32 research outputs found
THE EFFECT OF TEACHING READING THROUGH SQ3R TECHNIQUE ON THE STUDENTS ACHIEVEMENT IN READING COMPREHENSION AT SMUN I LAMONGAN IN THE ACADEMIC YEAR 1999 / 2000
No full textSQ3R is one of the effective techniques in teaching reading, but EFL (English as a foreign language) teachers at secondary, especially at SMUN I Lamongan are not familiar with this technique. In relation to this idea, the research is to observe whether or not there is a significant effect of teaching reading through SQ3R technique on the students achievement in reading comprehension at SMUN I Lamongan in the academic year 1999 / 2000. To get the research data, I have used some research instruments, such as: test, interview, observation, and document. The collected data have been analyzed by using t-test formula with significant level or 5 % . The result of the data analysis shows that the statistical value of t-test is 4,530906206 while the critical value of t-test table with the degree of freedom 86 is 1,980. This means that the statistical value of t-test is higher than the critical value of t-table. In other words, the hypothesis is accepted and the null hypothesis is rejected. So, it is concluded that there is a significant effect of teaching reading through SQ3R technique on the students achievement in reading comprehension at SMUN I Lamongan in the academic year 1999 / 2000
The Effect Of Applying Group Investigation Method On Vocational High School Students’ Reading Comprehension
No full textThis research was conducted to investigate the effect of applying
GImethod on students’ reading comprehension at SMK Negeri 1 Jember in the
2018/2019 academic year. The area of the research was SMK Negeri 1 Jember.
The research participants were determined by using cluster random sampling
based on the result of homogeneity test to three classes (XI PM1, PM 2, and PM
3) of the eleventh grade with the materials of reading comprehension.From the
calculation of ANOVA, the result showed that the population was homogenous.
Therefore, the researchertook two classes by lottery as the experimental and
control groups. The two classes were XI PM 1 as the experimental group and XI
PM 3 as the control group.
The design of this research was a quasi-experimental research with
posttest only design. The design was based on the score of post-test only which
was conducted after the experimental treatment had been applied. This design
involved two groups which received different instructional treatment. The
experimental group was taught reading comprehension by using GI. On the other
hand, the control group was taught reading comprehension by applying Scientific
Approach (SA) which has been used to teach reading comprehension at the
school. The post-test was given to both two groups after receiving the teaching
learning process twice. The result of Independent Sample T-test in the SPSS
showed that the value of significant column Levene’s test (2-tailed) was 0,029 and
it was lower than 0,05. Then, it could be concluded that the null hypothesis (H0)
was rejected while the alternative hypothesis (Ha) was accepted. It indicated that
there was a significant effect of applying GI on the students’ reading
comprehension achievement. Considering the findings of the research, it is
suggested that GI can be used as a consideration to help students in understanding
reading comprehension text
The Effect Of Applying Group Investigation Method On Vocational High School Students’ Reading Comprehension
No full textThis research was conducted to investigate the effect of applying
GImethod on students’ reading comprehension at SMK Negeri 1 Jember in the
2018/2019 academic year. The area of the research was SMK Negeri 1 Jember.
The research participants were determined by using cluster random sampling
based on the result of homogeneity test to three classes (XI PM1, PM 2, and PM
3) of the eleventh grade with the materials of reading comprehension.From the
calculation of ANOVA, the result showed that the population was homogenous.
xii
Therefore, the researchertook two classes by lottery as the experimental and
control groups. The two classes were XI PM 1 as the experimental group and XI
PM 3 as the control group.
The design of this research was a quasi-experimental research with
posttest only design. The design was based on the score of post-test only which
was conducted after the experimental treatment had been applied. This design
involved two groups which received different instructional treatment. The
experimental group was taught reading comprehension by using GI. On the other
hand, the control group was taught reading comprehension by applying Scientific
Approach (SA) which has been used to teach reading comprehension at the
school. The post-test was given to both two groups after receiving the teaching
learning process twice. The result of Independent Sample T-test in the SPSS
showed that the value of significant column Levene’s test (2-tailed) was 0,029 and
it was lower than 0,05. Then, it could be concluded that the null hypothesis (H0)
was rejected while the alternative hypothesis (Ha) was accepted. It indicated that
there was a significant effect of applying GI on the students’ reading
comprehension achievement. Considering the findings of the research, it is
suggested that GI can be used as a consideration to help students in understanding
reading comprehension text
The Influence Of Video On The Eighth Grade Students’ Descriptive Text Writing Competence At Smpn 2 Jember
No full textThis research was quasi-experimental with post-test only design. The purpose of this research was to know whether or not there was a significant effect of using video on the eighth grade students’ descriptive text writing competence at SMPN 2 Jember. The area of this research was SMPN 2 Jember. The population of this research was the of eighth grade students at SMPN 2 Jember. Based on the ANOVA analysis, the result showed that the Sig. value was 0.992 which was higher than 0.05. It means that all the students belong to homogenous population. Since the population was homogeneous, two classes were selected by using lottery. Based on the lottery, 8D was selected as the experimental group and 8E as the control group.
