IMPROVING STUDENTS’ MASTERY OF SIMPLE PRESENT TENSE IN DESCRIPTIVE TEXT BY USING KAHOOT! GAME

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Rika Pratiwi ◽  
Endang Susilawati ◽  
Wardah Wardah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Setting Time ◽  
Tenth Grade ◽  
Third Person ◽  
The Media ◽  
Field Notes ◽  
The Subject ◽  
Present Tense ◽  
The Third Person

The aim of this research was to improve students mastery of simple present tense in descriptive text by using Kahoot! game. This research was a classroom action research that was done in three cycles. The subject for this research was the tenth-grade students in class X IIS 2. The writer observed students improvement in mastering the simple present tense by collecting data through observation checklist, field notes and multiple choices test. The students attitude towards the learning process was gathered by observation checklist and field notes. The data of students mastery in simple present tense was obtained by the students test which was assessed through scoring rubric. The result showed that students problems in simple present tense in the form of verb (to be) and verb (-s,-es) of the third person singular had been solved by using Kahoot! game as media for teaching, by providing picture in each question of Kahoot! game, by setting time limit in the game to encourage students participation, a music in the Kahoot! game created positive attitude in the classroom and the questioning improved the students attention and motivation in remembering the rules of simple present tense. Furthermore, the students interest in learning the simple present tense also improved. In conclusion, the media was able to improve the students mastery of simple present tense in descriptive text. The writer recommends the teacher to use Kahoot! game as media in teaching and learning process, especially in teaching simple present tense with the similar problems.

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING BOTTOM-UP TECHNIQUE

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Hari Razaki Akbar ◽  
Sofian Maral ◽  
Wardah Wardah
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Word Processing ◽  
Teaching And Learning ◽  
Test Field ◽  
Bottom Up ◽  
Listening Test ◽  
Field Note ◽  
Tenth Grade ◽  
Field Notes

The aim of this research was to improve students listening comprehension by using Bottom-Up technique. This research is a classroom action research which has done in three cycles. The subject for this research was the tenth grade students in class X TAV. The research was conducted by using Bottom-Up technique which consists of three main stages. There are word processing, phrase processing, and comprehension. The researcher observed students improvement in listening comprehension by collecting data through field notes, observation checklist and listening test. Field note and observation checklist were used to gather the students attitude in learning process. The data of listening was collected through listening test and it was assessed through scoring rubric. The result showed that students problems in understanding the contents of listening and vocabulary had been solved by using Bottom-Up technique. In the first cycle, the students mean score was 76.7. It increased in the second cycle to 82.1, and 83.7 in third cycle. As the conclusion, the technique was able to be used in improving students listening comprehension. The researcher recommends the teacher to use Bottom-Up technique as a technique in teaching and learning process, especially in the teaching listening with the similar setting and difficulty.

THE TEACHERS’ STRATEGIES ON TEACHING READING COMPREHENSION OF RECOUNT TEXT AT GRADE X OF SMA NEGERI 1 SIMPANG EMPAT

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Dessyana Nasution And Masitowarni Siregar
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Teaching Reading ◽  
Qualitative Research Method ◽  
The Media ◽  
The Subject

The aims of this study are to know the Teachers’ Strategies on Teaching Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat. It was conducted by using qualitative research method. The subjects of this study are two English teachers at SMA Negeri 1 Simpang Empat. The two teachers taught at Grade X. They chosen as the subject which were observed and interviewed. The writer used two instruments, they were observation and interview. This study found that the teachers at SMA Negeri 1 Simpang Empat used appropriate strategy in teaching reading comprehension of recount text and using the media to make the students be motivated and interested in learning. The teachers guided and managed the students in comprehending the material. The teachers' reason in using strategies is because the students get difficulties in comprehending the material if the teachers were used the traditional teaching strategies. The implementation of the strategy adapted by the teachers with the material, the indicator, the purpose of learning on the syllabus and curriculumn. All of the students were active and motivated in teaching and learning process. They were also brave to share the idea, asked the teacher when they found the problem on learning the material and answer the question that given by the teacher.

