiple-choice. The data were analyzed using paired sample test. The result showed that there was a statistically significant improvement of the students’ reading comprehension achievement with the significant level 0.00<0.05. This suggests that teaching reading using Jigsaw cooperative learning technique facilitates the students to find specific information from the text easily. Keywords: Jigsaw cooperative learning technique, reading comprehension achievement, narrative text
The Implementation of Jigsaw Technique and Student Team Achievement Division (STAD) in Teaching Reading
Get PDFTujuan penelitian ini adalah untuk (i) menemukan apakah ada perubahan yang signifikan didalam pencapaian siswa didalam kemampuan membaca teks recount setelah penerapan teknik Jigsaw dan STAD; (ii) menemukan aspek membaca yang mempunyai perubahan paling signifikan setelah penerapan teknik Jigsaw dan STAD. Penelitian ini dilakukan melalui desain kuantitatif. Populasi dari penelitian ini adalah siswa kelas dua di SMPN 1 Abung Surakarta. Hasil penelitian menunjukkan bahwa teknik Jigsaw lebih efektif meningkatkan kemampuan siswa di dalam kemampuan membaca siswa, terdapat perbedaan yang signifikan terhadap kemampuan membaca siswa dengan taraf signifikansi sebesar 0,001<0,05, dan spesifik informasi adalah aspek yang mempunyai peningkatan paling signifikan didalam pembelajaran reading. Hal ini dapat disimpulkan bahwa teknik Jigsaw membantu siswa untuk meningkatkan kemampuan mereka didalam aspek membaca daripada teknik STAD.The objectives of the research were aimed at finding out (i) whether there was a statistically significant difference of the students recount text reading achievement after the implementation of Jigsaw technique and Student Team Achievement Division (STAD); (ii) statistically significant improvement of aspects of reading through both methods. This research was done through a quantitative study. The subject was the second grade students at SMPN 1 Abung Surakarta. The results showed that there was a statistically significant difference of students reading achievement between the two techniques with the significant level 0.001<0.05. That is, Jigsaw Technique was more effective than Student Team Achievement Division (STAD). Specific information was the aspect of reading that significantly improved through both methods. This suggests that Jigsaw technique facilitates students to improve their ability in reading comprehension compared to student team achievement division (STAD).Keywords: Jigsaw Technique, reading comprehension, STAD Technique, Recount Tex
Improving Students’ Reading Comprehension of Narrative Text through Reciprocal Teaching Technique
Get PDFPenelitian ini bertujuan untuk mengkaji i) apakah ada peningkatan pemahaman membaca siswa yang signifikan dalam teks naratif setelah penerapan teknik mengajar reciprocal, dan ii) bagaimana respon siswa terhadap penggunaan teknik reciprocal. Subjek penelitian ini adalah 30 siswa tingkat pertama SMAN 1 Way Pengubuan. One group pretest and posttest design adalah desain yang digunakan dalam penelitian ini. Tes kemampuan membaca dan kuesioner adalah instrumen untuk pengambilan data. Data dianalisis menggunakan Paired Sample t-test. Hasil penelitian menunjukkan bahwa ada peningkatan pencapaian kemampuan membaca siswa yang secara statistik signifikan dengan tingkat signifikan (0.00<0.05). Dapat disarankan bahwa pengajaran membaca menggunakan teknik mengajar reciprocal mempermudah siswa meningkatkan kemampuan membaca mereka. The objectives of the research were to find out i) whether there was a statistically significant improvement of the students’ reading comprehension of narrative texts after the students were taught through reciprocal teaching technique, and ii) how the students’ responses of the reciprocal teaching technique. The subjects of this research were 30 students of the first grade students of SMAN 1 Way Pengubuan. One group pretest and posttest design was used in this research. The reading comprehension test and questionnaires were used to elicit the data. The data were analyzed by using Paired Sample t-test. The result of research showed that there was a statistically significant improvement of students’ reading comprehension achievement with the significant level (0.00<0.05). This suggests that teaching reading using the reciprocal teaching technique facilitates the students to improve their reading comprehension. Keywords: narrative text, reading comprehension, reciprocal teaching technique