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Comparison Between Students' Reading Comprehension Through Buzz Group and Herringbone Technique
No full textPenelitian ini bertujuan untuk menemukan perbedaan kemampuan membaca siswa setelah diajar dengan teknik buzz group dan herringbone Subjek penelitian ini adalah 37 siswa di SMA Utama 2 Bandar Lampung. Hasil uji statistik menunjukkan bahwa terdapat perbedaan kemampuan membaca siswa yang diajar dengan teknik buzz group dan herringbone dengan tingkat signifikan 0.000<0.05. Tetapi teknik buzz group lebih baik dari pada herringbone dalam meningkatkan kemampuan membaca siswa. Berdasarkan hal ini, dapat disimpulkan bahwa teknik buzz group adalah teknik yang efektif untuk meningkatkan kemampuan membaca siswa.This study was intended to find out whether there was a statistically significant difference of the students reading comprehension achievement after being taught through buzz group technique and herringbone technique. The subjects were 37 students of SMA Utama 2 Bandar Lampung. The result showed that there was a statistically significant difference of students reading comprehension achievement between buzz group technique and herringbone technique with the significant level 0.000<0.05. This suggested that buzz group technique facilitates the students to improve their reading comprehension achievement in learning English.Keywords: buzz group technique, herringbone technique, reading comprehension achievement
USING SHORT FUNCTIONAL TEXT TO IMPROVES STUDENTS' READING COMPREHENSION
Get PDFAbstract: The research was aimed at investigating i) the students’ improvement on reading comprehension after the students were taught through short functional texts and ii) the students’ responses of the application of short funtional texts. The data were obtained from the pre-test, the post-test, and the questionnaire. The data were analyzed by using repeated T-Test trough SPSS. The result showed that there was a statistically significant improvement of the students’ reading comprehension with the significant level of 0.00 (<0.05). Before using short functional texts in teaching reading, the mean score was 53.5, but after using short functional texts, in teaching reading, the mean score was 72.0. Furthermore, the results of the questionnaire showed that the students’ responses at the application of short functional text were positive. The majority of the students agree that they were well-motivated. This suggests that short functional texts enable the students to improve their reading achievement
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) jenisdari perilaku motivasi yang memberikan pengaruh terbesar terhadapkemampuan berbicara bahasa inggris. Penelitian ini merupakan penelitiankuantitatif dengan desain penelitianex 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 disimpulkanbahwa 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 betweenstudents’ motivational behaviors and their English speaking proficiency, ii) the kinds of motivational behaviors that significantly affected thestudents’ 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 Englishspeaking 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 leadsthe students’ speaking ability among another two categories of motivational behaviors. Keywords: correlation, English speaking proficiency, motivational behavior
The Implementation of Guiding Question Technique in Increasing the Students’ Writing Analytical Exposition Text
Get PDFPenelitian 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
Modifying Metacognitive Strategy Instruction Based CALLA For Writing Class In Relation To Students Level Of Critical Thinking
Get PDFPenelitian ini bertujuan untuk menginvestigasi pengaruh modifikasi CALLA pada prestasi menulis siswa dan strategi metakognisi, pengaruh level berfikir kritis siswa pada prestasi menulis mereka, dan proses implementasi modifikasi CALLA di dalam kelas bahasa. Penelitian ini menggunakan one?group pretest?posttest design. Ada empat instrument: Tes Potensi Akademik (TPA), Kuesioner MSUW, Tes Menulis, dan observasi. Data dianalisis menggunakan Repeated Measures T-test. One Way Anova digunakan untuk melihat pengaruh level berfikir kritis siswa. Temuan dari penelitian ini menunjukkan secara statistik kenaikan signifikan baik di prestasi menulis siswa dan penggunaan strategi metakognisi mereka. Sedangkan berkaitan dengan pengaruh level brfikir kritis siswa terhadap prestasi menulis mereka, temuan dari penelitian ini mengindikasikan secara statistik