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ANALYZING THE ASPECTS OF COLLABORATIVE LEARNING IN THE IMPLEMENTATION OF 2013 CURRICULUM
Get PDFTujuan penelitian adalah untuk mengamati sejauh mana pelaksanaan pembelajaran kolaboratif dalam kurikulum 2013, karakteristik kolaboratif yang banyak muncul, teknik kolaboratif yang banyak dipakai, dan masalah yang temukan oleh guru. Penelitian ini menggunakan metode deskriptif kualitatif. Penelitian dilakukan di kelas 7-8 SMPN 2 Bandar Lampung. Instrumen yang digunakan adalah, observasi, kuisioner, dan interview. Pembelajaran kolaboratif telah 81.11% diterapkan dan pendekatan ilmiah juga diterapkan sesuai dengan anjuran kurikulum 2103, karakteristik kolaboratif yang paling banyak muncul adalah interaksi suportif dengan 83.33%, teknik pembelajaran kolaboratif yang paling sering diterapkan adalah teknik penyelesaian masalah, dan masalah yang ditemukan oleh guru adalah ada beberapa siswa yang masih pasif dan kurang memiliki dasar kemampuan bahasa Inggris yang baik. Pembelajaran kolaboratif memungkinkan siswa untuk lebih aktif, namun guru disarankan menggunakan media yang menarik dalam pembelajaran kolaboratif dan lebih perhatian terhadap perkembangan siswa. The objectives are to observe, how far the collaborative learning is implemented in the application of curriculum 2013, which characteristics appear the most, which technique that is mostly used, and what difficulties are found by the teacher found. This research employed descriptive qualitative method. The research was conducted at SMPN 2 Bandar Lampung at class 7-8. The research instruments are observation, questionnaire and interview. The collaborative learning class was implemented around 81.11% and the teacher also implemented the scientific approach, the supportive interaction appeared the most, with 83.33%, the problem-solving technique was implemented the most during the learning process, the teachers’ difficulties were, there were still some passive students and students who did not have the basic English skill. The collaborative learning technique enabled the students to be more active. The teachers are suggested to use interesting media to support the collaborative learning class and be more attentive towards the students.Keywords: aspect, collaborative learning, curriculum 2013
THE IMPLEMENTATION OF DERIVATIONAL EXERCISE IN TEACHING VOCABULARY
Get PDFPenelitian ini bertujuan untuk mengetahui apakah derivational exercise meningkatkan kosakata siswa dan untuk menelaah permasalahan yang dihadapi mereka di pembelajaran kosakata melalui derivational exercise. Desain penelitian ini adalah kuantitatif. Subjek penelitian ini adalah siswa kelas XI IPA 2 di SMA YP UNILA Bandar Lampung. Peneliti menggunakan dua instrumen pengambilan data: test kosakata dan wawancara Data dianalisis dengan Repeated Measure T-test. Hasil menunjukkan bahwa nilai rata-rata test awal adalah 54.91 dan nilai rata-rata test akhir adalah 70.35. Peningkatan dari semua nilai tersebut adalah 15.41. Hasil dari wawancara bisa diklasifikasikan bahwa sebagian masalah yang dihadapi siswa adalah bentuk dan penggunaan kata di dalam konteks. Jadi dapat disimpulkan penerapan derivational exercise dapat membangun kreativitas dan produktivitas siswa di dalam mengembangkan kata dan juga meningkatkan pencapaian kosakata.This research was intended to find out whether derivational exercises improve students’ vocabulary and to investigate the problems that the students face in learning vocabulary through derivational exercise. This research used a quantitative research. The participants were students of SMA YP UNILA Bandar Lampung, class XI IPA 2. Researcher used two data collecting techniques: vocabulary test and interview. The data were analyzed by using Repeated Measure T-test. The results showed that the mean score of pretest was 54.94 and the mean score of posttest was 70.35. The improvement of those score was 15.41. The result of the interview can be classified that the most problems that students face were the form and use the word in the context. So, it can be concluded the implementation of derivational exercise could build up students’ creativity and productivity in building a word and also improve their vocabulary achievement.Keywords: achievement, derivational exercise, vocabulary
