scholarly journals The Implementation of Jigsaw Technique on Narrative Text

2019 ◽  
Vol 7 (2) ◽  
pp. 244
Author(s):  
Nanda Fikri Furqoni ◽  
Suparno Suparno ◽  
Dewi Sri Wahyuni
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Reading Ability ◽  
Narrative Text ◽  
Average Score ◽  
Classroom Situation ◽  
Research Findings ◽  
Teaching Learning ◽  
Academic Year ◽  
Jigsaw Technique

<p>This study is conducted to find out and to describe to what extent the use of Jigsaw Technique improves the students’ reading comprehension, and to describe the classroom situation when Jigsaw Technique is implemented in reading class. The population of this study is the students of grade VIII in a state junior high school in Boyolali in the academic year 2017/2018 consists of 21 students. The data were collected by observation, interview, and test. The research findings showed that the teacher dominated the teaching-learning process, while the students were not active to give responses but passive to ask questions. The  brief explanation of this study can be presented as follows. The first students reading ability could be improved through the use of Jigsaw technique, before the research was done, the average score of the students’ reading ability was only 59.6, but after the research one for cycle 1, it improved to 65. In cycle 2, it increased up to 71.5. Next, there were also improvements of class situation in teaching learning process and it helps to improve students’ reading ability and more engaged in learning process.</p>

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals PENGARUH METODE STRUKTURAL ANALITIK SINTETIK (SAS) TERHADAP KEMAMPUAN MEMBACA PERMULAAN PADA ANAK KELOMPOK B

2019 ◽  
Vol 7 (2) ◽  
pp. 174
Author(s):  
LUH NELI ANTARI . ◽  
Dr. I Made Tegeh, S.Pd., M.Pd. . ◽  
Putu Rahayu Ujianti, S.Psi., M.Psi., Psi .
Keyword(s):  
Structural Analysis ◽  
Learning Process ◽  
Reading Ability ◽  
Beginning Reading ◽  
Kindergarten Children ◽  
Average Score ◽  
Significance Level ◽  
Group B ◽  
Academic Year ◽  
Quasi Experiment

Permasalahan dalam penelitian ini adalah kemampuan membaca permulaan anak pada kelompok B di Gugus VII Kecamatan Buleleng Kabupaten Buleleng tahun pelajaran 2018/2019. Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan metode Struktural Analitik Sintetik (SAS) terhadap kemampuan membaca permulaan pada anak kelompok B Taman Kanak-kanak Gugus IV Kecamatan Buleleng tahun pelajaran 2018/2019. Jenis penelitian ini merupakan jenis penelitian eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh anak kelompok B di Gugus IV Kecamatan Buleleng. Sampel dalam penelitian ini yaitu TK Cudhacrama Singaraja yang berjumlah 20 anak dan TK Santi Kumara Singaraja yang berjumlah 15 anak. Data kemampuan membaca permulaan anak dikumpulkan dengan menggunakan teknik observasi dan rubrik. Data yang diperoleh dianalisis dengan menggunakan statistik deskriptif dan statistik inferensial yaitu uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan membaca permulaan yang menggunakan metode Struktural Analitik Sintetik (SAS) dengan yang tidak menggunakan metode Struktural Analitik Sintetik (SAS) dengan thitung = 18,74 dan ttabel dengan dk = (n1 + n2 – 2) = 33 dengan taraf signifikansi 5% = 2,034 Dengan demikian thitung > ttabel = 18,74 > 2,034, maka H0 ditolak dan HA diterima. Jadi, dapat disimpulkan bahwa terdapat pengaruh yang signifikan metode Struktural Analitik Sintetik (SAS) terhadap kemampuan membaca permulaan pada anak. Hal ini dapat dilihat dari skor rata-rata anak yang menggunakan metode SAS yaitu 55,75 dan skor rata-rata anak yang tidak menggunakan metode SAS yaitu 31,18. Penerapan metode SAS dalam proses pembelajaran digunakan untuk meningkatkan kemampuan membaca permulaan pada anak dalam mengatasi kendala-kendala dalam proses pembelajaran di kelas.Kata Kunci : metode SAS, kemampuan, membaca permulaan, anak usia dini The problem in this study was the beginning reading ability of group B children in Cluster VII Buleleng District, Buleleng Regency in academic year 2018/2019. This study aimed at difference the significant effect of Synthetic Structural Analysis (SAS) method on the ability to read early in group B Kindergarten children, Cluster IV District of Buleleng in academic year 2018/2019. This type of research is a quasi-experiment. The population in this study were all of children from group B in Cluster IV District of Buleleng. The sample in this study were 20 students of TK Cudha Crama Singaraja and 15 students of TK Santi Kumara Singaraja. The technique used in collecting the data were observation and rubric. The data were analyzed by using descriptive statistics and inferential statistics, named the t-test. The results showed that there were differences in the initial reading ability using the Synthetic Analytical Structural (SAS) method with those who did not using the Synthetic Structural Analysis (SAS) method with t count = 18.74 and t table with dk = (n1 + n2 - 2) = 33 with significance level of 5% = 2.034 Thus tcount > t table = 18.74 > 2.034, then H0 is rejected and HA is accepted. So, it can be concluded that there is a significant effect of the Synthetic Analytical Structural (SAS) method on the beginning reading ability of children group. This can be seen from the average score of children using the SAS method, which is 55.75 and the average score of children who do not use the SAS method is 31.18. The application of the SAS method in the learning process is used to improve the children beginning reading ability in faced any problem in learning process in the classroom.keyword : skill, early reading, SAS method, young children