tidak ada dampak signifikan dari level berfikir kritis siswa pada pestasi menulis siswa. Selanjutnya, dari lembar observasi, proses belajar dan mengajar melalui modifikasi CALLA berjalan dengan baik seperti yang diharapkan oleh peneliti.This study aims at investigating the effect of modified CALLA on students writing achievement and metacognitive strategies, the effect of students critical thinking level on their writing achievement, and the process of implementing modified CALLA in the language classroom. This research used one?group pretest?posttest design. There were four instruments: Academic Potency Test (APT), Metacognitive Strategy Use in Writing (MSUW), Writing Test, and observation. The data were calculated using Repeated Measures T-test. One Way Anova was used to see the effect of students critical thinking level. The finding showed the increase both in writing achievement and metacognitive strategies uses. Meanwhile related to the effect of students critical thinking level, the finding indicated statistically no significant impact of the students critical thinking level on their writing achievement. Furthermore, from the observation sheet, the teaching and learning process through modified CALLA run well as expected by the researcher.Keywords : Critical thinking, metacognitive strategies, modified CALLA, writing achievement
The Implementation of Mind Mapping Technique in Teaching Writing Descriptive Text
Get PDFPenelitian ini bertujuan untuk meneliti apakah teknik mind mapping dapat meningkatkan secara signifikan dalam kemampuan menulis siswa khususnya teks deskripsi. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 30 siswa tingkat satu SMA. Data diperoleh dari nilai pretest dan posttest dalam bentuk esai. Hasil penelitian ini menunjukkan bahwa penggunaan teknik mind mapping meningkatkan kemampuan siswa dalam menulis teks deskripsi. Hal ini menandakan bahwa teknik mind mapping dapat diterapkan untuk meningkatkan keterampilan menulis siswa. This research aimed to find out whether the mind mapping technique significantly improved the students’ ability in writing descriptive texts. The approach of the research was quantitative. The subjects were 30 students of the first grade of SMA. The data were collected through both the pretest and the posttest, in a form of writing an essay. The result showed that the use of mind mapping technique improved the students’ ability in writing descriptive texts at the significant level 0.05. This indicates that mind mapping technique can help the students to improve their writing skill. This suggests that mind mapping technique help the students improve their ability in writing skills. Keywords: Writing, Descriptive Text, Mind Mapping Technique
Developing Writing Achievement By Using Student Teams Achievement Division
Get PDFTujuan dari penelitian ini adalah untuk mengetahui pengaruh kemampuan menulis siswa dengan menggunakan STAD. Desain penelitian ini adalah quasi experimental time series. Subyek penelitian terdiri dari 30 siswa yang berjenis kelamin perempuan. Peneliti menggunakan tes tertulis dan lembar observasi untuk memperoleh data. Pertama, untuk menemukan apakah ada efek yang signifikan pada STAD yang berhubungan dengan kemampuan siswa dalam menulis pada saat sebelum dan sesudah di berikan STAD. Kedua, untuk menemukan topik yang paling berpengaruh dalam menulis siswa dengan menggunakan STAD. Ketiga, untuk mengetahui bagaimanakah STAD diterapkan dalam pembelajaran menulis. Penulis menganalisa data dengan menggunakan deskriptif statistik yaitu ONE WAY ANOVA dan lembar observasi. Hasilnya menunjukkan bahwa STAD dapat meningkatkan kemampuan menulis siswa berdasarkan hasil menulis siswa. The aim of this study is to investigate the effect of student’s writing ability by usimg Student Teams Achievement Division. The design is quasi-experimental time series design. The subject of the research consist of 30 students, all the participants are female. Then the researcher used writing test and observation sheet to obtain the data. Firstly, in order to find out whether there is a significant effect of STAD related to student’s ability in writing before and after giving STAD. Secondly, to find out which topic of writing is mostly influenced by using STAD. And thirdly, to find out how STAD is implemented in teaching writing. The researcher analyzed the data by using descriptive statistic namely one way anova and also observation sheets. The result shows that Student Team Achievement Division (STAD) can increase students writing ability based on the result score in descriptive writing. Keywords: STAD, teaching, writing
