scholarly journals Improving Students’ Skill in Writing Recount Text Using Pictures

2018 ◽  
Vol 6 (3) ◽  
pp. 296
Author(s):  
Retno Nurlita ◽  
Martono Martono ◽  
Ngadiso Ngadiso
Keyword(s):  
Action Research ◽  
Junior High School ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Data Coding ◽  
Advantages And Disadvantages ◽  
Writing Class ◽  
Post Test ◽  
High Motivation

<p>This article discusses the result of an action research which is aimed at improving students’ skill in writing recount text using pictures. The objectives of the research are (1) to find out whether the use of picture can improve students’ skill in writing recount texts; (2) to describe the students’ itensity while picture is applied in writing class; and (3) to investigate the advantages and disadvantages of the use of pictures to improve students’ skill in writing recount text. This research was carried out at one state junior high school in Sokaraja. The method used in this research was classroom action research. To collect the qualiatative data, the researcher used questionaire, observation, interview,and photograph. In collecting the quantitative data, the researcher used pre-test and post-test. The research was conducted in two cycles, in which the first cycle consists of three cycles and the second cycles consists of three cycles. Both the qualitative and quantitaive data were analyzed to answer the problem statement above. Qualitative data were analyzed by using 5 steps suggested by Burns (1999:157-</p><p>160) as follows: assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. Meanwhile, the quantitative data were analyzed using descriptive statistics. In counting the students’ test score, the researcher used the writing scoring rubric for evaluating recount writing. The result of the research shows that: (1) the use of pictures can improve students’ skill in writing recount texts, (2) the improvements of the students’ intensity while picture is applied are the students had high motivation to join the teaching and learning process and they had good spirit to learn English while the picture is applied in writing class, and (3) advantages and disadvantages of pictures to improve students’ skill in writing recount text, for example: pictures gives more interest and motivation to the students in teaching and learning process and gives them stimulus about certain topic to brainstorm the students so that they can write with detail information as what is presented in the picture.</p>

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2014 ◽  
Vol 7 (2) ◽  
pp. 245
Author(s):  
Adi Purnomo
Keyword(s):  
Action Research ◽  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Class Action ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
Group 2

This study was aimed at describing what kinds of thematic progressionpatterns mostly employed by the students, describing how to applythematic progression theory and personal blog in the sentence-basedwriting class, and finding out whether the use of thematic progressiontheory and personal blog give positive significances to coherence of thestudents‘ sentences. This is an action research study employing twocycles. The subject of the study was 24 students of group 2, in a class ofsentence-based writing (SBW), and the object of the study was students‘sentences created by the students in the teaching and learning process(TLP). The result of the study shows that thematic progression patternsmoslty employed by the students are constant theme pattern followed byzig zag and multiple theme patterns. In TLP, the materials were devidedand given to the students in two cycles. The first cycle focused onintroducing the thematic progression theory and its kinds of patterns.Then, in the next cycle the students focused on sharing ideas with otherclassmates via individual blogs. Based on the result of the study, teachingSBW using thematic progression theory gives its positive significance byvaried patterns used by the students. It can be seen from the analysis ofthe students‘ sentences from pretest, paragraf 1, paragraf 2, paragraf 3and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs basedon the pre and post test questionnaire data. It is hoped that the result ofthe study gives positive contribution to the students in preparing them towrite in bigger contexts - paragraph-based writing, genre-based writngand academic writing in the next coming semesters.Keywords: Mind mapping ; writing skills ; Class Action Research.  

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2014 ◽  
Vol 7 (2) ◽  
pp. 245
Author(s):  
Adi Purnomo
Keyword(s):  
Action Research ◽  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Class Action ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
Group 2

This study was aimed at describing what kinds of thematic progressionpatterns mostly employed by the students, describing how to applythematic progression theory and personal blog in the sentence-basedwriting class, and finding out whether the use of thematic progressiontheory and personal blog give positive significances to coherence of thestudents‘ sentences. This is an action research study employing twocycles. The subject of the study was 24 students of group 2, in a class ofsentence-based writing (SBW), and the object of the study was students‘sentences created by the students in the teaching and learning process(TLP). The result of the study shows that thematic progression patternsmoslty employed by the students are constant theme pattern followed byzig zag and multiple theme patterns. In TLP, the materials were devidedand given to the students in two cycles. The first cycle focused onintroducing the thematic progression theory and its kinds of patterns.Then, in the next cycle the students focused on sharing ideas with otherclassmates via individual blogs. Based on the result of the study, teachingSBW using thematic progression theory gives its positive significance byvaried patterns used by the students. It can be seen from the analysis ofthe students‘ sentences from pretest, paragraf 1, paragraf 2, paragraf 3and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs basedon the pre and post test questionnaire data. It is hoped that the result ofthe study gives positive contribution to the students in preparing them towrite in bigger contexts - paragraph-based writing, genre-based writngand academic writing in the next coming semesters.Keywords: Mind mapping ; writing skills ; Class Action Research.  

