158 research outputs found
THE INFLUENCE OF THE APPLICATION OF ANECDOTE ON IMPROVING STUDENTS’ SKILL IN READING AT THE SECOND GRADE STUDENTS OF SMAI AL AZHAR 5 CIREBON
No full textHARIS HAMDANI : “THE INFLUENCE OF THE APPLICATION OF
ANECDOTE ON IMPROVING STUDENTS’ SKILL
IN READING AT THE SECOND GRADE
STUDENTS OF SMAI AL AZHAR 5 CIREBON”
In real life, funny things are needed in order not to be boring. In the
learning process also it is needed. So, we need the interesting thing. Something or
incident that is funny or interesting, it can be called an anecdote. An anecdote is
also type of text that can be read in enjoy situation. For reader, an anecdote is the
type of text that is unique and interesting. It can be learnt by students in order not
to be bored while reading because there is incident that can make the students fun.
Reading is important in the life, because we cannot avoid reading in the
environment. There are things that can be read in the environment. For example,
there are signs, brochures, magazines, etc.
The aims of the research which are done by the writer are to find out the
data about the application of anecdote, find out the data about the students
improvement in reading skill and to know if there is significant influence of the
application of anecdote for students improvement in reading skill.
The techniques that are used by the writer in the research are observation,
interview, and test. The writer uses the quantitative approach. It means that the
data which have been collected are analyzed by means of the statistical analysis.
The conclusion of this thesis is that the result of the test is that the
calculation of the average score about the application of anecdote is 7.3. The score
is sufficient. Then, the result of the test is that the calculation of the average score
about the improving of students‟ skill in reading is 6.8. The score is sufficient.
Based on the calculation of the formula Product Moment Correlation by Pearson,
the result of computation of correlation between X and Y variable is 0.42. X
variable is the application of anecdote and Y variable is the improving students‟
skill in reading. The score 0.42 of the computation of product moment correlation
can be assumed as “sufficient correlation”
Critical Analysis of Islamic Education Leadership Based on the Trem and Ideal Leadership Characteristics (Leadership Practice KH Hamdani Abu Bakran Adz-Zakiy)
No full textThis paper is intended to reveal the basic theories of Islamic educational leadership. From the definition of Islamic education leadership, the ideal terms and characteristics as a leader of Islamic education. The characteristics and conditions of leadership Islamic education have been applied in the KH Hamdani Abu Bakran Adz-zakiy leadership in Raudatul Muttaqin Islamic boarding school. He is a preacher and Islamic boarding school leader capable of influencing positive changes to his students. KH Hamdani explains the term as a leader must be able to influence others, must have strong integrity, and an ability to problem-solving. The characteristic of an Islamic Education Leader is Kharisma. The author wanted the leadership of Islamic education (except Islamic boarding school) can use the culture of the terms and characteristics of Islamic boarding school leadership, especially that has been applied by KH Hamdani Abu Bakran Adz-zakiy leadership. The results showed that the ideal Islamic leadership has been applied by KH Hamdani. This leadership can be a role model and practiced at the same time by other Islamic educational institutions, such as madrasa. So as the leadership of Islamic education is not only labeled Islam but it really implements the true Islamic leadership
The Influence of Perceived Value and Destination Brand Experience on Revisit Intention Through Tourist Satisfication as an Intervening Variable at Bukit Lawang Ecotourism
No full textThis study aims to analyze the influence of perceived value and destination brand
experience on revisit intention through tourist satisfaction as an intervening
variable at the Bukit Lawang ecotourism destination. This research employs an
associative quantitative approach. The study population comprises tourists who
have visited Bukit Lawang, with a sample of 180 respondents selected using
purposive sampling. Primary data were collected through questionnaires, while
secondary data were obtained through documentation studies. Data analysis
utilized the Structural Equation Modeling (SEM) method with SmartPLS version
3.0 as the analytical tool. The results show that perceived value has a positive and
significant effect on tourist satisfaction and revisit intention. However, brand
experience does not influence tourist satisfaction but has a positive and
significant effect on revisit intention. Tourist satisfaction mediates the effect of
perceived value and brand experience on revisit intention. This research provides
practical implications for tourism managers to improve service quality and create
unique experiences to enhance tourists' intention to revisit.136 PagesTesis Magiste
Getting secondary school students engaged in reading activities: adoption of anecdotes to elevate their reading skills
No full textThe present study aims to examine the effect of adopting anecdotes on senior high school students’ reading skill. Nested in mix-research methods, data were garnered through test and interview. The data obtained from the test were analyzed statistically. The study findings reveal that the average score for the application of anecdote was 7.3 which belonged to category “sufficient”. Meanwhile, the average score of students’ reading skills is 6.8. It was classified into the category “sufficient” Pearson's Product Moment Correlation formula yielded 0.42 for the calculation of the correlation between the X and Y variables. The variable X was the adoption of anecdotes, and the variable Y was students’ reading skills. The statistical calculation demonstrates that the product moment correlation score of 0.42 can be interpreted as “moderate correlation”. It indicates that there was significant effect of using anecdotes on the senior high school students’ reading skills. This study concludes with empirical evidence on how EFL senior high school teachers adopt anecdotes for their reading classrooms
THE EFFECTIVENESS OF QUESTION-ANSWER RELATIONSHIP AND ANTICIPATION-REACTION GUIDE STRATEGIES FOR TEACHING READING HORTATORY EXPOSITION TEXTS TO STUDENTS WITH HIGH AND LOW CRITICAL THINKING
No full textKeywords: Teaching Reading, Question-Answer Relationship, Anticipation-Reaction Guide, High Critical Thinking, Low Critical Thinking.
This study investigates the effectiveness of Question-Answer Relationship and Anticipation-Reaction Guide strategies for enhancing students’ reading comprehension of hortatory exposition texts to students with high and low critical thinking. This study is a quantitative research by using experimental factorial design 2x2. The participants of this study were 51 students of the eleventh graders of XI-IPS namely 26 students of XI-IPS 1 as the first experimental group treated by Question-Answer Relationship strategy in teaching reading hortatory exposition texts and 25 students of XI-IPS 2 as the second experimental group treated by Anticipation-Reaction Guide strategy in teaching reading hortatory exposition texts at the Islamic Private Senior High School Sultan Agung 3 Semarang.
The findings of this study show that (1) the strategy that has better effect in teaching reading hortatory exposition texts to students with high and low critical thinking is Question-Answer Relationship strategy (2) Question-Answer Relationship and Anticipation-Reaction Guide strategies are equal in the effectiveness of teaching reading hortatory exposition texts to students with high critical thinking (3) Question-Answer Relationship strategy has better effect than Anticipation-Reaction Guide strategy in teaching reading hortatory exposition texts to students with low critical thinking (4) the students with high and low critical thinking improve equally treated by using Question-Answer Relationship strategy (5) the students with high critical thinking improve better than the students with low critical thinking treated by using Anticipation-Reaction Guide strategy (6) there is interaction among teaching strategies, reading comprehension, and students’ critical thinking in teaching reading hortatory exposition texts.
To sum up, there are significant differences of the effectiveness of Question-Answer Relationship and Anticipation-Reaction Guide strategies for enhancing students’ reading comprehension related to students with high and low critical thinking but sometimes the effectiveness of both strategies is equal. However, there is interaction among teaching strategies, reading comprehension, and students’ critical thinking in teaching reading hortatory exposition texts to students with high and low critical thinking
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