scholarly journals THE USE OF QUESTIONING TECHNIQUE TO ENHANCE STUDENTS’ SPEAKING ABILITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Dedy Wahyudi
Keyword(s):  
Action Research ◽  
English Education ◽  
English Teachers ◽  
Classroom Participation ◽  
Education Department ◽  
Self Confidence ◽  
Fluency And Comprehension ◽  
Classroom Action Research

Due to Questioning and answering as the activities that cannot be separated from Daily communication, the difficulties of speaking English encountered by pre-service English teachers are highly required to be overcome. In addition, they are future English Teachers. This study, therefore, aims at enhancing students’ speaking ability through Questioning technique and finding out the factors that influence the change of students’ speaking ability. This study was a classroom action research, which was carried out in two cycles. The freshmen of English Education Department were the participants of the research. Based on the findings, it showed that Questioning Technique could improve students’ speaking ability in terms of accent, grammar, vocabulary, fluency, and comprehension, in which speaking fluency was the highest improvement of all. Moreover, it led the students to good self confidence and classroom participation. In short, the more the students use questioning technique, the better the students’ speaking ability is.

scholarly journals The Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

2017 ◽  
Vol 8 (1) ◽  
pp. 104
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
Action Research ◽  
Research Method ◽  
Teaching And Learning ◽  
English Education ◽  
Descriptive Analysis ◽  
Average Score ◽  
State University ◽  
Education Department ◽  
Classroom Action Research ◽  
Academic Year

The obejectives of this research are to know the improvement  of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in  English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR). The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1) the average score of the students’ achievement of poetry mastery is (71.75) or it increases (11,59) point from pre-test (60.16) and (2) in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

scholarly journals TEACHERS’ PERCEPTION ON CLASSROOM ACTION RESEARCH IN ENGLISH EDUCATION AMONG ENGLISH TEACHERS IN CIAMIS WEST JAVA

2018 ◽  
Vol 2 (1) ◽  
pp. 45
Author(s):  
Rina Herlina ◽  
Asep Dudi Kurnia ◽  
Didih Faridah
Keyword(s):  
High Schools ◽  
Action Research ◽  
English Education ◽  
Simple Random Sampling ◽  
English Teachers ◽  
Teaching Quality ◽  
Point Of View ◽  
Classroom Action Research ◽  
The Government ◽  
Almost All

This study is a survey- based research about teachers’ perception on classroom action research in English education among English teachers  in  Ciamis.  The objective of  the study  is to investigate how English teachers perceive on classroom action research in teaching English. It varies among English teachers, indeed. Thus, this survey reveals their sight, point of view, and expectation toward classroom action research. Open-ended questionnaire is the only instrument given to 20 respondents during the survey. It consists of 4 questions. Simple random sampling has been applied. All of them are English teachers from elementary schools, junior high schools, senior high schools and vocational schools in Ciamis. Ten of them are civil servants and the other ten are not. They are from certified and non certified teachers. The survey result shows different English teachers’ perception on classroom action research in percentage display taken from four questions.  Almost all respondents know the function of classroom action research in connection with finding the solution of overcoming some students’ learning problems in the classroom. Some of them have ever made classroom action research and know its procedure. All of them expect the government not to put pressure on English teachers to make classroom action research as the requirement unless they will get sanction due to the fact that it is instructed by the Education and Culture ministry. The conclusion is classroom action research has been a big concern among English teachers in Ciamis. The suggestion then goes to all English teachers to conduct classroom action research as an action to develop their teaching quality not to gain the government reward. Keywords: classroom action research, English teachers, teachers’ perception

scholarly journals IMPROVING STUDENTS’ PUBLIC SPEAKING SKILLS THROUGH THE USE OF VIDEOTAPED FEEDBACK

Ta dib ◽  
2020 ◽  
Vol 23 (1) ◽  
pp. 75
Author(s):  
Zulhermindra Zulhermindra ◽  
Hadiarni Hadiarni
Keyword(s):  
Action Research ◽  
Public Speaking ◽  
English Education ◽  
Class Action ◽  
Average Score ◽  
Education Department ◽  
Final Test ◽  
Classroom Action Research ◽  
Speaking Skills