scholarly journals An Application of Powtoon as a Digital Medium: Enhancing Students’ Pronunciation in Speaking

2018 ◽  
Vol 5 (2) ◽  
pp. 295 ◽  
Author(s):  
Asni Syafitri ◽  
Abdul Asib ◽  
Sumardi Sumardi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Learning Motivation ◽  
Digital Medium ◽  
Data Coding ◽  
The Mean ◽  
Classroom Action Research

This research is focused on the use of Powton as a digital medium to improve the students’ pronunciation in speaking class. The researcher applies a classroom action research which consisting of two cycles with three meetings in every cycle. Collections of quantitative and qualitative data are gained from test, observation, questionnaire, interview, and diary. The quantitative data obtained from the test is analyzed in order to find out the  mean score. Furthernore, the qualitative data are analyzed by: assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. The result of the research shows that Powtoon as a digital medium could improve: (1) the students’ pronunciation in speaking class; and (2) the students’ learning motivation. Hence, the findings reveal that improving the students’ pronunciation in speaking using Powtoon was successful viewed from some dimensions. The implementation of using Powtoon improved the teaching and learning process in speaking. The motivation, attention, interest and participation of the students improved. Therefore, it is recommended for teachers to use Powtoon in teaching speaking especially when they want to improve students’ pronunciation and to improve students’ motivation in the speaking class.

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY THROUGH LUSTERING TECHNIQUE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Lisda Yuniati Tumanggor And Zainuddin
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Clustering Technique ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Vocabulary Score

This study attempts to improve students’ vocabulary achievement through Clustering Technique. This study was conducted by using classroom action research. The subject of the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32 students. The research was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were vocabulary tests for quantitative data and diary notes, observation sheet and questionnaire sheet for qualitative data. Students’ score kept improving in every test. In the first cycle test, the mean of vocabulary score was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based on diary notes, observation sheet and questionnaire sheet, teaching and learning process had done effectively showed the improvement. Every student was studied actively. And from the research can be concluded that Clustering Technique can improve students’ achievement in vocabulary.

PENGGUNAAN PENDEKATAN CTL DENGAN MODEL PASA (PICTURES AND STUDENT ACTIVE) PADA MATA PELAIARAN GEOGRAFI UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA KELAS XI IPS-1 MAN NGORO JOMBANG

2015 ◽  
Vol 1 (2) ◽  
pp. 315
Author(s):  
Malisun Malisun
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
First Semester ◽  
School Year ◽  
Post Test ◽  
Group 2 ◽  
Oral Presentations

<p>This study used a qualitative approach with classroom action research (PTK). The main goal of this research is to understand at the various possibilities efforts to improve the achievement of learners Class XI IPS-1  Madrasah Aliyah Genukwatu on subjects’ geography through approach Contextual Teaching and Learning (CTL) with a model of P a SA (Pictures and Student Active). This research took place in the first semester of the school year 2013/2014, performed with 2 cycles. The learning process with CTL approach through PASA models implemented by stages (1) the distribution of a small group (2) students describe the pictures (3) review and analyze each image (4) discuss the pictures (5) perform oral presentations (6) carry out post-test in the form of quizzes and problems of objective/ subjective. The results showed that the learning outcomes with PASA models can improve the processes and outcomes of learning. In cycle I Class XI IPS-1yang totaling 25 students who completed study were 20 students (80%), while incomplete 5 students (20%) in the second cycle of a significant increase which students completed 100%.</p><p>Keywords: improve the achievement, CTL, Picture and Student Active</p>

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

scholarly journals PENGGUNAAN PODCAST UNTUK MEMPERBAIKI PENGUCAPAN (PRONUNCIATION) MAHASISWA DALAM BERBICARA BAHASA INGGRIS (Sebuah Penelitian Tindakan Kelas pada Mahasiswa Pendidikan Bahasa Inggris Semester I Kelas 01, FKIP UNISRI pada Tahun Akademik 2019/2020 )

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Riyani Riyani ◽  
Ayu Istiana Sari
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Learning Process ◽  
Education Program ◽  
Teaching And Learning ◽  
English Education ◽  
Education Faculty ◽  
Training And Education ◽  
Post Test ◽  
Teaching Learning

