PENINGKATAN KEMAMPUAN MENCERITAKAN KEMBALI ISI CERITA MELALUI ALAT PERAGA GAMBAR SERI DI TK NEGERI PEMBINA KABUPATEN SRAGEN

Retelling story is the simplest part of narrative skill in early-aged children. This study aims to understand the learning process to improve skill of retelling story of kindergarten school using series picture in TK Negeri Pembina Kabupaten Sragen. This study is a classroom action research consisted of two cycles and directly conducted in teaching process by teacher. In this study the teaching learning process adopted storytelling technique using media of series picture which students can listen and try to use picture at the same time. By those ways, students are supposed to be able to retell a story they have listened to as a response and an improvement of language development aspect. The data gathered in this study is analyzed using descriptive quantitative method by comparing the pre-condition to with results from cycle I and cycle II. The finding shows that in cycle I indicating an improvement of passing grade criteria from pre condition which is 15,38% to 30,77% at the end of the cycle I and after treatment which student actively try to retell the criteria move to 69,23% at the end of cycle II. It proven that series picture is effective to improve retelling skill of kindergarten student. Keyword : storytelling, series picture, retelling skill Menceritakan kembali merupakan bagian paling sederhana dari keterampilan bercerita anak usia dini. Penelitian ini bertujuan untuk mengetahui proses pembelajaran dalam rangka meningkatkan keterampilan anak dalam menceritakan kembali isi cerita yang telah diceritakan dengan menggunakan gambar seri di TK Negeri Pembina Kabupaten Sragen. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus dan dilakukan secara langsung dalam proses kegiatan pembelajaran yang dilakukan oleh guru. Dalam penelitian ini, proses pembelajaran dilakukan dengan menggunakan teknik bercerita dengan menggunakan alat peraga buku cerita gambar seri dimana anak-anak dapat mendengarkan dan mencoba menggunakan gambar di saat bersamaan. Dengan mendengarkan dan melihat guru bercerita, diharapkan mampu mencertakan kembali isi cerita sebagai bentuk respon dan pengembangan kemampuan berbahasa. Data yang diperoleh dianalisis dengan menggunakan metode analisis deskriptif kuantitatif dengan membandingkan kondisi awal siswa serta hasil dari siklus I dan siklus II. Hasil penelitian ini adalah pada siklus pertama terjadi peningkatan dari kondisi awal yang hanya memiliki ketuntasan 15,38% menjadi 30,77% pada akhir siklus I kemudian setelah diberikan perlakuan dimana siswa aktif mencoba bercerita bergantian ketuntasan meningkat lagi menjadi 69, 23% pada akhir siklus II. Hal ini membuktikan bahwa gambar seri dianggap efektif meningkatkan kemampuan anak didik dalam menceritakan kembali isi cerita yang telah diceritakan guru. Kata kunci: bercerita, gambar seri, kemampuan menceritakan kembali.

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THE EFFORT OF IMPROVING THE ACTIVITY AND ABILITY OF STUDENTS IN WRITING REVIEW TEXT THROUGH FILM AT SMA NEGERI 1 PUNGGUR CENTRAL LAMPUNG

Premise Journal of English Education ◽

10.24127/pj.v6i1.801 ◽

2017 ◽

Vol 6 (1) ◽

pp. 42

Author(s):

Peni Asih

Keyword(s):

Action Research ◽

Short Story ◽

Learning Process ◽

Film Review ◽

Average Score ◽

Medium Of Instruction ◽

Classroom Action Research ◽

Teaching Learning ◽

Text Writing ◽

Passing Grade

The objectives of this classroom action research are to improve the students’ activity and ability in writing review text at class XII IPA 1 semester 2 of SMA N 1 Punggur. This research uses a film as a medium which is aimed to make the students of XII IPA 1 easy in writing a review text. The researcher uses two cycles in her research which consists of 2 meetings in each cycle. Cycle I uses a short story in its meeting and cycle II uses a film in its meeting. The result shows that the average score of students who gained passing grade (74) or above in cycle I is 56,67 % and in cycle II is 76,6 % while there is 43,33 % of students who get under 74 in cycle I and 23,34% in cycle II. It means that their average score in writing a review text using film has increased. The students have made a good progress after being given treatment by using film as medium of instruction. This is because film can make the students active during teaching learning process. The result of this study implies that teaching learning process using film improve the students ‘ability in writing a review text. Therefore, this media is recommended to be used in the process of teaching learning English especially review text. Keywords : Film, Review Text, Writing,

