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AN ANALYSIS OF STUDENT’S GOOFING IN THEIR TRANSLATION
Get PDFAbstract:The problem of the study is the students’ goofing in their translationfrom Indonesia into English recount text. Some factors that cause students’goofing in their translation task are students’ difficulty in structure of targetlanguage (TL), difficulty in choosing the proper equivalence of English wordsfrom Indonesia word and students’ low motivation to read a text.The objectives of this research are to identify the types of goofs in translatingIndonesia into English recount text, to identify goofs which are more dominatingin the students translation of recount text and to inform the readers about goofsdone by the first grade students. The test deals with one type short story. Thepopulation of this research was the first year of SMA Negeri 1 Bandar Lampung.Recount text was used as the instrument for data collection, and the students wereasked to translate from Indonesia into English recount text. The data gained fromthis research were analyzed using Dullay and Burt framework.The results show that total of goofs students made in their translation task is 111goofs from 15 students of X.7, that is more dominating goofs is developmentalgoof and least goof that made by students is ambiguous goof. The finding of thisresearch is that, student's difficulties in understanding the structure of the targetlanguage was major cause students made goofs.Keywords: Goofing, Recount text, TranslationINTRODUCTIONTranslation is very important for transferring information from source languageinto target language. Nowadays in net-working era, we can get much informationfrom around the world in couple of seconds, but the information still usesinternational language. Translation plays an important role in transferring theinformation from Indonesian text into English text before we used it for specificpurposes. For example The Story of Kartini, Si PahitLidah, that are written inEnglish is the result of translation from Indonesian into English text.Translating Indonesian text into English text is not an easy work. The translatormust know what words he/she has to use appropriately. Learners have difficultiesto handle words or word associations because they do not comprehend them orbecause they do not find proper equivalents, which makes translation a difficulttask. Concerning the translation of Indonesian into English text, the learnersshould be able to find the equivalence of the words and structure because some ofEnglish words have equivalence in Indonesian. Translation is not just changingIndonesian word into English word for the real meaning but it also definitelydepends on the context in which word is used.Translation is a natural and necessary activity because translation can happenoutside and inside the classroom as one of the language practices. Translation isgoing on all of time. It means translation can happen anytime and anywhere.There are two major purposes on studying student’s errors:1. It provides data from which inference about nature of language learningprocess can be made.2. I
TRAINING LEARNERS METACOGNITIVE LEARNING STRATEGIES TO USE LEARNING STRATEGIES IN ENGLISH READING
No full textThis present study aimed to investigate (1) the direct effect of the training to the use of metacognitive strategies on the learners (2) which metacognitive strategy mostly used by the learners after the training (3) whether there is significant difference between learners‘ reading comprehension before and after the training. This was a combination between qualitative and quantitative study which used one group pretest-posttest design. The samples of the study were the learners at the second grade of SMP Negeri 1 Metro. Repeated Measures t-test was used to analyze the data of learners‘ reading comprehension. The hypothesis was computed by SPSS 16 at the significant level of 0.05. The result showed that (1) the use of metacognitive strategies on the learners were directly affected by the training (2) planning strategy was mostly used by the learners (3) it was suspected that there was significant difference on the learners‘ reading comprehension. The use of learners‘ metacognitive strategies were affected about 0.29 point. Meanwhile the learners‘ post test reading comprehension was significantly different with the pretest (p<0.05; p=0.005). It can be concluded that the training directly affected the learners‘ metacognitive strategies use and indirectly resulted the significant difference between the learners‘ reading comprehension.Keywords : metacognitive learning strategies training, learning strategies, learners’ reading comprehension
