scholarly journals TEACHING READING USING JUMBLED SENTENCES

2018 ◽  
Vol 1 (4) ◽  
pp. 466
Author(s):  
Ria Sakia ◽  
Ulsy Kulsum Marantika
Keyword(s):  
Quantitative Method ◽  
Language Skills ◽  
Teaching Reading ◽  
Paired Sample ◽  
New Information ◽  
Result Show ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activities ◽  
Academic Year

Reading is important to getting information and the new experiences. Reading is one of the language skills because reading is an important factor that can affect one's activities to get new information and knowledge from reading activities. In this study inform the using of jumbled sentences in teaching reading. The objective of this study is to see and determine differences in student mastery in reading that use mixed sentences in class 2. The participant of this study is 29 students in tenth grade of SMK Rosma Karawang academic year 2018-2019. The method which it was applied in the quantitative method in this research. In this study, the writer applied a pre-experimental design from one group of pretest and posttest. Data analyzed in this research by paired sample test significantly p <0,05 then data analyzed and processed by a writer by using statistics data calculation of formula T-test by using SPSS v. 23 for windows.The result show there a statistically significant increase in students' reading ability.Keywords:        Teaching, Reading, Jumbled Sentences

scholarly journals TEACHING READING USING TALKING STICK

2019 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Siti Khodijah ◽  
Labibah Labibah
Keyword(s):  
Reading Ability ◽  
English Language ◽  
Human Interaction ◽  
Teaching Reading ◽  
English Reading ◽  
Significant Difference ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activity ◽  
Academic Year

Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick

scholarly journals THE DEVELOPMENT AND IMPLEMENTATION OF BIOLOGY TEACHING KITS USING SELF REGULATED LEARNING (SRL) STRATEGIES

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Erie Agusta ◽  
Djukri .
Keyword(s):  
Development Strategy ◽  
Small Scale ◽  
Biology Teaching ◽  
Paired Sample ◽  
Self Regulated Learning ◽  
The Development Strategy ◽  
Regulated Learning ◽  
Tenth Grade ◽  
Sample Test ◽  
Academic Year

Abstract: This study was aimed to develop Biology teaching kits using Self Regulated Learning (SRL)-based strategy in senior high schools that have been validated and tested. The study was carried out by using the development strategy of Borg and Gall. The subjects were the tenth grade students of SMA Negeri 1 Sentolo in the academic year of 2014/2015. The data for the validation process and the implementation of the teaching kits were collected through questionnaires and observations. The data of the validator assessment were analyzed using the categorization formula and Borich formula. The data on the try-out were analyzed using the paired sample test. The findings were in the form of teaching kits product for Bryophyta materials for the tenth grade students. The teaching kits had been validated theoretically by experts and teachers, the lesson plans had been validated and simulated, and the teaching kits and research instruments had been tried out in a small scale and implemented in the field. Keywords: teaching kits, Self Regulated Learning (SRL) strategies PENGEMBANGAN DAN IMPLEMENTASI PERANGKAT PEMBELAJARAN BIOLOGI DENGAN STRATEGI SELF REGULATED LEARNING (SRL) Abstrak: Tujuan penelitian pengembangan ini adalah dihasilkannya perangkat pembelajaran biologi berbasis Self Regulated Learningdi SMA yang telah tervalidasi dan teruji. Metode penelitian menggunakan strategi pengembangan Borg dan Gall. Subjek penelitian perangkat pembelajaran adalah siswa kelas X SMAN 1 Sentolo. Teknik pengumpulan data dalam proses validasi dan implementasi perangkat pembelajaran menggunakan angket dan observasi. Data penilaian validator dianalisis dengan rumus kategorisasi, sedang persamaan validator terhadap lembar validasi menggunakan rumus Borich. Data hasil uji coba dianalisis dengan paired sample test. Hasil penelitian berupa produk perangkat pembelajaran pada materi tumbuhan lumut di kelas X SMA. Perangkat pembelajaran tersebut telah divalidasi secara teoretis yang dilakukan oleh ahli dan guru, rencana pelaksanaan pembelajaran tertentu telah diuji secara terbatas keterbacaan dan disimulasikan, perangkat pembelajaran dan instrumen penelitian telah diuji coba terbatas dan lebih luas. Kata kunci: perangkat pembelajaran, strategi self regulated learning

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

scholarly journals Teaching Indonesian-English Combined Task to Improve Students’ Skills in Writing English Sentences

LETS ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Muhajirah Idman ◽  
Mustaqimah Mustaqimah
Keyword(s):  
Data Collection ◽  
Writing Skills ◽  
Paired Sample ◽  
Know How ◽  
Writing Test ◽  
Good Classification ◽  
Post Test ◽  
Sample Test ◽  
The Mean ◽  
Academic Year

