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IDENTIFYING TYPES OF LEARNING STRATEGIES IN LISTENING AT SECOND GRADE OF MAN 1
Get PDFTujuan penelitian ini untuk mengetahui tipe strategi yang digunakan siswa dalam pelajaran mendengar bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan pada kelas 2 MAN 1 Bandar Lampung yang berjumlah 32 siswa. Untuk mengumpulkan data, peneliti menggunakan kuisioner untuk mengetahui tipe strategi belajar siswa dalam pelajaran mendengarkan. Data dianalisis dengan ANOVA. Hasil penelitian ini menunjukkan bahwa (1) Siswa yang tergolong kognitif berjumlah 17 siswa, metakognitif 8 siswa, dan sosial 7 siswa. (2) Siswa dengan strategi metakognitif memiliki nilai yang lebih baik daripada siswa dengan strategi cognitif dan sosial dengan rata-rata 81,4. Siswa yang menggunakan strategi metakognitif akan melakukan planning, thinking about the learning proccess, monitoring, dan evaluation yang membantu mereka untuk mengerjakan tes mendengarkan. Dengan mengetahui strategi belajar siswa, guru dapat lebih kreatif dalam memilih metode belajar yang tepat karena mereka mengetahui bagaimana karakter siswa dan yang mereka butuhkan.This research was aimed at finding out learning strategies used by learners based on their achievement in learning listening. This research was a quantitative study and it was conducted to 32 learners in second grade of MAN 1 Bandar Lampung. In collecting data, the researcher used questionnaire to measure learning strategies in listening test. Data were analized using ANOVA. The results showed that (1) The learners which were group as cognitive was found 17 learners, metacognitive was 8 learners and social was 7 learners. (2) Metacognitive learners got better score than learners with cognitive and social strategy with the average score 81,4. Metacognitive learners used planning, thinking about the learning proccess, monitoring, and evaluation which helped them to do listening test. Thus, by identifying learners learning strategies, the teacher would be more creative in choosing appropriate methods in learning process because they know the students characteristics and what they need.Keywords: achievement, learning strategies, listening
TEACHING SPEAKING ENGLISH THROUGH ROLE PLAY AT THE THIRD GRADE OF SMAN
Get PDFTujuan penelitian ini adalah menemukan apakah role play dapat meningkatkan kemampuan berbicara siswa dan untuk mengetahui aspek berbicara yang paling meningkat dalam pengajaran menggunakan role play. Subjek terdiri dari 31 siswa di kelas XII IPA 2 di SMAN 6 Bandar Lampung. Hasil menunjukkan bahwa teknik ini dapat memperbaiki kemampuan berbicara siswa dan terlihat bahwa aspek kelancaran berbicara adalah yang paling meningkat di dalam penelitian ini. Penelitian ini menggunakan desain one group pretest posttest. Terdapat dua penilai untuk menilai pertunjukan siswa. Repeated measure t-test digunakan untuk menganalisis data kuantitatif menggunakan SPSS(16.0). Hasil menyimpulkan bahwa terdapat adanya perbedaan kemampuan berbicara siswa secara signifikan pada level 0.05 karena t-ratio lebih besar darit-table (10.865 > 2.093), kemampuan berbicara siswa meningkat setelah diajarkan melalui teknik role play, dan aspek berbicara yang paling meningkat adalah aspek kelancaran berbicara.The aims of this research were to find out whether role play can improve the students` speaking ability, and to find out the aspect of speaking which improve the most after implementation of role play in teaching speaking. The subject consisted of 31 students in XII IPA 2 class of SMAN 6 Bandar Lampung. The result showed that this technique can improve students` speaking ability and the researcher could see that fluency was the aspect of speaking which improved the most. The research used one group pretest posttest design. There were two raters to judge the students` speaking performances. Repeated measure t-test was used to analyze the quantitative data and the hypothesis testing was computed by using SPSS(16.0). The result concluded that there was a significant difference on level 0.05 because t-ratio more than t-table (10.865 > 2.093), students` speaking ability improved after they were taught by using role play technique, and the aspect of speaking which improved the most is fluency.Keywords : improvement, role play, speaking, teaching speakin
COMPARATIVE STUDY BETWEEN POWER TEACHING AND CTL IN INCREASING STUDENTS SPEAKING ABILITY
