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IMPROVING READING COMPREHENSION USING EXPERIENCE-TEXT-RELATIONSHIP (ETR) METHOD
No full textThis article discusses the implementation of experience-text-relationship (ETR) method in a classroom action research to improve the students’ reading comprehension. ETR method is implemented in two cycles of planning, action, observation, and reflection.. Cycle 1 consists of four meetings and cycle 2 consists of three meetings. The data in this research are collected by means of observation, questionnaire, interview, document analysis, and tests. The data are then analyzed following the steps of assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcome except for the tests results that are analysed by comparing the mean scores. The results of the research showed that experience-text-relationship (ETR) method improves both students’ reading comprehension and the class situation.Keywords: reading comprehension, experience-text-relationship metho
IMPROVING STUDENTS’ ABILITY IN WRITING THROUGH INQUIRY BASED LEARNING
Get PDFThe objectives of this paper are: (1) to identify whether the implementation of Inquiry Based Learning improves students’ writing ability or not and (2) to identify the strengths and weaknesses of Inquiry Based Learning implementation. The research was conducted in SMA Negeri 3 Sukoharjo. The subject of research was 39 students of X3.This research used action research conducted in two cycles. Every cycle consisted of four steps: planning, action, observing and reflecting. In collecting data, the researcher used observation, questionnaire, interview and test. The result of the research showed that Inquiry Based Learning could improve the students’ writing ability. Their writing improved in each writing’s elements such as content, organization, vocabulary, grammar and mechanics. Their improvement can be seen by comparing the pre-test score and the post-test score. Their mean score of the pre-test, post-test 1, and post-test 2 were 72.04, 75.92, and 79.60. In implementation, there were some strengths of using Inquiry Based Learning such as making the students more confident and active, developing their critical thinking, and understanding the concept. On the other hand, this technique also had some weaknesses. Inquiry Based Learning is not appropriate technique for unmotivated students, not easy to do in limited time, and difficult to implement if the students are familiar with conventional way
IMPROVING STUDENTS’ READING COMPREHENSION USING WEBQUEST
No full textThis action research is aimed at: (1) identifying whether and to what extent WebQuest improves reading comprehension of class IXA students at SMP N 5 Surakarta, including: a) finding the main idea, b) finding the supporting idea, c) finding the meaning of words, d) finding the reference and e) finding the detail information; (2) describing the class climate when WebQuest used in the reading class. The research findings showed that it could improve students’ reading comprehension and class climate. Related to the improvement of students’ reading skill, they found it easier to find the main idea, supporting idea, meaning of words, reference, and detail information. Related to the class climate, there are many improvements of students’ attitude; they are more confident and active, paying attention when one of the other student read the text aloud, actively engaged in the reading group activities, and focus on the lesson. From those findings, it can be concluded that WebQuest can improve both students’ reading comprehension and class climate. Keywords: reading comprehension, webquest, action researc
THE USE OF STAD IN IMPROVING STUDENTS’ VOCABULARY MASTERY
No full textThis classroom action research is aimed at finding out whether STAD can improve the students’ vocabulary mastery and the class situation at the fifth grade students of SD Negeri 120 Tugu Jebres Surakarta in the year of 2011/2012. It was conducted in two cycles. The research findings are (1) STAD can improve the students’ vocabulary mastery and the class situation. The improvement of the students’ achievement could be seen from the mean scores of each indicator in vocabulary. In the pre-test, their mean scores were 73 for meaning, 56 for pronunciation, 70 for spelling, and 48 for using words. In cycle I their mean scores of each indicator increased to be 76 for meaning, 69 for pronunciation, 75 for spelling, and 63 for using words. In cycle 2 the increasing mean scores could also be seen such as: 84 for meaning, 76 for pronunciation, 80 for spelling, and 73 for using words. (2) The improvement of class situation includes: (a) The students focus on the materials by learning together in groups, (b) The students were more active in answering questions, and (c) The students were active in learning teaching process. Based on the result above, therefore, it is recommended that the English teacher use STAD since it can create comfortable situation in learning making teaching and learning process more alive.Keywords: STAD, Vocabulary Master
IMPROVING VOCABULARY MASTERY BY FIELD TRIP & DRILLING
Get PDFThis research aims are: (1) identifying whether and to what extent, Field trip improves the vocabulary mastery of fourth grade students of SD N Singopuran 1, and (2) describing the classroom situation when Field trip is implemented in the vocabulary class of the fourth grade of SD N Singopuran 1 Kartasura. The method used in this research is a collaborative action research. The research was conducted in two cycles. The problems faced by the students include students get difficulties in finding the meaning of words, memorizing the words, pronouncing the words, spelling the words, and using of words on the simple sentence. The research data were collected by using techniques of observation, interview, field note, photographs, and test (pre-test and post-test). The quantitative and qualitative results show that Field Trip can improve both the students’ vocabulary mastery and class situation