This research aimed to find out the effectiveness of Teaching Indonesian-English Combined Task to improve students’ skills in writing English sentences. It was undertaken in PDF Ulya As’adiyah Putri Sengkang in Academic Year 2016/2017. It applied pre-experimental method. Writing test was employed as the instrument of the research. The population of this research was 16 students. The technique of data collection involved giving pre-test to know the writing skills gained previously of the students and post-test after giving the treatment to know how the skills of the students in writing English sentences by using Indonesian-English combined task. The result of the calculation of the students’ score indicated that the mean score of the students’ pre-test was (55.25) which was classified as fair classification and the mean score of the students’ post-test was (73,93) as good classification. The value of paired sample test for post-test was greater than the t-table (10,239>2.131). In short, teaching Indonesian-English combined task is effective to improve students’ skills in writing English sentences.

scholarly journals فعالية استخدام الوسائل التعليمية " برنامج توندو كوميك ماكر" لترقية مهارة الكتابة لطلاب الفصل العاشر بمدرسة سبيل المتقين الثانوية فوغيغ موجوكرتو

2017 ◽  
Vol 2 (1) ◽  
pp. 42-59
Author(s):  
Ibnu Makruf ◽  
Mohammad Nu’man ◽  
Aan Najib
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Quantitative Method ◽  
Language Skills ◽  
Writing Skills ◽  
Student Writing ◽  
School Students ◽  
Tenth Grade

The purpose of learining Arabic is to master all four language skills, listening, speaking, reading dan writing skills. Most students have difficulty to mastering writing skills. Difficulties in mastering writing skills were also felt by Sabilul Muttaqin High School students in Pungging Mojokerto. It can be seen from the Arabic test scores of students who still have not reached the KKM (Minimum Completation Criteria) 75. Based on these problems, researchers want to use tondo maker comic learning media to improve students’ writing skills in Arabic lessons. This study uses a quantitative method to determine the effectiveness of the comics tondo maker media to improve Arabic writing skills. This research was conducted at Sabilul Muttaqin Mojokerto High School with tenth grade as a sample 66 students. In an effort to collect data, researchers used the method of observation, interviews, documentation, questionnaires and test. The results of this study indicate that the tondo maker comic media is effective in an effort to improve student writing skills based on the results of T count is 3,255 greater than T table, which is 2,30. From these results indicate that Ho is rejected and the results of sig Tailed 0.003 is smaller than 0.005 which indicates Ho’s rejection and Ha’s acceptance.

scholarly journals Teaching Descriptive Texts to Tenth Grade Students in Deli Serdang

2021 ◽  
pp. 656-662
Author(s):  
Wilda Eka Rahayu ◽  
Jumino Suhadi ◽  
Ali Pawiro
Keyword(s):  
Reading Comprehension ◽  
Video Recording ◽  
English Teachers ◽  
Teaching Reading ◽  
Qualitative Design ◽  
Tenth Grade ◽  
Academic Year ◽  
Descriptive Qualitative ◽  
Reading Texts

The objectives of this study were to describe the teachers’ ways of teaching reading of descriptive texts to tenth grade students in Deli Serdang, Indonesia and to reveal the underlying reasons for these approaches. This study was conducted by using a descriptive qualitative design. The subjects were two English teachers who taught the tenth grade students at SMA Swasta Melati Hamparan Perak in the 2018/2019 academic year. The data were collected by observing, video recording and interviewing, and were analyzed by using Miles and Huberman techniques. The findings show that the approaches that the teachers used were not focused on enabling the students to be independent or skilful readers. Most of the ways directed the students to become good at reading texts or translating the texts into Bahasa rather than teaching how to comprehend descriptive texts. Most of the approaches were focused on translation, vocabulary enrichment, stating ideas, pronunciation and managing the class. The approaches did not facilitate reading comprehension. This was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, descriptive tex

scholarly journals THE USE OF GRAMMAR-TRANSLATION METHOD TO TEACH READING TO THE TENTH CLASS STUDENTS AT SMK YPM 12 TUBAN ACADEMIC YEAR 2020/2021

2021 ◽  
Vol 15 (1) ◽  
pp. 24-35
Author(s):  
Ali Fauzi
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Descriptive Analysis ◽  
Real Life ◽  
Translation Method ◽  
Teaching Reading ◽  
Teaching Of Reading ◽  
Grammar Translation Method ◽  
Basic Course ◽  
Academic Year

English is the first foreign language in Indonesia which is considered important in transferring and developing science and technology, arts and building the relationship among countries. Based on the 1994 basic course outline, the purpose of English teaching at Technical Senior High Schools is to develop the four language skills: listening, speaking, reading and writing. The teaching of those four language skills can be done in integrative way in which the emphasis is on developing the students’ reading skill. The less attention to a certain language skill may cause the students’ unbalanced mastery of English. However, teaching reading using certain method like grammar-translation method is also important because by it students will be able to understand the English text, grammar and structure and translation well through which they will be a means of improving other skills such as speaking. From the reasons, the researcher wants to study about The Use of Grammar-Translation Method to Teach reading to the Tenth Class Students at SMK YPM 12 Tuban Academic Year 2020/2021. This title is chosen because he is sure that reading is also important besides speaking, writing and listening.   This study is in form of descriptive analysis which means that he describes what he finds in the real life and he reveals them to prove the rightness of his assumption. He tries to find the data and process them and just describes his finding. He analyzes and describes about the use of grammar-translation method in teaching reading and the problems the teacher and students face in the process of teaching and learning. Besides them, it is also prominent to tell the process or activities in the teaching of reading using grammar-translation method. It is hoped that some alternatives to solve these problems can be found. Therefore it is expected that this study will be useful for English teacher as the alternative method to teach reading, for the readers to add their knowledge about different ways in teaching reading and for the students in general to be the reference to add their knowledge and to do further research.

