IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT IN AGREEMENT AND DISAGREEMENT EXPRESSIONS BY USING PROBLEM SOLVING STRATEGY AT GRADE VIII SMP SWASTA HKBP SIDORAME MEDAN

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Angelina Sitohang And Sri Minda Murni
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Action Observation ◽  
Test Cycle ◽  
Speaking Test ◽  
Post Test ◽  
The Mean ◽  
Problem Solving Strategy ◽  
Teaching Learning ◽  
Solving Strategy

This study deals with the improving students’ speaking achievement in agreement and disagreement expressions by using problem solving strategy. The objective of this study is to find out whether students’ speaking achievement in expressing agreement and disagreement improved by problem solving strategy. The effectiveness of problem solving strategy are to make the students able to help them in solving their own and friends’ problems, especially classmates’ problem by expressing agree or disagree to the solution made and students be more active in the classroom. The findings of this study are important and useful for English teachers to improve students’ interest and ability in speaking by problem solving strategy and the researcher who wants to conduct the research related to this study. This study was conducted by using classroom action research. The subject of this research was the second grade of SMP Swasta HKBP Sidorame Medan which consisted of 38 students. The research was conducted in two cycles, namely cycle I and cycle II. Each cycle consisted of the four steps of an action research: planning, action, observation and reflection. The instruments for collecting data used speaking test by interview and for the quantitative data and used diary notes, observation sheet and interview sheet for qualitative data. Based on the speaking test result, the students score kept improving in every test. In the orientation test the mean of the students’ score was 22.3. In the post test cycle I the mean of the students’ score was 56.3 and in the post test cycle II the mean of the students’ score was 85. Based on the observation sheet, diary notes and interview sheet, it was found that teaching learning process ran well. The conclusion is that Problem Solving Strategy improves students’ speaking achievement.

scholarly journals Using a Debate method to Increase the Students’ Speaking Skill on Discussion Text at Class XII SMAN 1 Kota Bengkulu at the 1ST Semester Academic Year 2017/2018

2019 ◽  
Vol 3 (3) ◽  
pp. 361-376
Author(s):  
Laina Tusifah
Keyword(s):  
Action Research ◽  
Action Observation ◽  
Learning Activity ◽  
Test Cycle ◽  
Speaking Test ◽  
Speaking Skill ◽  
Qualitative Technique ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year

This research is done because the mean of pretest speaking is 65.73. The KKM is 75.00. The problems of this research are: 1) Can the use of a Debate Method increase the students’ Speaking Skill on Discussion Text at class XII   SMAN 1 Bengkulu?. 2) How is the effectiveness of procedures of Using a Debate Method to Increase the Students’Speaking skill on Discussion Text at class XII  SMAN 1 Bengkulu? The aims of this research are: 1).To increase the students’ speaking skill on Discussion Text at class XII  SMAN 1 Bengkulu. 2).To find out how the effective procedure of using a debate method to increase the students’ speaking skill on discussion text at class XII SMAN 1 Bengkulu. This classroom action research which uses descriptive qualitative technique. This method uses pre-test and two cycles. Each cycle consists of four steps: planning, action, observation, and reflection. The source of the data is the teacher, collaborator as observer and students, and the result of the test. The total of the students are 35 students. Technique and collecting data uses observation and test.The result of classroom action research from observation cycle 1 is not good, that is 65%. And the result speaking test cycle1 is not good either, the mean score is 74.93%. 2 students get score 55-64, and the percentage is 5.71%. 12 students get score 65-74, and the percentage is 34.29%. 21 students get score 75-84 and the percentage is 60%. N0ne get score 85-94. The result of observation cycle 2 is good, that is 89%, and so is the result speaking test cycle 2, and the mean score is 80,64% .None of  students get score below 75, and the percentage means 0%, 31 students get score 75-84, and the percentage is 88,57%. 4students get score 85-94, and the percentage is 11.43%. And even thought none student gets score 95-100 ,but the result is satisfied. The mean is 80,64. From the observation result of the test cycle 2 shows that the success of the learning process is good. KKM for English is 75.00, so the learning activity of students is fulfilled for the KKM.  From the result of the cycle test 2, the mean score is 80,64% , learning activity uses a Debate Method to Increase the students’ speaking skill on Discussion Text at class XII IPS 2 SMAN 1 Bengkulu  semester 1 academic year 2017-2018 is successful.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

scholarly journals Penerapan Strategi Pemecahan Masalah Sistematis (Systematic Approach to Problem Solving) untuk Meningkatkan Hasil Belajar Matematika Kelas XI IPS 2 SMA Negeri 1 Kerinci Tahun Pelajaran 2019/2020

2020 ◽  
Vol 20 (3) ◽  
pp. 784
Author(s):  
Hadiawati Hadiawati
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Problem Solving ◽  
Systematic Approach ◽  
Average Score ◽  
Limit Function ◽  
Learning Achievement ◽  
Math Teachers ◽  
Problem Solving Strategy ◽  
Solving Strategy