THE USE OF CROSSWORD PUZZLE ON STUDENTS’ INTERACTION IN LEARNING VOCABULARY
Get PDFPenelitian ini bertujuan untuk mengetahui apakah crossword puzzle dibutuhkan untuk mempengaruhi interaksi siswa dalam pembelajaran kosa-kata dan untuk menelaah motivasi siswa dalam berinteraksi ketika mereka belajar kosa-kata. Desain penelitian ini adalah kualitatif phenomenological. Subjek penelitian ini adalah siswa kelas VIII B di SMPN 8 Bandar Lampung, tahun ajaran 2013-2014. Peneliti menggunakan tiga instrument pengambilan data: observasi, dokumentasi, dan wawancara. Data dianalisis dengan menggunakan teori interaksi. Hasil penelitian menunjukkan bahwa total interaksi yang tercipta sekitar 150 interaksi, 133 interaksi siswa-siswa (89.26 %) dan 17 lainnya interaksi antara siswa-guru (10.69 %). Jumlah akhir interaksi siswa-siswa lebih tinggi dari interaksi siswa-guru di dalam kelas. Dapat dikatakan crossword puzzle memiliki pengaruh positive terhadap interaksi siswa di kelas dan dapat memotivasi siswa untuk berinteraksi aktif dalam proses belajar.This research was intended to find out whether a crossword puzzle game was needed to affect the students’ interaction in learning vocabulary and to investigate the students’ motivation to interact when they was learning vocabulary. This research used phenomenological qualitative study.The participants were students at SMPN 8 Bandar Lampung, VIII B class in academic year 2013-2014. She used three data collecting techniques: observation, documentation, and interview. The data were analyzed using some theory interaction patterns and interaction categories. The results showed that the total numbers of interactions in the class were 150 interactions, 133 interactions (89.26 %) were students-students interactions, and 17 interactions (10.69 %) were student-teacher interactions. The total number of students-students interaction was higher than students-teacher interactions. It means that crossword puzzle game has influenced positively the students’ interaction and motivated the students to interact actively in learning process.Keywords: crossword puzzle, learning, students’ interaction, vocabulary
AN ANALYSIS OF STUDENTS’ PROBLEMS IN FINDING MAIN IDEA OF READING TEXT
Get PDFPenelitian ini bertujuan untuk menganalisis masalah siswa dalam menemukan main idea dan untuk mengetahui persepsi siswa terhadap tes membaca dalam menemukan main idea. Subjek penelitian ini adalah kelas VIII A MTsN 1 Kotabumi. Peneliti menggunakan tiga instrumen pengambilan data: tes membaca, wawancara dan kuesioner. Hasil dari tes membaca menunjukan bahwa hanya ada 5 siswa yang mendapat nilai 61-70 dan 8 siswa yang mendapat nilai 31-40. Berdasarkan hasil yang didapat dari wawancara terdapat 6 masalah yang siswa temukan dalam menemukan main idea: kurangnya minat siswa, kurangnya pengetahuan kosa kata, kalimat yang panjang, miskin strategi membaca, kebingungan tata bahasa, dan tidak tahu bagian paragraf. Hasil dari kuesioner dapat disimpulkan bahwa siswa kelas VIII A masih kesulitan dalam menemukan main idea karena mereka tidak mengetahui arti dari main idea dan banyak kata-kata sulit yang membuat mereka bingung untuk menemukan main idea pada teks bacaan. This research was intended to analyze the students’ problems in finding main idea and to trace the students’ perception toward a reading test in finding main idea. The participants were class VIII A MTsN 1 Kotabumi. The researcher used three data collecting techniques: reading test, interview, and questionnaire. The result of reading test showed that there were only 5 students who got score 61-70 and 8 students who got score 31-40. Based on the result of interview there were six students’ problems faced in finding the main idea: lack of students interest, lack of vocabulary knowledge, length of the sentence, poor reading strategy, grammatical confusion, and ignorance of paragraph component. The result of questionnaire can be concluded that the students class VIII A still get difficulties in finding main idea because they do not know what main idea is and many difficult words make them confused to find main idea of reading text.Keywords: main idea, problems, reading