THE IMPLEMENTATION OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHING READING
Get PDFPenelitian ini bertujuan untuk (1) menemukan apakah mengajar menggunakan tekhnik STAD dapat memperbaiki pemahaman membaca siswa, dan (2) meneliti aktivitas siswa dalam proses belajar mengajar melalui tekhnik STAD. Subjek dalam penelitin ini adalah siswa SMA Negeri 1 Gunung Pelindung kelas XI yang terdiri dari 31 siswa kelas IPA2. One-group pre test post test digunakan untuk menganalisis signifikan perbedaan. Selain itu, observasi dilaksanakan untuk melihat aktivitas siswa dalam proses belajar mengajar. Hasil penelitian ini menunjukkan bahwa rata –rata pre test adalah 55.56 sedangkan rata-rata post test 64.91. Nilai signifikan (p=0.000, p<0.05). Ini menunjukkan bahwa hipotesis diterima. Dengan demikian, tekhnik STAD dapat digunakan dan direkomendasikan sebagai tekhnik untuk mengajar khususnya di kelas membaca.The research is aimed to (1) find out whether teaching using STAD can improve students’ reading comprehension, (2) to investigate students’ activity in teaching learning process using STAD technique. The subject of this research was the second grade student of SMAN 1 Gunung Pelindung consisting 31 students in class IPA2. One group pre-test post-test design was carried out to analyze the significant difference. Based on the result of the research, it can be reported that the mean of the pre-test is 55.56 while the mean of post-test is 64.91. The significant (2-tailed) value was (p=0.000, p<0.05) it showed that the hypothesis was accepted. Therefore, STAD technique can be applied and recommended as the technique to teach in reading class especially. Keywords: aspects of reading, reading comprehension, STAD technique
INCREASING STUDENTS READING COMPREHENSION ABILITY OF REPORT TEXT USING MIND MAPPING TECHNIQUE
Get PDFThe objective of this research is to find out whether Mind Mapping technique can increase students’ reading comprehension of report text. There were ten classes and one class is chosen as the sample of this research that consisted of 35 students. The treatment was conducted three times. This research used one group pre – post test design. It means that the result is formed by comparing the differences score between pre – test and post – test. The difference of those test are calculated by using Sample Paired t – test. The result shows that the mean of pre – test was 64.4 and the mean of post – test is 77.4. It means that the increase of students’ score is 14.02. Besides, the significance level is 0.00 and it is significant where 0.00 < 0.05. Thus, for the hypothesis, the null hypothesis is rejected and the research hypothesis is accepted. It means that there is increase ofstudents’ reading comprehension ability of report text using mind mapping technique. Keywords: mind mapping technique, reading comprehension, report tex
IMPLEMENTATION OF READING POEM PRACTICE TO IMPROVE PRONUNCIATION
No full textAbstract:Poetry is one of materials for teaching pronunciation to help the students topronounce the words better. The process of teaching pronunciation by using poetrytechnique is also helpful to improve the students’ pronunciation. For that reason, thisresearch is intended to (1) find out the improvement of students’ pronunciation afterbeing taught through poetry reading, and (2) find out the students’ problems inlearning pronunciation through poetry.This quantitative research is conducted at SMP N 8 Bandar Lampung. The subjectwas class II D which consisted of 30 students. The data were collected through: tryout tests, pretests and posttests. After getting the means of pretests and posttests theresearcher compared both means.The students’ scores on pronunciation shows the expected improvement. T1 is 55.66,T2 is 56.13, T3 is 57.46, T4 is 59.36. For example the increase of T3 result is 1.8 aftercomparing both result of T1 and T3.Keywords:Reading Poem Practice, Quantitative, and Pronunciation
