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UTILIZING SHORT STORY TO IMPROVE THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT
Get PDFTujuan penelitian ini adalah untuk meneliti (1) apakah ada perbedaan signifikan dari pemahaman membaca menggunakan Short Story. (2) aspek membaca yang sangat berpengaruh, dan (3) reaksi siswa setelah menggunakan Short Story. Populasi penelitian ini adalah kelas 2 SMAN 1 Sindang Indramayu yang berjumlah 30 siswa. One group time series design digunakan untuk menganalisis perbedaan signifikan. Selain itu, kuesioner dan wawancara diberikan untuk melihat reaksi setelah diajar menggunakan Short Story. Nilai rata-rata untuk pre-test adalah 52.5, 56.6, dan 57, sedangkan untuk post-test adalah 49, 58, dan 73.1. Nilai signifikannya adalah p=0.000, p<0.05, yang menunjukkan bahwa hipotesis diterima. Informasi spesifik menjadi yang berpengaruh dan siswa mendapatkan reaksi positif setelah diajar menggunakan Short Story. Oleh karena itu, Short Story bisa digunakan sebagai materi untuk mengajar bahasa inggris dalam kelas membaca.The objectives of this research is to investigate (1) whether there is any significant difference of the students’ reading comprehension through Short Story, (2) the aspects of reading is mostly affected by Short Story, and (3) the students’ reaction through Short Story. The population of this research was the second year of SMAN 1 Sindang Indramayu consisting of 30 students. One group time series design was carried out to analyze the significant difference. Besides that, questionnaire and interview were given to see the students’ reaction through Short Story. The means of the pre-tests are 52.5, 56.6, and 57. While the means of post-tests are 49, 58, and 73.1. The significant (2-tailed) value was (p=0.000, p<0.05), it showed that the hypothesis was accepted. The specific information was analyzed as the most increase and the students had positive reactions after being taught through Short Story. Therefore, Short Story can be applied and recommended as a material to teach English in reading class. Keywords: aspects of reading, reading comprehension, short story
IMPROVING STUDENTS’ READING ACHIEVEMENT THROUGH SELF-QUESTIONING STRATEGY BY USING DESCRIPTIVE TEXT
Get PDFTujuan penelitian ini adalah untuk meneliti apakah ada perbedaan yang signifikan antara nilai-nilai siswa sebelum dan setelah menerapkan self questioning strategy dan untuk mengetahui respon siswa setelah diajar. Sampel dari penelitian ini adalah siswa SMAN 5 Bandar Lampung kelas X1 yang terdiri dari 33 siswa. Desain penelitian ini adalah pre test post test satu kelompok. Dalam pengumpulan data, peneliti menggunakan tes membaca dan kuesioner. Dalam penelitian ini, t-test pengukuran berulang digunakan untuk menganalisa data. Pada pre-test, nilai rata-rata siswa adalah 54,12 dan pada post-test menjadi 69,66. Dengan menggunakan t-test, telah ditemukan bahwa t-ratio (19.602) lebih tinggi daripada t-table (2.042), ini membuktikan bahwa ada peningkatan yang signifikan. Berdasarkan hasil kuesioner, ditemukan juga bahwa respons siswa positif terhadap self questioning strategy. Hasilnya menunjukan bahwa self questioning bisa digunakan untuk meningkatkan prestasi membaca siswa dalam teks deskriptif. The objectives of this research are to investigate whether there is significant difference between students’ reading achievement before and after the implementation of self questioning strategy and to find out the students’ response after the implementation. The sample of the research are the students of SMAN 5 Bandar Lampung class X1 consisting of 33 students. The design is one-group pretest posttest. In collecting the data, the researcher used reading test and the questionnaire. In this research, the repeated measures t-test is used to analyze the data. In pretest, the mean score is 54.12 and 69.66 in post test. By using t-test, it has been found that t-ratio (19.602) is higher than t-table (2.042), it proves that the increase is significant. Based on the result of questionnaire, it has also been found that there is positive students’ response toward self questioning strategy. The result shows that self questioning can be used to increase the students’ reading achievement of descriptive text.Keywords: reading comprehension, research, self questioning strateg
INCREASING STUDENTS’ NARRATIVE TEXT READING COMPREHENSION ABILITY THROUGH SERIAL PICTURES
Get PDFReading is one of the important skills that the students have to master so that they can get information from the text. However, many students have difficulties in comprehending a text because of uninterested media. Therefore the aim of this research were to find out whether there is a significant difference of students’ narrative text reading comprehension ability before and after being taught through serial pictures and to investigate if there was a increase of students’ narrative text reading comprehension ability after being taught through serial pictures. The samples of the research were the tenth grade of SMA N 8 Bandar Lampung in the year 2012/2013. The research applied one group pre-test post-test design. The result of the learning reading using serial pictures showed that there is a significant difference on students’ reading comprehension (p<0.05, p=0.00). The average of post-test score (79.77) was higher than the pre-test (66.97), and it has gain 12.8. It means that there is increase of students’ narrative text reading comprehension ability after being taught through serial pictures. Keywords:narrative text, reading comprehension, serial picture
AN ANALYSIS OF NEGOTIATION OF MEANING IN STUDENTS’ SPEAKING THROUGH INFORMATION GAP
Get PDFThe objectives of this research are 1) to investigate whether students use negotiation of meaning in their speaking; 2) to investigate which component in negotiation of meaning that is mostly used by the students. The research design is qualitative descriptive research. The data were obtained by the students’ conversation using audio and video recorder. Then the writer made a transcription of the conversation and analyzed the data by classifying based on Pica’s study. (1989). The results of this research show that all components in negotiation of meaning are used by students. The highest component is Trigger 32 items (26.66%) and the lowest component Response Other-Modification 2 items (1.66%). Therefore it can be concluded that the highest frequency is Trigger. Moreover, negotiation of meaning can increase the students’ conversation continuity and open more chances for them to produce comprehensible input and produce more comprehensible output.Keywords: information gap, negotiation of meaning, speaking.
