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The Influence of Retelling Story in Improving Students Speaking Skill by Using Picture Series
No full textAbstrak. Berbicara merupakan aktivitas yang dilakukan oleh manusia untukberkomunikasi dan berinteraksi dengan orang lain. Siswa-siswi diharapkan agar mampu untuk mengekspresikan, berkomunikasi, dan memberikan informasi. Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan yang statistic dalam kemampuan berbicara siswa setelah penerapan dari teknik retelling story menggunakan rangkaian gambar. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 30 siswa tingkat pertama SMAN 3 Bandar Lampung. Pre-tes dan pos-tes berbicara telah dilakukan untuk mengumpulkan data. Hasil penelitian menunjukan bahwa adanya peningkatan yang signifikan secara statistik dalam kemampuan berbicara siswa setelah penerapan teknik retelling story menggunakan rangkaian gambar dangan tingkat signifikan 0.05. Ini menunjukan bahwa teknik retelling story menggunakan rangkaian gambar dapat membantu siswa menigkatkan kemampuan berbicara mereka. Abstract Speaking is an activity conducted by people to communicate and interact with other people in appropriate and correct situations. The students are expected to be able to express, communicate, and give information. This study, therefore, was aimed at finding out whether there was a statistically significant improvement of students speaking skill after the implementation of retelling story technique by using picture series. This research was a quantitative research. The subjects of this research were 30 students of the first year of SMAN 3 Bandar Lampung. Speaking tests in the forms of the pre-test and the post-test were done to collect the data. The results showed that there was a statistically significant improvement of the students speaking skill after the implementation of retelling story technique by using picture series with the significant level 0.05. This indicates that retelling story technique by using picture series helps students improve their speaking skill
Improving Students’ Reading Comprehension of Analytical Exposition Text through Think Pair Share Technique
Get PDFPenelitian ini bertujuan untuk meneliti apakah ada peningkatan signifikan pada keterampilan pemahaman membaca siswa antara pre-test dan post-test setelah penerapan teknik TPS. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 30 siswa tingkat kedua SMA. Tes membaca digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan pada kemampuan membaca siswa antara pre-test dan post-test dengan tinggat signifikansi 0.05. Hal ini menandakan bahwa teknik TPS dapat diterapkan untuk meningkatkan keterampilan pemahaman membaca siswa.The objectives of the research were to find out whether there was a statistically significant difference of the students’ reading comprehension achievement between the pre-test and post-test in the implementation of TPS technique. The approach of the research was quantitative. The subjects were 30 students of the second grade of SMA. The data were collected through the reading test. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ reading comprehension between the pre-test and post-test with the significant level 0.05. This suggests that TPS technique facilitates the students to improve their achievement in reading comprehension.Keywords: reading, reading comprehension, TPS techniqu
Improving Students' Speaking Achievement through Video
Get PDFPenelitian ini bertujuan untuk mengetahui apakah ada i) peningkatan yang signifikan dalam pencapaian berbicara siswa setelah penerapan media video, ii) respon siswa terhadap pembelajaran menggunakan video. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 30 siswa tingkat kedua SMA. Pre-tes dan pos-tes dilakukan untuk mengumpulkan data. Hasil penelitian menunjukan bahwa adanya peningkatan yang signifikan dalam pencapaian berbicara siswa setelah penerapan media video dangan tingkat signifikan 0.00. Ini menunjukan bahwa media video dapat membantu siswa menigkatkan pencapaian berbicara mereka. Mayoritas siswa juga memberikan respon yang positif terhadap pembelajaran berbicara melalui video. This research was aimed at finding out whether there i) was statistically significant improvement of students’ speaking achievement after the implementation of media of video,ii) the students’ responseson learning speaking through video. This research was quantitative research. The subjects of this research were 30 students of the second year of SMA. Speaking tests in the forms of the pre-test and the post-test were employed to collect the data. The results showed that there was statistically significant improvement of the students’ speaking achievement after the implementation of video with the significant level 0.00. This indicates that media of video help students improve their speaking achievement. The majority of students also showed that they gave positive responses on the process of teaching speaking through video. Keywords: improving, speaking, video
The Influence of What Am I? Game toward Students’ Speaking Achievement