THE USE OF JIGSAW LEARNING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION
No full textThis classroom action research was conducted from August to November 2011 at class XI IPA 2 SMA N 2 Boyolali. The objectives of this research are: (1) to identify whether Jigsaw learning technique can improve students’ reading comprehension; (2) to know what happens in the class when the teacher implements Jigsaw learning technique to teach reading comprehension. In collecting the data, the researcher used observation, questionnaire, interview photograph, and test. The data were analyzed by using three steps reducing data, presenting data, and drawing conclusion. The research result showed that jigsaw learning technique improved the students’ motivation in learning and made the students more enthusiastic, interested and active to learn reading. There was an improvement in students’ reading comprehension. It can be seen from the pre-test mean score, 61.11. It increased into70.08 in the post test 1 and 81.11 in the post test 2.Keywords: reading skill, jigsaw learning techniqu
OPTIMIZING WRITING SKILL BY USING MICROSOFT ENCARTA IN SENIOR HIGH SCHOOL
No full textThis article reports on a research of optimizing writing skill through digital multimedia encyclopedia, Microsoft Encarta, for the tenth grade students of SMA Negeri 1 Boyolali (RSMABI) in the academic year of 2011/2012. It has purpose to know whether and to what extent Microsoft Encarta improves writing skill and how the class runs when Microsoft Encarta is implemented in English class. The method used in this research is collaborative action research which was conducted in two cycles. Each cycle consists of four stages of planning, implementing, observing, and reflecting. The data that were obtained qualitatively and quantitatively show that Microsoft Encarta could improve: (1) students’ skill in writing descriptive text and (2) writing class situation. Keywords: Classroom action research, writing skill, multimedia, Microsoft Encart
IMPROVING STUDENTS’ WRITING SKILL THROUGH GUIDED WRITING
No full textThis study aims to describe (1) whether guided writing can improve the writing skill of class X2 students at SMA N 2 Boyolali in the academic year 2011/2012; and (2) the class situation when guided writing is implemented in the writing class. The data of the research were in of qualitative and quantitative ones. The qualitative data were collected through interview, observation, questionnaire, and documentation. The quantitative data were collected through tests. The research findings showed that guided writing could improve students’ writing skill and class situation. Related to the improvement of students’ writing skill, they found it easier to develop the idea, to choose the vocabulary, to organize their sentences; they also made fewer mistakes in mechanics, and their mistakes in grammar reduced. Related to the improvement of class situation, they enjoyed the teaching and learning process, and they were more active. From those findings, it can be concluded that guided writing can improve both students writing skill and class situation.Keywords: writing skill, guided writin
IMPROVING STUDENTS' READING SKILL USING QUANTUM LEARNING METHOD
No full textThis research is aimed at finding out: (1) whether the implementation of quantum learning to the eighth grade students of SMP Negeri 16 Surakarta can improve the students' reading skill and (2) what happens to the class situation when quantum learning is implemented in reading class. This research was conducted in two cycles at class VIII A of SMP Negeri 16 Surakarta from October 10th to March 8th 2012. The qualitative data werecollected by using observation, questionnaire, and interview. Meanwhile, the quantitative data were collected by using test. The research findings showed that the use of quantum learning could improve students' reading skill and class situation during reading class. The improvement of students' reading skill could be seen from the improvement of mean score of pre-test, post-test 1, and post-test 2, those are 54.77, 63.71, and 71.54. While the improvement of class situation includes: (1) the students were interested in following the lesson and (2) the students were active during the learning process. They had high level of participation in reading class.Key words: reading skill, quantum learning metho
OPTIMIZING THE USE OF PICTURE SERIES VIDEO TO IMPROVE THE JUNIOR HIGH SCHOOL STUDENTS’ SKILL IN WRITING NARRATIVE TEXT
No full textThis article describes a classroom action research held in writing class through the implementation of picture series video to improve the eighth grade students’ writing skill and class climate. The method used in this research is collaborative action research. This research was conducted in two cycles. Each cycle included four stages: planning, implementing, observing, and reflecting. The data that were obtained qualitatively and quantitatively show that picture series video could improve: (1) the students’ skill in exploring ideas to write; (2) the students’ skill in applying the appropriate tense in the text; (3) the students’ skill in using the appropriate word choices; (4) the students’ skill in organizing the text cohesively and coherently; (5) the students’ skill in applying the appropriate mechanics; and (6) writing class climate. Keywords: Classroom action research, writing skill, video, picture series vide