COMPARATIVE STUDY OF STUDENTS' SPEAKING ABILITY THROUGH CLAMSHELL TECHNIQUE AND SMALL GROUP DISCUSSION
Get PDFPenelitian 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 speaking
Modifying Self-Regulated Strategy Development (SRSD) to Enhance The Second Year Students’ Self-Regulation and Vocabulary Size at SMAN 1 Purbolinggo
Get PDFPenelitian ini bertujuan untuk mengetahui 1) perbedaan self-regulation siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata, 2) perbedaan vocabulary size siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata, dan 3) persepsi siswa tentang aktivitas pembelajaran menggunakan SRSD yang telah dimodifikasi dalam pembelajaran kosakata. Penelitian ini dilakukan secara kuantitatif dan melibatkan tiga puluh empat murid tahun kedua di SMAN 1 Purbolinggo. Data dikumpulkan melalui SRCvoc, Vocabulary Size Test, dan kuesioner persepsi siswa. Data dianalisis menggunakan Paired Samples T-Test. Peneliti menemukan perbedaan yang signifikan pada self-regulation dan vocabulary size siswa sebelum dan sesudah pembelajaran menggunakan SRSD yang telah dimodifikasi. Selain itu, siswa setuju bahwa dengan mengikuti tahapan SRSD sebagai urutan yang instruksional, siswa terbantu untuk belajar strategi dan menggunakannya secara otomatis.This study is aimed at finding out: 1) the difference of students’ self-regulation before and after the treatments of modified SRSD in vocabulary learning, 2) the difference of students’ vocabulary size before and after the treatments of modified SRSD in vocabulary learning, and 3) Students’ perception toward learning activities presented through modified SRSD in vocabulary learning. This research was carried out quantitatively and involved thirty-four second year students at SMAN 1 Purbolinggo. The data were collected through SRCvoc, Vocabulary Size Test, and students’ perception questionnaire which have been validated. The data were analyzed using Paired Samples T-Test. The researcher found that there were significant differences of students’ self-regulation and vocabulary size before and after the treatments of modified SRSD in vocabulary learning. Besides, the students agree that by following the stages of SRSD as an instructional order, they were helped to learn the strategy and use it automatically.Keywords: Self-regulation, SRSD, vocabulary size
Vocabulary Mastery in Different Language Learning Strategies of The Beginner Language Learners
Get PDFPenelitian ini bertujuan untuk mencari tahu jumlah rata-rata vocabulary mastery siswa, menyelidiki strategi yang paling sering digunakan dan paling efektif, dan mengetahui bagaimana perbedaan dari vocabulary mastery diantara penggunaan strategi yang berbeda-beda. Populasi dari penelitian ini adalah pelajar pemula di level pertama pada Just Speak English Learning Center. Instrumen yang digunakan dalam mengumpulkan data pada penelitian ini adalah kuesioner berdasarkan penelitian terdahulu yang dirancang oleh Setiyadi (2012) dan uji pengukuran kosakata yang dikuasai. Hasil analisis data menunjukan bahwa jumlah rata-rata vocabulary mastery para pelajar tersebut adalah 71,07. Analisis hasil kuisioner menunjukkan bahwa cognitive strategy adalah strategi yang paling sering digunakan (47%). Sementara itu, rata-rata nilai pengguna cognitive strategy adalah 71,86, pengguna metacognitive strategy 83,67, dan pengguna social strategy 62,4. Hal ini menunjukkan bahwa penggunaan metacognitive strategy paling efektif untuk vocabulary mastery. This current study was aimed to find out the average of learners’ vocabulary mastery, investigate the most frequently used and the most effective strategy, and to find out how was the difference of vocabulary mastery among different learning strategy used. The population of this research was the beginner learner of Just Speak English Learning Center. The instruments in collecting the data were questionnaire based on Setiyadi (2012) study and vocabulary mastery test. The result of data analysis showed that the learners’ average vocabulary mastery score was 71,07. The questionnaire analysis showed that cognitive strategy was the most frequently used (47%). While, the average score of cognitive strategy learner was 71,86, metacognitive strategy learner was 83,67, and social strategy learner was 62,4. It can be concluded that metacognitive strategy was the most effective for vocabulary mastery.Keywords : vocabulary learning, vocabulary mastery, language learning strategie