scholarly journals Improving Students’ Reading Competence through DRTA ( Directed Reading Thinking Activity) Technique

2016 ◽  
Vol 1 (2) ◽  
pp. 8
Author(s):  
Pamadya Vitasmoro
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Health Sciences ◽  
Teaching Reading ◽  
Qualitative And Quantitative ◽  
Reading Competence ◽  
Post Test ◽  
Research Findings ◽  
The Subject ◽  
The Mean

The objectives of the research are to know whether DRTA technique can improve students’ reading competence or not, to know what are the students’ response to the DRTA technique and to evaluate the strengths and weakness of the DRTA technique when it is applied in teaching reading. The research was conducted in D-IV Midwifery Program of Health Sciences Faculty of Kadiri University August to November 2015. The subject of the research is the students of D-IV Midwifery students of Health Sciences Faculty of Kadiri University. The method of research is classroom action research and conducted in three cycles. Each cycle consists of planning, acting, observing, and reflecting. In collecting the data, the researcher collected both qualitative and quantitative data. To obtain the quantitative data the researcher administered the result of pre test and post tense. In finding the qualitative data, the researcher and collaborative teacher observed directly the teaching in the classroom, interviewed the teacher and students, did questionnaire and also used photograph. The quantitative data were analyzed using the mean score. Questionnaire data collected usually answer respondents frequency of items alternatives by Likert Scale and score scale for observation.  The research findings show that DRTA technique is an appropriate technique which can improve student’s reading competence. First, DRTA can activate the students’ background knowledge related to the topic. Second, various activities in DRTA technique can enhance students’ confidence and motivation to have reading competence. Third, DRTA technique can guide the students to comprehend an overall description about the text. The improvement of reading competence can be seen from the result of pre- test which has the mean score 56.17, post test 1 is 67.11, post test 2 is 72.62 and post test 3 is 76.15. Some recommendations are made based on the research findings: (1) for English lecturer to use DRTA technique as one of alternative way of improving student’s reading competence (2) for the students to eliminate their fear of making mistakes in giving ideas and comprehending the passage Keywords : Reading Competence, DRTA Technique

scholarly journals Improving Students’ Vocabulary Mastery Through the Keyword Technique At The Tenth Grade of SMAN 2 Tulang Bawang Tengah

2021 ◽  
Vol 1 (2) ◽  
pp. 139-147
Author(s):  
Eva Nurchurifiani ◽  
Rizki Novia Nissa ◽  
Febriyanti Febriyanti
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Learning Activity ◽  
Mastery Criterion ◽  
Tenth Grade ◽  
Post Test ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Academic Year

The aim of this research was to improve students’ vocabulary mastery of the tenth grade through the use of Keyword technique. This research is categorized as classroom action research. The subject of this research was the tenth grade students of SMAN 2 Tulang Bawang Tengah in the academic year of 2021/2022. The data were analyzed by using descriptive statistics and quantitative data analyses. This research was conducted in two cycles where each cycle consisted of three meetings. Based on the analysis of the research findings, the students’ vocabulary mastery was improved by using Keyword technique based on the quantitative and qualitative data. From quantitative data, the result showed that the mean score of each cycle was increased from post-test of cycle 1 to cycle 2. The mean score of cycle 1 was 62.07, there were 13 students or 46.43% who passed Minimum Mastery Criterion, while in cycle 2 was 77.93, there were 21 students or 75% who passed Minimum Mastery Criterion. Moreover, this improvement can also be seen from qualitative data, such as the results of students’ observation sheet from cycle 1 to cycle 2. The mean score of cycle 1 was 6.41, while in cycle 2 was 7.31. The improvement of students’ learning activity from cycle 1 to cycle 2 was 0.90. It showed that the students seemed to be more motivated and  confidence in learning vocabulary. Therefore, it can be concluded that the implementation of the Keyword technique can improve students’ learning activities and vocabulary mastery.

scholarly journals ICE BREAKER: A STRATEGY TO ENHANCE STUDENT’S ABILITY IN SPEAKING OF ISLAMIC JUNIOR HIGH SCHOOL AT SAWIT SEBERANG, LANGKAT REGENCY

2018 ◽  
Vol 7 (1) ◽  
pp. 54-60
Author(s):  
Sholihatul Hamidah Daulay
Keyword(s):  
High School ◽  
Junior High School ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Junior High ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean

This research was aimed to enhance students’ speaking skill at eight grade students of Islamic Junior High School Sawit Seberang, Langkat Regency. The subject of this research was a class consisted of 40 students. The research consisted of two cycles. Each cycles consisted of two meetings. The object of this research was to enhance students’ speaking skill by the use of Ice Breaker strategy. This research was conducted by using Classroom Action Research. Qualitative and Quantitative data were used in this research. The qualitative data while the quantitative data were taken from students’ score in Pre-Test, Post Test I, and Post-Test II. The result of analyzing data indicated that there was significance enhancement on students’ speaking skill after the use of Ice Breaker strategy. It can be seen from the students’ score in every cycle. In Pre-Test, there were only 30% (12 students) whose score up to 75. In Post-Test I, there was 52.5% on the percentage of students whose score up 75 (21 students), while in Post-Test II there were 80% students whose score up 75 (32 students). From data analysis, it showed that there was enhancement on students’ speaking skill. It can be seen from the mean of Post-Test II was 80.3. In other words, students’ speaking skill has enhanced. Based on the qualitative data, the students gave good responses and showed enthusiasm after the use of Ice Breaker strategy in speaking skill.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

scholarly journals Improving Students’ Reading Comprehension by Using Reciprocal Teaching at SMP YADIKA 2 Tegal Alur, Jakarta Barat

2018 ◽  
Vol 3 (3) ◽  
pp. 214
Author(s):  
Mawar S Hutasoit
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reciprocal Teaching ◽  
Test Cycle ◽  
Teaching Technique ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean

The main objective of this research was to find out whether students’ reading comprehensionimproved when taught using reciprocal teaching. The research method was classroom actionresearch. The subject of this research was the 35 students of class VIII B at SMP YADIKA 2,consisted of six males and twenty nine females students. The qualitative data obtained frominterview, observation, and researcher’s diary notes, while the quantitative data obtained fromthe pre – test and post – test. The result indicated that there was an improvement of students’reading comprehension. It can be seen from the mean score of the students (Pre – test: 60.21;post – test cycle 1: 74.42; and post – test cycle 2: 86.78). In addition, from the interview resultthe researcher found that the students enjoyed learning reading using reciprocal teaching. Theconclusion of the research is that reciprocal teaching technique can improve the students’ readingcomprehension. It is suggested that teachers should apply reciprocal teaching as a teachingtechnique in the classroom.Keywords: classroom action reasearch, reading comprehension, reciprocal teaching.

scholarly journals Using Project-Based Learning in Enhancing Students’ Speaking Skill at SMA PSKD 7

2018 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Chrisce Juonata Kaunang
Keyword(s):  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Test Cycle ◽  
Field Note ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean

AbstractThe objectives of this research were to improve the students’ speaking skill and students’ interest about learning speaking by using Project-based learning. This research used classroom action research method in which the subject was the 25 ten graders of SMA PSKD 7 Depok and the subjects consisted thirteen males and twelve females. The quantitative data were analyzed by computing the students’ score of pre-test, post-test 1, and post-test2. Based on the data results, the mean score of pre-test, post-test in Cycle1, and post-test Cycle2 were respectively 49.12, 66.4, and 70.08. The gain of pre-test to post-test1 was 35.17%, the gain of post-test1in cycle 1 to post-test cycle 2 was 6.14%, and from the pre-test to post-test 2 in cycle 2 was 43.48%. The qualitative data were described based on interview and field-note to the improvement of students’ speaking skill. The findings showed that Project-based learning could improve the students’ speaking skill, it is suggested to use this method in teaching speaking skill. Keywords: CAR, Project-based learning

scholarly journals Improving Students’ Achievement in Reading Comprehension Through Learning Together Method

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sundari Ulfa
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Test ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Learning Together

ABSTRACT This study focuses on improving students’ achievement in reading comprehension by applying the Learning Together Method. This research was conducted with an action research design. The subject of this study was the first year  IPA students at SMA Nur Azizi Tanjung Morawa. The total  number of students was 32 students. This research was performed in two cycles and every cycle consisted of three meetings. The quatitative data was collected through a reading test and the qualitative data through diary notes, observation sheets, and interview. The reading test showed that the score of the students improved continuously from pre test through post test 1 and post test 2. The mean of the students’ score in pre test was 60,5. In post test 1, the mean increased to 69,4 and in post test 2, the score rose to 83. The diary notes, observation sheets, and interview indicated that the students were eager and more active during teaching and learning process in the second cycle than in the first cycle. It was found that teaching reading through the Learning Together Method improved students’ achievement. It is suggested that English teachers apply this method as one alternative in teaching reading comprehension.   Key Words: Learning Together Method, Reading Comprehension, Students’ Achievement.

