scholarly journals IMPROVING LISTENING SKILL OF STUDENTS USING METACOGNITIVE INSTRUCTION

2016 ◽  
Vol 5 (2) ◽  
pp. 255-268
Author(s):  
Ida Nurhidayah ◽  
Nadiah Ma’mun
Keyword(s):  
Action Research ◽  
Listening Comprehension ◽  
English Education ◽  
Education Department ◽  
Metacognitive Instruction ◽  
Listening Skill ◽  
Listening Ability ◽  
Classroom Action Research ◽  
Academic Year ◽  
Test Result

This study is aimed to describe the implementation of metacognitive instruction and to improve students’ listening ability on TOEFL listening comprehension section by using metacognitive instruction at the second semester students of English Education Department of Walisongo State Islamic University Semarang in the academic year of 2015/2016 and to know the enhancement of students’ listening ability on TOEFL listening comprehension section after being taught using metacognitive instruction. The design of this study is classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing, reflecting. Pre-cycle was also done before this study was conducted. The result of this study showed that using metacognitive instruction could improve students’ listening ability on TOEFL listening comprehension section. This was proved by the enhancement of students’ test result that improved in every cycle. The result of the study also showed that metacognitive instruction could improve the students’ listening ability on TOEFL listening comprehension section.

Using Dictation Techniques to Improve the Eighth-Grade Students’ Listening Comprehension Achievement at SMPN 35 Surabaya

2021 ◽  
Vol 3 (2) ◽  
pp. 55-69
Author(s):  
Laely Vitriyati
Keyword(s):  
Action Research ◽  
Listening Comprehension ◽  
Primary Data ◽  
Eighth Grade ◽  
Listening Test ◽  
Teaching Language ◽  
Eighth Grade Students ◽  
Classroom Action Research ◽  
Academic Year ◽  
Test Result

Dictation is an ancient technique in teaching language becoming one of interesting ways to improve the students’ listening comprehension proposed by Davis & Rinvolucri (1988). This study was aimed to solve the students’ listening comprehension achievement by using dictation techniques as a technique in teaching listening at SMPN 35 Surabaya in the academic year 2020/2021. Classroom Action Research (CAR) was applied in this study in two cycles. In this classroom action research, the technique was divided into note taking and partial dictation. The primary data about students listening achievement were gained from the listening test. Meanwhile, the supporting data were gathered from observation and documentation. The results on students’ activity showed the use of text dictation techniques could improve the eighth-grade students’ activity in listening. Furthermore, In the first cycle of the test’ result, the teaching listening activity was not so good as what was expected. On the average, the percentage of the students’ involvement in the process of teaching listening was only 45% in the first meeting and 50% in the second meeting. But, in the second cycle the percentage of students’ involvement in the process of teaching listening increased from 77% in the first meeting to 80% in the second meeting. This improvement happened because of some revision, they were; choosing the text with familiar story for the students, reading the text more clearly, turning up the volume, and using more gestures in teaching listening technique

scholarly journals The Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

2017 ◽  
Vol 8 (1) ◽  
pp. 104
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
Action Research ◽  
Research Method ◽  
Teaching And Learning ◽  
English Education ◽  
Descriptive Analysis ◽  
Average Score ◽  
State University ◽  
Education Department ◽  
Classroom Action Research ◽  
Academic Year

The obejectives of this research are to know the improvement  of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in  English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR). The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1) the average score of the students’ achievement of poetry mastery is (71.75) or it increases (11,59) point from pre-test (60.16) and (2) in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

scholarly journals Improving the Eighth Grade Students’ Listening Comprehension Achievement by using Dictation Techniques

2020 ◽  
Vol 7 (3) ◽  
pp. 205-216
Author(s):  
Abd. Syakur
Keyword(s):  
Action Research ◽  
Listening Comprehension ◽  
Primary Data ◽  
Eighth Grade ◽  
Listening Test ◽  
Teaching Language ◽  
Eighth Grade Students ◽  
Classroom Action Research ◽  
Academic Year ◽  
Test Result

