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The Influence of Think-Talk-Write Technique by Using Picture to Improve Students' Descriptive Writing at the First Grade of Senior High School
No full textPenelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan menulis teks deskriptif siswa melalui penerapan teknik Think-Talk-Write dan ii) aspek menulis yang paling meningkat. Penelitian ini adalah kuasi-eksperimental dengan one-group pretest-posttest design. Subjek penelitian ini adalah siswa kelas X IPA 6 di SMA Al Azhar 3 Bandar Lampung yang terdiri atas 34 siswa. Data penelitian ini diperoleh melalui pre test dan post test. Kemudian, data tersebut dianalisis dengan menggunakan Paired Sample T-test. Nilai rata-rata yang diperoleh dalam pre test adalah 54.83 dan nilai rata-rata yang diperoleh dalam post test adalah 64.95. Hasil menunjukkan bahwa pencapaian murid terhadap skill menulis deskriptif text meningkat secara statistik dengan level signifikansi 0.05. Ini menunjukkan bahwa teknik Think-Talk-Write membantu siswa dalam meningkatkan kemampuan menulis siswa. This research was aimed at investigating: i) the students’ improvement on writing descriptive text after the students were taught through Think-Talk-Write technique and ii) the aspect of writing improves the most. This study was quasi-experimental research with one-group pretest-posttest design of pre-experimental design. The subject of this research was class X IPA 6 of SMA Al Azhar 3 Bandar Lampung consisting of 34 students. The data were obtained from the pre test and post test. Then, the data were analyzed by using Paired Sample T-test. The average score of the pre-test was 54.83 and the average score of the post-test was 64.95. The results showed that the students’ achievement on writing descriptive text statistically increased with the significant level 0.05. This suggests that Think-Talk-Write technique facilitates the students to improve their writing achievement. Keywords: think-talk-write, teaching writing, descriptive text
The Use of Chatting in Blended Learning Class in Improving the Students’ English Speaking Skill in the Context of English as a Foreign Language
No full textPenelitian ini bertujuan untuk mengetahui apakah terdapat peningkatan pada kemampuan berbicara siswa setelah mengikuti model pembelajaran kombinasi (blended learning). Subjek dari penelitian ini adalah dua puluh lima pelajar tingkat universitas yang berumur sekitar 19-20 tahun. Penelitian ini merupakan eksperimen semu yang di dalamnya hanya menggunakan satu kelas sebagai subjek. Data diambil melalui pre tes dan pos tes yang dilakukan siswa dalam bentuk menyampaikan pidato. Nilai berbicara siswa dibandingkan antara pre tes dan pos tes dengan level signifikansi 0,05. Tiga topik yang berbeda juga dianalisis untuk mengetahui topik mana yang paling baik untuk meningkatkan kemampuan berbicara siswa di kelas kombinasi. Hasil dari penelitian ini menunjukkan bahwa secara statistik terdapat peningkatan kemampuan berbicara siswa setelah diajar menggunakan model pembelajaran kombinasi. Ini menunjukkan bahwa pembelajaran kombinasi membantu siswa untuk meningkatkan kemampuan berbicara siswa.The objective of this research is to find out whether there is any improvement of the students’ speaking skills after they were taught through blended learning. The subjects of the research were twenty five university students aged around 19-20 years old. This research is a quasi experiment in which one class was used as the subjects. The data were elicited through the pre and the post test taking by the students in forms of delivering speeches. Their speaking performance scores were compared between the pre and the post test with the significant level 0.05. The different topics were also analyzed to find out the best topic in improving students’ speaking skills for this blended model. The result showed that there was a statistically significant improvement of the students’ speaking skills after they were taught by using blended learning. This suggests that blended learning facilitates the students to improve the capability of their speaking skills.Keyword: speaking, blended learning, group chat discussion, speech topic, WhatsAp
The Cognitive Strategy Training : Blocked Buttom-Up Top-Down Approach In Listening Class
Get PDFPenelitian ini dilakukan untuk mengetahui apakah pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down mempengaruhi kemampuan mendengar siswa terutama pada empat aspek mendengar. Desain penelitian ini adalah kuantitatif dengan satu kelompok pre-test post –test. Instrumen pada penelitian ini berupa tes mendengar dengan 9 butir soal. Validitas instrumen diukur menggunakan pearson product moment dan reliabilitas instrumen diukur menggunakan correlation product moment dan spearman brown. Subjek penelitian diambil dengan random klaster, yaitu 21 siswa SMA kelas XI. Hasil analisis data menunjukkan bahwa aspek dalam kemampuan mendengar siswa meningkat, tertinggi pada aspek menentukan detail (36%) dan terendah pada aspek menentukan ide pokok (13%). Akhirnya, dapat disimpulkan bahwa pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down dapat mempengaruhi kemampuan mendengar siswa.This research was conducted to find out whether cognitive strategy training based on blocked buttom-up top-down approach affect the students’ listening comprehension in term of four listening’s aspects. The design of this research was quantitative with one-group pretest-posttest design.The instrument was 9 items of listening test. The validity of the research was measured using pearson product moment and the reliability of the research was measured with correlation product moment and spearman brown.The subject who were chosen by cluster random sampling, were 21 second year of senior high school students.The result of the data analysis showed that the aspects of listening comprehension were improved mainly in finding detail (36%) and lowly in finding main idea (13%).Finally, it could be concluded that cognitive strategy training based on blocked buttom-up top-down approach could affect the students’ listening comprehension.Keywords: Buttom-up top-down approach, cognitive strategy training, listening.
