English Education Journal
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Using the Guided Writing Technique to Teach Writing of Analytical Exposition Texts
Get PDFThe objective of this study was to find out whether there was a difference in results from students who were taught analytical exposition text writing through the Guided Writing Technique (GWT) and other students who were taught using a standard way of teaching writing. The English writing skills of the second grade students in a high school in Banda Aceh were unsatisfactory; therefore, it was suggested that a specific treatment or learning process was needed. The study focused on assessment of students being taught to write analytical exposition texts. To achieve the goal of the study, a true experimental design with an experimental group (EG) with 29 students, and a control group (CG) with 28 students was used. The instrument of this study was tests. The data was analyzed through statistics. From the findings of the study, the writing ability of both groups after the treatments was different according to the results from a t-test. These result showed that the t-test was 11.26, whilst the result from the t-table at a level of significance 5% (=0.05) was 2.0211. So, t-test was higher than t-table (11.262.0211). In conclusion, the results from this study showed that there was a significant improvement in skills for writing analytical exposition texts from the EG students taught using the GWT whilst the CG taught by a standard teaching technique for writing did not show such improvement
Indonesian interference in students writing
Get PDFThis research deals with Indonesian grammatical interference in students English writing. This research was designed to investigate: (1) the most common Indonesian grammatical interference found in English writing tasks done by students from 3 senior high schools in Sigli; and (2) the factors that caused these senior high school students in Sigli to have Indonesian grammatical interference. The subjects of this research were 86 first graders and three English teachers from three senior high schools; 29 students from SMAN Unggul Sigli, 27 students from SMAN 1 Sigli, and 30 students from MAN 1 Sigli plus 1 English teacher from each school. The data for this research was collected by using document analysis, a questionnaire, and interviews. The document analysis was in the form of students English writing papers about the description of their friends related to their appearance and/or their personality. The results from the document analysis showed that incorrect verb tenses, including subject-verb agreements were the most common Indonesian grammatical interference mistakes made by the students in their English writings they were around 54% of all the interference mistakes found. Based on the results from the questionnaire and the interviews, it was found that most of the interference errors made by the students were caused by the students having too little practice to improve their English. Besides, the teachers did not provide the students with a good English environment which could help make them more familiar with English
Improving students reading skills through Communicative Language Teaching
Get PDFThis study was conducted at MAN Beureunuen, in Pidie District, Aceh to improve the students reading skills through Communicative Language Teaching (CLT) which was implemented with the students from Class XII-IPA1 through a Classroom Action Research (CAR) study. The researcher employed four procedures of the CAR in each teachinglearning session. For the teaching-learning of reading, the study followed these four steps. The findings from the implementation of the CLT method for the teaching-learning of reading in Cycle 1 were not successful. The teachers performance in cycle 1 was 72%. There were three weaknesses in his teaching via: weak ability to explain the lesson, weak ability to answer the students questions and weak ability to use media. Meanwhile, the performance of the students was only 71%. They still had poor ability to understand the lesson, their participation in the group was still not good and their attention was also still low. Furthermore, the students mean score in the test after cycle 1 was 74%. Therefore, Cycle 2 was conducted to try to improve on these scores. As a result, the participation of the students went up to 87%; their average score for the test was 85%. The teachers performance also went up to 88%. Meanwhile the students responses toward the implementation of CLT in teaching and learning reading process were very positive. Results from the questionnaire showed that the total mean score for all five items was 3.38 (in the strongly agree criterion) or 84%. All of the problems stated above had been successfully overcome and the results from resolving the problems of the research study had met the criterion of success
USING STORYTELLING FOR TEACHING VOCABULARY
Get PDFThe objective of this study was to investigate the effect of using the Storytelling Technique for teaching vocabulary to fifth grade students at Primary School, SDN 1 Peukan Pidie, Sigli. An experimental design was used in this study and the data was collected through a test as the instrument. The population of this study was all the fifth grade students at SDN 1 Peukan Pidie, Sigli and two classes were taken as the sample, one as the experimental class and the other as the control. The experimental class was taught using the Storytelling Technique, whilst the control class was taught by memorizing words. A pre-test and a post-test were used to collect the data. The data was then analyzed using statistical processes. The results showed that the mean score of the post-test from the experimental class was significantly higher than that from the control class (77 65). Furthermore, the result of the t-test from the experimental class was higher than that from the control class (10.98 7.45). These results showed that the students taught using the Storytelling Technique achieved better scores than those taught by using the Memorizing Words Technique
The implementation of Peer Assessment Technique in teaching writing
