English Education
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IMPROVING STUDENTS’ VOCABULARY MASTERY USING GAMES
No full textThe objectives of the research are to see whether games can improve students’ vocabulary mastery and to describe the class climate when games are applied in English class. The preliminary research showed that the students had problems in vocabulary mastery. The indicators of the problem are low achievement in vocabulary, difficulty to grasp the meaning of words, difficulty to spell the words, problem in pronouncing the words, difficulty to interpret the meaning of the words, and difficulty to use words in appropriate context of situation. Those indicators can be improved using games. This improvement influenced their scores from cycle to cycle. The mean score of post test I is 67.6, and the mean score of post test II is 74.8. For that reason, games were able to stimulate students to learn vocabulary well. The students were also able to grasp the meaning, pronounce and spell words better. Games can also improve the class situation in terms of: (1) The students’ interest toward the material increased; (2) The students’ active participation in English lesson, and (3) Workgroup and independent activities.Keywords: vocabulary mastery, game
AN ERROR ANALYSIS OF NOUN PHRASE STRUCTURE BY THE FIFTH SEMESTER STUDENTS OF ENGLISH EDUCATION
Get PDFThis research was carried in the fifth semester students of English Education Department of Teacher Training and Education Faculty, Sebelas Maret University in academic year 2012/2013 which aimed at: 1) finding out the types of errors which are performed by fifth semester students of English Education Department in constructing noun phrase; and 2) finding out the sources of errors which fifth semester students of English Education perform in making noun phrases. The method used in this research is error analysis which is based on four major steps: 1) Identifying data of errors; 2) classifying errors based on its type; 3) analyzing data of errors based on its sources; and 4) describing frequency errors in percentage. The data were taken by conducting a writing-essay test involving students’ ability in constructing noun phrases. The writer found that omission errors was the most-often type of error performed by student
IMPROVING STUDENTS’ VOCABULARY MASTERY USING FLASHCARDS
Get PDFVocabulary is one of the important elements in teaching English. Based on pre-research, the fourth grade students of SD Negeri II Watuagung in the academic year of 2011/2012 had problems in mastering vocabulary. It could be seen from two indicators: first, their vocabulary score was low. Second, the students did not have motivation during teaching-learning process. To overcome the problems, classroom action research is used. It implemented flashcards as the media. The aim of this research is to improve students’ vocabulary mastery and students’ motivation using flashcards. There are two cycles of action. In each cycle, the procedure of the research consists of planning, acting, observing, and reflecting. In collecting the data, the researcher used qualitative and quantitative methods. The technique of qualitative data was interview, observation, document analysis, and test. For the quantitative data, the data are analyzed by finding and comparing the mean scores in pre-test and post-test (descriptive statistics). Based on interview, observation, analyzing the document, and test result, the students made improvement in vocabulary mastery. The students can learn vocabulary more easy than before. When flashcards are used, in the first and the second cycle, students are active and enthusiastic in joining learning activity. The tests score results shows an improvement of the students’ achievement. The students’ mean score in the pre-test is 45.70, in post-test 1 is 70.52, and in post-test 2 is 80.13. It can be concluded that teaching English vocabulary by using flashcards as media does improve the students’ vocabulary mastery. The result of the research implies that English teachers need to choose the appropriate media in teaching vocabulary; one of them is flashcards. Key word: vocabulary, flashcards, classroom action research
IMPROVING STUDENTS’ WRITING SKILL BY USING GUIDED WRITING
Get PDFThis research aims at identifying whether guided writing can improve students’ writing skill and students’ learning motivation. This action research was conducted in two cycles at the second grade of SMP Negeri 1 Karanganyar from August – October 2012. The qualitative and quantitative data were collected through observation, interview, questionnaire, field note, photographs and tests (pre-test and post-tests). The qualitative data were analyzed in five stages namely assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. Meanwhile, the quantitative data were analyzed by comparing the mean scores of the pre-test and post-test. The research findings show that the use of guided writing could improve students’ writing skill and students’ learning motivation
IMPROVING STUDENTS’ VOCABULARY MASTERY USING AUDIOVISUAL AIDS
