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The Role of Students’ Language Learning Strategies in Speaking
Get PDF Abstract: The purposes of this study are (i) to find out the significant difference of speaking among high and low frequency users in learnng strategies, (ii) to investigate the most frequent strategy used by high performer in speaking. This study was carried out at Muhammadiyah 2 Senior High School involving 29 students selected as sample. The data were collected by means of English speaking test and questionnaire test of speaking. The data were analyzed and interpreted by using ANOVA supported by SPSS v.16. The result reveals that there are (i) the difference of speaking among high and low frequency users in learning strategies was significant (p 2.76), (ii) most of high performer in speaking used cognitive strategies in speaking. Based on the result it can be concluded that there was a significant difference in speaking among high and low frequency users in learning strategies and it also showed that most of high performer in speaking used cognitive strategies in speaking. It means that the teachers should be aware of students’ learning strategy in speaking because the more the students use learning strategy in speaking the better their ability will be. Keyword: cognitive strategies, language learning strategy, metacognitive strategies, social strategies, speaking
THE EFFECT OF USING ENGLISH SONG IN PAIRWORK ACTIVITY TO INCREASE STUDENTS’ SPEAKING ACHIEVEMENT
Get PDFPenelitian ini di lakukan berdasarkan permasalahan yaitu kurangnya kemampuan berbicara siswa terkhusus berbagi gagasan satu sama yang lain. Tujuan dari penelitian ini adalah (1) untuk menemukan apakah adanya pengaruh kemampuan berbicara siswa setelah mengajar lagu bahasa Inggris. (2) untuk menemukan adakah permasalahan yang dihadapi oleh siswa. (3) untuk menemukan aspek berbicara yang mana yang meningkat. Metode yang di gunakan dalam penelitian ini adalah time siries disain. Hasil penelitian ini yaitu, post test 1 nilai tengah nya adalah 53.65 di mana posttest 2 meningkat menjadi 66.67 dengan nilai tengah 12.52 dan di post test 3 meningkat menjadi 81.40, dengan nilai tengah 15.2. Berdasarkan hasil dalam setiap post test dapat di katakan bahwa penggunakan lagu bahasa inggris dalam pembelaaran bahasa Inggris memiliki pengaruh yang baik untuk meningkatkan kemampuan berbicara siswa. This research was conducted based on the problem faced by the students that is the students have the low speaking to share their ideas in English speaking communicatively.The objectives of the research are (1) to find out wheter there is effect of students speaking achievement after being taught by using English song in pair work activity (2) to find out there is problem encountered by students in implementing this media (3) to find out which aspects of speaking are increase the students speaking achievement. The method used in this research was time series design. The result of this research, in post test 1students mean score is 53.65 while in posttest 2 it increse to 66.17; the gain is 12.52 and in the posttest 3 it increase to 81.40 ; the gain is 15.23. Based on the result of the every post test, it can be concluded that song in a pair work activity has a good effect to increase the students’ speaking achievement.Keywords: effect, English song, pair work, speaking achievemen
THE CORRELATION BETWEEN STUDENTS’ LEARNING STRATEGIES AND TEXT TYPES IN STUDENTS’ READING COMPREHENSION
Get PDFThe objectives of this research are to find out whether there is any correlation between students’ learning strategies and text types in students’ reading comprehension; and to investigate which learning strategy is mostly applied by students in reading. The design of this research is a co-relational study of ex post design. The sample of the research was class VIII B consisting of 30 students. The result shows that there is a correlation between students’ learning strategies and text types in students’ reading comprehension with rxy are 0.416 (on descriptive text) and 0.403 (on recount text) with N 30 at = 0.05 while rtable is 0.3494. Thus, rxy > rtable; meaning that there is correlation of the two variables which are categorized as moderate correlation. Another result shows that metacognitive strategies are mostly applied by students in reading. It has been found that the mean of cognitive learning strategies is 32.1; metacognitive strategies is 32.33; and socio-affective strategies is 28.5. The researcher suggests that the English teacher should apply metacognitive strategies in teaching reading comprehension as one of alternative strategies especially because it has been found that the strategy can make them successful in learning reading. Keywords: descriptive text, learning strategies, reading comprehension, recount text, text type
PROBLEMS OF COHESIVE TIES IDENTIFICATION IN UNDERSTANDING READING TEXTS
