scholarly journals USING STORYTELLING TO INCREASE SPEAKING PERFORMANCE OF PAI STUDENTS OF MUHAMMADIYAH UNIVERSITY OF METRO

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Amirudin - Latif
Keyword(s):  
Action Research ◽  
Speaking Test ◽  
Whole Process ◽  
Field Notes ◽  
Classroom Action Research ◽  
Speaking Performance

The study is intended to increase speaking performance of PAI students of Muhammadiyah University of Metro by using storytelling. The design of the research is collaborative classroom action research which involves a collaborator in whole process of the research. The instruments of the research are observation sheet, field notes, and speaking test. The criteria of success of the research are 100% from thirty students are active in the classroom and get score equal to or more than 70. The result shows that twenty two students get score 70 in Cycle 1 and thirty in Cycle 2.

scholarly journals The Used of Inductive Approach to Improve Students Speaking in Professional Context at the Second Semester Students of STKIP PGRI Lubuklinggau

2018 ◽  
Vol 1 (2) ◽  
pp. 143-153
Author(s):  
Ayu Oktaviani ◽  
Yulfi Yulfi
Keyword(s):  
Action Research ◽  
Strategy Implementation ◽  
Speaking Test ◽  
Inductive Approach ◽  
Field Notes ◽  
Classroom Action Research ◽  
Class Room ◽  
Academic Year ◽  
Formal Class ◽  
Professional Context

The objective of the research was to find out how students speaking in professional context at the 2nd semester of STKIP PGRI Lubuklinggau can be improved through inductive approach. The researcher used Action Research or classroom action research. The research conducted at STKIP PGRI Lubuk Linggau academic year 2014/2015. The research conducted to the students who took speaking class (Speaking for Professional context). The class consists of 34 students. The procedures of the actions were four steps as follows: (1) planning, (2) implementing, (3) observing and (4) reflecting. The findings of the strategy implementation were analyzed from the research instruments used, observation checklists, field notes, speaking test and Interview. There were thirty four (34) students as the samples of class room action research. Based on the product of test, they were 30 of 34 students (88.24 percent) successfully passed the final of speaking test. Based on the interview of 34 students in second semester only 6 students who were still not confidence in speaking and there were 28 students or (82.35 percent) who did not feel easily embarrassed when they spoke in the class especially in formal class. Based on the data above, this classroom action research succeeds to improve students skill in speaking for professional context. It means that, inductive approach that has 6 steps, 13 meeting, and 7 topics was success. Keyword: Speaking, Professional Context, Inductive, Approach

scholarly journals Using Language Games to Enhance EFL Students’ Speaking Skill in Indonesia

AL-TA LIM ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 213-222
Author(s):  
Abdul Gafur Marzuki ◽  
Ana Kuliahana
Keyword(s):  
Action Research ◽  
Language Games ◽  
Main Criterion ◽  
Classroom Performance ◽  
Plan Implementation ◽  
Speaking Test ◽  
Efl Students ◽  
Speaking Skill ◽  
Field Notes ◽  
Classroom Action Research

This research aims at enhancing EFL students’ speaking skill through the use of language games. The research was designed in the form of Classroom Action Research. It was conducted in two cycles and six meetings. Each cycle consisted of plan, implementation, observation, and Reflection. The researchers employed an observation checklist, field notes, questionnaire, and test to collect the data. The main criterion of success of this research was that the students’ scores on the speaking test should achieve a score of 70, and it must be achieved by 75% of the total number of students. The second criterion was that the lecturer’s classroom performance should meet the “Success” category. The results of the first speaking test showed that from 24 students in the classroom, 15 students got scores of 70 or higher. It was equal to 62.5 %. In cycle 2, the total number of students who got scores of 70 or higher was 21. It was equal to 87.5 %. The result of this research indicated that the use of language games can develop the students’ speaking skills

IMPROVING THE STUDENTS ACHIEVEMENT IN SPEAKING THROUGH TEAMS-GAMES-TOURNAMENT TECHNIQUE

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Ramadhayani Fitri Nasution And Busmin Gurning
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
Thinking Process ◽  
Classroom Action Research

The objective of this study was to investigate whether the application of Teams-Games-Tournament Technique improve the students achievement in Speaking. This study was an classroom action research. The subject of this study was class XI IPA 3 SMA Muhammadiyah 8 Kisaran which consists of 35 students. The study was conducted in two cycles, cycle I consisted of three meetings and cycle II was consisted of three meetings. The instruments for collecting data were quantitative (oral speaking test) and qualitative data (observation sheet and diary note). Based on speaking scores, students’ score kept improving in every evaluation and based on observation sheet and diary note, it was found that teaching and learning process ran well. Students could enlarge their thinking process. The result of this study showed that Teams-Games-Tournament improved students’ achievement in speaking.

