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A COMPARATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT TAUGHT THROUGH PREDICTIVE AND MAKING INFERENCE
No full textThe objectives of the research are (1) to investigate whether there was difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique, and (2) to determine which one of the two techniques was more effective for teaching reading comprehension. The researcher applied pre-test and post-test control group design. This experimental method dealt with two groups: the experimental class and control class. The sample of the research was the second grade of SMAN 1 Kotagajah. The findings of the research revealed that there was difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique. In addition, predictive technique was more effective than making inferences technique to encourage the students’ motivation to be more active during the process of learning reading. It can be seen from the results of post-test in the experimental class was 81.50 which higher than the mean score of students’ post-test in the control class which was 72.44, with mean difference of score was 9.06. The value of two tailed significant was 0.000. It means that H 0 was rejected and H1 was accepted since 0.000 < 0.05. Keywords: making inferences technique, predictive technique, reading
COMPARATIVE STUDY OF READING ACHIEVEMENT OF NARRATIVE BETWEEN STUDENTS TAUGHT THROUGH GRAPHIC ORGANIZER AND TRANSLATION
Get PDFThe objectives of the research are to find out whether there is significant difference in the improvement of students reading comprehension achievement of English narrative text between students taught through graphic organizer and taught through literal translationand to find out which one is more effective technique. The research was conducted at SMAN 1 Natar especially the first grade. To gain the objective of the research, the researcher conducted quantitative design with pre-test posttest experimental group design. The test result showed that the mean of posttest in the experimental group one was 79.8and the mean of the posttest in the experimental class two was 72, probability level (p) was 0.000. The experimental class two gained the lower average score in posttest than experimental class one. The mean difference was 7.87. It was lower than 0.05. It means that H1was accepted and H0 was rejected since 0.00<0.05. It proves that the treatments given by the researcher had better effect of the students’ achievement. Based on the data, the researcher concludes that the application of graphic organizer improves students’ reading comprehension achievement of narrative text. Keywords: comparative, graphic organizer,literal translation,reading achievement
INCREASING STUDENTS’ READING COMPREHENSION ABILITY THROUGH THINK PAIR SHARE TECHNIQUE IN PROCEDURE TEXT
Get PDFThis research aimed at finding out whether there is any significant difference between the score of students’ reading comprehension ability in procedure text before and after being taught through Think Pair Share technique. This research was conducted based on researcher’s experience in SMAN 1 Bandar Sribhawono that the students still got low scores in reading comprehension test. The X1 class consisting of 30 students was chosen as the sample of this research. This research used one group pretest posttest design, and the result was found by comparing the differences score between pre-test and post-test by using SPSS 17.0. The differences of the scores were calculated by using Repeated Measure t-test. Then, the result showed that the mean score of students’ pre-test was 68.27 and the mean score of students’ post-test was 81.33. It means that the increase of students’ score was 13.06. It indicated that H1 is accepted because the significant (2-tailed) value was 0.000 (p=0.000, p t table (13,315 > 2,045). So, it can be concluded that Think Pair Share technique can be applied and recommended as a reference to teach English in reading class. Keywords: Difference score, Pretest and Posttest, Procedure text, Reading comprehension ability, Think Pair Share techniqu
CORRELATION BETWEEN STUDENTS’ FREQUENCY OF LISTENING TO ENGLISH SONGS AND THEIR VOCABULARY ACHIEVEMENT