In this research, writing test was used to get the data from the students’ descriptive text writing. This was done through post-test. A post-test was administered after giving the treatment in both groups, the experimental group and the control group on the third meeting. Experimental group received the post-test on Monday, August 20th 2018. The control group received the post-test on Wednesday, August 22nd 2018. There were 35 students in each group who joined the post-test. The scores of the post-test were used as the main data to investigate whether there was a different effect of using animal video in the experimental class and without using animal video in the control class.The test was writing a descriptive text and scored with the same scoring system. The students were asked to write a descriptive paragraph about animal in about 80-100 words. The students were provided three animals and they had to choose one of them. The students were required to do this test in about 60 minutes.
Based on the output of the Independent Samples T Test analysis by using SPSS, it was known that the value of Sig. 2-tailed was 0.014 which was lower than 0.05. It means that the null hypothesis which says “There is no significant effect of using video on the eighth grade students’ descriptive text writing competence at SMPN 2 Jember” was rejected and means that the alternative hypothesis which says “There is a significant effect of using video on the eighth grade students’ descriptive text writing competence at SMPN 2 Jember” was accepted. It could be concluded that there was a significant effect of using video on the eighth grade students’ descriptive text writing competence at SMPN 2 Jember. Therefore, the researcher suggests to English teachers to use video as a medium in teaching descriptive text. Using video can help the students develop their ideas in composing a good writing easily. An interesting and appropriate video can also create a good atmosphere inside the class
The Effect of Using Collaborative Strategic Reading (Csr) on the Tenth Grade Students’ Reading Comprehension Achievement at SMK Negeri 4 Jember
No full textReading is one of the ways for gaining information, open our mind and
knowledge and also comprehending words and sentence pattern. In fact, reading
comprehension is not an easy task. The teacher must find the effective strategy to
help the students. One of the strategies that can be used is Collaborative Strategies
Reading (CSR), and it is the main concern of this research.
This research was conducted to find the effect of using Collaborative Strategic
Reading (CSR) on the tenth grade students’ reading comprehension achievement at
SMK Negeri 4 Jember in the 2016/2017 academic year. The design of this research
was a quasi-experimental reseach. The school was chosen purposively as the research
area since the English teacher of SMK Negeri 4 Jember has never applied it. The data
of this research were gained by conducting the posttest using a narrative test reading
comprehension.
In this research, the result of the ANOVA formula for homogeneity analysis
showed that the reseach population was homogeneous since F value was 0.248 which
was lower than that of the F table which was 1.9062. So, the researcher determined
the experimental group and control group by lottery. Based on the lottery, the class
chosen for the experimental group was X Accounting 3 and X Accounting 1 as the
control group.
The researcher administered the try out test to one of the classes that was not chosen
as the experimental or control groups. There were some important points in
constructing the test item, such as the difficulty level, validity and reliability. After teaching both groups with different methods, the researcher
administered the reading posttest. The posttest was in the form of multiple choice.
There were 25 test items with 2 different texts in the posttest. In this posttest, the
students from both groups were required to find out the information in the form of
word, sentence, paragraph, and text comprehension. The first text contained 12 test
items and the second text contained 13 test items. To gain the data of this research,
the researcher analyzed the scores obtained by the research respondents in the posttest
by using Independent sample T-Test of SPSS. The result showed that the value of
significant (2-tailed) was 0.026 in the significant lefel of 5%. It means that the value
of significance (2-tailed) was less than 0.05 (0.026 < 0.05). It showed that the null
hyphothesis (H0) which was formulated “There is no significant effect of using
Collaborative Strategic Reading (CSR) on the tenth grade students’ reading
comprehension achievement at SMK N 4 Jember” was rejected. Then, the alternative
hypothesis (Ha) which was formulated “There is a significant effect of using
Collaborative Strategic Reading (CSR) on the tenth grade students’ reading
comprehension achievement at SMK N 4 Jember” was accepted.
Based on the result of the research, since Collaborative Strategic Reading
(CSR) can be used to comprehend the text, the English teacher is suggested to apply
this strategy in teaching reading, not only in narrative texts but also in expository text.