Get PDFThis research was conducted to find out: (1) some problems that might arise during teaching the recognition of cohesive ties to the second year students, (2) those that might arise while students work on texts in groups to recognize the existing cohesive ties, and (3) the students’ opinions and feelings toward teaching the recognition of cohesive ties. The data were taken from one class only of the second year students of SMA Muhammadyah Gisting. Since the focus of this research was on the process of students’ learning and their problems as well as their opinions and feelings toward the material, the researcher employed the descriptively qualitative research design. She came into class as an observer. As instruments in collecting the data, the writer used questionnaires, observation and tests. Questionnaires, before and after the implementation of teaching the recognition of cohesive ties, and the students’ reading texts after the tests were collected in order to make the data more comprehensive. Observation was conducted while the teacher taught cohesive ties to students. After analyzing the result of the research, some conclusions are drawn based on the first questionnaire, that most students did not know what cohesive ties were. Therefore, they could not understand English texts well. After being taught the cohesive ties, the students began to understand texts though not so comprehension. Concerning with the students’ opinions and feelings, the writer found that they were impressed at teaching the recognition of cohesive ties and they stated that, if possible, the cohesive ties could be taught longer at schools so that the cohesive ties might help them to understand the idea, conveyed in reading materials completely. Based on the result of this research, the writer suggests that cohesive ties would better be taught at schools, if possible, in order to make high schools students able to understand the idea in English reading texts well.Keywords: identification cohesive ties, narrative text, reading
DIFFERENCES OF COMMUNICATION STRATEGIES USED BY EXTROVERT STUDENTS AND INTROVERT STUDENTS IN ENGLISH SPEAKING
Get PDFThe objectives of this research is to find out which communication strategies are frequently used by extrovert students and introvert students. The design of this research used taxonomic analysis which is adopted from Dorney‟s taxonomy of communication strategy. One class, XI science 1 which consisted of 36 students, was taken as the sample of the research. The result shows that there are 16 students who were classified into extrovert group, 14 students were introvert, and 6 students were mediocre group. Meanwhile, it was found that there are 138 CSs used by extrovert and introvert students. The extrovert students used 52 CSs or as many as 37% from the total of percentage. Besides, introvert students used 86 CSs or as many as 63%. Moreover, extrovert students tended to use appeal for help frequently. On the other hand, introvert students mostly used time gaining strategies. Since Indonesian students may not understand how to use CSs in English speaking activity; the researcher suggests that the teachers teach about CSs by providing them L2 models of CSs. Keywords: communication strategy, extrovert, introvert, taxonomic analysi
INCREASING STUDENTS’ LISTENING ACHIEVEMENT THROUGH RUNNING DICTATION
Get PDFTujuan dari penelitian ini adalah untuk mengetahui apakah ada peningkatan yang sangat signifikan pada prestasi menyimak pada siswa. Populasi dalam penelitian ini adalah siswa kelas dua di SMAN 1 Ambarawa Pringsewu., dan sampel penelitian ini adalah XI.IPS.3. Penelitian ini menggunakan pre-test dan post-test satu kelompok dan para siswa diajar sebanyak tiga kali. Dalam penelitian ini, t-test pengukuran berulang digunakan untuk menganalisa data. Pada pre-tes, nilai rata-rata adalah 55.65 dan pada post test menjadi 70.82. Jadi ada peningkatan sebesar 15.18. Hasil t-test menunjukkan bahwa t-ratio lebih tinggi daripada t-table (10.534 > 2.042) dengan signifikan level p 2.042) with the level of significant is p < 0.05 and significant two tail is p=0.000. It can be concluded that running dictation is appropriate to be used in order to increase students’ listening achievement.Keywords: listening, listening achivement, running dictatio
IMPLEMENTATION OF DEBATE TECHNIQUE IN TEACHING SPEAKING
Get PDFThe objectives of this research are to describe the procedures of Debate technique which are implemented in speaking class and to analyze the interaction activities in term of Sinclair and Coulthard Initiation-Response-Feedback (IRF) Model and interview to gain the data. The subject of this research is the second grade students of SMA YP Unila Bandar Lampung. The result of this research is Debate technique is implemented well in speaking class. It can stimulate the students to speak in English through five debate sessions. Student Elicitation dominates the interaction by having 43 interactions or 46.74% of the total interaction. The second highest is Teacher Elicitation by having 20 interactions or 21.74% of the total interaction. The third is Teacher Informing by having 12 interactions or 13.05%. The fourth and fifth percentages are Student Informing and Checking by having 8 interactions or 8.69%. And the rest is Teacher Directing by having 1 interaction or 1.09% of the total interaction. The result of the interview shows that students enjoy the teaching learning process. The conclusion of this research is Debate technique can stimulate the students to speak up and interact with each other. Keywords: analysis, debate, interaction
COMPARATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE ARE TAUGHT USING AUTHENTIC MATERIAL AND TEACHER-MADE MATERIAL
No full textThe objectives of this research are to investigate whether there is a significant difference of students’ reading achievement between those who are taught using authentic and those using teacher-made materials, and to find out which of the two materials is more effective to teach reading. The population of this research was the first grade of SMAN 5 Bandar Lampung. The treatments were given in three times in both classes. Objective test was used as the instrument for data collection, which was administered in pretest and posttest. The data gained from this research were statically analyzed using independent t-test through SPSS 16.0 for Windows. The result shows that there is a significant difference of students’ reading comprehension achievement between students who were taught by using authentic material and those using teacher-made material. The significant increase of students’ achievement in the experimental class 1 (authentic material) was (p<0.05, p=0.000) with the increase of mean in pretest and posttest was 11.82 points. Meanwhile, the significant increase of students’ achievement in the experimental class 2 (teacher-made material) was (p<0.05, p=0.000) with the increase was only 7.43 points. Based on the data, it can be concluded that there is significant different between authentic and teacher-made materials and authentic material is more effective than teacher-made material to improve the students’ reading comprehension achievement. Keywords: authentic material, comparative, reading achievement, teacher-made material
AN ANALYSIS OF STUDENT’S READING ANXIETY AND IT’S EFFECT ON READING COMPREHENSION
Get PDFTujuan dari penelitian ini adalah untuk mengetahui apakah kecemasan yang merupakan faktor psikologi negatif dapat mempengaruhi pemahaman membaca siswa dan juga menentukan perbedaan yang signifikansi antara siswa tingkat kecemasan tinggi dan siswa tingkat kecemasan rendah. Hasil dari penelitian ini menunjukan perbedaan yang signifikan antara kedua kelompok tersebut. Rataan nilai kelompok siswa tingkat kecemasan tinggi adalah 62.37 sementara untuk kelompok tingkat kecemasan rendah adalah 83.81. Berdasarkan hasil analisis Mann-Whitney, didapatkan nilai p 0.005 yang menunjukan bahwa kelompok siswa tingkat kecemasan rendah memiliki nilai yang lebih tinggi dibandingkan kelompok siswa tingkat kecemasan tinggi. Hasil analisis Linear Regression menunjukan nilai r2 (0.319), yang berarti kecemasan membaca juga ikut berperan dalam pencapaian pemahaman membaca siswa. Karenanya, guru sebaiknya berupaya mengurangi kecemasan siswa agar pencapaian mereka lebih maksimal. This research aimed to find out whether a negative psychological affective factor known as anxiety could really affect students’ reading comprehension and to determine the difference in reading comprehension between students with higher level of anxiety and those with lower level of anxiety. The results show that the students’ reading comprehension significantly differs between the two groups. The mean score of higher level of anxiety students was 62.37 while the mean score for lower level of anxiety students was 83.81. Based on the analysis by using Mann-Whitney U Test, it shows that lower level anxiety students have higher score in reading comprehension than those with higher level of anxiety as the computation resulted in p value at 0.005. The next analysis by using Linear Regression resulted in r2 (0.319). This number shows that reading anxiety may give contribution to the overall students’ reading comprehension achievement. Therefore, teacher should lessen the student’s anxiety to maximize their achievement. Keywords : effect, reading anxiety, reading comprehension
COMPARATIVE STUDY BETWEEN STUDENTS’ READING ACHIEVEMENT TAUGHT THROUGH INFORMATION TRANSFER AND TRANSLATION TECHNIQUE
Get PDFThis research was intended to find out whether there was a significant difference of students’ reading achievement in comprehending authentic material taught through information transfer and translation technique and to find out which of the two techniques was more effective for teaching reading of authentic material. This research took place in SMPN 1 Natar. It consists of two classes of the third grader. Control group pre-test post-test design was applied in this research. The instrument used in this research was reading test in the form of 25 multiple choices. Then, the data were analyzed by using Independent t-test with Statistically Package for Social Science (SPSS) version 15.0. Based on the result of the test, the significant difference was determined by p t-table), 2.598 > 2.000. It indicated that there was a significant difference in students’ reading achievement before and after being taught through information transfer and translation technique. Besides, information transfer was more effective than translation in increasing students’ reading comprehension achievement because it helped students to comprehend the text given by using self-questioning strategy. Thus, it is concluded that information transfer technique can be applied and recommended as a reference to teach English in reading skill. Keywords: authentic material, information transfer, reading achievement, translation PERBANDINGA