This study aimed to improve students’ public speaking skills at the English Education Department (JTBI) of IAIN Batusangkar through the use of videotaped feedback. The research was a Classroom Action Research (CAR) whose participants were the fourth semester students. The data were collected through observation, test, and interviews and were analyzed quantitatively and qualitatively. The findings shows that the use of videotaped feedback improved the students’ public speaking skills in which the average score  increased from 6.95714 (Mid Term Test) to 7.026 (Final Test). This implies that there was an increase in the ability of students from the level of need improvement to the satisfactory. Even in the aspects of Introduction, Body, Conclusion and Time, which were the focuses of this class action research, there were increases from 7.38, 7.1, 6,8, and 6.6 (UTS) to 8, 7.5, 7,3 and 7.2 (UAS) respectively. It also means that there were increases in students’ public speaking skills in all four aspects, which were from satisfactory (Introduction, Body), and need improvement (Conclusion, Time) to good (Introduction), and satisfactory (Body, Conclusion and Time). It is expected that the results of this study can be applied to other aspects of public speaking skills and other similar subjects.

scholarly journals THE USING OF PICTURE STORY BOOKS TO INCREASE THE SPEAKING STUDENTS’ ABILITY IN STKIP BINA INSAN MANDIRI SURABAYA

2018 ◽  
Vol 14 (26) ◽  
pp. 127-135
Author(s):  
Sulistiyani Sulistiyani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
English Education ◽  
Learning Activities ◽  
Education Department ◽  
Picture Story ◽  
Classroom Action Research ◽  
Reading Interest ◽  
Learning By Using ◽  
Speaking Skills

This study departs from the background of the need for using of the picture story book in improving the reading interest of students as one of the ways and creativity of teachers in the learning process in STKIP Bina Insan Mandiri. The purpose of this study is to describe the using of picture story book so as to improve the speaking skills of STKIP Bina Insan Mandiri. The students of English Education department. This type of research used classroom action research conducted in STKIP Bina Insan Mandiri Surabaya with 2 cycles which each cycle is conducted through 2 meetings. In the first cycle is some children are not yet accustomed in learning activities using picture story book so that speaking skills have not been too visible increase significantly. In the first cycle speaking skills earn 42% of the total number of students, and in the second cycle of reading interest of children increased to 81%. It can be concluded that learning by using picture story book can improve the speaking skills in STKIP Bina Insan Mandiri Surabaya.

scholarly journals IMPROVING LISTENING SKILL OF STUDENTS USING METACOGNITIVE INSTRUCTION

2016 ◽  
Vol 5 (2) ◽  
pp. 255-268
Author(s):  
Ida Nurhidayah ◽  
Nadiah Ma’mun
Keyword(s):  
Action Research ◽  
Listening Comprehension ◽  
English Education ◽  
Education Department ◽  
Metacognitive Instruction ◽  
Listening Skill ◽  
Listening Ability ◽  
Classroom Action Research ◽  
Academic Year ◽  
Test Result

This study is aimed to describe the implementation of metacognitive instruction and to improve students’ listening ability on TOEFL listening comprehension section by using metacognitive instruction at the second semester students of English Education Department of Walisongo State Islamic University Semarang in the academic year of 2015/2016 and to know the enhancement of students’ listening ability on TOEFL listening comprehension section after being taught using metacognitive instruction. The design of this study is classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing, reflecting. Pre-cycle was also done before this study was conducted. The result of this study showed that using metacognitive instruction could improve students’ listening ability on TOEFL listening comprehension section. This was proved by the enhancement of students’ test result that improved in every cycle. The result of the study also showed that metacognitive instruction could improve the students’ listening ability on TOEFL listening comprehension section.

PENERAPAN KURIKULUM 2013 DALAM MENINGKATKAN KETERAMPILAN, SIKAP, DAN PENGETAHUAN

2017 ◽  
Vol 6 (2) ◽  
pp. 389
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Student Knowledge ◽  
Learning Materials ◽  
Value Of Knowledge ◽  
The Third ◽  
Self Confidence ◽  
Classroom Action Research

Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.

scholarly journals Using Video in Teaching Speaking

INTELEKTIUM ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 115-120
Author(s):  
Hasrat Sozanolo Harefa
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Education ◽  
Action Observation ◽  
Test Results ◽  
Study Program ◽  
Classroom Action Research ◽  
Support Students ◽  
Speaking Skills

This study aims to describe the factors that support students' ability in the learning process to speak using video. This research was classroom action research. Classroom action research was done in four steps: planning, action, observation, and reflection. Quantitative data was gained from the score of the student's speaking test. The test was given at the end of every cycle. The qualitative data was collected through the result of observation. It described the factors that support the students' ability to speak based on the result observation from the collaborator activities both the students and the researcher itself. The research aimed to explain how video can increase students' speaking skills in the second semester of the English Education Study Program for IKIP Gunungsitoli. Using video can increase students' skills in speaking. Quantitative data support it included test results in every cycle. The quantitative data show that students have improved speaking skills in every cycle using video and reaching the indicator of success. The students' ability to speak cannot pass the score standard in the cycle because most students cannot convey their ideas about the material. However, in cycle II, there is increasing in student's ability to speak. The quantitative data also is supported by the qualitative data through observation results. The observation sheet result describes that the students' activities improved every meeting by using video.