scholarly journals The Utilizing of Three-step Interview in Improving Speaking Ability

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Sri Hariati Mustari
Keyword(s):  
Action Research ◽  
Action Observation ◽  
Speaking Test ◽  
Interview Technique ◽  
Successful Technique ◽  
Classroom Action Research ◽  
And Performance ◽  
Plan Action

This research was conducted to solve students’ problem in speaking especially the students never practiced to speak each other. The researcher applied the three-step interview technique in improving their speaking ability. The instruments were speaking test, observation sheet and questionnaire. The researcher applied Classroom Action Research. It consisted of two cycles. Each cycle consisted four meetings and four steps. The steps included plan, action, observation, and reflection.The result of the research in the first cycle showed that the students’ achievement and performance were so low. It could be seen from the students’ score in the first cycle was 2.74. the highest score in the first cycle was 4 which were acquired by three students but the highest score at the end of the second cycle was 5.3 which was acquired by 4 students. The lowest score in the first cycle was 1.7 which acquired by one student and the lowest score in the second cycle was 3.3 which was acquired by four students. Based on the data, the researcher concluded that three-step interview technique could increase the students’ ability in speaking. This technique had proven that three-step interview technique was a successful technique to help students in speaking.

scholarly journals Enriching the Students Vocabulary Mastery in Speaking through Engage, Study, Activate Method

2019 ◽  
Vol 3 (1) ◽  
pp. 92
Author(s):  
Agus Rahmat
Keyword(s):  
Action Research ◽  
Diagnostic Test ◽  
Speaking Test ◽  
Research Population ◽  
Research Findings ◽  
The Mean ◽  
Second Year ◽  
Classroom Action Research ◽  
Research Show

<p>The objectives of this research are to find out the improvement of students’ vocabulary mastery and the student’s activeness in speaking through Engage, Study and Activate Method at the second year students of SMP Negeri 26Makassar. This research used Classroom Action Research that comprises of two cycles. The research population is the second year students of SMP Negeri 26 Makassar, and the sample of this research comprises of 25 students. The researcher obtained the data by using a speaking test and observation sheet.The results of this research show that there is animprovement in students' vocabularybetween the cycle I and Cycle II. The mean scores of students in the diagnostic test are 4.7 became 6.21 in cycle I, and after doing a revision in the cycle II the mean score in cycle II is7.45 then the activeness of students also improve from first meeting 53 % became 92% in the last meeting and achieved the minimal criteria, 65. The research findings indicate that the use of Engage, Study and Activate method can enrich the students’ vocabulary mastery and improve the students’ activeness in speaking.</p>

scholarly journals IMPROVING STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT BY USING EXAMPLE NON-EXAMPLE STRATEGY AT GRADE X OF VOCATIONAL MADRASAH ALIYAH ADZQIA BELIMBING

2019 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Puspa Gundary ◽  
Aprizon Aprizon
Keyword(s):  
Action Research ◽  
Learning Strategy ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Field Notes ◽  
Classroom Action Research ◽  
Positive Results

The purposes of this research were to find out whether example non-example strategy can improve the students’ writing skill on descriptive, and to find out what factors influence the improvement of the students’ writing skill in writing descriptive text. This research was Classroom Action Research. This research was conducted in two cycles, which each cycle had three meetings. It was conducted from August 1st until August 31th.The researcher gathered the data in each cycles from observation checklist, field notes, interviews, and writing test. After analyzing the data, the researcher found that Example non-example strategy was able to improve the students’ writing skill of descriptive text through the process of comprehending the students, and assisting the students while they were writing. As the results, the students could improve their writing skill which involved the improvement of mean score of writing indicators; vocabulary, content/ideas, and organization. Moreover, it could be seen from the improvement of their mean score of basic score (56), test I (h62.5), and test II (79.4). Furthermore, the factors that influence the improvement of the students’ writing skill involved materials, media, and learning strategy. To sum up, the implementation of Example non-example strategy in teaching writing of descriptive text could provide positive results on their writing skill

PENERAPAN METODE DISKUSI SYNDICATE GROUP UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS V SDN BERU 02 WLINGI

2016 ◽  
Vol 2 (2) ◽  
pp. 135
Author(s):  
Saiful Amin ◽  
Siti Khotimah
Keyword(s):  
Action Research ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Average Score ◽  
Field Notes ◽  
Allocation Of Time ◽  
Classroom Action Research ◽  
Local Levels