scholarly journals Improving Students’ Reading Ability Through Student Teams Achievement Divisions (STAD)

2018 ◽  
Vol 6 (3) ◽  
pp. 319
Author(s):  
Santi Wulandari ◽  
M. Asrori ◽  
Endang Setyaningsih
Keyword(s):  
Quantitative Data ◽  
Reading Ability ◽  
Teaching Reading ◽  
English Class ◽  
Central Java ◽  
Student Teams ◽  
Post Test ◽  
Research Findings ◽  
The Mean ◽  
Interest And Motivation

<p>The objectives of this research are: (1) to know whether Student  Teams Achievement Divisions (STAD) can improve the students’ reading ability and (2) to describe what happens when STAD is implemented in  teaching  reading in the classroom.This study used a classroom action research design. The participants of this research were the students  from  one  of  Junior  High  Schools  in  Surakarta,  Central Java.  There were 32 students  which  consisted of</p><p>14 males and 18 females. The techniques of collecting the data are using qualitative and quantitative data. The qualitative data consists of observation, interview, document analysis, questionnaire, photographs, and test. While the quantitative data was the students’ test score. The research findings  show that   the use of Student Teams Achievement Divisions (STAD) can improve students’ reading ability and class condition. It can be seen from their interest and motivation for English class and the mean score of pre-test 57.50 which increased</p><p>67.50 in post-test 1, and 80.16 in post-test 2. It can be concluded that the use of Student Teams Achievement Divisions (STAD) can improve the students’ reading ability and the classroom condition.</p>

Improving the Students’ Participation In Speaking by Using Drilling Technique

2021 ◽  
Vol 1 (01) ◽  
pp. 24-34
Author(s):  
Endah Mitsalin ◽  
Apri Catur Pamungkas
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Research Finding ◽  
English Language ◽  
Qualitative Data ◽  
Qualitative And Quantitative ◽  
Drilling Technique ◽  
Post Test ◽  
The Mean ◽  
Academic Year

The aims of this research were to describe how the students’ participation in speaking learning process by using drilling technique and to improve the students’ speaking ability in the speaking learning process through drilling technique. This research was conducted by using Classroom Action Research (CAR). The population of this research is the X grade of MM A SMK Ma’arif 1 Kebumen in the academic year 2019/2020 which is consisted of 36 students. This research was conducted in two cycles which each cycle consists of planning, acting, observing, and reflecting. The research finding showed in qualitative and quantitative data. In qualitative data showed that before treatment, the contributions of the students were low, but after treatment most of them were contributed to the lesson. They also did not want to be voluntary when the teacher asked questions but, after treatment they became active to answer the questions and participated actively with the lesson. In quantitative data showed that the mean points of their participation point was 33, in pre-test was 41,6, from post-test 1 was 60,5 and in the post-test 2 was 78,9. It can be concluded that from the data of observation, pre-test, post-test 1, and post-test 2 the points of students’ participation were improved. Moreover, based on the table of speaking score, in pre-test the mean points of their speaking score was 58,6, from post-test 1 the mean points of their speaking score was 72,9 and in the post-test 2 the mean points of their speaking score was 80,1. It can be concluded that drilling technique could improve the students’ participation in speaking at the X grade of MM A SMK Ma’arif 1 Kebumen. Therefore, it is recommended that: (1) it is better for teachers to apply this method in the teaching speaking; and (2) future researchers can conduct research in another topic discussion and different English language skill.                                                                                           Keyword: Participation, Speaking, Drilling Technique Tujuan dari penelitian ini adalah untuk menggambarkan bagaimana partisipasi berbicara siswa dalam proses pembelajaran dengan menggunakan drilling teknik dan untuk meningkatkan kemampuan berbicara siswa dalam proses pembelajaran melalui drilling teknik. Penelitian ini dilakukan dengan menggunakan Penelitian Tindakan Kelas (PTK). Populasi penelitian ini adalah kelas X MM A SMK Ma'arif 1 Kebumen pada tahun akademik 2019/2020 yang terdiri dari 36 siswa. Penelitian ini dilakukan dalam dua siklus dimana setiap siklus terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Temuan penelitian menunjukkan dalam data kualitatif dan kuantitatif. Dalam data kualitatif menunjukkan bahwa sebelum adanya tindakan kelas, kontribusi siswa rendah, tetapi setelah adanya tindakan kelas sebagian besar dari mereka berkontribusi pada pelajaran. Mereka juga tidak mau dengan sukarela menjawab ketika guru mengajukan pertanyaan tetapi, setelah adanya tindakan kelas mereka menjadi aktif untuk menjawab pertanyaan dan berpartisipasi aktif dengan pelajaran. Dalam data kuantitatif menunjukkan bahwa rata-rata dari poin partisipasi mereka adalah 33, pada pre-test adalah 41,6, dari post-test 1 adalah 60,5 dan pada post-test 2 adalah 78,9. Selain itu, berdasarkan nilai berbicara, pada pre-test poin rata-rata skor berbicara mereka adalah 58,6, dari post-test 1 poin rata-rata skor berbicara mereka adalah 72,9 dan pada post-test 2 poin rata-rata dari skor berbicara mereka adalah 80,1. Dari hasil data diatas, dapat disimpulkan bahwa drilling teknik dapat meningkatkan partisipasi siswa dalam berbicara di kelas X MM A SMK Ma'arif 1 Kebumen. Oleh karena itu, direkomendasikan bahwa: (1) lebih baik bagi guru untuk menerapkan metode ini dalam pengajaran berbicara; dan (2) peneliti lain nantinya dapat melakukan penelitian dengan topik lain dan keterampilan bahasa Inggris yang berbeda. Kata kunci: Partisipasi, Berbicara, Drilling Teknik  