Get PDFTujuan dari penelitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan dalam pencapaian berbicara siswa yang diajar dengan menggunakan Power Teaching dan CTL. Penelitian ini dilakukan di kelas XI SMAN 10 Bandar Lampung. Hasil pre-test di kelas Power Teaching adalah 65,47, sedangkan di kelas CTL adalah 66,52. Hasil post-test di kelas Power Teaching adalah 76,88, sedangkan di kelas CTL adalah 71,45. Ini berarti bahwa ada perbedaan yang signifikan setelah kedua metode diberikan. Total nilai dalam semua aspek berbicara di kelas Power Teaching adalah 402,5 poin, sedangkan di kelas CTL adalah 129. Ada perbedaan yang signifikan di semua aspek berbicara antara metode Power Teaching dan metode CTL. Ada perbedaan yang signifikan dalam pencapaian berbicara siswa antara siswa yang diajar melalui Power Teaching dan mereka diajarkan melalui CTL.The objectives of this research were to find out whether there is significant differences in students speaking achievement who are taught by using Power Teaching and CTL and to find out whether there is aspect of two techniques mostly affect. The research was conducted at the eleventh grade of SMAN 10 Bandar Lampung. The result of pre-test in Power Teaching class was 65.47, while in CTL class was 66.52. The result of post-test in Power Teaching class was 76.88, while in CTL class was 71.45. It means that there was significant difference after treatments were given. The total gain in all aspects of speaking of Power Teaching was 402.5 points, while in CTL was 129. It means that there was significant difference in all aspects of speaking between Power Teaching and CTL method. There was a significant difference of students speaking achievement between the students who were taught through Power Teaching and those taught through CTL.Keywords: CTL, power teaching, speaking abilit
TEACHING SPEAKING THROUGH POPULAR ENGLISH SONG
Get PDFTujuan penelitian ini adalah untuk mengetahui apakah Lagu Populer Bahasa Inggris dapat meningkatkan kemampuan berbicara siswa, dan aspek apa yang paling dipengaruhi oleh lagu populer bahasa Inggris sebagai media. Peneliti menggunakan desain pre-test dan post-test dalam penelitian ini. Setelah meneliti siswa kelas X di SMAN 14 Bandar Lampung, ditemukan bahwa ada peningkatan yang signifikan dalam kemampuan berbicara siswa. Data tersebut menunjukkan bahwa nilai rata-rata membaik dari 41,5 (pretest) ke 64 (posttest) dengan nilai signifikansi 0.000 dan tanda < ? (0,000 <0,05). Kosakata mendapat kenaikan tertinggi dimana nilai rata-rata meningkat dari 9,5 (pretest) sampai 13 (posttest). Dapat dikatakan bahwa Lagu Populer Bahasa Inggris dapat meningkatkan kemampuan berbahasa siswa dan kosakata menjadi aspek yang paling dipengaruhi oleh lagu populer bahasa Inggris sebagai media.The purpose of this study was to determine whether Popular English Song can improve students speaking ability, and what aspect was most influenced by popular English song as media. In this study, the researcher used one group pre-test and post-test design. After doing research on X grade students at SMAN 14 Bandar Lampung, it was found that there was a significant improvement in their speaking ability. The data shows that the average value improved from 41.5 (pretest) to 64 (posttest) and the significance value 0.000 and a <? (0.000 <0.05). Vocabulary got the highest increase in the average value from 9.5 (pretest) to 13 (posttest). The results showed that the Popular English Song can improve students speaking ability and vocabulary is most influenced by popular English song as media.Keywords: song, speaking, vocabulary
THE APPLICATION OF INFORMATION GAP TECHNIQUE TO IMPROVE SPEAKING SKILL
Get PDFPenelitian ini bertujuan untuk menemukan kegunaan teknik Information Gap dalam peningkatan kemampuan berbicara siswa terkait aspek pronunciation, vocabulary dan grammar dilihat dari analisa quantity of speaking dan quality of speaking. Adapun sampel yang diteliti pada penelitian ini adalah 27 siswa kelas 8L SMPN 4 Bandar Lampung tahun ajaran 2014/2015. Metode dalam penelitian ini adalah metode quasi-experimental design yang berhubungan dengan pengukuran periodik. Alat pengumpulan datanya adalah tes berbicara (speaking test). Hasil penelitian menunjukan adanya perbedaaan peningkatan kemampuan berbicara siswa dalam aspek pronunciation, vocabulary dan grammar dalam aplikasi teknik Information Gap.The objective of this study was to find out the application of Information Gap technique in improving students speaking skill especially in terms of pronunciation, vocabulary, and grammar from the analysis of quantity and quality of speaking. The sample of this study was 27 students of 8L SMPN 4 Bandar Lampung academic year of 2014/2015. This study used quasi-experimental design involving periodic measurements. The instrument of this study was speaking task. The result showed that there was a difference in students speaking skill especially in term of pronunciation, vocabulary, and grammar through speaking task in the aplication of Information Gap technique.Keywords: information gap technique, speaking skil
