scholarly journals Improving Students’ Speaking Skill Using Tgt (Teams-Game-Tournament)

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Nurul Fajriya ◽  
Abdul Asib ◽  
Gunarso Susilohadi
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Descriptive Statistics ◽  
Post Test ◽  
Research Findings ◽  
Speaking Skill ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Academic Year

This article is aimed at reporting the research findings of using TGT (Teams-Game-Tournament) to improve the students’ speaking skill. The subject of this research is the eighth grade of SMP N 1 Kartasura in the academic year of 2013/2014 which consisted of 32 students. The research method used is action research. Each cycle consists of four essential moments: planning, implementing the action, observing, and reflecting. The data are collected through observation, interview, field notes, questionnaire, and tests (pre-test ad post-test). The qualitative data were analyzed by reducing the data, displaying the data, and drawing conclusion/verifying. While the quantitative data were analyzed through descriptive statistics by calculating and then comparing the mean scores of pre-test and post-test. The research findings prove that using TGT can improve the students’ speaking skill. The students’ mean score increases from pre-test of 4.4 to post-test 1 of 5.9, and post-test 2 of 6.8.<strong> </strong>Using TGT can improve the effectiveness of speaking activity in teaching and learning process as well. The students got more opportunities to practice speaking because the speaking activities were not dominated by the talkative students only.

scholarly journals Improving Students’ Speaking Achievement by Using Storytelling Technique

2019 ◽  
Vol 2 (4) ◽  
pp. 179-184
Author(s):  
Novalina Sembiring ◽  
Fiber Y.A. Ginting
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Speaking Test ◽  
Post Test ◽  
Speaking Skill ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Academic Year

This study was aimed to improve the students’ speaking achievement by using storytelling technique. The subject of the study was the eight grade students of Public Junior High School 22 Medan in academic year 2018/2019. This study was conducted by applying Classrom Action Research (CAR), which had been conducted in two cycles and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (speaking test) and qualitative data (observation checklist and field notes). The result of the test shows that the mean score of pre test is 40, formative test is 46.34, and post test is 62.89. The percentage of the students’ means score improve from pre test to post test 57.2%. The result of observation checklist and field notes showed that the students were interested in teaching and learning English especially speaking skill by using storytelling technique. These indicated that there was a significant improvement of the students’ speaking achievement by using storytelling technique.

APPLYING PEER TEACHING TECHNIQUE TO IMPROVE STUDENTS’ GRAMMAR ACHIEVEMENT

2021 ◽  
pp. 89-98
Author(s):  
Novalina Sembiring
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
English Education ◽  
Peer Teaching ◽  
Study Program ◽  
Teaching Technique ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Academic Year

This study was aimed to improve the students’ grammar achievement, especially in using conditional sentences by applying peer teaching technique. The subject of the study was the third semester students of English Education Study Program in academic year 2017/ 2018. This study was conducted by applying Classroom Action Research (CAR) which had been conducted in two cycles and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (grammar test and questionnaire) and qualitative data (observation checklist and fieldnotes). The results of the test showed that the mean score of pre test was 15, formative test was 35 and post test was 63. The result of observation checklist and fieldnotes showed that the students were interested in teaching and learning conditional sentences by applying peer teaching technique. These indicated that there was a significant improvement of the students’ grammar achievement by applying peer teaching technique.

scholarly journals Improving Students’ Vocabulary Mastery Through the Keyword Technique At The Tenth Grade of SMAN 2 Tulang Bawang Tengah

2021 ◽  
Vol 1 (2) ◽  
pp. 139-147
Author(s):  
Eva Nurchurifiani ◽  
Rizki Novia Nissa ◽  
Febriyanti Febriyanti
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Learning Activity ◽  
Mastery Criterion ◽  
Tenth Grade ◽  
Post Test ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Academic Year

The aim of this research was to improve students’ vocabulary mastery of the tenth grade through the use of Keyword technique. This research is categorized as classroom action research. The subject of this research was the tenth grade students of SMAN 2 Tulang Bawang Tengah in the academic year of 2021/2022. The data were analyzed by using descriptive statistics and quantitative data analyses. This research was conducted in two cycles where each cycle consisted of three meetings. Based on the analysis of the research findings, the students’ vocabulary mastery was improved by using Keyword technique based on the quantitative and qualitative data. From quantitative data, the result showed that the mean score of each cycle was increased from post-test of cycle 1 to cycle 2. The mean score of cycle 1 was 62.07, there were 13 students or 46.43% who passed Minimum Mastery Criterion, while in cycle 2 was 77.93, there were 21 students or 75% who passed Minimum Mastery Criterion. Moreover, this improvement can also be seen from qualitative data, such as the results of students’ observation sheet from cycle 1 to cycle 2. The mean score of cycle 1 was 6.41, while in cycle 2 was 7.31. The improvement of students’ learning activity from cycle 1 to cycle 2 was 0.90. It showed that the students seemed to be more motivated and  confidence in learning vocabulary. Therefore, it can be concluded that the implementation of the Keyword technique can improve students’ learning activities and vocabulary mastery.