This study was an Action Research which was conducted because the student’s achievement on Mathematics  were still lower than The Minimum Achievement Criteria (KKM). The research was conducted to see whether the Systematic Problem Solving Strategy could improve the student’s learning achievement. The aim of the research was to improve the student’s comprehension on Algebra Limit Function subject In Mathematics, so their learning achievement also improved significantly. The research participants were the students of grade XI IPS 2 SMAN 1 Kerinci. The researcher was helped by a collaborator who was a Math Teacher at the same school. The study was done in two cycles with four stages, (a) Planning (b) Action (c) Observation (d) Reflection. The result of data analysis showed that the student’s average score in cycle 1 was 69 (65%). It became higher in cyle 2 to 83 ( 85%). There was significant improvement seen from the result of cycle 1 compared to cycle 2. It could be concluded that the implementation of Systematic Problem Solving Strategy on Algebra Limit Function subject improved the student’s learning achievement significantly. Therefore, it was suggested to Math Teachers to apply the strategy in teaching  as the alternative solution particularly in Algebra Limit Function subject

scholarly journals THE USE OF TRUE AND FALSE ESSAY GAMES TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT AND CLASSROOM INTERACTION

2019 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Anhar Anhar
Keyword(s):  
Action Observation ◽  
Classroom Interaction ◽  
Collaborative Action Research ◽  
Writing Achievement ◽  
Writing Test ◽  
Collaborative Action ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Writing Scores

This study was aimed at investigating the students’ writing performance and classroom interaction through the use of true and false essay game strategy. This study was collaborative action research consisted of two cycles. The steps were planning, action, observation, and reflection. This research involved the 19 students of class 11th grade students of SMKN 3 Pujut. The data were qualitative in nature and supported by those of quantitative. The data were obtained from the observation sheet, questionnaire, and writing test. Meanwhile, the quantitative data were obtained by conducting writing post-test at the end of the actions. The research finding showed that use “True and False Essay Games” was proved to be significant to improve the students’ writing skills and classroom interaction. The strategy of True and False Essay Games makes an enthusiasm, empowering and challenging series of activities that vary the classroom interaction and activities during the teaching-learning process. Moreover, this strategy helped the students to build a positive relationship among them. Quantitatively, the mean of the students‟ writing scores in the pre-test is 50. Meanwhile, the students’ score of the post-test was 55. The improvement was 5 in the first cycle.  In cycle 2, the students’ score of the post-test was 80.32. In the presentations between cycle 1 and cycle 2 was 30.4 It can be concluded that the True and False Essay Games was able to enhance students’ writing skill and classroom interaction viewed from organization, content, grammar, vocabulary, and mechanics.

scholarly journals Improving Student’s Reading Comprehension on Narrative Text Through Directed Reading Think Pair Share (TPS) at Madrasa Aliyah

2020 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Alfi Nikmah
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Action Research ◽  
Action Observation ◽  
Narrative Text ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Directed Reading ◽  
Planning Action

<p class="05IsiAbstrak">The purpose of the research was to find out the improvement of student’s reading comprehension on narrative text through directed reading and think pair share at madrasa Aliyah of Manahijul Huda Ngagel in academic years 2019/2020. This research was done by applying Classroom Action Research which carried out through four steps. They were planning, action, observation, and reflection, in cycle 1 and cycle 2. The subject of research was the grade X-MIA, they are consisted of 30 students. Based on the result of the data analysis showed that mean of the score has increased in the cycle 2, the mean in the pre-test was 63,33%, the mean of cycle 1 was 74,33%. Then the mean of cycle 2 was 84,17%. The students who got up 75 also grew up. In the pre-test, students who got up 75 were only 5 of 30 students (16,67%). In the post test of cycle 1, students who got up 75 were only 17 of 30 students (56,67%). It means that there was improvement about 40%. In the post test of cycle 2, students who got up 75 were 24 of 30 students (80%). The improvement was about 23,33%. The total improvement of the student’s score from the pre-test to post test of cycle 2 was 63,33%. So, the result of the research showed that Directed-reading and Think Pair Share (TPS) strategy significantly improved student’s reading comprehension on narrative text.</p>

scholarly journals 5W+1H QUESTIONS IN ENHANCING STUDENTS’ WRITING ABILITY

2019 ◽  
Vol 3 (2) ◽  
pp. 233
Author(s):  
ST MARHANA RULLU
Keyword(s):  
Action Research ◽  
Human Life ◽  
Action Observation ◽  
Life Writing ◽  
Language Ability ◽  
Writing Ability ◽  
Post Test ◽  
Written Form ◽  
The Mean ◽  
Planning Action

Writing is language ability that very important for all human life. Writing helps someone to think easily and to express all idea, thought and feeling existing in mind in written form. The purpose of this research is to explore 5W+1H Questions in enhancing students’ writing ability at Eleventh grade in Madrasah Aliyah Negeri 2 Banggai. This research used Classroom Action Research (CAR). It consists of two cycles (cycle 1 and cycle 2). This research was conducted in 4 stages, namely: planning, action, observation and reflection. The result of this research had enhanced the students’ writing ability through 5W+1H Questions, it can be seen by the mean score of students in each cycle. The percentage of completeness in pre-cycle was 61,4% and first cycle of meeting at 72,3% while the post-test was 90,3%. It indicated 5W+1H Questions enhanced the students’ writing ability.