scholarly journals AN ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST FOR THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 3 JAKARTA IN THE 2013/2014 ACADEMIC YEAR

2020 ◽  
Vol 5 (1) ◽  
pp. 610-615
Author(s):  
Anisa Fitriani Lailamsyah ◽  
Fitri Apriyanti
Keyword(s):  
Research Method ◽  
Qualitative Method ◽  
Quantitative Method ◽  
Item Analysis ◽  
Test Items ◽  
Discriminating Power ◽  
Tenth Grade ◽  
Academic Year ◽  
Analyze Data

This research is intended to analysis of the English summative test for the tenth grade students of SMA Muhammadiyah 3 Jakarta in the 2013/2014 academic year. The research method used to analyze the item of English summative test for senior high school are quantitative and qualitative method. Quantitative method was used to analyze data of the facility value and discriminating power of each item. The qualitative method was used to describe and analyze the quality of test items. Keywords: Item Analysis, English Summative Test, Tenth Grade Student

scholarly journals The Effectiveness of Porpe (Predict, Organize, Rehearse, Practice, and Evaluate) Method to Teach Reading Viewed from Students’ Self-Esteem

PALAPA ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 98-120
Author(s):  
Alfan Hadi
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Reading Skill ◽  
Self Esteem ◽  
Reading Test ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
Academic Year ◽  
Cluster Random Sampling

This article reports a study on the implementation of PORPE method to teach reading at the tenth grade students in the academic year of 2012/2013. The objectives of the research are to find out whether: (1) PORPE method is more effective than Direct Instruction Method to teach reading for the tenth grade students; (2) Students who have high self-esteem have better reading skill than those who have low self-esteem; and (3) there is aninteraction between methods of teaching and students’ self-esteem to teach reading. This study was categorized as an experimental research. The population of the research was the tenth grade students in the academic year of 2012/2013. The sample of this research was taken by using cluster random sampling. The sample of this research was 60 students covering 30 students of experimental class taught using PORPE method and 30 students of control class taught using Direct Instruction Method. The data collection was done by giving self-esteem questionnaire and reading test (post-test) after eight meetings of treatment. The data analysis was done by applying descriptive and inferential statistics (ANOVA and Tukey HSD test) to test the research hypothesis. The findings of this research are: (1) PORPE Method is more effective than Direct Instruction Method to teach reading at the tenth grade students; (2) The students having high self-esteem have better reading skill than those having low self-esteem; and (3) there is an interaction between teaching methods and self-esteem in teaching reading. The effect of teaching methods on students’ reading skill depends on the students’ self-esteem level.

scholarly journals TEACHING READING COMPREHENSION THROUGH PEER TUTORING TECHNIQUE TO THE TENTH GRADE STUDENTS OF SMA SANTA MARIA KABANJAHE IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 175-186
Author(s):  
Florentina Sembiring ◽  
Viator Lumban Raja ◽  
Jontra Jusat Pangaribuan
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Peer Tutoring ◽  
Teaching Reading ◽  
Total Percentage ◽  
Tenth Grade ◽  
Post Test ◽  
Strongly Agree ◽  
Santa Maria ◽  
Academic Year

The aims of this study are to prove whether Peer Tutoring Technique can improve students’ reading comprehension and to know the students’ responses after being taught by using Peer Tutoring technique. This research is Classroom Action Research (CAR) which was conducted by Teaching Reading Comprehension Through Peer Tutoring technique to the Tenth Grade Students of SMA Santa Maria Kabanjahe Class X IPA II in the Academic Year of 2020/2021. The quantitative data analysis showed that the students’ mean score increased continuously from 46,42 in pre-test, 68,33 in formative test, and 80,38 in post-test. The percentage of the students’ score increased from pre-test to post-test was 69,69%. The qualitative data analysis showed that the students’ responses after being taught by using Peer Tutoring t echnique are very good. It can be seen from observation sheets and field notes; they felt more confident, enthusiastic and motivated to learn reading comprehension on narrative texts after Peer Tutoring technique was applied. The responses of students it can be seen from the total percentage of questionnaires strongly agree about 46,66% and followed by the highest percentage of agree about 46,06%. The Peer Tutoring technique was  beneficial and  effective  for  teaching  reading  comprehension.  It  is suggested  that  English  teachers  use  Peer  Tutoring  technique  as  an  alternative technique  in teaching reading to the students in Senior High School in order to improve their students’ reading comprehension.

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