No full textThe objectives of this research are to identify whether and to what extent audiovisual aids improve the students’ vocabulary mastery and to identify whether and to what extent audiovisual aids improve the students’ motivation. The study is an action research which was conducted in two cycles at the fourth grade of SD Negeri 04 Jaten, Karanganyar from February – March 2012. The data collected in this research are qualitative and quantitative and they are analyzed accordingly. The research findings showed that audiovisual aids can improve students’ vocabulary mastery and motivation. The improvement is also supported by testing result in which the result showed that students’ mean score is higher than standard score of the school.Keywords: vocabulary mastery, audiovisual medi
AN ERROR ANALYSIS ON THE SURFACE STRATEGY IN DESCRIPTIVE TEXT WRITING MADE BY THE EIGHTH GRADE STUDENTS OF SMP N 1 MOJOLABAN
Get PDFIndonesian students as foreign language learners still have difficulties in learning English, especially in delivering ideas in a written form. They need to consider about the grammatical components of English that differ from Indonesian language. This article describes errors based on surface strategy made by the students in writing a descriptive text. Thirty two students from the eighth grade of SMP N 1 Mojolaban were asked to write a descriptive text about their family. All students writing are, then, analyzed, in order to investigate students’ errors and their causes. Based on the surface strategy, it can be concluded that the students have difficulties in omission, addition, misformation, and misordering. Most of students tend to make errors of omission
KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) IN ENGLISH TEACHING
No full textThe aim of this research is to describe the development implementation of KTSP in English teaching in SMA Negeri 1 Sragen. The sources of the data are events, informants and documents. The data are collected through interview, observation, and document analysis. The data are analyzed through interactive model of analysis including reducing the data, displaying the data, and drawing conclusion. The result of the research shows that the development and implementation of KTSP in English Teaching of SMA Negeri 1 Sragen has been in line with the government regulations and standards. However, the students are not actively involved in the curriculum development. Some weaknesses are also found in the syllabus and lesson plan development, class management, and teaching techniques. Besides, the aspects of live long education and the balance regional-national needs have not been considered. Based on the research findings and discussion, the writersuggests that it is better to involve the students in the curriculum development to provide best learning experiences that meet the students' interest. Also, the lesson planning, class management, and the teaching techniques conducted in SMA Negeri 1 Sragen, especially for English subject, needs to be improved to build students' communicative competence thoroughly.Key words : KTSP development and implementation, English teachin
IMPROVING STUDENTS’ READING SKILL BY USING THINK-PAIR-SHARE (TPS)
No full textThis article presents the implementation of Think-Pair Share (TPS) to improve reading comprehension and class situation. Related to the purposes, the research design used in this study is a classroom action research. The research data were collected by using techniques of observation, interview, field note, photographs, and tests (pre-test and post-test). The research findings show that the use of TPS could improve students’ reading skill and class situation of English class.Keywords: reading skill, Think Pair Shar
IMPROVING STUDENTS’ WRITING SKILLS OF DESCRIPTIVE TEXT USING FIELD TRIP
No full textThis classroom action research study was aimed at improving students’ writing skills of descriptive texts by implementing field trip technique in the instruction. This study was conducted at eighth grade of SMP Negeri 3 Colomadu, Surakarta. The problems faced by the students were the difficulties in exploring idea using correct spelling, grammar, capitalizations, and arranging their writing in coherent paragraph. The study was conducted in two cycles. Each cycle consisted of four steps namely plan, action, observation, and reflection. The quantitative and qualitative analyses show that field trip could improve both the students’ writing skills and the class situation.Keywords: writing skills, field tri
USING BUZZ GROUPS TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION
No full textThis research describes the first grade students’ problems dealing with reading comprehension. To overcome the problems, the researcher designed a classroom action research to teach reading comprehension by using buzz groups technique.The research aims at: (1) describing whether or not and to what extent the use of buzz groups technique can improve students’ reading comprehension at the first grade of SMA N 1 Karanganyar in the academic year of 2011/2012; and (2) describing what happens to the class situation when buzz groups technique is implemented in the reading class. The qualitative data were collected using observation, questionnaire, interview, and document analysis. Then, the quantitative data were collected using pre-test and post-test. The research findings show that the use of buzz groups technique can improve students’ reading comprehension and class situation of English class. Therefore, it is recommended that teachers and students use Buzz Groups Technique as a good alternative technique in teaching and learning reading.Keywords: reading comprehension, buzz groups techniqu