scholarly journals Applying Board Race Game to Increase Students’ Vocabulary Mastery in Uttayan Suksa Krabi School, Thailand

2019 ◽  
Vol 2 (2) ◽  
pp. 101-110
Author(s):  
Risa Octaviani ◽  
Ika Handayani ◽  
Welliam Hamer
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Alternative Media ◽  
Fifth Grade ◽  
Average Score ◽  
Teaching Process ◽  
Fifth Grade Students ◽  
Post Test ◽  
Teaching Learning ◽  
Academic Year

The aim of this research was to know the increase of students’ vocabulary mastery by using board race game for fifth grade students of Uttayan Suksa Krabi School, Thailand in the academic year 2018/2019. The method used in this research was collaborative classroom action research. The researchers conducted this research from December 2018 until March 2019 in Uttayan Suksa Krabi School, Thailand. In collecting the data, the researchers used observation, test, and documentation. The tests were given in pre-test, post-test 1 and post- test 2. The researchers analyzed the average score of each test to find out the increase of students’ vocabulary mastery after the action was conducted. After the researchers have conducted the action, the students’ vocabulary mastery has increased optimally. It could be seen from the score of pre-test that showed 55.3, post-test 1 was 68.6, and post-test 2 was 85.6. After applying the action, the researchers were able to solve the problem in increasing students’ vocabulary mastery. The students were able to pronounce, memorize and understand the words based on the context. By using Board Race game in teaching vocabulary, the students could easily understand and memorize the spelling of the new vocabulary. In the teaching process, when the researcher as teacher used game, the students were enthusiastic and enjoyed during teaching learning process. It can be concluded that board race game can increase students’ vocabulary mastery. It is suggested to use board race game as the alternative media in teaching learning English.

scholarly journals THE EFFECTIVENESS OF PARAGRAPH SHRINKING TECHNIQUE IN TEACHING READING TO JUNIOR HIGH SCHOOL

2021 ◽  
Vol 1 (02) ◽  
pp. 14-22
Author(s):  
Imam Sagita
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Main Idea ◽  
Critical Value ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Teaching Learning ◽  
Academic Year ◽  
Experimental Group

ABSTRACT   The main problem of this research was focused on the effective teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. The objective of this thesis is to know the effectiveness of teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. In writing this research, the researcher used experimental method. The researcher used two groups of students namely control group students at SMP Negeri 1 Bumi Agung in academic year 2013/2014 with total students were 108 from three classes. The form three classes the researcher took two classes as sample. It was 36 students of VII.A as experimental group and it was 36 students of VII.B as control group which chosen by using cluster random sampling. The data obtained from the test analyzed by using SPSS 19 paired sample t-test. Based on the study, the students in the experimental group who used paragraph shrinking have higher achievement in finding the main idea than the students in control group who did not use paragraph shrinking method.  Learning reading thorough paragraph shrinking encourages students to learn more about main idea. It could be seen from their enthusiasm during the teaching learning process. Based on the calculation above, the researcher got the average score in control group was 58.83 and experimental group was 73.34. The standard error of control group was 1.43 and experimental group was 1.78. Meanwhile, its critical value at 5% (1.99) significant with df = 68 was 6.363, t-obtained 1.99 was higher than t-table as a critical value. In other words, Ho was rejected and Ha was accepted, it means that paragraph shrinking was significantly effective in teaching reading. Based on the finding discussed above, it could be concluded that it was significantly effective to applied paragraph shrinking method in teaching reading.  

scholarly journals Enhancing Students’ Writing Skill by Using Mind Mapping

2017 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Siti Karminah ◽  
Joko Nurkamto ◽  
Joko Nurkamto ◽  
Martono Martono ◽  
Martono Martono
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Mapping Technique ◽  
Alternative Technique ◽  
Mind Mapping ◽  
Class Climate ◽  
Writing Skill ◽  
Post Test ◽  
Research Findings ◽  
Teaching Learning