IMPROVING THE STUDENTS VOCABULARY ACHIEVEMENT THROUGH INTENSIVE READING
Get PDFTujuan penilitian ini adalah untuk mengetahui apakah ada peningkatan penguasaan kosa kata siswa setelah diajarkan menggunakan teknik intensive reading. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan di kelas X3 yang berjumlah 24 orang. Peneliti menggunakan tes kosa kata untuk mengumpulan data. Hasil penelitian menunjukan bahwa ada peningkatan penguasaan kosa kata sisiwa setelah diajarkan menggunakan teknik intensive reading. Hal ini dapat dibuktikan dari adanya peningkatan nilai rata-rata siswa dari pretes ke postes yaitu 64.29 ke 72.54, dengan nilai t-table 2.068 dan t-value 4.456. Oleh karena itu dapat disimpulkan jika teknik intensive readingdapat meningkatkan kosa kata siswa.The aim of this research was to find out whether there was a significant improvement of the students vocabulary achievement after they were taught by using Intensive Reading. This research used quantitative approach and was conducted to 24 students in class X3. The researcher administered vocabulary test in collecting the data. The result of the data analysis showed that there was a significant improvement in students vocabulary achievement after they were taught by using intensive reading. It could be proven from the improvement of students mean score from pretest to posttest, which was 64.29 to 72.54, with t-table was 2.068 and the t-value was 4.456. In short, intensive reading can improve students vocabulary achievement.Keywords: improving, intensive reading, vocabulary achievemen
ANALYZING THE FINAL SEMESTER TEST AT THE SECOND YEAR OF SMA NEGERI 1
Get PDFPenelitian ini bertujuan untuk mengidentifikasi: validitas, keandalan, tingkat kesulitan, daya beda, kualitas pilihan di SMA Negeri 1 Purbolinggo di tahun ajaran 2013/2014. Peneliti meneliti ujian akhir semester yang berjumlah 35 soal. Hasil penelitian menunjukan bahwa validitas konstruknya valid, validitas isinya valid, dan validitas mukanya tidak valid. Keandalan (alpha) adalah 0.448. Tingkat kesulitan terdiri dari 11 item (30%) diterima, 10 item (30%) perlu diperbaiki, 14 item (40%) perlu dibuang. Daya beda terdiri dari 11 item (31.4%) diterima, 18 item (51.5%) perlu dibuang, dan 6 item (17.1%) perlu dicek. Kualitas pilihan adalah 26 pilihan (15%) diterima, 89 pilihan (85%) perlu diperbaiki dan perlu dibuang. Hasil menunjukkan bahwa kualitas soal tersebut sedang.The objectives of this research are to identify: the validity, the reliability, the level of difficulty, the discriminating power, the quality of the alternatives, of the final semester test at the second year of SMA Negeri 1 Purbolinggo in 2013/2014 academic year. The researcher investigated the final semester test consisting of 35 items. It was found that that the construct validity is valid, the content validity is valid, but the face validity is not valid. The reliability is 0.448. The level of difficulty consists of 11 items (30%) acceptable, 10 items (30%) need revising, and 14 items (40%) need dropping. The discriminating power consists of 11 items (31.4%) acceptable, 18 items (51.5%) need revising, and 6 items (17.1%) need dropping. The quality of the alternatives is 26 options (15%) acceptable, 89 options (85%) need revising and need dropping. It shows that the quality of the test is moderate.Keywords: quality of the alternatives, reliability, validit
THE EFFECT OF STUDENTS READING INTEREST AND VOCABULARY MASTERY ON STUDENTS READING COMPREHENSION
Get PDFTujuan penelitian ini adalah untuk menemukan apakah ada pengaruh yang significant dari minat membaca dan penguasaan kosakata terhadap pemahaman membaca siswa. Desain penelitian ini kuantitatif menggunakan ex post facto designs. Populasi dari penelitian ini adalah siswa kelas dua SMA. Sampel dari penelitian ini adalah sebanyak 30 siswa. Data yang terkumpul dianalisis menggunakan SPSS 16.0 dan Analisis Path. Hasil penelitian menunjukan bahwa koefisien pengaruh langsung dari minat membaca siswa terhadap pemahaman membaca dan penguasaan kosakata siswa terhadap pemahaman membaca siswa adalah .278 and .700. Sedangkan, pengaruh langsung dari minat membaca dan penguasaan kosakata siswa terhadap pemahaman membaca siswa .978. Dapat disimpulkan bahwa ada pengaruh yang significant dari minat membaca dan penguasaan kosakata terhadap pemahaman membaca siswa. Semakin tinggi minat membaca dan penguasaan kosakata, maka semakin tinggi pemahaman membaca siswa.The purpose of this study was to find out whether there was a significant effect of students reading interest and vocabulary mastery on students reading comprehension. This was quantitative research applied ex post facto designs. The research population was second grade students of