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THE CORRELATION BETWEEN SCHEMATA AND READING COMPREHENSION IN MAKING SENSE OF NARRATIVE TEXT
Get PDFThe objectives of this research are to investigate whether there is any significant correlation between students’ schemata and their reading comprehension in narrative text; and to find out what type of schemata mostly used by students’ in comprehending narrative text. This research was a quantitative by nature. The research design used a co-relational design of ex post facto design. The samples of the research were selected by using simple random sampling. The data were collected by means of test and were analyzed by using SPSS at the significant level 0.01. Based on the data analysis, the result showed that there was a significant correlation between students’ schemata and their reading comprehension. The result showed that rxy is 0.841 with N 36, degree of freedom (df) N-2 to the real level = 0.01 while rtable is 0.4238. Thus, rxy > rtable; meaning the correlation is significant. Therefore, the research hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. Another result found that content schemata is the most schemata type used by students’. The researcher assumes that the students who have good schemata also have good reading comprehension ability too. Key words: narrative text, reading comprehension, schemat
INCREASING STUDENTS' VOCABULARY MASTERY OF CONCRETE NOUN THROUGH FLASHCARD
Get PDFThe sample of this research was class IVA in academic year 2012/2013. In collecting the data the writer administered the pretest, treatment, and post test. Vocabulary test in multiple choices form was used as the instrument of the research. The data were analyzed by using repeated measure t- test. The result showed that the mean score of pretest was 47.67 meanwhile the means score of post test was 68.88. After comparing the result of the pretest and post test scores, it was found that there was an increase of students’ vocabulary mastery. The gain of pretest and post test was 21.21. The result of t-test computation shows that t-value is higher than t-table that is (16.579 > 2.034). It can be concluded that teaching vocabulary using flashcard could increase students’ vocabulary mastery of concrete noun at the fourth grade of SDN 1 Jati Mulyo Lampung Selatan.Keywords : concrete noun, flashcard, vocabulary mastery
INCREASING STUDENTS’ SPEAKING ABILITY THROUGH PROBLEM SOLVING
Get PDFTujuan penelitian ini adalah untuk mencari tahu apakah ada perbedaan yg signifikan dari kemampuan berbicara siswa setelah diajar menggunakan problem solving dan untuk mengetahui topik yang paling efektif untuk mengajar berbicara. Sampel penelitian ini adalah siswa kelas sepuluh (X1). Penelitian ini menggunakan times series designsembilan pertemuan. Untuk mengumpulkan data tes berbicara menggunakan penampilan berbicara. Untuk memberi penilaian terdapat dua penilai. hasil perlakuan pertama 26.187 (t-value), perlakuan dua 22.079 (t-value) , perlakuan tiga 43.847 (t-value) > 2. 048 (t-table) berarti terdapat perbedaan yang signifikan pada kemampuan berbicara siswa setelah menggunakan problem solving. Oleh karena itu perkiraan pertama diterima. Lebih dari itu, rata rata berbicara nilai pada topik friend adalah 66.86 dan meningkatkan pada 67.66 di topik family dan dan topik terakhir adalah 68.18 di topik holiday. Maka, topik family adalah topik yang paling efektif.There are two main objectives of this research (1) To find out whether there is any significant different of students’ speaking ability after being taught through problem solving (2) To know most effective topic for teaching speaking. The sample was students of tenth grade ( X1). The study employed times series design nine times. There were two raters to score students’ speaking performance. The result is 1st treatment 26.187 (t-value), 2nd treatment 22.079 (t-value) , 3rd treatment 43.847 (t-value) > 2. 048 (t-table) means that there are significant differences of students’ speaking ability after being taught through problem solving. Therefore, the first hypothesis is accepted. Moreover, the result of mean score for friend topic is 66.86 and is up to 67.66 in family topic and then the last topic is up 68.18 (gain of 0.52) in holiday topic. So, the most effective topic is family.Keywords : increasing, problem solving, speaking.