Dictation is an ancient technique in teaching language becoming one of interesting ways to improve the students’ listening comprehension proposed by Davis and Involucres (1988). This study was aimed to solve the students’ listening comprehension achievement by using dictation techniques as a technique in teaching listening at SMP Al-falah Surabaya in the academic year 2019/2020. Classroom Action Research (CAR) was applied in this study in two cycles. In this classroom action research, the technique was divided into note taking and partial dictation/cloze dictation. The primary data about students listening achievement were gained from the listening test. Meanwhile, the supporting data were gathered from observation and documentation. The results on students’ activity showed the use of text dictation techniques could improve the eighth-grade students’ activity in listening. Furthermore, In the first cycle of the test’ result, the teaching listening activity was not so good as what was expected. On the average, the percentage of the students’ involvement in the process of teaching listening was only 45% in the first meeting and 50% in the second meeting. But, in the second cycle the percentage of students’ involvement in the process of teaching listening increased from 77% in the first meeting to 80% in the second meeting. This improvement happened because of some revision, they were; choosing the text with familiar story for the students, reading the text more clearly, turning up the volume, and using more gestures in teaching listening technique.

scholarly journals THE INFLUENCE OF FRONTLOADING STRATEGY TOWARD STUDENTS’ LISTENING COMPREHENSION

2020 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Mukminatus Zuhriyah
Keyword(s):  
Research Method ◽  
Listening Comprehension ◽  
English Education ◽  
Teaching Strategy ◽  
T Test ◽  
Control Group ◽  
English Department ◽  
Education Department ◽  
English Departments ◽  
Academic Year

All English departments provide the listening courses that must be studied by their students. In fact, the students often find difficulties in understanding the listening texts so that their listening comprehension becomes low. This condition also happens to the students of English department of UNHASY. One of the causes of it is the teaching strategy for listening which is not appropriate. Therefore, the researcher implemented frontloading strategy for teaching listening in this study. The purpose of this study was to know whether or not frontloading strategy influenced the students’ listening comprehension. The research method used was quasi experiment with the design of pretest posttest nonequivalent control group. The population and the sample of the research were the two classes of the second semester students of English education department of UNHASY in the academic year of 2018/2019. After the implementation of frontloading strategy in experimental class and direst listening in control class, the students’ post listening comprehensions were compared by using independent sample t-test whose result was that sig. (2-tailed) (0.004) was lower than 0.05. In short, it is concluded that frontloading strategy influences students’ listening comprehension.

scholarly journals Cable TV: Bringing Home Native Speaker to Increase Listening Comprehension of the Students of English Education Department Teacher Training and Education Faculty Muria Kudus University

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rismiyanto Nuraeningsih
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Listening Comprehension ◽  
English Education ◽  
Native Speaker ◽  
Education Department ◽  
Training And Education ◽  
Cable Tv ◽  
The Subject ◽  
Teaching Of Listening

This study investigated the use of cable TV to increase listening comprehension of the students of English education department of Muria Kudus University. The aims were to find out: (1) the listening comprehension achievement of the students taught by using cable TV, (2) the students’ response towards the teaching of listening comprehension class by using cable TV, and (3) the students’ difficulties when being involved in the listening class taught by using cable TV are. A classroom action research was conducted with three cycles. The data was collected by using test, observation checklist, & a questionnaire. The subject consisted of 29 students joining Advanced Listening class. The findings show that: (a) The listening comprehension achievement of the students taught by using cable TV in cycle I, II, & III is fair, (b) The students have enthusiasm and seriousness and motivation in joining the class in all cycles, (c) In cycle III the students’ difficulties when being involved in the listening comprehension class taught by using cable TV are more and more decreasing. Keywords: Cable TV, Listening Comprehension

scholarly journals PENANAMAN PERILAKU ANTI-PLAGIASI DALAM PERKULIAHAN WRITING FOR ACADEMIC ASSIGNMENTS

Diksi ◽  
2018 ◽  
Vol 25 (1) ◽  
Author(s):  
Ari Purnawan
Keyword(s):  
Action Research ◽  
English Education ◽  
Research Proposal ◽  
Education Department ◽  
The Subject ◽  
Action Process ◽  
Academic Assignments ◽  
Academic Year