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IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

10.24114/reg.v3i1.1042 ◽

2014 ◽

Vol 3 (1) ◽

Author(s):

Sabatini Sitorus And Masitowarni Siregar

Keyword(s):

Action Research ◽

Learning Process ◽

Qualitative Data ◽

Vocabulary Test ◽

Flash Cards ◽

The Subject ◽

The Mean ◽

Classroom Action Research ◽

Teaching Learning ◽

Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41). Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using flash cards can improve the students’ vocabulary achievement.

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IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT IN WITING DESCRIPTIVE TEXT THROUGH MAKE A MATCH METHOD

10.24114/reg.v2i4.691 ◽

2013 ◽

Vol 2 (4) ◽

Author(s):

Irma Lely Lumban Gaol And Johan Sinulingga

Keyword(s):

Data Analysis ◽

Action Research ◽

Learning Process ◽

Match Method ◽

Writing Test ◽

The Subject ◽

Classroom Action Research ◽

Teaching Learning ◽

Descriptive Writing ◽

Vocabulary Achievement

This study is concerned with the improving student’s vocabulary achievement in writing descriptive text through Make a Match Method. The objective of this study was to discover whether the use of Make a Match Method could significantly improve students’ vocabulary achievement in writing descriptive text. This study was conducted by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study was students of SMA Negeri 1 Pollung which consisted of 34 students. The instruments for collecting data were descriptive writing test, observation sheet, questionnaire sheet, and diary notes. The techniques for data analysis were quantitative and qualitative. It was found that teaching-learning process ran well. Students were active, enthusiastic and interested on writing descriptive text. The result of this study showed that the use of Make a Match Method significantly improved student’s vocabulary achievement in writing descriptive text.

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

Journal of English Education Studies ◽

10.30653/005.201922.40 ◽

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.

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Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners

Tell : Teaching of English Language and Literature Journal ◽

10.30651/tell.v6i2.2134 ◽

2018 ◽

Vol 6 (2) ◽

pp. 78

Author(s):

Arini Octaviani ◽

Vega Hesmatantya

Keyword(s):

Action Research ◽

Direct Observation ◽

Learning Process ◽

Teaching Method ◽

Kindergarten Students ◽

Teaching English ◽

Qualitative Design ◽

Young Learners ◽

Classroom Action Research ◽

Teaching Learning

This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

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ENHANCING STUDENTS’ ENGLISH ABILITY BY USING REALIA

Jurnal Pendidikan Edutama ◽

10.30734/jpe.v6i1.272 ◽

2019 ◽

Vol 6 (1) ◽

pp. 59

Author(s):

Rengganis Siwi Amumpuni ◽

Brigitta Septarini Rahmasari

Keyword(s):