scholarly journals THE ANALYSIS OF FORMAL LINK IN WESTLIFE’S SONG

2019 ◽  
Vol 1 (2) ◽  
pp. 58-65
Author(s):  
Sijono Sijono ◽  
Thomas Joni Verawanto Aristo
Keyword(s):  
Qualitative Research ◽  
Discourse Structure ◽  
The Third ◽  
The World ◽  
Third Person ◽  
Deep Meaning ◽  
Field Notes ◽  
Song Lyric ◽  
The Subject ◽  
The Third Person

Formal is formal links referring to the fact inside the language, that consist of verb form, parallelism, ellipsis, referring expression, conjunction, substitution, and repetition. This study uses descriptive qualitative research in which the researcher just describe the result of the implementation from the instruments and the data is obtained from articles, literary works, field notes, and personal documents in the form of words or pictures rather than numbers. The object of this study is formal links and the subject is Westlife’s songs. The analysis is taken from twelve songs of Westlife in their “Back Home” album. From the whole data the researcher found that most of songs consist of more than one formal link. The formal links are; Verb Form, Referring Expression, Repetition, Parallelism, Conjunction, and Substitution. From those formal links the most used in Westlife’s songs is Referring Expression, it can be seen that referring expression dominate the others links in eight songs from twelve songs. The songs that are dominated by referring expression are Us Against the World, Something Right, I’m Already There, When I’m With You, Have You Ever, It’s You, Catch My Breath and the Easy Way. From the result of analysis it can be concluded that  Westlife’s songs has deep meaning which always referring with other words or elements and they avoid to repeat the identity of what they are sharing about again and again. To referring the meaning that they posted in their song’s lyric they used the third person pronouns like he, she, we, our, it, his, her, them. For the suggestion, the researcher recommends to the next researchers to analyze another part of discourse analysis such as discourse structure, discourse as dialogue, knowledge on discourse, etc.Keyword: Formal Link, Song Lyric, Weslife’s Song 

scholarly journals IMPROVING STUDENTS� SPEAKING SKILL BY USING PICTURE STRIP STORY

2017 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Odi Kosdian
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Collaborative Action Research ◽  
Collaborative Action ◽  
Speaking Skill ◽  
Asking Questions ◽  
Field Notes ◽  
The Subject ◽  
Teaching Learning

This research is aimed at improving students� speaking skill by using picture strip story in class XI IPA 1 of Senior High School 1 Luragung. The problems in this research are the low of students� skill in speaking. This research was applied through collaborative action research which was conducted in two cycles. The subject of this research was English subject in class XI IPA I with total number of students 34. The result of the research showed that picture strip story could improve students� speaking skill. The result of test I was 62.69, test II was 68.83 and test III was 74.22. The students who passed the Minimum Mastery Criterion (KKM) were 22 students or 64.71%. In addition, the result of field notes showed that the classroom situation during teaching learning process by using picture strip story created the positive atmosphere. In cycle 1, there were no students who chatted and played handphone during the teaching and learning process by using picture strip story, all of students in a group did the task together and discussed it each other, the students could answer teacher�s question, and all of students spoke in English while expressing their ideas. In cycle 2, the classroom situations were completed with students asking questions to the teacher.Keywords: speaking skill, picture strip story, improve, collaborative action research

Number puzzles

English Today ◽  
2007 ◽  
Vol 23 (1) ◽  
pp. 51-55
Author(s):  
Paul Rastall
Keyword(s):  
Number Agreement ◽  
The Third ◽  
Third Person ◽  
The Subject ◽  
Present Tense ◽  
Verbal Agreement ◽  
Germanic Languages ◽  
The Third Person ◽  
Made In

Number in English is a puzzling phenomenon – not least for foreign learners, and often also for those who have to teach them. Avowedly ‘Standard’ forms of English are in something of an in-between stage. The so-called ‘singular/plural’ distinction is only partly a question of distinguishing one as opposed to more than one, while number agreement in the verb is inconsistent and not always predictable from the apparent number of the subject – as in The team was[?]/were[?] unhappy about losing the game. While some Germanic languages, and some varieies of English, have altogether discarded verbal agreement in number, standard varieties of English redundantly retain traces of it: He was, and they were, happy to hear the news. As Jespersen has put it (1979:216), ‘No distinction is made in verbs between the two numbers except in the present tense and there it is found in the third person only…. [I]n the preterit we have the solitary example was, plural were….’