Artikel ini  bertujuan menanamkan sikap anti-plagiasi di kalangan mahasiswa di Jurusan Pendidikan Bahasa Inggris FBS UNY yang tercermin pada pendapat dan hasil tulisan mereka.  Penelitian ini dilakukan di sekelompok mahasiswa Jurusan bahasa Inggris UNY Semester IV yang menempuh perkuliahan Writing for Academic Assignments tahun akademik 2015/2016 sebanyak 1 kelas (20 orang, terdiri dari 12 perempuan dan 8 laki-laki).  Data diambil dengan  teknik observasi terhadap proses tindakan, pemberian kuesioner untuk menjajagi pendapat dan sikap, wawancara untuk keperluan penajaman atau penggalian informasi, dan unjuk kerja menulis karya ilmiah berupa essay dan proposal penelitian.  Penelitian ini mampu mengurangi secara signifikan jumlah pelanggaran yang dilakukan dalam penulisan sumber, dari 85% di awal penelitian menjadi 40% di akhir Siklus 1, dan 20% di akhir Siklus 2.Kata Kunci: anti-plagiasi, kutipan, parafrase, rangkuman FOSTERING ANTI-PAGIARISM ATTITUDE IN THE SUBJECT OF WRITING FOR ACADEMIC ASSIGNMENTS ABSTRACTThe article disseminates the results and findings of a study aiming to foster the attitude towards anti-plagiarism among students of the English Education Department of FBS, UNY, as reflected on their opinions and writing products.  The study was implemented on a group of semester IV students of the English Education Department of UNY in the academic year 2015/2016 taking the course of Writing for Academic Assignments. The group consisted of 20 students, 12 female and 8 male.  The data were collected through a series of observation on the action process, a questionnaire on the respondents’ opinions and ideas, interviews for deeper facts and information, and tasks of writing academic essays and research proposal mini project. The action research stages were carried out through two cycles, each of which was completed in 7 class sessions.   This study finally was able to decrease the number of violations and plagiarism in a significant quantity, from initially 85% to 40% by the end of Cycle 1 and to 20% by the end of the study.Keywords: anti-plagiarism, quotation, paraphrase, summary

scholarly journals Enhancing Vocabulary Among EFL Young Learners Through Picture-Word Inductive Model

2020 ◽  
Vol 2 (1) ◽  
pp. 9-16
Author(s):  
Beny Hamdani
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Learning Process ◽  
Research Problem ◽  
Fifth Grade ◽  
Young Learners ◽  
Fifth Grade Students ◽  
Classroom Action Research ◽  
Academic Year ◽  
Test Result

AbstractThis paper critically aims to enhance English vocabularies among EFL young learners of the fifth grade students through picture-word inductive model at elementary school Zainul Hasan Genggong Probolinggo in the academic year of 2019-2020. The research problem is How is the effective picture-word inductive model to enhance vocabulary among young learners of elemantary school Zainul Hasan Genggong Probolinggo? The type of the research is classroom action research. It was conducted in two cycles. The subjects of the research were 20 students of fifth grade. The data were collected from the test, interview, documentation and observation. The result showed that the students had increased their English vocabulary mastery which can be seen from the test result provided by the researcher. This is the evident from the test result that overall there was an increase in the English vocabulary mastery of 5 grade students as much as 50.70 % in the first cycle and 85.54 % in the second cycle. Meanwhile, the observation result showed that the students seemed more enthusiastic during the learning process.  In reference to the actions conducted in two cycles, the use of the picture-word inductive model enhances the students’ vocabulary by practicing words into sentences and more attention on mechanical aspects such as spelling and pronunciation. Keywords : Young Learners, Vocabulary Mastery, Picture-word inductive model.

scholarly journals IMPROVING STUDENTS’ PUBLIC SPEAKING SKILLS THROUGH THE USE OF VIDEOTAPED FEEDBACK

Ta dib ◽  
2020 ◽  
Vol 23 (1) ◽  
pp. 75
Author(s):  
Zulhermindra Zulhermindra ◽  
Hadiarni Hadiarni
Keyword(s):  
Action Research ◽  
Public Speaking ◽  
English Education ◽  
Class Action ◽  
Average Score ◽  
Education Department ◽  
Final Test ◽  
Classroom Action Research ◽  
Speaking Skills

This study aimed to improve students’ public speaking skills at the English Education Department (JTBI) of IAIN Batusangkar through the use of videotaped feedback. The research was a Classroom Action Research (CAR) whose participants were the fourth semester students. The data were collected through observation, test, and interviews and were analyzed quantitatively and qualitatively. The findings shows that the use of videotaped feedback improved the students’ public speaking skills in which the average score  increased from 6.95714 (Mid Term Test) to 7.026 (Final Test). This implies that there was an increase in the ability of students from the level of need improvement to the satisfactory. Even in the aspects of Introduction, Body, Conclusion and Time, which were the focuses of this class action research, there were increases from 7.38, 7.1, 6,8, and 6.6 (UTS) to 8, 7.5, 7,3 and 7.2 (UAS) respectively. It also means that there were increases in students’ public speaking skills in all four aspects, which were from satisfactory (Introduction, Body), and need improvement (Conclusion, Time) to good (Introduction), and satisfactory (Body, Conclusion and Time). It is expected that the results of this study can be applied to other aspects of public speaking skills and other similar subjects.