Improving The Students’ Speaking Achievement in Narrative Text Through Snowball Throwing Model

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Ira Pane
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
Narrative Text ◽  
Speaking Test ◽  
Qualitative And Quantitative ◽  
School Year ◽  
The Subject ◽  
The Mean ◽  
Planning Action

This study was conducted to discover students’ achievement in narrative text through snowball throwing model. The design of this study was Classroom Action Research (CAR). The subject of this study was the students of Grade VIII, 2013/2014 school year of SMP Swasta Taman Harapan Medan. The number of students was 39 students. The research was conducted in to two cycles and each cycle consisted of three meeting which consisted of four stages, namely: planning, action, observation, and reflection. To collect the data the instruments that used were qualitative and quantitative data. The qualitative data were collected by using diary notes, observation sheet, and questionnaire sheet. The quantitative data were collected by giving speaking test. Based on the data, the students’ score in speaking test got improvement in every cycle. In Test I, the mean of the students’ score was 64.44 while in Test II, the mean of the students’ score was 68.92 and in Test III, the mean of students’ score was 74.15. Based on the result of quantitative data, it was found that there was improvement on students’ speaking achievement in narrative text. Keyword:Narrative  text, snowball throwing model, classroom actionresearch

IMPROVING STUDENTS’ ABILITY IN WRITING SHORT FUNCIONAL TEXT CONGRATULATION AND COMPLIMENTING USING PICTURE SEQUENCES

2019 ◽  
Vol 2 (4) ◽  
pp. 545
Author(s):  
Januar Tri Sejati ◽  
Mohamad Ikhsan Aditia
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Qualitative And Quantitative ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Academic Year

This study was aimed to improve student’s ability in writing short funcional text congratulation and complimenting using picture sequences at X MA Nurulhidayah Batujajar in the academic year of 2018/2019 as the subject of the study consists 32 students. This study was conducted for two months.The CAR was done based on Kurt Lewins’ design. The writer did two cycles which each cycle consists with planning, acting, observing, and reflecting. For data were gathered through qualitative and quantitative. The qualitative data were gained by analyzing the interview and observation result, while quantitative data were obtained from the students’ writing score of pretest and posttest.The finding of this study showed that there was improvement on the student’s ability in writing short funcional text congratulation and complimenting using picture sequences. It can be seen from the mean score of pretest was 56.75. Then, the mean score of posttest cycle 1 was 66.37 and the mean score of posttest cycle 2 was 72.62. so the criteria of success was achieved. from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of writing short funcional textcongratulation and complimenting. Related to the result of observation and interview, it can be concluded that the students’ ability in writing short funcional texcongratulation and complimenting using picture sequences improved and the students’ were motivated in the teaching-learning process.

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