The objective of this research is to know whether Podcast can improve the students’ pronunciation in speaking English when it is implemented in teaching learning process in class 01 Semester I, English Education Program, Teacher Training and Education Faculty, UNISRI, Surakarta in 2019/2020 Academic Year.This research method used a Classroom Action Research which was implemented in two cycles. The subject of the research was class 01 Semester I, English Education Program, Teacher Training and Education Faculty, UNISRI, Surakarta in 2019/2020 Academic Year. This study was conducted in two cycles. The first cycle consisted of four meetings, and the second cycle consisted of three meetings. The procedure of the action research consisted of planning, acting, observing and reflecting. The data were collected through questionnaire, interview, field notes, and test. To analyze the quantitative data, the researcher applied descriptive statistics. It was used to compare the scores and means of pre-test and post-test. The pre-test was conducted in the preliminary research while post-test was conducted at the end of cycle 1 and 2. The result of the test was used to know how well the students understand the text of listening. To analyze the qualitative data, the researcher analyzed the improvement of the teaching learning process based on the results of questionnaire, interview, and field notes.The result of the research showed that the use of Podcast has helped students to get exposed to correct pronunciation. By constantly listening to Podcast of native speakers of English, students develop their skill not only in listening but also in pronouncing the words in English correctly. It also has helped the students in improving the students’ vocabulary mastery. In conclusion, by listening to Podcast, students can improve their pronunciation and vocabulary mastery so that they also can speak more during the speaking activity.Based on the result of the study, it can be concluded that students’ pronunciation in English can be improved by the use of Podcast. Therefore, it is recommended that teachers and students can use Podcast as one of the alternative techniques in teaching and learning speaking.Keywords : Podcast, Proununciation, Speaking Skill, Action Research

scholarly journals USE OF ANIMATION MOVIE TOWARDS STUDENTS SPEAKING ABILITY THROUGH E-LEARNING

2021 ◽  
Vol 2 (2) ◽  
pp. 405-423
Author(s):  
Sri Wahyuni ◽  
Maulizan Maulizan ◽  
Yulidarawati Yulidarawati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Quantitative Method ◽  
Average Score ◽  
Research Subject ◽  
Post Test ◽  
E Learning ◽  
Test Result

This study is the use of English animation movie as a media in teaching speaking through e-learning process, and it is intended to improve the speaking ability of the students. The methodology used is classroom action research and SMA Keberbakatan Olahraga Negeri (SMAKON) Aceh as a research subject. The source of the data in this study is from the communication between teacher and students in teaching and learning process through e-learning. The instruments are used observation and test. The data observation is analyzed by using qualitative method and the data from the test is analyzed by using quantitative method. In the pre-test result, there are only 1 student who complete pre-test from the total 4 students who followed pre-test. The percentage is still under the predictive criteria, specifically ? 80% from the average score of students that is ? 65. Meanwhile, the post-test shown that all four students got exhaustive score with the percentage reached 50% and the score average reached 50. It means that X IPS-1 student’s improving speaking by using animation movie on e-Learning process at SMAKON is in good category. On the observation result of X IPS-1 students’ improving speaking on e-Learning process improves. Before the researcher implemented animation movie, the percentage only reached 25%, either student’s improving on e-Learning process or students’ activity during teaching and learning process. Then, the percentage increased to 100% for students’ improving speaking on e-Learning process and 83.75% for students’ activity during teaching and learning process after animation movie has implemented.

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT BY APPLYING ANAGRAM PLUS FLASHCARDS AT THE SMP NEGERI 7 PEMATANGSIANTAR

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sartika Manurung And I Wayan Dirgayasa Tangkas
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Vocabulary Achievement

This study focused to improve Students’ Vocabulary Achievement by Applying Anagram PlusFlashcards. This study was conducted by using classroom action research. The subject of thisstudy was students in class VII-7 of SMP Negeri 7 Pematangsiantar. There were 32 studentstaken as the subject. The instrument for collecting data were the test for vocabulary and diarynotes, questionnaire sheets, observation sheet, and interview for process of teaching andlearning vocabulary. The data were analyzed by descriptive analysis. The result of the researchshowed that the mean of students’ score in pre-test was 56.41, the mean of students’ score inpost-test I was 69.22. The mean of students’ score in post-test II was 76.72. There wereimprovement of students’ achievement from 56.41-76.72 about 20.31 point and that score(76.72) was excelled the indicator (75). Based on diary notes, questionnaire sheets,observation sheet, and interview, it found that teaching and learning process ran well.Students were active, cooperative, enthusiastic and interested in learning vocabulary.There were 16 students (50%) agreed that the students active in learning process, 20students (62.5%) were interested, 20 students (62.5%) were enthusiastic and 19 students(59.37%) were agreed that strategy of learning was effective. It can be concluded that theapplication of anagram plus flashcards had successfully improved the students’ vocabularyachievement at the SMP Negeri 7 Pematangsiantar.

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

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