scholarly journals IMPROVING VOCABULARY USING TGT (TEAMS GAMES TOURNAMENT) METHOD

2020 ◽  
Vol 3 (5) ◽  
pp. 582
Author(s):  
Hilyah Rihanah ◽  
Sudiyono Sudiyono
Keyword(s):  
High Schools ◽  
Action Research ◽  
Multiple Choice ◽  
Junior High Schools ◽  
Test Cycle ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Post Test ◽  
Team Game ◽  
The Mean

This study aims to improve vocabulary through Team Game Tournament Techniques in class IX students of one of the junior high schools conceived. The sample of this research was 32 students. The method used in this research was action research applied in two cycles. Then the data was collected by using multiple choice tests (pre-test and post-test). The results that the TGT method can be improved vocabulary students, it was showed from the table score that increased from the mean score of pre-test, post-test cycle 1 and post-test cycle 2. The mean score of pre-test was 55.94 , the mean score of the pre-test cycle was 74.37 and the mean score of the post-test cycle 2 80.31.it is assumed that the TGT method is effective to improve vocabulary students and then the use of the TGT technique makes students more motivated. Keywords:  Vocabulary, TGT (Teams Games Tournament), CAR  

scholarly journals Application of Vee Diagram as a Problem-Solving Strategy in Developing Students’ Conceptual and Procedural Knowledge

2019 ◽  
Vol 8 (10) ◽  
pp. 2796-2800 ◽  
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Problem Solving Strategy ◽  
Solving Strategy

Vee diagram is a constructivist approach to teaching and learning, to help students understand the relevant principles and concepts of mathematical problem-solving. This study aimed to investigate the development of students’ conceptual and procedural knowledge after the Vee diagram is introduced as a problem-solving strategy in learning a topic in mathematics. This study used a quasi-experimental research design, which involved 48 lower secondary school students selected through purposive sampling. Data were collected using a set of pre-test and post-test that consists of 5 mathematical problem-solving questions. Data were analysed using Statistical Package for Social Science version 23. Findings of this study showed that the application of Vee diagram as a mathematical problem-solving strategy has significantly developed students’ conceptual and procedural knowledge.

scholarly journals Dyadic Essays: Enhancing Students’ Paragraph Coherence in Imaginative Writing

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Avinta Ika Nurrahma
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Learning Activity ◽  
Post Test ◽  
Reading Text ◽  
Field Notes ◽  
The Mean ◽  
Teaching Learning ◽  
Test Result

This research aims to find out what improvement dyadic essay technique results in solving the problem of paragraph coherence of students’ imaginative writing. To describe how dyadic essay motivates students in doing teaching learning activity of imaginative writing in classroom. The approach used in this research is a classroom action research. The action research was conducted in two cycles, there were 4 meetings in each cycle. In collecting the data, the researcher used observation, questionnaires, interviews, and field notes as the qualitative data, and test for the quantitative data. The researcher also analyzed the mean score of each test to find out the improvements of students’ paragraph coherence in imaginative writing after the action was conducted. The mean scores of the test result are 67.42 for the pre-test, 78.09 for the post-test in cycle 1, and 86,18 for the post-test in cycle 2. The students were motivated in doing teaching-learning of imaginative writing in classroom. It was proven that the students felt enthusiastic in reading text and watching video and the students’ activeness during the teaching learning process.

scholarly journals Improving Students’ Speaking Ability through Story Completion Technique in Narrative Text

2020 ◽  
Vol 12 (2) ◽  
pp. 192
Author(s):  
Khoiriyah Shofiyah Tanjung ◽  
Rahmadhani Fitri
Keyword(s):  
Action Research ◽  
Test Score ◽  
Action Observation ◽  
Posttest Score ◽  
Narrative Text ◽  
Eighth Grader ◽  
Speaking Test ◽  
Post Test ◽  
Story Completion ◽  
Planning Action

This research aims to find out how to improve students’ speaking ability by using Story Completion Technique. The writers applied Collaborative Classroom Action Research as the method of research, where there are four steps that must be followed, they are: planning, action, observation and reflection. In this research, the writers only conducted one cycle due to the fact that the result of the test has been successful. There are 30 eighth grader students of SMPN 1 Takengon as the sample of this research. The data were taken from observation and students’ speaking test in pre-test and post-test, then were analyzed quantitatively. The result of the cycle was described qualitatively. From the results of the research, it was found that using Story Completion Technique in speaking lesson was very enjoyable and it encouraged students to speak more fluently. It can be proven from the result of pretest and posttest, which showed that the posttest score is higher than that of the pre-test (2204 for the pretest and 1640 for the posttest). That means the pre-test score is 54.67 and the post-test score is 73.47.

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