Get PDF Abstrak. Penelitian ini bertujuan untuk mencari tahu apakah ada atau tidak peningkatan yang statistik dari pencapaian siswa dalam berbicara setelah siswa diajarkan melalui What Am I? Game. Penelitian ini menggunakan one group pretest-posttest. Penelitian ini melibatkan 30 siswa kelas 8D SMP di Lampung Selatan. Tes berbicara dalam bentuk mendeskripsikan gambar digunakan untuk mengumpulkan data. Hasil menunjukkan bahwa adanya peningkatan yang statistik dari pencapaian siswa dalam berbicara dengan signifikan tingkat 0.05. Sehingga dapat disarankan bahwa permainan memudahkan siswa untuk meningkatkan pencapaian berbicara mereka. Abstract. This research was intended to find out whether or not there is a statistically improvement of students’ speaking achievement after the students were taught through What Am I? Game. The research employed one group pretest-posttest design. The subjects were 30 students of class VIII D senior high school in Southern Lampung. The speaking test in the form of picture description was used to collect the data. The findings revealed that there was a statistically improvement of the students’ speaking achievement with the significant at level 0.05. This suggests that the game facilitates the students to improve their speaking achievement.Keywords: game, influence, speaking achievement
Self-Regulated Learning Strategy Based Writing Instruction To Promote Students’ Argumentative Essay Writing Ability
Get PDFPenelitian ini bertujuan untuk mengetahui apakah strategi pembelajaran self-regulated mampu meningkatkan kemampuan menulis esai argumentative siswa, untuk mengetahui respon siswa, dan untuk mengetahui aspek menulis yang lebih meningkat. Penelitian ini menggunakan penelitian kuantitatif dan kualitatif. Subjek penelitian ini adalah mahasiswa jurusan Pendidikan Bahasa Inggris UIN Raden Intan. Untuk mengumpulkan data, peneliti memberikan tes menulis esai argumentative, membagikan kuesioner, dan wawancara. Kemudian data di analisis secara kuantitatif dan kualitatif. Berdasarkan penerapan strategi pembelajaran self-regulated di kelas, hasil penelitian tersebut menunjukkan bahwa strategi pembelajaran self-regulated meningkatkan kemampuan menulis esai argumentative siswa. Hal ini ditunjukkan dari perbedaan hasil pretest 53.30 dan posttest 72.85. Hasil persepsi menunjukkan bahwa siswa terkadang menerapkan strategi pembelajaran self-regulated. Aspek menulis yang paling meningkat dalam menerapkan strategi pembelajaran self-regulated adalah penguasaan tata bahasa. Penerapan strategi pembelajaran self-regulated tidak hanya meningkatkan kemampuan menulis siswa, tapi juga meningkatkan kemampuan mereka untuk memilih strategi yang tepat dan menyelesaikan tugas.This study was aimed to know whether self-regulated promoted students’ argumentative essay writing, to know the students’ perception, and to know what aspect of writing was mostly increased by using self-regulated learning strategy based writing instruction.This research was qualitative and quantitative research based on one-group pretest-posttest design. The subjects of the research were students of English Education Department at UIN Raden Intan Lampung. There were three instruments administered in this study, namely: interview, questionnaire, and writing test. Related to the implementation of modified self-regulated learning strategy in the classroom, the finding of this present study showed that self-regulated promoted students’ argumentative essay writing. The mean of pretest was 53.30 and mean of posttest was 72.85. In addition, the students’ perception showed that they sometimes did the self-regulation on their activity. Besides, the aspect of writing that increased the most by using self-regulated learning strategy based writing instruction was grammar. The applying self-regulated learning strategy based writing instruction not only benefits classroom practice but also promotes the learners’ ability to select appropriate strategies for a particular task.Keywords: Self-Regulated Learning Strategy, students’ perception, writing ability.
Comparative Study of Students’ Speaking Ability through Clamshell Technique And Small Group Discussion
No full textPenelitian ini bertujuan untuk mengetahui apakah ada perbedaan yang signifikan pada kemampuan berbicara siswa antara kegiatan belajar mengajar menggunakan teknik clamshell dan teknik grup diskusi. Control group pretest posttest design adalah desain yang digunakan dalam penelitian ini. Data penelitian diperoleh melalui pretest dan posttest. Hasil penelitian menunjukan bahwa ada perbedaan yang signifikan antara kegiatan belajar mengajar menggunakan teknik clamshell dan teknik grup diskusi dengan level signifikansi (0.004<0.05). Teknik clamshell memiliki hasil peningkatan nilai yang lebih besar dibandingkan dengan teknik grup diskusi. Sehingganya, dapat disarankan bahwa mengajar berbicara melalui teknik clamshell dan teknik grup diskusi membuat siswa menjadi lebih aktif.This research was aimed to find out whether there was a statistically significant difference of students’ speaking ability between those who were taught through clamshell technique and those who were taught through a small group discussion. Control group pretest posttest design was used in this research. The data were obtained from pre-test and post test. The result showed that there was a statistically significant difference between the students who were taught through clamshell technique and small group discussion with the significant level (0.004<0.05). The increase of posttest and pretest of clamshell technique is higher than a small group discussion. This suggests that teaching speaking through clamshell technique and a small group discussion facilitates the students to be more active.Keywords: clamshell technique, small group discussion, teaching speakin
Constructing Video-based Situated Learning Activities to Improve Student’s Listening Achievment