THE USE OF ROLE PLAY TECHNIQUE IN IMPROVING STUDENTS’ SPEAKING ABILITY
Get PDFTujuan dari penelitian ini adalah untuk mengetahui apakah terdapat peningkatan signifikan dari kemampuan berbicara siswa setelah pembelajaran melalui teknik bermain peran. Populasi dalam penelitian ini adalah siswa kelas 2 SMA Negeri 1 Tanjung-bintang. Desain pre-test dan post-test satu kelompok digunakan dalam penelitian ini. Nilai rata-rata dari pre-test adalah 57.13 dan post-test adalah 82.46. Skor siswa meningkat dengan signifikan karena p<0.05 (p=0.000). Berdasarkan data, ini dapat disimpulkan bahwa terdapat perbedaan signifikan dari pencapaian siswa dalam kemampuan berbicara sebelum dan sesudah pembelajaran melalui teknik bermain peran. The objective of this research is to know whether there is a significant improvement of the students' speaking ability after being taught through Role Play. The population of this research was the Second year students of SMA Negeri 1 Tanjung-bintang. One group pre-test and post-test design was used. The mean score of pre-test was 57.13 and post-test was 82.46. It proved that the students' scores increase significantly because p<0.05 (p=0.000). Based on the data, it can be concluded that there is a significant difference of students‟ achievement in speaking ability before and after being taught through Role Play technique. Keywords: improving, role play, speakin
A COMPARATIVE STUDY BETWEEN INTROVERT AND EXTROVERT STUDENTS PERSONALITY IN LISTENING ACHIEVEMENT
Get PDFTujuan dari penelitian ini adalah untuk menyelidiki (1) apakah terdapat perbedaan antara siswa introvert dan ekstovert dalam pencapaian kemampuan mendengarkan, dan (2) Tipe kepribadian siswa manakah yang memiliki pencapaian yang lebih baik dalam kemampuan mendengarkan. Populasi penelitian ini adalah siswa kelas satu di SMA Kartikatama Metro yang terdiri dari 58 siswa. Penelitian ini termasuk kuantitatif bernama desain faktorial. Kuesioner diberikan untuk mengelompokkan siswa kedalam grup introvert dan ekstrovert. Mean dari nilai pretest pada grup introvert adalah 65.60, sedangkan pada grup ekstrovert 72.60. Lalu, mean dari nilai postest pada grup introvert adalah 64.20, sedangkan grup ekstrovert 69. Hasil penghitungan menunjukkan bahwa t-ratio lebih tinggi dari t-table dimana t-ratio 2.076 dan t-table 2.060. Hal tersebut menunjukkan bahwa hipotesis diterima. Kesimpulannya, terdapat perbedaan antara siswa introvert dan ekstrovert dalam pencapaian kemampuan mendengarkan dan siswa introvert memiliki pancapaian yang lebih baik dalam mendengarkan. This research aims to investigate (1) whether there is a difference between the introvert and extrovert students in listening achievement, and (2) which one of the two that has better achievement in listening. The population was the first grade students of SMA Kartikatama Metro consisting of 58 students. This research is quantitative namely factorial design. The questionnaire was given to classify the students into introvert and extrovert group. The mean of the pretest of the introvert group was 65.60, while the extrovert was 72.60. Then, the mean of postest of introvert group was 64.20, while the extrovert was 69. The result showed that t-ratio was higher than the t-table where the t-ratio was 2.076 and the t-table was 2.060. It means that the hypothesis was accepted. In conclusion, there is a difference between the introvert and extrovert students personality in listening achievement and the introvert students have better achievement in listening. Keywords: extrovert, introvert, listening, listening achievemen
THE IMPLEMENTATION OF JIGSAW TECHNIQUE IN ENGLISH
Get PDFThe objectives of this research are to improve (1) students speaking ability (2) students speaking activity and (3) the quality of teachers performance. The subject of this research is the second grade students of SMAN 2 Bandar Lampung, class XI IPS 1. An action research was carried out in order to improve students speaking ability by using Jigsaw Technique in English speaking class. There were two indicators that were used in this research, i.e. learning product and learning process. The result of the research shows that Jigsaw Tehnique improves the students speaking ability. In term of learning product, in cycle 1, students average speaking score was 