A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN GUESSING AND MAKING INFERENCES TECHNIQUES
No full textTujuan penelitian ini adalah untuk (1) meneliti apakah ada perbedaan prestasi pemahaman membaca siswa antara mereka yang diajarkan melalui teknik menebak dan melalui teknik menyimpulkan dan (2) menentukan salah satu dari dua teknik tersebut yang lebih efektif dalam meningkatkan prestasi pemahaman membaca siswa. Peneliti menggunakan desain pretest posttest kelompok independen dalam menganalisa data. Sampel penelitian adalah siswa kelas XI IPA 4 dan XI IPA 5. Hasil penelitian mengindikasi bahwa teknik menebak lebih efektif dibandingkan dengan teknik menyimpulkan dalam meningkatkan prestasi pemahaman membaca siswa. Nilai rata-rata posttest pada kelas eksperimen adalah 73.62 sedangkan pada kelas kontrol adalah 67.80. Nilai dari dua ekor signifikan adalah 0.000 yang berarti bahwa ditolak dan diterima dimana 0.000 < 0.05.The objectives of the research are (1) to investigate whether there is any significant difference of students’ reading comprehension achievement between those taught through guessing and through making inferences techniques and (2) to determine which one is more effective of the two techniques. The researcher applied independent group t-test in analysing the data. The sample of the research was Natural Science 4 and Natural Science 5 students. The finding indicated that guessing technique was more effective than making inferences technique in improving students’ reading comprehension achievement. The mean score of posttest in experimental class was 73.62 while in control class was 67.80. The value of two tailed significant was 0.000 which meant that was rejected and was accepted since 0.000 < 0.05.Keywords: guessing technique, improving, making inferences technique, readin
A COMPARATIVE STUDY OF STUDENTS' LISTENING COMPREHENSION TAUGHT THROUGH VIDEO AND AUDIO
Get PDFTujuan dari penelitian ini adalah: (1) untuk mengetahui apakah ada perbedaan yang signifikan mengenai pemahaman menyimak siswa setelah diajarkan melalui video dan yang diajarkan melalui audio, dan (2) untuk mengetahui media manakah yang lebih baik untuk meningkatkan pemahaman menyimak siswa. Penelitian ini dilakukan terhadap siswa kelas satu SMP Negeri 26 Bandar Lampung. Data dianalisis dengan menggunakan Independent Sample t-test di SPSS 16.0. Ada perbedaan yang signifikan mengenai prestasi pemahaman menyimak antara siswa yang diajarkan melalui video dan audio. Hal ini dapat dilihat dari sign lebih kecil dari alpha (0,026<0,05). Di kelas eksperimen 1 peningkatan nilai adalah 15,7 sedangkan kelas eksperimen 2 peningkatan nilai adalah 10,82. Menurut hasil data, pengajaran menyimak melalui video lebih efektif untuk meningkatkan pemahaman menyimak siswa karena video dapat memberikan suasana yang lebih menyenangkan bagi siswa di kelas .The purpose of this research were: (1) to find out whether there is a significant difference of the students' listening comprehension after being taught through video and those who are taught through audio, and (2) to find out which one of those media is better to increase students' listening comprehension. This research was conducted to the first grade students of SMP Negeri 26 Bandar Lampung. The data were analyzed by using Independent Sample t-test in SPSS 16.0. There is a significant difference of the students’ listening comprehension achievement between the students who were taught through video and those who were taught through audio. It can be seen from sign smaller than alpha (0.026<0.05). In experimental class 1 the increase score is 15.7 while in experimental class 2 is 10.82. From the result of the data, teaching listening through video is more effective to increase students’ listening comprehension because video can give more enjoyable listening atmosphere for students in the classroom.Keywords: audio, listening comprehension, video