Get PDFThis study is intended to investigate the effects of the Implementation of Peer Assessment Technique in teaching writing to the second year students of MAN Kuta Baro Aceh Besar. The study used an experimental research to find out whether there is any significant differences in students writing achievement by using Peer Assessment Technique in the experimental class or not. The total of population in this project was 90 students. The sample of this study was 36 students who were put into an experimental and control class. The sample was taken by using random sampling technique. The collected data were analyzed by using statistical formula. The findings show that the mean score of the post test for the experimental class is 73.28, which was higher than the mean score of the post test for the control class, which was 57.50. Furthermore, both of the scores were analyzed through the t-test that was compared with the t-table. The result of the t-test score was 5.75 and the result of the t-table score at a level of significant degree =0.05 was 1.68. It shows that the t-test score is higher than the t-table score (5.731.68). It means that there was a significant difference in students writing achievement between the experimental and the control class. Thus, it can be concluded that the alternative hypothesis is accepted and the null hypothesis is rejected. Therefore, the application of Peer Assessment Technique proved a significant improvement in the students writing achievement of a narrative text
Teaching speaking using the Information Gap technique
Get PDFThis study was aimed at finding out if there would be a significant difference in achievement between students who were taught speaking using the Information Gap technique and those who were taught speaking by conventional methods, and finding out which speaking sub skills would be most improved by using the Information Gap technique with eighth grade students at Islamic boarding school SMP IT Daruzzahidin, Aceh Besar. It employed a true experimental design in which there were two classes; one the experimental group (EG) and the other the control group (CG) that each had 30 students. The data was collected through quantitative and qualitative methods. The quantitative data was obtained from the results of the pre-tests and post-tests of the students speaking. The qualitative data was obtained from the results of the students speaking proficiency improvement. The results of the quantitative data showed that the mean of the post-test scores of the experimental group was 82 while the mean of the post-test scores of the control group was 70. T-test result of the t-test was 4.68 while the results showed that the students taught by using the information gap technique achieved significantly better performances than those who were taught speaking by using the conventional method. Meanwhile, the data analysis from the students speaking proficiency showed that the students speaking proficiency had improved by more than 20% for all five aspects: pronunciation, grammar, lexical, speakers intentions, and general meaning. Thus it was shown that the experimental group achieved a significant improvement in their speaking proficiency
The Use of Cooperative Integrated Reading and Composition Method for Better Quality Writing of Middle School Students
Get PDFThis study was intended to find out whether the Cooperative Integrated Reading and Composition (CIRC) method would be effective for improving the quality of writing in English for second grade students in a middle school in Jakarta. The major purpose for doing this research was to find out whether students in a class taught using the CIRC method would produce better writing, especially recount texts, than students taught with the Grammar Translation Method (GTM). The subjects for this study were the students in a class as the experimental group (EG) and another class as the control group (CG). These classes were chosen to ensure the homogeneity of the participants. To find out the effectiveness of the CIRC method, pre-tests and post-tests were given to all the students in those groups. Data analysis of the results showed that there was a significant difference in the mean scores from the post-test results from the two groups. The mean score of the post-tests from the EG was higher than that from the CG, that is 61 to 39, while the gained score for the t-test was 5 and the value for t-table was 1.68 at a level of significance of 0.05. Hence it can be concluded that the students who were taught using the CIRC method had better performances in writing recount texts than those who were not. In brief, the CIRC method resulted in a better quality of writing by students and gave a positive effect for the teaching-learning process
Improving reading comprehension using the survey, question, predict, read, respond, summarize (SQP2RS) strategy
Get PDFThe aim of the research was to improve students reading comprehension through the Survey, Question, Predict, Read, Respond, Summarise (SQP2RS) strategy. Based on problems in the field, the researcher formulated three research questions: (1) Will implementing the SQP2RS strategy improve the reading comprehension of tenth grade students at SMA N 1 Sawang? (2) What will be the results for reading comprehension from students after implementing the SQP2RS strategy with tenth graders at SMA N 1 Sawang? (3) How will the students respond to the implementation of the SQP2RS strategy for improving their reading comprehension? This research was a collaborative classroom action study. The subjects of the research were tenth grade students at SMA N 1 Sawang. The study was conducted in three cycles by following the procedure for action research, via: planning, implementing, observing, and reflecting. To collect the data the researcher used instruments, via: tests, observation sheets, field notes and a questionnaire. The data was analyzed qualitatively and quantitatively. The mean score from the students test results after cycle 1 was 63, this increased to 69 then 78 after cycle 3. The students had positive responses toward the use of the SQP2RS strategy for learning reading comprehension in their class. This was proved by the overall mean score for approval of the five factors measured which was 3.67 out of 4