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
The Effect Pre-Task and Online Planning On Learning English Writing
Get PDFPenelitian ini bertujuan untuk mengetahui perbedaan prestasi belajar siswa antara mereka yang diajar pre-task dan online planning. Penelitian dilakukan secara kuantitatif. Ini melibatkan kelas XI SMK Kosgoro Sribhawono Lampung Timur. Data dikumpulkan melalui tes tulis. Validitas tes penulisan lebih difokuskan pada validitas konstruk di mana peneliti mengembangkan dan mendasarkan tes penulisan. Untuk keandalan, peneliti menggunakan reliabilitas interrater yang dihitung dengan menggunakan SPSS dengan melihat nilai koordinat Kappa yang menentukan reliabilitas pretest dan posttest. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan pada penulisan bahasa Inggris siswa. Hal ini juga mengungkapkan bahwa pre-task meningkatkan penulisan bahasa Inggris siswa dalam aspek konten. Oleh karena itu, guru harus mengoptimalkan penggunaan pre-task sebelum memulai tugas yang sebenarnya sehingga siswa dapat mempersiapkan diri lebih banyak dan meningkatkan kepercayaan diri mereka dalam menyusun tulisan.This research aims to investigate the difference on students writing achievement between those who were taught using pre-task planning and online planning.This research was conducted quantitative. It involved experimental and control classes of the eleventh graders of SMK Kosgoro Sribhawono East Lampung. The data were collected through a writing test. The validity of the writing test focused more on the construct validity in which the researcher developed and based the writing. For the reliability, the researcher used interrater reliability which was calculated using SPSS by seeing the cooficient of Kappa value which determined the reliability of pretest and posttest. The result showed that there is a significant difference on the students English writing. It also revealed that pre-task planning increases the students English writing in content aspect. Therefore, the teacher should optimize the use of pre-task planning before beginning the actual task so that the students are able to prepare more and increase their confidence in composing writing.Keywords: Online planning, pre-task planning, writing ability
The Implementation of Rap Strategy to Improve Students’ Reading Comprehension
Get PDFPenelitian ini bertujuan untuk meneliti apakah ada peningkatan signifikan pada keterampilan pemahaman membaca siswa setelah penerapan strategi RAP. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 33 siswa tingkat pertama 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 dengan tinggat signifikansi 0.05. Hal ini menandakan bahwa strategi RAP 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 the students were taught through RAP strategy. The approach of the research was quantitative. The subjects were 33 students of the first grade of SMA. The reading tests were used as the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ reading comprehension with the significant level 0.05. This suggests that RAP strategy facilitates the students to improve their achievement in reading comprehension. Keywords: reading, reading comprehension, RAP strateg
The Influence of Think-Talk-Write Technique by Using Picture to Improve Students' Descriptive Writing at the First Grade of Senior High School
No full textPenelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan menulis teks deskriptif siswa melalui penerapan teknik Think-Talk-Write dan ii) aspek menulis yang paling meningkat. Penelitian ini adalah kuasi-eksperimental dengan one-group pretest-posttest design. Subjek penelitian ini adalah siswa kelas X IPA 6 di SMA Al Azhar 3 Bandar Lampung yang terdiri atas 34 siswa. Data penelitian ini diperoleh melalui pre test dan post test. Kemudian, data tersebut dianalisis dengan menggunakan Paired Sample T-test. Nilai rata-rata yang diperoleh dalam pre test adalah 54.83 dan nilai rata-rata yang diperoleh dalam post test adalah 64.95. Hasil menunjukkan bahwa pencapaian murid terhadap skill menulis deskriptif text meningkat secara statistik dengan level signifikansi 0.05. Ini menunjukkan bahwa teknik Think-Talk-Write membantu siswa dalam meningkatkan kemampuan menulis siswa. This research was aimed at investigating: i) the students’ improvement on writing descriptive text after the students were taught through Think-Talk-Write technique and ii) the aspect of writing improves the most. This study was quasi-experimental research with one-group pretest-posttest design of pre-experimental design. The subject of this research was class X IPA 6 of SMA Al Azhar 3 Bandar Lampung consisting of 34 students. The data were obtained from the pre test and post test. Then, the data were analyzed by using Paired Sample T-test. The average score of the pre-test was 54.83 and the average score of the post-test was 64.95. The results showed that the students’ achievement on writing descriptive text statistically increased with the significant level 0.05. This suggests that Think-Talk-Write technique facilitates the students to improve their writing achievement. Keywords: think-talk-write, teaching writing, descriptive text