SMA. The sample was 30 students. The researcher analyzed the data by using SPSS 16.0 and Path analysis. The results of the research showed that the coefficient direct effect of students reading interest on students reading comprehension and students vocabulary mastery on their reading comprehension were .278 and .700. Meanwhile, the direct effect of students reading interest and vocabulary mastery on their reading comprehension was .978. Therefore, it can be concluded that there was a significant effect of students reading interest and vocabulary mastery on students reading comprehension. The higher reading interest and vocabulary mastery had gotten by the students, the higher reading comprehension had gotten by the students.Keyword: reading comprehension, reading interest, vocabulary master
THE COMPARISON BETWEEN FIELD-DEPENDENT STUDENTS AND FIELD-INDEPENDENT STUDENTS IN READING COMPREHENSION ACHIEVEMENT
Get PDFTujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang berarti antara siswa field dependent dan field independent dalam nilai reading comprehension. Penelitian ini menggunakan pendekatan kuantitatif yang telah dilakukan pada 32 siswa dari XI MIA2 sebagai kelas sampel di SMA Negeri 1 Kotaagung. Dalam pengumpulan data, peneliti memberikan kuisioner dan tes reading comprehension untuk menganalisis perbedaan nilai antara siswa field dependent dan siswa field independent. Data dianalisis menggunakan Independent Group t-test. Hasil penelitian menunjukkan bahwa nilai siswa field independent lebih baik daripada nilai field dependent pada lima aspek membaca. Maka, penelitian ini menyarankan guru agar lebih memperhatikan siswa field dependent dalam proses pembelajaran sehingga nilai reading comprehensionnya menjadi lebih baik.The objective of this research was to find out whether there was a significant difference between the field dependent students and field independent students in reading comprehension achievement. This research used quantitative method which was conducted to 32 students in XI MIA2 as the sample class at SMA Negeri 1 Kotaagung. In collecting the data, the researcher used a questionnaire and reading comprehension test to analyze the different scores between field dependent students and field independent students. The data were analyzed by using Independent Group t-test. The result showed that score of that field independent students was better than score of field dependent students in five aspects of reading. Thus, this research recommended the teacher gave more attention to field dependent students in learning process, so that their reading comprehension achievement would be better.Keywords: field-dependent, field-independent, reading comprehension achievemen
The Effect of Learning Style on Students' Reading Comprehension Achievement
Get PDFTujuan penelitian ini adalah untuk menemukan apakah ada pengaruh gaya belajar terhadap prestasi pemahaman membaca siswa. Desain penelitian ini kuantitatif menggunakan non-correlational of ex post facto design. Populasi dari penelitian ini adalah siswa kelas satu di SMAN 10 Bandar Lampung. Sampel penelitian sebanyak 30 siswa. Instrumen yang digunakan adalah kuisioner gaya belajar dan tes pemahaman membaca. Data yang terkumpul dianalisa menggunakan Pearson Product Moment, One-Way ANOVA di SPSS 16.0. Hasil penelitian menunjukkan bahwa nilai f-table dari gaya belajar terhadap prestasi pemahaman membaca siswa 1.067 dengan nilai signifikansi .380 lebih besar dari f-value (.05). Dapat disimpulkan bahwa tidak ada hubungan yang signifikan antara gaya belajar pada prestasi pemahaman membaca siswa. Namun, setelah dilakukan post hoc test, gaya belajar kinestetik menjadi gaya belajar terbaik pada prestasi pemahaman membaca siswa dibanding kedua gaya belajar lainnya.The objective of this study is to find out whether any significant effect of learning style on students reading comprehension achievement. This was quantitative research applied non co-relational of ex post facto design. The population was the first grade students of SMAN 10 Bandar Lampung. There were 30 students as the sample. The instruments were in the form of questionnaire about learning style and reading comprehension test. The data were analyzed by using Pearson Product Moment- One Way ANOVA in SPSS 16.0. The result showed that F-table score of learning style on students reading comprehension is 1.067 and the significant value is .380. It concluded that there is no significant effect of learning style on students reading comprehension achievement. Moreover, after doing post hoc test, it was found that kinesthetic tend to be the best learning style in reading comprehension achievement among others.Keyword: effect, learning style, reading comprehension achievemen