61,8 and in cycle 2, it was 67,05. In learning process, it was found that there were some students who could not comprehend the text because the students lacked of vocabulary in cylce 1. But in cycle 2, all of the students could comprehend the text well and focuss on the activities. They became more active in speaking class because the students were given different style of Jigsaw Technique.Tujuan penelitian ini adalah untuk meningkatkan (1) kemampuan bicara siswa (2) aktivitas bicara siswa dan (3) kualitas performa guru. Penelitian ini dilakukan pada siswa-siswi kelas 2 IPS 1 SMAN 2 Bandar Lampung. Penelitian tindak kelas digunakan sebagai metode untuk meningkatkan kemampuan bicara siswa melalui teknik Jigsaw dalam kelas bicara bahasa Inggris. Hasil dari penelitian ini menyatakan bahwa ada kenaikan pada kemampuan bicara siswa. Terdapat dua indikator yang digunakan pada penelitian ini, yaitu produk pembelajaran dan proses pembelajaran. Pada produk pembelajaran di siklus pertama, skor rata-rata siswa adalah 61,8 dan di siklus ke-dua adalah 67,05. Pada proses pembelajaran, ditemukan bahwa ada beberapa siswa yang tidak dapat memahami teks dikarenakan rendahnya pembendaharaan kosakata yang dimiliki. Tetapi di siklus 2, semua siswa dapat memahami isi teks dengan baik dan fokus pada kegiatan mereka. Mereka menjadi lebih aktif dalam kelas bicara karena siswa diberikan teknik Jigsaw dengan style yang berbeda.Kata kunci: jigsaw teknik, peningkatan, bicar
THE INFLUENCE OF PEER CORRECTION IN STUDENTS’ DESCRIPTIVE TEXT WRITING AT SMKN 2 METRO
Get PDF Abstract The objective of this research is to found out whether Peer Correction can give positive influence in students’ descriptive text writing. This quantitative research was conducted at SMK Negeri 2 Metro. The research took place in class XAC-1 which consists of 26 students. The instruments used to gather the data were writing test (pre test and post test). The writer conducted pre test before treatments and post test after the treatment.The result of the research shows that the average of the pre test was 57.50. The students have limited vocabulary, they were not able to make simple present tense perfectly, and several students were not able to make a sentence understandable. After the treatment, the average score of the post test was 83.26. By analyzing the average score of pre test and post test, it was found that the increase was 25.76.Based on the finding above, it can be concluded that peer correction can give positive influence in students’ descriptive writing. It can be seen from the average scores of pre-test 57.50 and post test 83.26.Keywords:Writing, Descriptive text, Peer Correctio
INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT USING JIGSAW TECHNIQUE
Get PDFTujuan penelitian ini adalah untuk menemukan adakah peningkatan pencapaian pemahaman membaca siswa setelah diajari penggunaan teknik Jigsaw. Penelitian ini dilakukan karena nilai siswa masih rendah pada tes pemahaman membaca. Data diperoleh dari nilai Pretest-postest dan kuestioner. Data yang telah dikumpulkan dianalisis dengan menggunakan T-test melalui SPSS versi 17.0. Hasil analisis data menunjukkan bahwa nilai rata-rata posttest siswa di kelas eksperimen (68,47) lebih besar dari nilai rata-rata pretest siswa (57.41) dengan peningkatan nilai 11.06. Berdasarkan data analisis dapat disimpulkan bahwa ada peningkatan pencapaian dalam pemahaman membaca siswa setelah diajakan dengan menggunakan teknik Jigsaw.The aim of this research is to find out whether there is an increase of the students’ reading comprehension achievement after being taught using Jigsaw technique. This study was done based on the consideration that students still got low scores in reading comprehension test. The data were collected by employing Pretest-posttest items and questionnaire. The collected data were analyzed using Repeated Measure T-Test with Statistical Package for Social Science (SPSS) version 17.0. The result shows that the students’ mean score of posttest in experimental class (68.47) is higher than that in the pretest (57. 41) with the 11.06 gained score. It is concluded that there is an increase in students’ reading comprehension achievement after being taught using Jigsaw technique.Keywords: jigsaw technique, reading comprehension, students’ achievement