scholarly journals Improving the Students’ Ability in Speaking by Using Debate Technique at the Tenth Grade of SMK Negeri 1 Aramo

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Bestari Laia
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
Creative Learning ◽  
Tenth Grade ◽  
Field Notes ◽  
The Subject ◽  
Planning Action

<p>This research is done at SMK Negeri 1 Aramo. The subject of this research is the tenth grade which consists of 16 students, 8 girls and 8 boys. While the objects of this research are the implementation of Debate Technique, and the students’ ability in speaking. It is conducted by using Classroom Action Research (<em>CAR</em>) that consists of four stages in each cycle. They are planning, action, observation, and reflection. The data will be analyzed in qualitative data and quantitative data.</p><p>The result of the data analysis in the first cycle is not satisfied. That’s why, the researcher continues to the second cycle. In the second cycle, the students get improvement in speaking. One student (6%) in the less level, 4 students (25%) in adequate level, 11 students (69%) in good level. The average of the students’ score is 65. Then, the result of field notes in the first meeting, the percentage of the students who are active is 75%, creative is 69%, and cooperative is 63%. While, in the second meeting, the percentage of the students who are active is 94%, creative is 94%, and cooperative is 100%. The average of the students’ score in the second cycle gets improvement and reaches the Minimum Competence Criterion (<em>MCC</em>) target fixed at the tenth grade of SMK Negeri 1 Aramo. Then, the researcher does not continue the research to the next cycle.</p>From the result of this research, the researcher concludes that Debate Technique is an active and creative learning process in teaching speaking, working in a group and also sharing knowledge and ideas to others.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS AUTOPLAY PADA MATERI GERBANG LOGIKA UNTUK SISWA KELAS X TAV DI SMK NEGERI 3 SINGARAJA

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Ketut Candra Kurniartha ◽  
Putu Suka Arsa ◽  
Gede Ratnaya
Keyword(s):  
Research And Development ◽  
Small Group ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Logic Gate ◽  
Content Expert ◽  
Tenth Grade ◽  
The Media ◽  
Test Result

This research aims to made autoplay based interactive learning media which can be used to support teaching and learning process, to know the feasibility level of learning media and students respond after using this autoplay based interactive learning media. This study was research and development study (R & D ) the data of this study were collected using questionnaire as an instruments by a content expert (material expert), expert of media and students. This study was conducted at tenth grade (X) TAV student of SMK Negeri 3 Singaraja. The results showed that: 1) the percentage of the media feasibility level from media validator is 90% with very feasible qualifications, 2) the percentage of the media feasibility level from material validator is 90% with very feasible qualifications, 3) test result of small group the percentage is 87% with very feasible qualifications 4) test result of large group the percentage is 91,37%. Based on the result of the analysis the feasibility level and students respond autoplay based interactive learning media on logic gate material for tenth grade (X) TAV student of SMK Negeri 3 Singaraja proper to use as learning media.

scholarly journals The Implementation of Herringbone Technique in Reading Comprehension at Second Semester of Non-English Department

2018 ◽  
Vol 18 (1) ◽  
pp. 59
Author(s):  
Hidayatur Rohmah
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Main Idea ◽  
Field Notes ◽  
The Subject ◽  
Teaching Learning ◽  
Main Ideas ◽  
Reading Activity ◽  
Implementation Data