Get PDFTujuan dari penelitian ini adalah untuk mencari tahu i) apakah semua prinsip dari pembelajaran situasional berbasis video bisa di implementasikan, ii) untuk mencari tahu apakah ada peningkatan pencapaian mendengar siswa yang signifikan setelah diajarkan menggunakan pembangunan aktivitas pembelajaran situasional berbasis video. Penelitian menggunakan metode kualitatif dan kuantitatif. Subjek dari penelitian ini adalah 20 siswa X akuntansi 2 di SMKN 1 Simpang Pematang. Hasil menunjukkan bahwa i) prinsip dalam pembelajaran situasional berbasis video bisa diaplikasikan. Hal ini dibuktikan dengan hasil dari centang pengamatan, ii) terdapat peningkatan yang signifikan setelah diajarkan menggunakan pembangunan aktifitas pembelajaran situasional berbasis video. Hal ini dibuktikan dari hasil dari pair sample t-test . Nilai signifikan adalah 0.00. Seperti yang diketahui, jika p < 0.05 maka dianggap signifikan. Adapun saran untuk guru agar memilih topik yang sesuai.The objectives of the study are to find out i) whether all the principles of video-based situated learning could be covered in the implementation, ii) To find out whether there was a significant improvement of students' listening achievement after being taught through the constructed video-based situated learning activities. The research used a qualitative and quantitative method. The subject was 20 students of X accounting 2 in SMKN 1 Simpang Pematang. The result showed that i) principle in video-based situated learning in listening can be applied. It was proven by the result of the observation checklist, ii) there is a significant improvement after being taught through the constructed video-based situated learning activities. It was proven from the result of the result of pair sample t-test. The significance value (2-tailed) was 0.00. As known, it is considered significant if p < 0.05. iii). Therefore, it is suggested for the teacher to pick an appropriate topic.Keywords: Listening achievement, video-based learning, video-based situated learning
THE CORRELATION BETWEEN STUDENTS’ MOTIVATIONAL BEHAVIOR AND STUDENTS’ SPEAKING PROFICIENCY
Get PDFPenelitian ini bertujuan untuk menginvestigasi i) hubungan antara motivasi belajar siswa dengan kemampuan berbicara bahasa Inggris, ii) jenis dari perilaku motivasi yang memberikan pengaruh terbesar terhadap kemampuan berbicara bahasa inggris. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian ex post de facto design. Subyek dalam penelitian ini sebanyak 40 siswa pada tahun ke dua SMA Al Kautsar Bandarlampung. Teknik pengumpulan data yang digunakan adalah kuesioner dan extensive monologue English speaking test. Berdasarkan hasil, dapat disimpulkan bahwa ada hubungan antara perilaku motivasi siswa dan kemampuan berbicara bahasa inggris. Selain itu, perhatian secara signifikan mempengaruhi kemampuan berbicara siswa. Ini menunjukkan bahwa hanya perhatian yang mengarah kepada kemampuan siswa dalam berbicara diantara dua kategori lainnya dalam motivasi belajar siswa. The objectives of this research were to investigate i) the correlation between students’ motivational behaviors and their English speaking proficiency, ii) the kinds of motivational behaviors that significantly affected the students’ speaking proficiency. The current study was quantitative research with ex post de facto design. The subjects were forty students of the second grade of SMA Al Kautsar Bandarlampung. The data were collected through questionnaires and the extensive monologue English speaking test. The results showed that there is correlation between students’ motivational behavior and their English speaking proficiency. Furthermore, attention significantly affected the students’ speaking proficiency. This suggests that the only attention leads the students’ speaking ability among another two categories of motivational behaviors. Keywords: correlation, English speaking proficiency, motivational behavior
Implementing Clustering Technique in Teaching Descriptive Writing
Get PDFTujuan 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 Guiding Question Technique in Increasing the Students’ Writing Analytical Exposition Text
No full textPenelitian ini bertujuan untuk meneliti apakah teknik guiding question ada peningkatkan signifikan dalam kemampuan menulis siswa khususnya teks eksposisi analisis. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 35 siswa tingkat kedua SMA. Tes menulis diberikan dalam bentuk esai sebagai pretest dan posttes untuk mengumpulkan data. Hasil dari penelitian ini menunjukkan bahwa penggunaan teknik guiding question meningkatkan kemampuan siswa dalam menulis teks eksposisi analisis. Hal ini menandakan bahwa teknik guiding question dapat diterapkan untuk meningkatkan keterampilan menulis siswa.This research aimed to find out whether the guiding question technique significantly improved the students’ ability in writing analytical exposition texts. The approach of the research was quantitative. The subjects were 35 students of the second grade of SMA. The data were collected through both the pretest and the posttest, taking the some of essay writing. The result showed that the use of guiding question technique improved the students’ ability in writing analytical exposition texts with the significant level 0.05. This indicates that guiding question technique can help the students to improve their writing skill. This suggests that guiding question technique help the students improve their ability in writing skills.Keywords: Writing, Analytical Exposition Text, Guiding Question Technique