Action Research ◽

Learning Process ◽

Teaching And Learning ◽

The Media ◽

Classroom Action Research ◽

Teaching Learning

Abstract: The aim of the research is to know the strenghts and weaknesses of using realia. The reseacher used classroom action research. The research was conducted in two cycles. Each cycle consisted of four steps. They are planning, acting, observation, and reflecting. In collecting the data, the researcher used test, interview, and observation. In analyzing the data, the researcher used statistic descriptive. The research implementations showed that there was an improvement in students’ speaking ability after Realia implemented in the teaching and learning process, and the students showed better achievement in speaking ability. The strengths were the students become active in classroom, enthusiastic, excited and motivated in the class. The students give more attention to the lesson and they were attracted to do the exercise during teaching learning process. The students more focused to the lesson during the activity in teaching learning process. The activities of Realia is attracted the students’ motivation and interested to the students. The researcher found that that Realia make the class becomes conducive. Meanwhile the weaknesses of using realia are the student had a difficulties to speak something caused of the limited vocabularies and confused how to pronounce the word in English and it spends much time to prepare the media. Keywords :Realia, English ability, Enthusiastic Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui kekuatan dan kelemahan menggunakan realia. Peneliti menggunakan penelitian tindakan kelas. Penelitian ini dilakukan dalam dua siklus. Setiap siklus terdiri dari empat langkah yaitu perencanaan, tindakan, observasi, dan refleksi. Dalam mengumpulkan data, peneliti menggunakan tes, wawancara, dan observasi. Dalam menganalisis data, peneliti menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berbicara siswa setelah Realia diimplementasikan dalam proses belajar mengajar, dan siswa menunjukkan prestasi yang lebih baik dalam kemampuan berbicara. Kekuatan menggunakan realia adalah siswa menjadi aktif di kelas, antusias, bersemangat dan termotivasi di kelas. Para siswa lebih memperhatikan pelajaran dan mereka tertarik untuk melakukan latihan selama proses belajar mengajar. Para siswa lebih fokus pada pelajaran selama kegiatan belajar mengajar. Kegiatan Realia menarik motivasi siswa dan tertarik kepada siswa. Peneliti menemukan bahwa Realia membuat kelas menjadi kondusif. Sementara itu, kelemahan menggunakan realia adalah siswa memiliki kosakata yang terbatas dan kesulitan dalam pengucapan bahasa Inggris dan menghabiskan banyak waktu untuk mempersiapkan media.Kata Kunci: Realia, Kemampuan Bahasa Inggris, Antusias

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Peningkatan Hasil Belajar Akuntansi dengan Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Pada Siswa Kelas XII IPS 1 SMA Negeri 1 Kerinci

Jurnal Ilmiah Universitas Batanghari Jambi ◽

10.33087/jiubj.v20i1.861 ◽

2020 ◽

Vol 20 (1) ◽

pp. 45

Author(s):

Sunardi Latif

Keyword(s):

Data Analysis ◽

Action Research ◽

Learning Process ◽

Learning Model ◽

Teaching Process ◽

Learning And Teaching ◽

Research Participants ◽

Classroom Action Research ◽

Data Analysis Result

This study was classroom action research. It was conducted due to the students’ difficulties related to accountancy materials and questions. It could be seen that the student’s learning activeness and achievement were still low during the learning and teaching process. Therefore, the researcher tried to find solution to improve the student’s learning activeness and achievement by applying Think Pair Share (TPS) learning model. The research participants were the students of grade XII IPS 1 SMAN 1 Kerinci. The significance of the research was to enable the students to answer the questions and exercises in accountance material as well as improve their activeness during the learning and teaching process. The researcher was helped by a collaborator who was also the teacher of the same subject to observe the activities. The research was conducted in two cycles in which each of them had four stages namely (a) planning (b) action (c) observation (d) reflection. The data analysis result showed that the student’s learning activeness and achievement improved significantly after Think Pair Share learning model was implemented. In cycle I, there were 8 (40%) students who were active in apperception, 9 (45%) active students during the learning process, then 9 students (45%) who were actively involved in discussion, and 9 (45%) students who got achieved level in learning . In cycle II, the student’s activeness became higher to 75% (15 students) in apperception, 80% (16 students) during the learning process, 80% (16 students) during the discussion, and 85% (17 students) who got achieved criteria in learning. It could be concluded that the implementation of Think Pair Share learning model improved the student’s learning activeness and achievement on accountace subject at grade XII IPS 1 SMAN 1 Kerinci. Therefore, it was suggested for teachers to apply Think Pair Share (TPS) Learning model as one of solution towards the student’s problem in class especially in Accountancy subject.