This study aims to apply the syndicate group discussion method to increase students' learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on legislation central and local levels matter. This type of research is a classroom action research. Collecting data using observation sheet and field notes. Data were analyzed using descriptive analysis. The results of study showed that the syndicate group discussion method can increase students' learning activeness, with increase the average score from the first cycle to the second cycle is 23.67. The suggestion that need to regulate the allocation of time on discussion and better manage classes with the implementation of learning.<br /><strong>Keywords:</strong> syndicate group discussion method; students' learning activeness<span class="fontstyle0">This study aims to apply the syndicate group discussion method to increase students'<br />learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on<br />legislation central and local levels matter. This type of research is a classroom action<br />research. Collecting data using observation sheet and field notes. Data were analyzed<br />using descriptive analysis. The results of study showed that the syndicate group<br />discussion method can increase students' learning activeness, with increase the average<br />score from the first cycle to the second cycle is 23.67. The suggestion that need to<br />regulate the allocation of time on discussion and better manage classes with the<br />implementation of learning.<br /></span><span class="fontstyle2">Keywords: </span><span class="fontstyle0">syndicate group discussion method, students' learning activeness</span>

scholarly journals Applying Affinity Grouping Strategy through Process-Based Classification Essay Writing to Improve the Students' Writing Abilities

2017 ◽  
Author(s):  
Vivi Aulia
Keyword(s):  
Action Research ◽  
Essay Writing ◽  
Grouping Strategy ◽  
English Majors ◽  
Field Notes ◽  
Classroom Action Research

This article is a report of one-cycle Classroom Action Research conducted to the fifth undergraduate English majors in STKIP-PGRI Banjarmasin. This study was conducted to implement the strategy of affinity grouping which became an alternative to solve the students’ writing problem of exploring and generating ideas which, in turn, improved their writing abilities. The instruments used for collecting data were field notes, questionnaires, and students’ classification essay projects. It was found out that affinity grouping not only improved students’ writing abilities but also helped them figure out what topic to write, developed their general ideas, and elaborated satisfying information and sufficient details of their ideas generation.(Artikel ini sudah diterbitkan di Jurnal Kependidikan Vidya Karya FKIP Universitas Lambung Mangkurat Banjarmasin, Jilid 27, Nomor 3, Oktober 2013, hal 267-276, ISSN: 0215-9619)

scholarly journals IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH CASE PRESENTATION METHOD

2015 ◽  
Vol 4 (2) ◽  
pp. 180
Author(s):  
Dzur Rif'ah Mahmudah
Keyword(s):  
High School ◽  
Action Research ◽  
Diagnostic Test ◽  
Case Presentation ◽  
Speaking Test ◽  
Presentation Method ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
English Subject

The research aimed at finding out the improvement of students’ speaking ability through Case Presentation at the eleventh grade of SMA Negeri 1 Libureng Bone. The method of this research was classroom action research that consisted of two cycles. One cycle consisted of four meetings. It means that there were eight meeting in two cycles. This classroom action research was done at SMA Negeri 1 Libureng Bone for English subject. The subject research was 39 students of senior high school in 2012-2013 academic years. Those consist of 26 women and 13 men. Instruments are speaking test and observation sheet. The findings of this research were the improvement of the students’ speaking ability in terms of speaking accuracy and speaking fluency in which the mean score of diagnostic test was 5.30, the mean score of cycle I was 6.27 and the mean score of cycle II was 7.29. The result above indicated that there was significant improvement of the students’ speaking ability in terms of speaking accuracy and speaking fluency in the application of case presentation method at the eleventh grade of SMA Negeri 1 Libureng Bone.

scholarly journals CLASSROOM ACTION RESEARCH: Using Semantic Mapping in Teaching Descriptive Paragraph

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Dahler Dahler
Keyword(s):  
Action Research ◽  
Semantic Mapping ◽  
The Third ◽  
Mapping Strategy ◽  
Class D ◽  
Writing Skill ◽  
Mapping Process ◽  
Field Notes ◽  
Classroom Action Research ◽  
Writing Tests

This classroom action research conducted to 38 participants at the seventh grade class D of SMPN 29 in2011/2012 academic years. It tries to improve their writing skill by applying semantic mapping strategy. Theresearcher collecting writing tests, observations, field notes, and interview as the instrument. The date reveals that improvement exists after the treatment on the students' writing skill. The data indicates that some factors influenced their improvement. The first was brainstorming process that led them easy to convey and think about the ideas. The second was the categorization process that made them easy to determine kinds of the idea. The third was the mapping process made them easy to write a good descriptive paragraph. The last was the teacher’s roles facilitated them to have an effective class.

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