scholarly journals USING “MOST NAMES”TO IMPROVE STUDENTS’ SPEAKING SKILL IN DESCRIPTIVE TEXT (The Action Research was Done to the Eight/A Grade Students of SMPN 1 Geger Madiun in the Academic Year 2012/2013)

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Heny Sulistyo Rini
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Data Display ◽  
Post Test ◽  
Research Findings ◽  
Speaking Skill ◽  
Class Viii ◽  
The Subject ◽  
Academic Year

<p>The research was done in August 2012 in SMPN 1 Geger Madiun. The subject of the study was the eight year students consisting of 20 students. It was a classroom action research. The researcher conducted the research in some steps for each cycle. There were planning, acting, observing, and reflecting. In collecting data, there were two kinds of data which were used in this study, the quantitative data and the qualitative data. The quantitative data were in the forms of students‟ scores. The data were students‟ scores from the beginning of the research to the end of the research. They came from the tests given. The qualitative data were collected by the following techniques: observations, interviews, and document analysis. The quantitative data were analyzed using descriptive statistics. It compares the score of the pretest to the score of the post test. The qualitative data were analyzed into data reduction, data display and conclusion drawing/ verification.</p><p>The research findings showed that by implementing the “Most Names” in the speaking class, there were some improvements which can be classified into three main points as follow: The improvement of students‟ speaking skill; The improvement of students‟ participation; The improvement of students‟ interest; And the improvement of students‟ motivation. For that reason, “Most Names” was able to stimulate students to speak English.</p><p>In conclusion, “Most Names” is able to improve students‟ speaking skill in class VIII/A.  However, “Most  Names” has  its  own  strength  and  weaknesses.  Most  Names stimulated students to be more active, interactive, and creative to speak English.</p>In short, it is recommended to the teachers to use “Most Names” to improve the students‟ speaking skill in English.

scholarly journals Using Picture Series to Enhance Students’ Speaking Fluency

2017 ◽  
Vol 5 (2) ◽  
pp. 68
Author(s):  
Harta Diba Agdhila ◽  
Sujoko Sujoko ◽  
Endang Setyaningsih
Keyword(s):  
Qualitative Data ◽  
Classroom Situation ◽  
Data Coding ◽  
English Class ◽  
Post Test ◽  
Research Findings ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning

<p>The objectives of the research are: (1) to find out whether or not picture series can improve students’ speaking fluency; (2) to describe the classroom situation when picture series is applied in teaching speaking. The subject of the research is the students of class X.8 of Senior High School. The research data were collected through observation, interview, field notes, document analysis, photographs, and tests including pre-test and post test. The qualitative data were analyzed by assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. Meanwhile, the quantitative data were analyzed by comparing the mean scores of the pre-test and the post test. The research findings show that Picture Series could improve: (1) students’ speaking fluency and (2) classroom situation of English class. The improvement of students’ speaking fluency can be seen from students’ mean score increased from 60.81 in pre-test into 73.78 in post-test 1 and it improves to 82.97 in post-test 2. The description of classroom situation includes :(a) The students looked very interested and enthusiastic to join the speaking class and (b) the students were more active during teaching learning process.</p>

THE USE OF DIGITAL STORYTELLING TO ENHANCE THE SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS OF SMA SWASTA PALAPA MEDAN IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 25-34
Author(s):  
Putri Desiana Sinaga ◽  
Anna Stasya Prima Sari ◽  
Novalina Sembiring
Keyword(s):  
Digital Storytelling ◽  
The Other ◽  
Research Subjects ◽  
Sound Effects ◽  
Post Test ◽  
Research Findings ◽  
Speaking Skill ◽  
English Speaking ◽  
The Mean ◽  
Academic Year

This research was conducted in order to improve students’ speaking skill by using digital storytelling at SMA Swasta Palapa Medan. Digital storytelling is the combination of recount text, sound effects, music, images, videos and InShot Application. This is Classroom Action Research (henceforth, CAR). The research subjects of this CAR are the eleventh grade students of SMA Swasta Palapa Medan in Class MIPA in the Academic Year of 2020/2021. The research findings showed that teaching speaking skill through digital storytelling at SMA Swasta Palapa Medan could improve the students’ speaking skill. The result of each test showed that the students’ mean score in pre-test is 55.74 with 11% of the students got score ≥70, in formative test the mean score is 64,44 with 37% of the students got score ≥70, and in post-test the mean score is 81,11 with 93% of the students got score ≥70. The writer concluded that the use of digital storytelling could improve the speaking skill of SMA Swasta Palapa Medan. On the other hand, the students’ responses towards the method of the teaching sound good because above 80% of the students are interested, motivated and enthusiastic in learning English speaking skill through the use of digital storytelling.

scholarly journals Improving Students’ Achievement in Reading Comprehension by Applying Contextual Teaching and Learning (CTL)

2019 ◽  
Vol 2 (3) ◽  
pp. 58-69
Author(s):  
Diani Syahputri
Keyword(s):  
Reading Comprehension ◽  
Research Finding ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Reading Tests ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Contextual Teaching ◽  
Academic Year