ANALYZING TEACHER’S FEEDBACK USED IN TEACHING SPEAKING
Get PDFThe objectives of this research are to find out how the feedback are given by the teacher and to find out the students’ responses toward the teacher’s feedback used in teaching speaking. The design of this research is case study which analyzes how verbal feedbacks were given based on Tunstall & Gipps’ typology. The result shows that the teacher gave seven out of the eight feedbacks. Four types of evaluative feedbacks and three types of descriptive feedbacks. 44 % feedback given to students’ pronunciation which total are 86 feedback. The dominant feedback were categorized to descriptive feedback. 41% feedback given to students’ comprehension which total are 80 feedback. The dominant feedback of students’ comprehension were categorized to evaluative feedback. The last,15% feedback given to students’ vocabulary which total are 30 feedback. The dominat feedback were categorized to evaluative feedback. The researcher suggests that in terms of students’ responses toward the feedback, facilitating feedback can motivate students in learning speaking. Furthermore, adjusting feedback with students’ characteristics is important to be applied by the teacher. Keywords: Teacher’s Feedback, Teaching Speakin
INCREASING STUDENTS' VOCABULARY ACHIEVEMENT BY USING SUBSTITUTION AND CUED RESPONSE DRILLS
Get PDFTujuan penelitian ini adalah untuk menemukan apakah ada peningkatan pencapaian kosakata siswa setelah diajar menggunakan teknik substitution and cued response drills. Subjek dalam penelitian ini adalah siswa SMP Negeri 10 Bandar Lampung, kelas VIIC terdiri dari 38 siswa. Data diperoleh dari nilai pretest-posttest dan dianalisis dengan menggunakan t-test melalui SPSS versi 17.0. Hasil analisis data menunjukkan bahwa nilai rata-rata pretest siswa adalah 58.42 sedangkan nilai rata-rata posttest adalah 80.98. Nilai signifikan (p=0.000, p<0.005), nilai t 12.536. Ini menunjukkan bahwa hipotesis diterima. Berdasarkan data analisis dapat disimpulkan bahwa ada peningkatan pencapaian dalam pemahaman membaca siswa setelah diajarkan dengan menggunakan teknik substitution and cued response drills.The aim of this research is to find out whether there is an increase of students’ vocabulary achievement after being taught using substitution and cued response drills technique. The subjects of this reseach were the first grade students of SMP Negeri 10 Bandar Lampung, VIIC, consisted 38 students. The data were collected by using pretest-posttest design and analyzed using Repeated Measure t-test with Statistical Package for Social Sciences (SPSS) version 17.0. The result shows that the students’ mean score of pretest is 58.42 while the mean score of posttest is 80.98. The significant value (2 tailed) was (p=0.000, p<0.005), t-value was 12.536. It showed that hypothesis was accepted. It is concluded that there is an increase of students’ vocabulary achievement after being taught using substitution and cued response drills.Keywords: content words, students’ achievement, substitution and cued response drills
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS
Get PDFThe aim of this research was to find out how was the implementation of contextual teaching and learning in teaching speaking. The population of this research was the second grade of SMA Negeri 5 Bandar Lampung that consists of ten classes and one class was chosen as the sample where the research would be conducted. In collecting the data, the researcher observed the implementation of seven components of CTL during teaching learning process, observed of each student‟s involvement and distributed questionnaires to the students related to learning situation. The result of observation shows that almost all of the components of CTL were implemented good enough in both first and second meeting. It can be concluded that Contextual Teaching Learning is applicable to be used as teaching method in teaching speaking Keywords:CTL, speaking ability, speaking through CTL
THE USE OF VIDEO MOVIE TO IMPROVE STUDENTS' LISTENING COMPREHENSION ACHIEVEMENT