Get PDFThe objective of this research is to investigate whether there is significant correlation between students’ frequency of listening English songs. The research was conducted at SMPN 3 Bandar Lampung. This is quantitative research using ex post pasto design. The data were taken from the questionnaire and the test was given to the VIII D class. The sample was chosen randomly through lottery. There are two kinds of tests, i.e. the questionnaire of students’ listening frequency that consists of thirty questions and vocabulary test that consists of thirty questions of multiple choice. The data were analyzed by using the statistical formula of Pearson Product Moment. The result of the this research, rvalue (0.738) was higher than rtable (0.463). It means that there is correlation and H1is accepted. It can be concluded that there is significant correlation between the students’ frequency of listening English song and their vocabulary achievement. Most of the students who have good frequency of listening English song tended to have good score in vocabulary test too. It can be concluded that students’ frequency of listening English song influence their vocabulary achivement.Key words: achivement, frequency, listening, song, vocabulary
THE INFLUENCE OF USING PARLOUR GAMES TOWARDS STUDENTS’ VOCABULARY ACHIEVEMENT
Get PDFPenelitian ini bertujuan untuk mengetahui apakah ada pengaruh terhadap pencapaian vocabulary siswa setelah diajarkan melalui parlour games dan untuk mengetahui respon siswa terhadap pengajaran vocabulary melalui parlour games.Hasil menunjukkan bahwa siswa diajarkan melalui permainan ini tampaknya lebih menyenangkan dan tertarik untuk belajar kosakata sejak siswa dapat memberikan respon yang baik selama proses belajar mengajar. Proses belajar mengajar menantang dan melibatkan semua siswa dalam permainan. Hal ini dapat dilihat dari peningkatan nilai rata-rata siswa. Skor rata-rata siswa dari pretest adalah 56,50 sedangkan nilai rata-rata posttest adalah 63,40. Setelah membandingkan hasil pretest dan skor posttest, ditemukan bahwa ada peningkatan yang signifikan, skor rata-rata siswa meningkat 6,9 setelah treatment. Berdasarkan hasil, dapat disimpulkan bahwa mengajar vocabulary melalui permainan Parlour dapat memberikan pengaruh positif untuk meningkatkan prestasi kosakata siswa secara signifikan. This research was intended to find out whether there was an influence of students’ vocabulary achievement after being taught through parlour games and to know students’ response toward teaching vocabulary through parlour games. The results show that the students taught through parlour games seemed to be more enjoyable and interested in learning vocabulary since the students could provide a good response during teaching learning process. The teaching learning process challenged and involved all students in the game. It can be seen from the increase of the students’ mean score. The students’ mean score of the pretest was 56.50 while the mean score of the posttest was 63.40. After comparing the result of the pretest and the posttest scores, it was found that there was a significant increase, the mean score of the students had increased 6.9 after the treatments. Based on the results, it can be concluded that teaching vocabulary through Parlour games can give positive influence to increase students’ vocabulary achievement significantly. Keywords: influence, parlour games, vocabulary achievemen
COMPARATIVE STUDY OF READING ACHIEVEMENT THROUGH USING INFORMATION CATEGORIZING AND FACT-OPINION CATEGORIZING IN SMAN 15 BANDAR LAMPUNG
No full text The objectives of this research are to investigate which of the two sub-skills in reading is more effective for comprehending the text, and to find out whether there is any significant difference of students’ reading comprehension achievement between those who are using information categorizing and those of using fact-opinion categorizing. This is a quantitative study which had intact group pre-test post-test design.The result shows that there is a significant difference of students’ reading comprehension achievement between those who were taught using information categorizing and those taught using fact-opinion categorizing. The significant increase of students’ achievement in the experimental class I (information categorizing) is (p<0.05, p=0.00) with the increase of mean in pre-test and post-test is 19.34 points. Meanwhile, in experimental class II (fact-opinion categorizing) the significant increase of pre-test and post-test is also (p<0.05, p=0.00), but the increase of mean is only 12.37. It indicates that the information categorizing is more effective sub-skill than fact-opinion categorizing in increasing the students’ reading comprehension achievement. Keywords: Comparative Study, fact-opinion categorizing, information categorizing, reading achievement
IMPROVING STUDENTS’ WRITING ABILITY OF NARRATIVE