Futhermore, it is suggested to other researchers who want to conduct the other
researches about Collaborative Strategic Reading (CSR) should pay attention to the
main problem such as time allocation
The Effect of Using Reciprocal Teaching Strategy on the Students’ Reading Comprehension Achievement
No full textReading plays a significant role in improving readers’ language proficiency, especially in a foreign language setting. If the comprehension in reading failed, students would need to improve their comprehension. For these reasons, it is more important for EFL learners to have not only the ability to read written materials but also the ability to understand what they have read. So, EFL learners need to achieve comprehension in reading through applying appropriate and effective reading strategies. One of the strategies that can be applied in teaching reading comprehension is Reciprocal Teaching Strategy (henceforth RTS). It was developed in 1984 by Ann Brown from the University of Illinois and Ann Palinscar from Michigan State University. As stated by Palincsar and Brown (1984) in Oczkus (2010) that Reciprocal Teaching Technique is a scaffolded discussion technique that is built of four strategies that readers use to comprehend text: predicting, questioning, clarifying, and summarizing. The core of reciprocal teaching is an instructional activity that gives an advantage among the students when reading comprehension process. The advantage activity is how the students can help each other to solve a problem in the text.
This research was conducted to investigate the effect of using Reciprocal Teaching Strategy (RTS) on the students’ reading comprehension achievement in reading descriptive text at SMK Negeri 4 Jember in the 2017/2018 academic year. The area of the research was SMK Negeri 4 Jember. The research participants were determined by using cluster random sampling based on the result of homogeneity test to three classes (X AK1, AK 2, and AK 3) of the tenth grade with the materials of reading comprehension. From the calculation of ANOVA, the result showed that the population was homogenous. Therefore, the researcher took two classes by lottery as the experimental and control groups. The two classes were X AK 2 as the experimental group and X AK 1 as the control group.
The design of this research was a quasi-experimental research with post- test only design. The design was based on the score of post-test only which was conducted after the experimntal treatment had been applied. This design involved two groups which received different instructional treatment. The experimental group was taught reading comprehension by using Reciprocal Teaching Strategy. On the other hand, the control group was taught reading comprehension by applying scientific approach which has been used to teach reading comprehension at the school. The post-test was given to both two groups after receiving the teaching learning process twice. Based on the output of the Independent Sample T-test in the SPSS, the result showed that the value of significant column Levene’s test (2-tailed) was 0,012 and it was lower than 0,05. Then, it could be concluded that the null hypothesis (H0) was rejected while the alternative hypothesis (Ha) was accepted. It indicated that there was a significant effect of using Reciprocal Teaching Strategy on the tenth grade students of Accounting Department’s descriptive text reading comprehension achievement. Considering the findings of the research, it is suggested that Reciprocal Teaching Strategy be used as a consideration to help students in understanding reading comprehension text
THE EFFECT OF USING PLAN STRATEGY ON SENIOR HIGH SCHOOL STUDENTS’ NARRATIVE TEXT READING COMPREHENSION ACHIEVEMENT AT SMAN 1 JOMBANG
No full textThis research was conducted to find the effect of using Predict Locate Add Note Strategy on the Eleventh Grade students’ narrative text reading comprehension achievement at SMAN 1 Jombang in the 2015/1016 academic year. The design of this research was a quasi-experimental research. The school was chosen purposively as the research area since there was no previous research dealing with the effect of Predict Locate Add Note Strategy in teaching reading especially narrative text at SMAN 1 Jombang. The primary data of this research were gained by conducting the narrative text reading comprehension test, meanwhile the secondary data were collected through interview and documentation
In this research, the result of the ANOVA formula for homogeneity analysis showed that the research population was homogenous since the F value was 0.260 which lower than that of the Ftable which was 2.6783. Thus, the researcher determined the experimental group and control group by using Cluster Random Sampling. Based on the lottery, the class chosen for experimental group was XI IIS 5 and XI IIS 2 belonged to control group.
The researcher administered the try out test at XI IIS 1 as one of the classes which did not include as the sample of the research. The scores obtained in the try out test analyzed by using Split-Half Odd Even of SPSS. The result showed that the test given to the students was reliable since the reliability coefficient of the whole test was 0.801. Moreover, the difficulty index of the test items were categorized as fair items.