COMPARING STUDENTS’ ACHIEVEMENT IN LEARNING VOCABULARY THROUGH CLUSTERING TECHNIQUE AND DERIVATIONAL EXERCISES
Get PDFPenelitian ini bertujuan untuk mencari mana yang lebih baik antara Clustering Technique dan Derivational Exercises dalam meningkatkan pemerolehan kosa kata siswa. Penelitian ini melibatkan dua kelas eksperimental yaitu kelas XI IPS 1 dan XI IPS 2 di SMAN 1 Kalirejo. Data didapat melalui pemerolehan pre-test dan post test dan dianalisa menggunakan Independent Group T-test. Hasilnya menunjukan bahwa rata-rata nilai tengah dari post test di kelas pertama adalah 76,55 sedangkan di kelas kedua adalah 62,79 and level signifikannya (p) adalah 0,000. Hal ini berarti Clustering Technique secara signifikan lebih baik daripada Derivational Exercises dalam meningkatkan pemerolehan kosa kata siswa. Clustering Technique lebih sederhana untuk dimengerti oleh siswa daripada Derivational Exercises.This research was intended to find out which one was better between Clustering Technique and Derivational Exercises in improving students’ vocabulary achievement. This research used two experimental classes, they are class XI IPS 1 and XI IPS 2 in SMAN 1 Kalirejo. The data were collected from the gain of pre-test and post test and analyzed by using Independent Group T-test. The result showed that the mean score of post test in the first class was 76.55 while in the second class was 62.79 and probability level (p) was 0.000. It means that Clustering Technique was significantly better than Derivational Exercises in improving students’ vocabulary achievement. Clustering Technique is simpler to be understood by the students than Derivational Exercises.Keywords: clustering technique, derivational exercises, students’ vocabulary achievement
THE IMPLEMENTATION OF “POWER TEACHING” APPROACH IN INCREASING STUDENTS’ SPEAKING PARTICIPATION
Get PDFTujuan penelitian ini adalah untuk menemukan bagaimana langkah-langkah dari power teaching, diimplementasi di kelas, kenaikan partisipasi berbicara siswa, dan respon siswa. Subjek dalam penelitian ini adalah siswa kelas VIII yang terdiri dari 33 siswa. Penelitian ini menggunakan desain kualitatif dengan self reflective paradigms. Hasil penelitian menunjukkan bahwa (1) keempat langkah dari teknik power teaching yakni controlling, exploring, pursuing, dan preserving berjalan dengan baik, (2) peningkatan partisipasi berbicara siswa dalam proses pembelajaran setelah diajar melalui power teaching, (3) siswa memberikan respon positif setelah diajar dengan power teaching. Karena itu, power teaching bisa digunakan dalam pengajaran berbicara karena pendekatan ini dapat membuat siswa berpartisipasi dalam kegiatan berbicara, memaksimalkan peran siswa dan keterlibatan mereka dalam proses belajar dan mengajar dan meminimalis waktu guru dalam menjelaskan.The objectives of this research were to find out how the steps of power teaching are implemented in the class, the increase of students’ speaking participation, and the students’ responses. The subject of this research was the second year students consisting of 33 students in class VIII. This study used a qualitative research with self reflective teaching paradigms. The results showed that (1) the four steps suggested from power teaching techniques namely, controlling, exploring, pursuing, and preserving runs successfully, (2) the increase of student’s speaking participation in learning process after being taught through power teaching. (3) the students gave positive responses after being taught through power teaching. Therefore, it is recommended to use power teaching in teaching speaking since this approach could make students participate in speaking activity, maximize the students’ role and involvement in teaching learning process and minimize the teachers’ talk time.Keywords: power teaching, self reflective teaching paradigms, speaking participatio
TEACHING VOCABULARY THROUGH PICTIONARY GAME TO FIRST GRADE STUDENTS OF SMP AL-KAUTSAR