This research aims  to find out the significant improvement of the students achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). The subject of this research was X grade of SMK Bandung-2 at Academic Year 2017/2018. It consisted of one class with 30 students as respondents. The objective was to discover the significant improvement of the students’ achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). This research was conducted by using classroom action research. The instruments of collecting data were observation sheet, and Reading  tests. The research finding is shown of  that there was an improvement on the students’ reading achievement on narrative text from each cycle. It was showed from the mean of pre-test which was 56.5 with persentage 0%. After CTL was applied in the first cycle, there was an improvement of the result of the students’ in reading comprehension the mean was 69.16 with persentage 33.3%. It means that there was an improvement from pre-test to post-test I was 33.3%. And for the second cycle after reflection on the first cycle, there was an improvement of students’ mean which was 85 with persentage 100%. Based on the result showed that there was an improvement after applying CTL was 66.7%. It concluded that students’ achievement in reading comprehension by applying contextual teaching and learning (CTL) improved.

scholarly journals Using Project-Based Learning in Enhancing Students’ Speaking Skill at SMA PSKD 7

2018 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Chrisce Juonata Kaunang
Keyword(s):  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Test Cycle ◽  
Field Note ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean

AbstractThe objectives of this research were to improve the students’ speaking skill and students’ interest about learning speaking by using Project-based learning. This research used classroom action research method in which the subject was the 25 ten graders of SMA PSKD 7 Depok and the subjects consisted thirteen males and twelve females. The quantitative data were analyzed by computing the students’ score of pre-test, post-test 1, and post-test2. Based on the data results, the mean score of pre-test, post-test in Cycle1, and post-test Cycle2 were respectively 49.12, 66.4, and 70.08. The gain of pre-test to post-test1 was 35.17%, the gain of post-test1in cycle 1 to post-test cycle 2 was 6.14%, and from the pre-test to post-test 2 in cycle 2 was 43.48%. The qualitative data were described based on interview and field-note to the improvement of students’ speaking skill. The findings showed that Project-based learning could improve the students’ speaking skill, it is suggested to use this method in teaching speaking skill. Keywords: CAR, Project-based learning

scholarly journals Improving Students’ Achievement in Reading Comprehension Through Learning Together Method

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sundari Ulfa
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Test ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Learning Together

ABSTRACT This study focuses on improving students’ achievement in reading comprehension by applying the Learning Together Method. This research was conducted with an action research design. The subject of this study was the first year  IPA students at SMA Nur Azizi Tanjung Morawa. The total  number of students was 32 students. This research was performed in two cycles and every cycle consisted of three meetings. The quatitative data was collected through a reading test and the qualitative data through diary notes, observation sheets, and interview. The reading test showed that the score of the students improved continuously from pre test through post test 1 and post test 2. The mean of the students’ score in pre test was 60,5. In post test 1, the mean increased to 69,4 and in post test 2, the score rose to 83. The diary notes, observation sheets, and interview indicated that the students were eager and more active during teaching and learning process in the second cycle than in the first cycle. It was found that teaching reading through the Learning Together Method improved students’ achievement. It is suggested that English teachers apply this method as one alternative in teaching reading comprehension.   Key Words: Learning Together Method, Reading Comprehension, Students’ Achievement.

scholarly journals OPTIMIZING LISTENING SKILLS TO IMPROVE THE TOEFL SCORE OF STAIN PEKALONGAN STUDENTS

2015 ◽  
Vol 12 (2) ◽  
pp. 200
Author(s):  
Riskiana .
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Comparative Method ◽  
Descriptive Statistics ◽  
Listening Skills ◽  
Constant Comparative Method ◽  
Post Test ◽  
Stress Patterns ◽  
Academic Year ◽  
Reduced Forms

The fact that the students have problems in the three micro-skills of listening namely recognizing the English stress patterns, the reduced forms of words, and words boundaries and that the teachers never teach the students how to listen have made them get low TOEFL scores on listening section. This research aims at: (1) finding out whether optimizing listening skills can improve the students’ TOEFL scores on listening; and (2) describing the class situation during the teaching of toefl listening by optimizing listening skills. This action research is conducted in two cycles each of which is divided into planning, acting, observing, and reflecting. There are two kinds of data. The qualitative data taken from observation, interview, and questionnaire are analyzed by using Constant Comparative Method. The quantitative data taken from the pre-test in the pre-research, post-test in cycle 1, and post-test in cycle 2 are analyzed by using descriptive statistics. The subjects of the research are the STAIN Pekalongan students taking English 3 class, the TOEFL Preparation Class, in the Academic Year 2014/2015. The result of the research shows that: (1) teaching toefl listening section by optimizing listening skills is able to overcome the students’ problems in the three micro-skills of listening and consequently improve the students’ TOEFL scores on listening. Their average scores improve from 101 in the pre-test to 118 in the post-test of cycle 1 and 129 in the post-test of cycle 2; (2) The class situation is attractive and the students are actively involved in the various activities done during the teaching and learning process. In line with the success of optimizing listening skills in teaching TOEFL listening, it is suggested that teachers should examine their students’ listening problems so as to be able to teach them what they need in listening to English.

Sign in / Sign up

Export Citation Format

Share Document