THE USE OF MIND MAPPING TECHNIQUE TO INCREASE STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT
Get PDFThe objective of this research is to find out whether using Mind Mapping technique is an effective way to increase the students’ ability in reading comprehension. The population of this research was the second year students of SMP Negeri 3 Bandar Lampung that consists of seven classes and two classes were chosen as the experimental class and the try-out class. The research design was one group pretest posttest design. In collecting data, the reseacher administered pretest, treatments, and posttest. The result of the students’ score before and after treatmens implied that mind mapping technique could increase the students’ reading comprehesions. The mean score of pre-test was 57.64 and post-test was 72.11. By comparing between the mean of pre-test and post-test, it can be found that the increase of the mean was 14.47 point. Paired-sample t-test indicates signifiant increase of students reading comprehension achievement after the implementation of Mind Mapping technique ((33) = 8.790; p = 0.000, p0.05) Based on the data, it can be concluded that mind mapping technique is worth applying in the teaching –learning of English reading comprehension ability, particularly at the second year students of SMPN 3 Bandar Lampung.Keywords: descriptive text, mind mapping technique, reading comprehensio
INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT THROUGH SELF-QUESTIONING STRATEGY
Get PDFThe motivating problem of the current research is that the students’ reading comprehension ability is very poor. Therefore, the purpose of teaching language at school is to develop the students’ reading skill. Reading plays an important role in teaching and learning process. But, based on the information from the teacher in SMPN 2 Terusan Nunyai, sometimes the students still have difficulties in comprehending the text. They get difficulties in getting main idea, finding the answer questions and getting specific information from the text, like a narrative text which has long sentences and vocabularies usages. One of the efforts to overcome the problem is by using certain strategy, such as self-questioning strategy. Therefore, the objective of the research was to investigate whether self-questioning strategy can be used to increase the students’ reading comprehension achievement in narrative text or not. The researcher applied one group pre-test post-test design. The sample of the research was the second grade of SMPN 2 Terusan Nunyai, Lampung Tengah. One class was taken as the experimental class. The finding shows that self-questioning strategy can be used to increase the students’ reading comprehension achievement. It can be seen from the progress of students’ reading comprehension achievement after being taught through self-questioning strategy. The result of the research showed that the mean score of students’ post-test in the experimental class was 78.63 higher than the mean score of students’ pre-test was 58.63, with the mean difference was 20.0. The value of two significant was 0.000. It means that H 0 was rejected and H1 was accepted since 0.000 < 0.05. Keywords: narrative text, self-questioning strategy, reading
THE IMPLEMENTATION OF DRAMA IN ENGLISH CLASS
Get PDFThe objective of this research is to analyze the process, the components of drama, and the impression of the students toward the implementing of drama in English classroom. This research was a descriptive qualitative which focused on the process of implementing drama in the English classroom. It concerned with an instruction of drama technique that was implemented to create interesting activity in the classroom. The research used observation and audiovisual recording in order to know how drama was implemented in English class. From the questionnaire, the writer knew the impression of the students toward the implementing drama in English class. The sample of the research was class IX.1 consisting of 32 students. The result shows that the process of drama is doing well. From the elements of drama make students to deliver the message from the text to the audience well and from the components of drama can develop creative thinking, increases self confidence, active, and enjoying activities in the class. Another results shows that the impression of students are; they enjoy the subject. It has seen from result of questionnaire. The researcher suggests that the teacher must use drama technique in teaching English in classroom and uses the elements and components of drama. Keywords:drama, elements drama, components dram
THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENTS’ ACHIEVEMENT IN READING