MENINGKATKAN KEMAMPUAN LISTENING SKILL MELALUI METODE DIKTE PADA TEKS DESKRIPTIF SMP NEGERI 22 SURAKARTA

2019 ◽  
Vol 11 (3) ◽  
pp. 146-158
Author(s):  
Febtriningsih Febtriningsih
Keyword(s):  
Action Research ◽  
Research Result ◽  
Average Score ◽  
Listening Skill ◽  
Classroom Action Research ◽  
Academic Year

AbstrakAbstrak. Penelitian ini bertujuan meningkatkan kemampuan listening skill( keterampilan mendengarkan) siswa mata pelajaran bahasa Inggris dengan menggunakan metode dikte dan menemukan keefektifan metode dikte dalam upaya meningkatkan kemampuan keterampilan mendengarkan siswa pada teks deskriptif siswa kelas VII D SMP Negeri 22 Surakarta. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan di semester I tahun ajaran 2018/2019. Subyek penelitian ini adalah siswa-siswi kelas VII D SMP Negeri 22 Surakarta. Obyek penelitian ini adalah peningkatan kemampuan keterampilan mendengarkan pelajaran bahasa Inggris pada teks deskriptif dengan metode dikte. Penelitian Tindakan kelas ini mencakup 2 siklus. Setiap siklus terdiri dari empat tahap yaitu : (1) perencanaan, (2) tindakan, (3) observasi, dan (4) refleksi. Hasil temuan dari penelitian tindakan kelas adalah (1) kemampuan keterampilan mendengarkan siswa meningkat dengan penggunaan metode dikte,(2) rata-rata nilai siswa dalam tindakan prasiklus 54,84% termasuk kategori “ kurang”, rata- rata nilai siswa dalam siklus 1 adalah 70,47% termasuk kategori “cukup”, rata-rata nilai siswa dalam siklus 2 adalah 77,34% termasuk kategori “baik”. (3) Pencapaian kompetensi listening skill di ukur dengan metode dikte yang menunjukkan peningkatan dari hasil penelitian dari prasiklus sampai siklus II.  AbstractThis research has goal to improve listening skill competence with dictation in English and find out the effectiveness of dictation method to improve listening skill competence in descriptive text for students SMP Negeri 22 Surakarta. This classroom action research was done in semester I academic year 2018/2019. The subjects of this research were students of class VII D SMP Negeri 22 Surakarta.The object of this research improve listening skill competence in descriptive text with dictation method. This classroom action research include 2 cycles , each cycles consists of 4 steps ;(1) planning,(2) action,(3) observation,(4) reflection. The result of finding this classroom action research can be explained as follow:(1) students’s listening skill competence improve with using dictation method,(2) the average score of students in pre-cycle is 54,84% in category “poor”,the average score of students in cycle I is 70,47% in category “enough”, the average score in cycle II is 77,34% in category”good”. (3) the achievement of listening skill competence is measured with dictation method which showed the improvement of the research result from pre-cycle to cycle II  

scholarly journals A Classroom Action Research (CAR): Students’ Creativity Enhancement Through Problem Solving Learning

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Wanda Nugroho Yanuarto
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Problem Solving ◽  
Education Department ◽  
Mathematical Problems ◽  
Asking Questions ◽  
Classroom Action Research ◽  
Creativity Enhancement ◽  
Academic Year

<p class="JRPMAbstractBodyEnglish">The purpose of this study is to improve students’ creativity through problem solving learning. Students’ creativity is an important issue in Mathematics Economics class. Some of the problems that occur are (1) the lack of students in asking questions; (2) low idea of students; (3) lack of courage in expressing opinions; (4) lack of ability to solve difficult mathematical problems in class, and (5) ) lack of courage in defending his opinion when discussing. This research is a classroom action research on mathematics economics course in Mathematics Education Department, University of Muhammadiyah Purwokerto in 2018/2019 academic year. The research phase includes (1) planning, (2) implementing actions, (3) observation, and (4) reflection. The results of this study show good results, because of the 55 students, only 3 students who scored less in the category and the second cycle only 1 student who scored less. Therefore, it can be concluded that problem solving learning can enhance students’ creativity.</p>

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