scholarly journals Cable TV: Bringing Home Native Speaker to Increase Listening Comprehension of the Students of English Education Department Teacher Training and Education Faculty Muria Kudus University

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rismiyanto Nuraeningsih
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Listening Comprehension ◽  
English Education ◽  
Native Speaker ◽  
Education Department ◽  
Training And Education ◽  
Cable Tv ◽  
The Subject ◽  
Teaching Of Listening

This study investigated the use of cable TV to increase listening comprehension of the students of English education department of Muria Kudus University. The aims were to find out: (1) the listening comprehension achievement of the students taught by using cable TV, (2) the students’ response towards the teaching of listening comprehension class by using cable TV, and (3) the students’ difficulties when being involved in the listening class taught by using cable TV are. A classroom action research was conducted with three cycles. The data was collected by using test, observation checklist, & a questionnaire. The subject consisted of 29 students joining Advanced Listening class. The findings show that: (a) The listening comprehension achievement of the students taught by using cable TV in cycle I, II, & III is fair, (b) The students have enthusiasm and seriousness and motivation in joining the class in all cycles, (c) In cycle III the students’ difficulties when being involved in the listening comprehension class taught by using cable TV are more and more decreasing. Keywords: Cable TV, Listening Comprehension

scholarly journals Penerapan Pembelajaran Tematik Berbasis Problem-Based Learning untuk Meningkatkan Hasil Belajar dan Sikap Percaya Diri Siswa

2021 ◽  
Vol 1 (2) ◽  
pp. 98-107
Author(s):  
Felakhah Khasanah ◽  
Ratnasari Dyah Utami ◽  
Sri Hartati
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Learning Strategies ◽  
Learning Process ◽  
Problem Based Learning ◽  
School Students ◽  
Self Confidence ◽  
Classroom Action Research

AbstrakKeterlibatan siswa Sekolah Dasar di dalam proses pembelajaran masih menghadapi berbagai permasalahan. Salah satunya adalah karena guru masih cenderung menjadi pusat atau aktor utama. Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan sikap percarya diri peserta didik pada pembelajaran tematik materi energi melalui penerapan strategi pembelajaran berbasis masalah. Partisipan penelitian ini berjumlah 17 siswa Sekolah Dasar yang terdiri dari 6 laki-laki dan 11 perempuan. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus pembelajaran. Teknik pengumpulan data yang digunakan adalah observasi dan tes, dimana data yang diperoleh dianalisa secara kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dapat meningkatkan hasil belajar siswa pada materi energi, sikap percaya diri dan aktif di dalam proses pembelajaran.AbstractThe involvement of elementary school students in the learning process still faces various problems. One of them is because the teacher still tends to be the center or the main actor. This classroom action research aims to improve learning outcomes and students' self-confidence in the thematic learning of energy materials through the application of problem-based learning strategies. The participants of this study were 17 elementary school students consisting of 6 boys and 11 girls. This classroom action research was carried out in two learning cycles. The data collection techniques used were observation and tests, where the data obtained were analyzed quantitatively and qualitatively. The results of this study indicate that problem-based learning can improve student learning outcomes in terms of energy, self-confidence and activeness in the learning process.

scholarly journals Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom

2019 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Bimo Teguh Prasetyanto ◽  
Diyah Ayu Wibawani ◽  
Erika Novia Wardani ◽  
Nur Arifah Drajati
Keyword(s):  
College Students ◽  
Data Analysis ◽  
English Education ◽  
Female Students ◽  
Willingness To Communicate ◽  
Male Students ◽  
Motivation To Learn ◽  
Teaching English ◽  
Education Department ◽  
Self Confidence

In teaching English, a teacher should stimulate students’ activeness to engage in a class. One way to do it is by giving reinforcement. A good reinforcement has a significant role in the students’ speaking activeness. It can be a source of students’ motivation to learn and in this case, their activeness to speak in class. This research aims to discover what reinforcement that triggers students’ willingness to communicate. The result is intended to discover the effects of teacher’s reinforcement towards students’ willingness to communicate. The data for this research is collected by the photovoice method in which more practical is needed by collaborating with SHOWeD in analyzing the data. The participants of this research are 28 college students, consisting 7 male students and 21 female students ranging from 19 to 21 years old in English Education Department who are currently attending college. Based on the data analysis, the finding of the research is teacher reinforcement in EFL classroom affect students’ willingness to communicate, particularly self-confidence, interpersonal motivation, and intergroup motivation. The research implied to help teachers to understand more about the way teacher’s reinforcement affect the students’ speaking activeness seen from the students’ perspective. 

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