Get PDFTujuan penelitian ini adalah untuk mengetahui apakah jigsaw dapat meningkatkan kemampuan siswa dalam membaca pemahaman. Populasi dalam penelitian ini adalah siswa kelas satu SMK Negeri Katon yang terdiri dari empat kelas. Dua kelas telah diambil secara acak sebagai penelitian dan uji-coba. Peneliti menggunakan desain pre-test dan post-test. Hasil dari penelitian ini menunjukan bahwa t-rasio (5.684) lebih tinggi daripada ttable 2.369. Hal inimenunjukan bahwa H1 diterima.Skor rata-rata pre-test adalah 51.69 dan post-test adalah 66.63.Skor peningkatan adalah 14.94 point. Ini membuktikan bahwa skor siswa meningkat secara signifikan karena p<0.05 (p=0.000). Berdasarkan data, dapat disimpilkan bahwa ada peningkatan dari pemahaman membaca siswa melalui teknik jigsaw. Berdasarkan hasil kuesioner, terdapat 76% siswa yang memberikan respon positif terhadap jigsaw.The objectives of this research are to find out whether using jigsaw technique can increase students’ ability in mastering reading comprehension and to see the respond of the student toward jigsaw technique. The population of this research is the first year students of SMK N 1 Negrikaton consisting of four classes.Two classes were taken randomly as the experimental and try out class. The research was one group pre-test post-test design. The result of the this research shows that, tratio 5.864 was higher than ttable 2.0369. It means that H1 is accepted. The mean score of pre-test was 51.69 and post-test was 66.63 and the increase was 14.94. It proved that the students’ score increase significantly because p<0.05 (p=0.000). It can be concluded that there is an improvement in students’reading achievement through jigsaw tecnique. Based on the questionnaire there were 76% of students who give positive respond toward jigsaw.Keywords: jigsaw, reading comprehension, recount text
The Implementation of Three - Step Interview Technique in Teaching Speaking
Get PDFThere are three objectives of this research (1) to find out whether there is a significant difference of students’ score after being taught through Three – Step Interview ; (2) to know which aspect is the most increase of students’ speaking achievement ; ( 3 ) to find out which topic is the most effective. The method was time series design. The result shows that : (1)Three – Step Interview is applicable to improve the students speaking ability. Students’ mean score in post-test 1 is 45.40 ,post test 2 increase to 61.60; its gain is 16.2 and in post test 3 increase up to 81.20 its gain is 19.6 ; ( 2 ) the most aspect which is increase is grammar in pair 1 and vocabulary in pair 2; ( 3 ) the third topic is most effective. It can be seen from the finding of gain in first pair is 16.20 and in second pair is 19.60 that show its significant value of 0.0000 ( p<0.05 ). Based on the result above, it can be said that Three – Step Interview can be applied in teaching speaking in order to improve students speaking ability. Key words: Speaking, Three – Step Interview Technique
THE EFFECTS OF INFORMATION GAP TASK IN TEACHING ENGLISH SPEAKING
Get PDFGuidline of School Based Curriculum (KTSP), the students are expected to master four skills in English subject. They are listening, reading, speaking and writing. Speaking is one of the important skills that the students have to master. The ability to communicate is the primary goal of foreign language instruction that speaking is put ahead on the other skills. On the contrary, for most students speaking is the most difficult part when they learn foreign language. A common problem for foreign language teacher is dealing with passive class because of the students’ afraid of making mistakes and lack of vocabulary. This research was quantitative descriptive research. This research conducted to find out the effect of using information gap task in speaking class. The design of this research was one group pretest-posttest, experimental design. The subjects were class XI IPA 1 SMA YP UNILA consisting of 30 students. In collecting the data, the researcher administered speaking test and interview. The test was given to the students to see how far the students improve their speaking ability.Based on the data, the researcher found that there were significant improvements in students’ speaking ability. The data shows that value of two tail significance was 0.000 and the sign < α (0.000 < 0.05). It could be stated that the hypothesis was accepted. The mean of speaking achievement in pretest was 64 and the mean of posttest was 72. It means that there was improvement in speaking ability. Information gap task used in this research stimulated the students to speak a lot in the classroom. It can be used to increase the interactions among the students. They became more confidence to express their ideas. They started to speak their ideas and respond the teacher well.Keywords: completing drawing activity, information gap task, speaking
The Correlation between Students' Motivation and Their English Speaking Ability
No full textNowadays, although speaking has been taught from Elementary school to Senior High School, many students are still incapable of speaking in English well. This may be caused by the limitation of opportunity to practice it or psychological factors. One of the factors that make the students fail to learn English is due to their low of motivation. As it is known, motivation is one of the factors that can influence the students‟ ability in learning language. This research is quantitative. The design used was expost-facto design. It was conducted at SMPN 19 Bandar Lampung and the participant was class VIII F consisting of 36 students. However there were two students who didnot take part in the study, so the research participants were 34 students only. In collecting the data, the writer applied the questionnaire for measuring the students‟ motivation and subjective test for speaking. Based on the result of this resarch, it is concluded that there is a significant correlation between students‟ motivation and their English speaking ability. The coefficient correlation is 0.873, categorized as high or strong correlation.Keyword: correlation, motivation, role play, speaking ability