Modifying Teaching Material Of Word Map To Enhance Students Writing Achievement Of Descriptive Paragraph
Get PDFTujuan penelitian ini adalah untuk 1) mencari masalah- masalah yang dihadapi siswa dalam penerapan modifikasi word map, 2) mencari apakah ada perbedaan yang signifikan pada kemampuan menulis siswa sebelum dan sesudah penerapan modifikasi word map, 3) mencari bagaimanakah penerapan modifikasi word map mempengaruhi kemampuan menulis siswa. Ini adalah penelitian Quasi Ekperimental dengan desain one group pretest- posttest. Alat yang digunakan pada penelitian ini adalah tes menulis dan wawancara. Validiti kedua alat ini berdasarkan konten dan konstrak validiti. Hasil dari penelitian ini menunjukkan bahwa ada perbedaan pada kemampuan menulis siswa. Sehingga, proses modifikasi word map dalam pengajaran efektif dalam pengajaran menulis terutama untuk meningkatkan aspek vocabulary. Penerapan modifikasi dari word map mempengaruhi kemampuan menulis siswa.The aims of this research were to 1) find out the problems the students face in the implementation of modified word map in teaching writing, 2) find out whether there are the significant differences on students writing skill before and after the implementation of modified word map, 3) find out how the implementation of modified word map can affect students writing skill. This is a quasi-experimental research with one group pre-test post-test design. The instruments used in this study were writing test and interview. The validity of the two instruments were based on content and construct validity. The results showed that there was difference on students writing skill. Thus, the process of word map modification in teaching writing is effective in teaching writing especially in promoting the aspect of vocabulary. The implementation of modified word map affects students writing skill.Keywords : Descriptive paragraph , word map, writing achievement
The Influence of Retelling Story Technique in Improving Students Speaking Skill by Using Picture Series
Get PDFBerbicara merupakan aktivitas yang dilakukan oleh manusia untuk berkomunikasi 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.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.Keywords: implementation, speaking, retelling story technique
Question Answer Relationship (QAR) In Teaching Reading Comprehension At SMPN5 Bandar Lampung
Get PDFTujuan penelitian ini adalah untuk mencaritahu prosedur dalam pengajaran membaca melalui strategi QAR, untuk mengetahui perbedaan yang signifikan dalam pencapaian membaca siswa setelah di ajarkan dengan menggunakan strategi QAR. Penelitian ini juga untuk mencari tahu masalah yang di hadapi siswa ketika mereka diajarkan dengan menggunakan QAR. Penelitian ini dilaksanakan di kelas 8 SMPN5 Bandar Lampung.Data dikumpulkan menggunakan tes pilihanganda dan kuesionair. Hasil research question pertama menunjukan bahwa siswa diajarkan dengan menggunakan strategi QAR yang diadaptasi dari Raphael. Research question kedua menujukan bahwa adanya perbedaan yang signifikan pada pencapaian membaca siswa setelah mereka diajarkan dengan menggunakan setrategi QAR. Penemuan ini juga menunjukan bahwa, meskipun ada perbedaan yang signifikan namun ada beberapa siswa yang menghadapi kesulitan di dalam membaca. Hal ini mungkin dikarnakan beberapa siswa masih binggung dalam menggunakan strategi QAR.The aims of this research were to implement the procedure of teaching reading through question answer relationship, to find out a significant difference in students reading achievement after being taught through QAR, to find out the studentsproblems when they were taught by using QAR. It was conducted at the eighth grade of SMPN5 Bandar Lampung. The data were collected by using a multiple choice test and questionnaires. The result of the first research question showed that the researcher taught students by using QAR strategy which was adapted from Raphael, the second research question showed that there was significant difference of the students reading achievement after being taught through QAR. This finding also showed that even though there was a significant difference, the students still got difficulties in reading. Beside, the result also showed that some of students got problems when they were taught by using QAR. It might happen because they were confused to use QAR.Keywords: QAR strategy, students reading achievement, teaching procedures