Herringbone technique is the technique to help students find important information and main idea in a text by seeking the answer of six comprehension questions on a diagram. This study is intended to know how the lecturer’s implement herringbone technique to the students’ reading comprehension, especially detail information and main idea. The research was done at STAI Bahrul ‘Ulum Tambakberas. The subject of the study was the second semester of PAI-A students consisting 33 students. The study is descriptive qualitative conducted in four meetings. The researcher applied several techniques including observation, field notes, interview, questionnaire, and students’ test. To analyze the lecture’s implementation, data condensation which are selecting, focusing, simplifying, abstracting and transforming all the data found. Then data display means compressed the information, and the last was conclusion drawing. In analyzing the test, the researcher used holistic scoring scale adapted from Brown. And diagram used to analyze the students’ respond toward the implementation. The research finding shows that the implementation of herringbone technique is conducted into three phases; (1) pre-reading phase, which focussed on background knowledge and brainstorm, (2) whilst-reading, which consist on reading activity, fill and discuss the diagram, and (3) post-reading which mean to check the students’ understanding. In conclusion, the use of herringbone technique in teaching reading comprehension requires the lecture to do specific activities of teaching and learning process in accordance with the stages of herringbone technique. The student’s responses result to the herringbone questions and the number of main ideas during teaching learning process increased from first until fourth meeting. The students’ responded toward the implementation of herringbone technique was very good, gave possitive effect and helped them more easily in understanding the text.

scholarly journals A Study on The Teaching Media used by The English Teacher at SMP Muhammadiyah 2 Malang

2020 ◽  
Vol 5 (2) ◽  
pp. 89-95
Author(s):  
Fajar Wirawan
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teacher ◽  
Teaching English ◽  
Qualitative Research Design ◽  
Active Video ◽  
The Media ◽  
The Subject ◽  
Power Point

Teaching media are commonly used by English teacher in teaching English in schools of Indonesia. The teacher uses media to encourage students’ motivation because it is one of important parts of success in learning process. Moreover, use of teaching media helps the teacher to connect learners with events that are culturally relevant in order to achieve the teaching and learning goal. SMP Muhammadiyah 2 Malang is a Junior High School with two inclusive classes. In this descriptive qualitative research design, the researcher limited the problem to the media used by English teacher in seventh grade inclusive classes at SMP Muhammadiyah 2 Malang. The subject of this study was one of the English teachers at SMP Muhammadiyah 2 Malang. Therefore, the purposes of this research were to know the media used by the English teacher, and to know the strengths and weaknesses the media  used by the teacher in teaching English at SMP Muhammadiyah 2 Malang. In collecting the data, the researcher used three kinds of instruments. They were observation, interview and documentation. Based on the data, the researcher found that the teacher utilized mobile phone, laptop, internet, digital projector, Microsoft Power Point, book, poster, real object, speaker active, video and Youtube as the teaching media used in teaching English. Additionally, the researcher also found that there were several strengths of using teaching media in teaching English. Those strengths were the media could make students active in in learning process and the students were focus to understand the material. However, the researcher also found that the weakness of using teaching media in teaching English. The weakness was it was difficult for the teacher to get students’ attention.Keywords: Teaching Media, SMP Muhammadiyah 2 Malang.

scholarly journals Development of Learning Media Using VideoScribe for the Subject of Present Continuous Tense

2019 ◽  
Vol 10 (2) ◽  
pp. 184-197
Author(s):  
Pahmi ◽  
Wandi Syahfutra
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Average Score ◽  
Design Development ◽  
Use Of Technology ◽  
The Media ◽  
The Subject ◽  
English Students ◽  
D Model

To master English, students must learn many things, including about grammar in order to use English properly and correctly. There are a number of ways lecturers can do to support teaching and learning process, one of which is by making use of technology to develop learning media. Using media is expected to make learning process about grammar enjoyable. This research aims to develop learning media using VideoScribe for the subject of Present Continuous Tense which is one of the materials studied by odd semester students at Universitas Muhammadiyah Riau. This research further designs, implements and tests the feasibility of the learning media. This research is a research and development (R&D) model with ADDIE which consists of 5 stages, namely Analysis, Design, Development, Implementation and Evaluation. The subjects of this study were undergraduate students majoring in non-English Department which consisted of 35 students in odd semester. The results of alpha testing, expert material assessment showed that the media that were designed was in a very good category with an average score of 4.26. Meanwhile, for trials with students, the video animation media using VideoScribe was in a very good category with an average score of 4.25. Therefore, it can be concluded that the instructional media designed is suitable to be used to support teaching and learning activities.

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