Get PDFAbstract:There are two main objectives of this research (1) to find out how peercorrection technique improves the students’ activities in teaching-learning process (2)to find out how peer correction technique improves the students’ writing ability inwriting a narrative text. This research uses classroom action research. The subject ofthe research is the students of class X at SMAN 1 Gadingrejo in the academic year2011/2012.The result of this research is that, there was 25.92% of improvement from the firstcycle until second cycle in learning process. It happened since the teacher asked thestudents to change the position in order to make the teaching-learning process runningwell. The passive students in the left row sat next to the active students in the rightrow. It was done in order to make the passive students become more active. Bychanging the students’ position, it encouraged the passive students being more activesince they sat next to the active students. Meanwhile, there are 23 students (85.18%)whose scores had achieved the target of the indicator in learning product. It was foundthat the students’ writing scores improved when the teacher focused on the specificerrors based on the correction checklist that was given. Correction checklist providedspecific errors to enable and help the students in correcting their peer’s work. Byusing it, the students felt easier when they should focus on some errors. It made thestudents know what should be corrected when peer correction was implemented.They could learn from the mistakes that their friends had made and also they couldlearn from their friends who gave the correction to make their writing better.Keywords: peer correction technique, writing, narrative tex
THE INFLUENCE OF STORY TELLING TECHNIQUE ON STUDENTS SPEAKING ABILITY
Get PDFThe objectives of this research were to investigate whether or not storytelling technique influences students’ speaking ability and to find out whether or not storytelling give positive respond in English teaching learning. The study employed one group pretest posttest design. Repeated measure t-test was used to analyze the data and the hypothesis testing was computed using SPSS version 15.0.The result showed that storytelling technique is applicable to increase the students’ speaking ability, especially in terms of fluency, grammar, pronunciation, vocabulary, and comprehensibility. In pretest students’ mean score was 49.13 while in posttest it became 62.86. in terms of the aspects of speaking, it can be reported that students’ fluency increased from 9.80 to 12.26 (gain of 2.46), pronunciation increased from 10.00 to 12.53 (gain of 2.53), grammar increased from 9.86 to 13.00 (gain of 3.14), vocabulary increased from 9.60 to 12.40 (gain of 2.80), and the comprehension increased from 9.86 to 12.66 (gain of 2.80). The result of the questionnaires gave a very positive respond toward storytelling technique on students speaking ability. It can be concluded that storytelling technique gave significant influence toward students’ speaking ability and get positive respond. Keywords: speaking ability, storytelling, storytelling technique
A COMPARATIVE STUDY BETWEEN INFORMATION GAP TASK IN PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING ABILITY
Get PDFThe purposes of the qualitative research were to find out the significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work and to determine which pattern is better in getting students to talk at second grade of SMAN 1 Seputih Raman. The study focused on pattern that is used in information gap task. The participants were the second grade of SMAN 1 Seputih Raman. The data were recorded and analyzed by using Independent group t-test (SPSS version 20). The data shows that there is significant different result in between pair and small group. Small group work has better pattern that encourages students to talk in information gaptechnique.Keywords: information gap, pair, small group, speaking ability
INCREASING READING COMPREHENSION BY USING RETELLIN IN RECOUNT TEXT
No full textThe aim of this research was to find out whether there was an increase of the students‟ reading comprehension achievement after being taught through Retelling in Recount Text. Retelling is one of technique which are considered applicable and useful in increasing reading comprehension achievement. It increases both the quantity and quality of what is comprehended. This quantitative research applied one group pretest posttest design. The population of this study was the first grade students of SMAN 2 Tulang Bawang Udik, Tulang Bawang Barat. Two classes were selected in this research, one class served as try out class and the other was assigned as experimental class. Pretest-posttest items were employed to obtain the data. The collected data were analyzed by using Repeated Measure t-Test with Statistically Package for Social Science (SPSS) version 17.0. Based on the calculation of t-Test, the result showed that the students‟ mean score of posttest in experimental class (63.23) was higher than pretest (47. 93) with the gained score was 15.30. The t-test also revealed that the result was significant (p < .05, p= .000). Thus, it is concluded that there was an increase in students‟ reading comprehension achievement after being taught through retelling.Keywords: reading comprehension, recount text, retelling