Get PDFTujuan penelitian ini adalah (1) menganalisis prestasi kosakata siswa setelah diajarkan melalui permainan pictionary, dan (2) mendeskripsikan proses pelaksanaan permainan pictionary dalam pengajaran kosakata. Data didapat melalui tes kosakata dan lembar observasi, dan diolah menggunakan Repeated Measures t-test. Hasil analisis data menunjukan bahwa nilai rata-rata pretest adalah 65.15, dan nilai rata-rata posttest adalah 89.15. Kenaikan antara pretest dan posttest adalah 24. Siswa memperoleh kenaikan lebih besar pada noun daripada verb (25.7>21.5). t-value lebih besar daripada t-table (7.199>2.056). Ini berarti setelah penerapan permainan pictionary, ada perbedaan dan kenaikan prestasi kosakata siswa yang signifikan. Data observasi menunjukkan bahwa permainan pictionary membuat siswa menikmati proses belajar. Motivasi siswa bertambah; mereka bisa menjadi pemecah masalah, pelajar yang aktif dan independen; mereka bisa berguru dan belajar dari sesama teman, dan menciptakan interaksi yang baik dengan teman mereka. The purposes of the research were: (1) analyzing students’ vocabulary achievement after being taught by using Pictionary Game, and (2) describing the process of the implementation of Pictionary Game in teaching vocabulary. The data were collected by using vocabulary test and observation sheet, and were computed by using Repeated Measures t-test. The results showed that the mean score of the pretest was 65.15, and the mean score of the posttest was 89.15. The increase from pretest to posttest was 24 points. The students got higher increase in noun than verb (25.7>21.5). The t-value was higher than t-table (7.199>2.056). It means that after the implementation of Pictionary Game, there was a significant difference and increase of students’ vocabulary achievement. The observation-based data showed that Pictionary Game made the students enjoyed the learning process. The students’ motivation was boosted; they could be problem-solvers, active and independent learners; they could teach and learn from each other, and form a good interaction with their friends. Keywords: game, pictionary, vocabulary
THE EFFECT OF USING CLT TO IMPROVE SPEAKING
Get PDFPenelitian ini bertujuan untuk mengetahui pengaruh signifikan terhadap keterampilan berbicara siswa menggunakan metode CLT dan menemukan teknik yang memberikan efek terbaik bagi siswa dalam hal kualitas dan kuantitas terhadap keterampilan interaksi berbicara. Peneliti menggunakan times series design dengan memberikan topik dan teknik yang berbeda untuk setiap perlakuan dan tes. Data diambil dengan merekam dan menyalin percakapan siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang signifikan terhadap keterampilan siswa dalam berbicara menggunakan metode CLT dalam hal kualitas dan kuantitas terhadap keterampilan interaksi berbicara. Oleh karena itu, dapat disimpulkan bahwa untuk kualitas keterampilan berbicara, role play memberikan efek terbaik bagi siswa dalam hal aspek keterampilan berbicara dan dari kuantitas interaksi, problem solving memberikan efek terbaik bagi para siswa dalam memproduksi rerata panjang ucapan.This research is intended to know the significant effect of the students’ speaking skill by usig CLT and find which technique gives the best effect in term of quality of speaking skill and quantity of interaction. The researcher used one group times series design by giving different topics and techniques for each treatment and every test. The data were taken by recording and transcribing the students’ speaking performances. The results show that there was a significant effect of the students’ speaking skill by usig CLT in term of quality of speaking skill and quantity of interaction. Therefore, it can be concluded that for the quality of speaking skill role play technique gave the best effect for the students in terms of ascpect of speaking skill and from quantity of interaction, problem solving technique gave the best effect for the students in producing mean length of utterance (MLU).Keywords: mean length of utterance, quality of speaking skill, quantity of interaction