<p>The objectives of this thesis are to identify whether or not mind mapping technique can improve students’ writing skill and to identify the class climate when mind mapping is used in teaching learning process. The action research was conducted from August to September 2012 and was carried out in two cycles to 34 students of a Junior High School in Jaten, Karanganyar. The research findings show that mind mapping technique could improve the students’ writing skill. It can be seen from the score of pre-test, first post-test  and second post-test, that is 52.32, 67.97, and 76.50. Class climate also improved when mind mapping was used in teaching learning process. Therefore, mind mapping can be used as alternative technique to improve the students’ writing skill.</p>

scholarly journals Improving Students’ Reading Comprehension By Using Survey, Question, Read, Recite, And Review (SQ3R) Method

2018 ◽  
Vol 6 (2) ◽  
pp. 239
Author(s):  
Savitri Vidya Larasati ◽  
Ahmad Dahlan Rais ◽  
Dwi Elyono
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Prior Knowledge ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Situation ◽  
Survey Question ◽  
Research Findings ◽  
The Mean ◽  
Teaching Learning

The aims of this research were (1) to find out whether SQ3R method improved the students’ reading comprehension or not and (2) to describe the implementation of SQ3R method. With regards to the second aim, the research was especially aimed at describing (1) the class situation and (2) the strengths and weaknesses of SQ3R method during the teaching and learning process. The research was conducted in two cycles for two months at a senior high school in Surakarta. Each cycle had five steps: identifying the problem, planning, implementing, observing, and reflecting the action. The research findings show that SQ3R method could improve the students’ reading comprehension and the classroom situation. The mean score increased from pre-test, which was 70.76, became 77.33 in cycle I, and improved to be 85.33 in cycle II. The improvement of the classroom situation can be seen from the facts that: (1) SQ3R method could stimulate the students’ prior knowledge; (2) the students were more focused on the task; (3) they enjoyed themselves and had fun joining the teaching-learning process; (4) the classroom situation was more conducive; (5) they were brave to ask when they did not understand the teachers’ explanation; (6) they paid attention to the lesson; and (7) they were active in the class.

scholarly journals Effort of Increasing Students Inception Reading by Using Card Picture Colour Media of The First Grade Students of SD N Kategan Pundong Bantul

2019 ◽  
Vol 4 (2) ◽  
pp. 110-117
Author(s):  
Sumiyati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
First Grade ◽  
Average Score ◽  
Minimum Score ◽  
Teaching Learning ◽  
Academic Year

This research is kind of an action research. The aim is to know increasing students’ reading inception by using card picture colour media is done entitled “Effort of increasing students reading inception by using card picture colour media of the first grade students of SD N Kategan Pundong Bantul in the academic year of 2018/2019”. Teaching learning process by using card colour media is effective to increase students inception reading by the first grade students of SD kategan Pundong Bantul. The result shows ability average score is 14,73 ( earlier 65,13 to 79,86). the number of criteria completness minimum score KKM is increase 44% or 9 students ( earlier score is 43% to 87%. The result of the research is appropriate of standard criteria is determined by average score class of 75 and average completneess score is 75 %.

scholarly journals IMPROVING THE STUDENTS' READING COMPREHENSION THROUGH THE USE OF SUGGESTOPEDIA METHOD

2020 ◽  
Vol 3 (2) ◽  
pp. 207
Author(s):  
Adi Chandra ◽  
Yuneva Yuneva ◽  
Elva Utami
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Second Grade ◽  
Average Score ◽  
Test Form ◽  
Second Grade Students ◽  
Post Test ◽  
Research Findings ◽  
The Subject ◽  
Academic Year

The objective of the research was to get empirical evidenceof the improving students’ reading comprehension of narrative text through suggestopedia method. The method of this research was classroom action research which was conducted in two cycles. The subject of this research was the Second Grade Students of SMA Pesantren Pancasila Bengkulu at Academic Year 2017/2018 with total number of students 18. The research instruments were the observation sheet, interview guidelines, questionnaire and test form. Based on the results of data analysis of pre-test and post-test shown the significant improvement. The average score of pre-test was 54,05. It means two students’ score could pass the KKM. It was 11,11% passed the learning outcome . The average score of post-test 1 was 72,94. It proved that 44,44% students passed KKM. The average score of post-test 2 was 82,77. Then, it was obtained that the percentage of students who could get the score above the KKM in post-test 2 was 100%. Based on the learning activities which have occurred the enhancing from the first to second cycle. From this research findings, it showed that suggestopedia method could improve the students’ reading comprehension of narrative text.

scholarly journals AN ANALYSIS OF GENERIC STRUCTURE OF NARRATIVE TEXT WRITTEN BY THE TENTH YEAR STUDENTS OF SMA YASIHA GU

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Irwan Sulistyo
Keyword(s):  
High School ◽  
Learning Process ◽  
Narrative Text ◽  
Narrative Texts ◽  
Generic Structure ◽  
Writing Test ◽  
Good Score ◽  
The Mean ◽  
Teaching Learning ◽  
Academic Year