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Using Picture Series as Media to Improve Writing Skill of Procedure Text to the Nursing Students of STIKes Patria Husada Blitar

Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) ◽

10.26699/jnk.v3i1.art.p063-069 ◽

2016 ◽

Vol 3 (1) ◽

pp. 063-069

Author(s):

Wahyu Wibisono ◽

Lely Indah Kurnia ◽

Fitria Nur Hamidah ◽

Muhammad Muchlisin

Keyword(s):

Action Research ◽

Nursing Students ◽

Health Sector ◽

Learning Activity ◽

Writing Skill ◽

The Media ◽

Procedure Text ◽

Classroom Action Research ◽

Teaching Learning ◽

Passing Grade

English become the most important things in facing the issue of Asean Economic Community(AEC) especially in the health sector since English is one of the international language use in asean.So, preparing medical employees with English become a great issue to be solved. This study was intendedto apply picture Series as the media to improve students writing skill. The research design usedwas collaborative Classroom Action Research. The collaboration was done with three English teachersin STIKes Patria Husada Blitar. This Classroom Action Research was implemented in one cycle onlywhich involved four stages namely planning, implementation, observation, and reflection. The researchergained the data in the form of students’ involvement during teaching learning activity and the writingproduct. To get those data, the researcher used several instruments; those were students writing productand field notes. The finding of this study showed that by using picture series as the media, the studentscould write procedure text much better than they were taught using traditional grammar translationmethod. In terms of the students’ individual writing product, in preliminary study, the number of studentswho passed the minimum passing grade (64) was only 2 students (9.1%). On the other hand, in Cycle 1,all of the 22 students (100%) could pass the minimum passing grade (64). The improvement of students’writing skill was due to the use of picture series as the media in teaching writing which consisted ofseveral activities for the students so that they were enthusiastic in joining the class. In addition, it wassuggested for the lecturers and/ or teacher to apply and modify this technique in their classes.

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Improving Students’ Vocabulary and Activeness Using Mind Mapping: A Classroom Action Research of 1st Semester Students of Law Faculty Semarang University

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v10i2.4975 ◽

2019 ◽

Vol 10 (2) ◽

Author(s):

Stefani Dewi Rosaria ◽

Devy Angga Gunantar ◽

Hetty Catur Ellyawati

Keyword(s):

Action Research ◽

Learning Process ◽

Test Score ◽

Teaching Method ◽

Mind Mapping ◽

First Semester ◽

Law Faculty ◽

Classroom Action Research ◽

Teaching Learning

The objective of this research is to improve students’ vocabulary and activity during teaching-learning process using mind mapping as a teaching method. This is a classroom action research conducted at Semarang University and the sample is taken from the first semester students of law faculty. This classroom action research applies two cycles. Each cycle includes planning, acting, observing and reflecting. The result showed that through mind mapping students can master English vocabulary easily especially English vocabulary for law, their test score improved, and they became active enough in participating in class such as asking and answering question, delivering opinion, and completing task.

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IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURAL PARAGRAPH THROUGH DEMONSTRATION METHOD

10.24114/reg.v3i2.1123 ◽

2014 ◽

Vol 3 (2) ◽

Author(s):

Linda And Lince Sihombing

Keyword(s):

Action Research ◽

Learning Process ◽

Primary Data ◽

Writing Achievement ◽

Writing Test ◽

The Subject ◽

The Mean ◽

Classroom Action Research ◽

Teaching Learning

This study concerns with improving grade VIII students’ achievement in writingprocedural Paragraph through demonstration method. This research wasconducted by using classroom action research. The subject of the study was gradeVIII students of SMP N 2 Babalan which consisted of 35 students. Theinstruments for collecting data were primary data (writing test) and secondarydata (interview sheet, observation sheet and questionnaire sheet). Based onwriting scores, students’ score kept improving in every evaluation. In the test I themean was 64,91, in the test II the mean was 74,57 . Based on interview, observation,and questionnaire sheet, it was found that teaching-learning process ran well.Students were active, creative to give their idea, enthusiastic, and interested inwriting. The finding of the research showed that applying demonstration methodsignificantly improved students’ writing achievement.

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