Get PDFThe objectives of this research are to find out whether there is any significant increase of student’s listening comprehension achievement after being taught through video movie and to investigate the process of teaching listening through video movie in the classroom.This research was conducted at the first grade students of SMAN 1 Natar Lampung Selatan. This quantitative research applied one group pretest – posttest design. Objective listening comprehension test was used as the instrument and the data were analyzed by using repeated measure t- test. The results show that there is a significant increase from pre-test to post-test. The average score of pre-test is 54.83 and the post-test is 72.17 and t-value is higher than t-table. By comparing the score of pre-test and post-test, it can be found that the gain is 17.33. This proves that the treatments had a positive effect on the students’ achievement. Based on the data, it can be concluded that the implementation of video movie in the classroom increase students’ listening comprehension achievement.Keywords : listening comprehension, narrative text, students achievement, video movi
IMPLEMENTATION OF GUESSING GAME IN TEACHING VOCABULARY AT THE FIFTH GRADE
Get PDFPenulis mengadakan penelitian kualitatif ini bertujuan untuk menganalisa proses interaksi kelas pada proses belajar dan mengajar dalam pembelajaran kosa kata bahasa Inggris melalui permainanan guessing dan untuk menganalisa pola interaksi kelas berdasarkan pada model Initiation-Response-Feedback (IRF) yang penggunaannya disarankan oleh Sinclair and Coulthard. Penulis meneliti partisipasi siswa selama proses belajar mengajar menggunakan video perekam, kemudian penulis menjelaskan interaksi dan mengkatagorikan data dengan memberikan kode rekaman yang diusulkan oleh pola Sinclair and Coulthard. Hasil dari analisa data menunjukkan bahwa terdapat enam pola pertukaran yang terjadi sepanjang penerapan permainan guessing. Enam pola tersebut adalah Teacher Elicit (Initiation-Response-Feedback) 32,9%, Student Elicit (Initiation-Response/IR) 22,4%, Student Inform (Initiation-Feedback/IF) 16,8%, Teacher Inform (Initiation/I) 12,4 %, Teacher Direct (Initiation-Response-Feedback/IRF) 10,6 %, dan Check (Initiation-Response-Feedback/IRF) 5,0 %.The writer conducted this qualitative research to analyze the process of classroom interaction in teaching and learning process in English teaching vocabulary through guessing game and to analyze the pattern of classroom interaction based on Initiation-Response-Feedback (IRF) model suggested by Sinclair and Coulthard. The writer observed the participation of students during the process of teaching and learning using video recorded, then the writer transcribed the interaction and then categorized the data by giving a code the transcription suggested by Sinclair and Coulthard patterns. The result of data analysis shows that there are six exchange patterns happened during the implementation of guessing game. It is Teacher Elicit (Initiation-Response-Feedback/IRF) 32, 9%, Student Elicit (Initiation-Response/IR) 22,4%, Student Inform (Initiation-Feedback/IF) 16,8%, Teacher Inform (Initiation/I) 12,4 %, Teacher Direct (Initiation-Response-Feedback/IRF) 10,6 %, and Check (Initiation-Response-Feedback/IRF) 5,0 %.Keywords : classroom interaction, guessing game, vocabular
IMPLEMENTATION OF TASK BASED LEARNING METHOD IN WRITING DESCRIPTIVE TEXT
Get PDFThe objectives of this collaborative classroom action research were to find out how Task Based Learning can improve the students parcipation and writing ability in writing descriptive text at class X.9 of SMAN 5 Bandarlampung in academic year 2012/2013. The data were collected through observation sheet, questionnaire, and writing descriptive test. The result of the research showed that there was better improvement of the students participation and writing score in cycle II than cycle II. In addition, the difference between cycle I and cycle II was the modification of the tasks and class setting. It probably become the solution in overcoming the challenge when implementing TBL in large class size.Tujuan dari penelitian tindakan kelas kolaboratif ini adalah untuk mencari bagaimana Task Based Learning dapat meningkatkan partisipasi siswa dan nilai menulis deskriptif pada siswa kelas X.9 di SMAN 5 Bandarlampung pada tahun ajaran 2012/2013. Data penelitian berupa interaksi verbal dan non-verbal dari interaksi guru-siswa dan antar siswa yang dikumpulkan lembar observasi, kuisioner, dan tes menulis deskriptif. Hasil dari penelitian menunjukkan bahwa terdapat peningkatan yg baik pada partisipasi dan nilai hasil menulis siswa pada siklus II dibandingkan siklus I. Selain itu, perbedaan antara perlakuan pada siklus I dan siklus II terletak pada jenis modifikasi tugas-tugasnya dan manajemen kelas tersebut. Hal ini sepertinya dapat menjadi salah satu solusi dalam menangani tantangan pada saat penerapan TBL dalam kelas yang memiliki siswa dalam jumlah cukup besar.Kata kunci : task based learning, penelitian tindakan kelas kolaborative, kemampuan menuli