After teaching both groups with different method, the researcher administered the posttest. The posttest was in the form of multiple choices. There were 20 test items with 2 different texts in the posttest. In this posttest, the students from both groups were required to find out the general and specific information contained in the text. Each text contained 10 test items which could be classified as four test items for identifying the general information and six test items for identifying the specific information. To gain the primary data of this research, the researcher analyzed the score obtained by the research respondents in the posttest by using Independent sample T-Test of SPSS. The result showed that the value of significant (2-tailed) was 0.028 in the significant level of 5%. It means that the value of significant (2-tailed) was less than 0.05 (0.028 < 0.05). It showed that the null hypothesis (H0) which was “There is no significant effect of using PLAN Strategy on Senior High School Students’ narrative text reading comprehension achievement at SMAN 1 Jombang” was rejected. As a result, the alternative hypothesis (Ha) which was “There is a significant effect of using PLAN Strategy on Senior High School Students’ narrative text reading comprehension achievement at SMAN 1 Jombang” was accepted
THE EFFECT OF GUESSING GAME ON VOCABULARY ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS AT SMPN 1 PANJI SITUBONDO
No full textPurnata (2013) states that vocabulary is a crucial component in the process
of learning English. For Indonesian students, vocabulary has been considered difficult to master
and begun to ignore. It is because the existence of vocabulary in basic competence of curriculum
that students must master the language skills, while vocabulary is included with the fourth
language skill which is not directly taught. Thus, students only focus on how they learn the
language skills appropriately without concerning the components of language. In this case, the
teacher needs to apply appropriate activities which could catch students’ interest of learning
vocabulary.
Playing games is one of creative activities which are frequently applied to get students’ attention
of learning the material. Zaabi (2004) points that applying games may make learning more enjoyable
and develop different abilities in students. On the other word, students would discover their
ability of learning language through games. There are many types of games, including guessing game
which as, Tuan (2012) suggests that word guessing helps young learners retain new word in long-term
memory and become familiar with new vocabulary in an enjoyable way. Besides, Zaabi (2004) also
agrees that memory and guessing games help young learners to memorize a word contextually. Thus,
the researcher has an idea to conduct an experimental research to know the effectiveness of
guessing game in teaching vocabulary.
Based on the problems described above, this research was aimed to be investigated. The research
design used was quasi-experimental research with posttest only control group design. The population
of this research was the eighth grade students of SMPN 1 Panji Situbondo. To select the sample, the
researcher ensured the homogeneity of the population. For the sake of this, the researcher used the
eighth grade students mean score of odd semester and analyzed it using levene test. The result of
levene test showed that the significance of the homogeneity of variances was 0,212 which was higher
than 0,05. It meant that the population of the eighth grade students of SMPN 1 Panji Situbondo was
homogeneous. Though a lottery, VIII G was selected as the experimental group which received
guessing game as the treatment. VIII I was chosen as the control group which received no treatment.
In teaching vocabulary for the control group, dictionary definition and translating were used as
the common techniques used by the English teacher of the eighth grade of SMPN 1 Pnaji Situbondo.
The data was obtained from the vocabulary posttest. Independent sample t- test was used to analyze
the result of the posttest. The mean score of post-test in experimental group was 76,79 while the
mean score of post-test in control group was 69,68. In addition, based on the sig, value of
independent sample t-test, the value of sig. column (2-tailed) was 0.001 which was also less than
0.005. Hence, the value of significance (2-tailed) was lower than 0,05, it indicated that the null
hypothesis ( ): “There is no Significant Effect of Guessing Game on Vocabulary Achievement Of the
Eighth Grade Students at SMPN 1 Panji Situbondo” was rejected. On the other word, the alternative
hypothesis “There is Significant Effect of Guessing Game on Vocabulary Achievement Of the Eighth
Grade Students at SMPN 1 Panji Situbondo” was accepted. it could be concluded that there was a
significant effect of guessing game on vocabulary achievement of the eighth grade students at SMPN
1 Panji Situbondo
Pengalihan Saham atas Harta Bersama Tanpa Persetujuan Pasangan Kawin dalam Perseroan Terbatas
No full textMarriage has legal consequences regarding the presence of joint property. Shares, as part of the joint property, can be transferred to another party. However, the transfer of shares without the consent of one of the spouses, whether husband or wife, has the potential to cause legal issues. In the analysis, the Author uses the doctrinal research method, resulting in a descriptive-analytical writing style. The results of the research indicate that if one party, whether the husband or the wife, transfers shares in a Limited Liability Company that are part of the joint property without the consent of the other party, then the transfer is considered invalid and null and void by law because it is carried out by a party who does not have the authority. The notary has the right to refuse to create an authentic deed related to the transfer because such action violates the applicable legal provisions. If the creation of an authentic deed violates the applicable laws and regulations, the deed may be annulled, and the Notary may face sanctions for ethical violations, administrative sanctions, and civil penalties