The objective of this research is: To find out how the generic structure is written in the narrative texts, to find out the problems faced by the students of SMA Yasiha Gubug the academic 2011/2012 is written in the narrative texts, and to find out the solution of the problems. The writer uses descriptive quantitative. It is class XI IPA I that consists of 39 students. The instrument used to collect data was the writing test and observation sheet.The results of the research shows the mastery on writing based generic structure of narrative text class XI Senior High School Yasiha Gubug academic year 2012 is categorized into good score with the average 75 and the mean score belongs to the interval 66-79 and the result of observation sheet shows that there were 27 students in level of excellent, 10 students in good and 3 students in level fair. The problems that faced by the students in arranging the generic structure of written narrative text are they did not listen the material attentively given the teacher, the students only got the information from what they read at glance and based on their experiences before. The solution of the problem in arranging the generic structure of written narrative text is the students have to listen their teacher when she explains the material narratives. For example reading a legend and some books include narrative. Based on the result above, the writer suggests that the teacher should apply all of the things in the syllabi of genre in organizing the teaching learning process and the teacher has to give explain the generic structure of narrative text more clearly and give more exercises and more attention to the result of the assignment which are given to the students so that the teacher knows how far the achievement of the students in mastering material.

scholarly journals PENINGKATAN KEMAMPUAN MEMBACA INTENSIF MELALUI COOPERATIVE LEARNING TIPE STAD KELAS VI SDN 8 PADANG LAWEH

2015 ◽  
Vol 3 (1) ◽  
pp. 97-107
Author(s):  
Tasrial Efendi ◽  
Suhardi Suhardi
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Cooperative Learning ◽  
Learning Process ◽  
Reading Ability ◽  
Average Score ◽  
Learning Approach ◽  
Field Note ◽  
Intensive Reading ◽  
Academic Year

Tujuan penelitian ini adalah untuk meningkatkan proses pembelajaran dan kemampuan membaca intensif siswa kelas VI SDN 8 Padang Laweh dengan pendekatan kooperatif tipe STAD. Penelitian ini menggunakan desain penelitian tindakan kelas. Penelitian dilaksanakan dalam 2 siklus pada semester I tahun ajaran 2013/2014. Teknik pengumpulan data yang digunakan berupa tes, observasi, dokumentasi, dan catatan lapangan. Hasil penelitian menunjukkan bahwa pendekatan cooperative learning tipe STAD dalam pembelajaran membaca intensif terbukti dapat meningkatkan proses dan hasil pembelajaran membaca intensif siswa. Aktivitas siswa dalam proses pembelajaran dari rata-rata 64,33 pada siklus 1 menjadi 80,67 pada siklus 2 dengan kategori sangat baik. Aktivitas guru dalam proses pembelajaran rata-rata 69,00 dengan kategori baik pada siklus 1 menjadi 83,00 pada siklus 2 dengan kategori sangat baik. Kemampuan membaca intensif siswa mengalami peningkatan, yaitu dari rata-rata 66,33 pada siklus 1 menjadi 80,73 pada siklus 2 dengan kategori sangat baik. Jadi pelaksanaan tindakan menggunakan pendekatan cooperative learning tipe STAD telah mencapai indikator keberhasilan dalam penelitian ini, yakni nilai perolehan rata-rata kemampuan membaca intensif mencapai KKM 70,00 dan ketuntasan belajar klasikal mencapai 80%. _____________________________________________________________________________________________________________________________________ IMPROVING THE INTENSIVE READING ABILITY BY COOPERATIVE LEARNING OF THE STAD TYPE IN GRADE VI SDN 8 PADANG LAWEH ABSTRACT The purpose of this research is to improve the learning process and the intensive reading ability of students of grade VI SDN 8 Padang Laweh through cooperative learning approach of the STAD type. This research used the classroom action research design. This research was done in two cycles in semester 1 of the academic year 2013/2014. The data collection techniques used were test, observation, documentation, and field note. The result shows that the cooperative learning of the STAD type in learning process of intensive reading affects the improvement of the result and process of the intensive reading learning of the students. There is an improvement in students’ activity in the learning process with an average score of 64.33 in the first cycle to become 80.67 in the second cycle or in a very good category. The teacher’s activity in the learning process has an average score of 69.00 or good category in the first cycle and becomes 83.00 in the second cycle, or in a very good category. The intensive reading ability of the students had an average score of 66.33 in the first cycle and became 80.73 in the second cycle or in a very good category. So, the action from cooperative learning approach of STAD type has reached the success indicator in this research, that is the average score of intensive reading ability of 70.00 and the classical mastery of 80%. Keywords: intensive reading ability, learning cooperative of STAD Type

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