scholarly journals Using disney’s theme song to improve the students’ listening skill at eleventh grade of SMAN 13 Bone

2021 ◽  
Vol 1 (2) ◽  
pp. 62-66
Author(s):  
Andi Ahmad Mubarak ◽  
Nirwana Darwis ◽  
Rahmah Wahdaniati Suaib
Keyword(s):  
Quantitative Data ◽  
Main Concern ◽  
Face To Face ◽  
Listening Skill ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Positive Effect

The main concern of this research was aimed at improving the listening skill of the grade XI students of SMAN 13 Bone in the academic year of 2020/2021. The researcher used WhatsApp group as a media to communicate with students, face to face cannot be implemented because of the Covid-19 pandemic.  The technique of analyzing data was applied by using quantitative data. The quantitative data was taken from the test. The result shows there was a positive effect of students’ listening skill using Disney’s theme song. It showed from the mean of the Pre-test was 66,43  and the mean score of post-test was 78,0357. From the data, it indicated that using Disney’s theme song in Listening skill was effective. The advantages of using song are: Song could become a media introduction of new languages, songs improve students’ pronunciation, song could be give good contribution in increasing students’ motivation in Listening, and song can strengthen memory of students.

THE USE OF PROJECT BASED LEARNING METHOD TO IMPROVE STUDENTS' SKILL IN WRITING DESCRIPTIVE TEXTS TO THE ELEVENTH GRADE STUDENTS OF SMA SWASTA SANTA MARIA KABANJAHE IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 92-105
Author(s):  
Yosephin Kristina Barus ◽  
Anna Stasya Prima Sari ◽  
Karisma E. Tarigan
Keyword(s):  
Quantitative Data ◽  
Project Based Learning ◽  
Learning Method ◽  
Research Subjects ◽  
Total Percentage ◽  
Post Test ◽  
The Mean ◽  
Strongly Agree ◽  
Santa Maria ◽  
Academic Year

This research was primarily carried out to prove that Project Based Learning (henceforth, PBL) method is effective to improve the students’ skill in writing descriptive texts and to describe the students’ responses towards the learning teaching processes of writing descriptive texts through the use of PBL method. This is Classroom Action Research (henceforth, CAR) which consisted of two cycles. Each cycle consisted of three meeting, excluded pre-test and post-test. There are seven classes in the eleventh grade of SMA Swasta Santa Maria Kabanjahe. There are 36 students in the XI IPA 4 as the research subjects. The analysis of quantitative data showed the improvement of students’ skill in writing descriptive texts. It was shown by the mean score of the pre-test (49,69), the formative test (74,22) and the post-test (82,33). The percentage of the students’ score increased from pre-test to post-test (65,68%). The responses of students can be seen from the total percentage of questionnaires strongly agree about 46,75% and followed by the highest percentage agree about 50,92%. It is advisable that English teachers apply PBL method as a method in order to improve their students’ writing skill. 

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  

scholarly journals Improving the Achievement on Writing Narrative Text through Discussion Starter Story Technique

2018 ◽  
Vol 9 (1) ◽  
pp. 27 ◽  
Author(s):  
Rodearta Purba
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
First Grade ◽  
Narrative Text ◽  
Test Cycle ◽  
Writing Test ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Academic Year

The objective of this study is to find out whether discussion starter story significantly improves the achievement on narrative text of the first grade students of Senior High School. This study was conducted by applying Clasroom Action Research (CAR). The subject of this study is the first grade students of SMA Negeri 2 Pangururan in academic year of 2016/2017. The sample of this study is the students X-4 consisting 30 students. There were two kinds of collected data, quantitative and qualitative data. The technique for collecting the quantitative data was writing test while with qualitative data were gathered through interview, diary notes, and observation sheet. Qualitative data showed the students were interested in discussion starter story technique. Based on quantitative data it is found that students’ writing achivement improved from pre-test to post-test cycle I and post-test cycle II. It can be seen from the students’ mean scores and the percentage of the students who got score up to 75. The mean of the students’ scores who got score up to 75 for pre-test is 51.4 , for the post-test cycle I is 74 and post-test cycle II is 80.2. There was an improvement of the application of discussion starter story technique to teach writing narrative. 

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 USING AUTHENTIC MATERIAL TO IMPROVE THE STUDENTS’ LISTENING SKILL

2014 ◽  
Vol 3 (2) ◽  
pp. 166
Author(s):  
Yasser Mallapiang
Keyword(s):  
Listening Comprehension ◽  
Authentic Materials ◽  
Authentic Material ◽  
Listening Skill ◽  
Post Test ◽  
Good Technique ◽  
The Subject ◽  
The Mean ◽  
Second Year ◽  
Academic Year

The research is aimed to find out the Authentic Materials improve the students’ listening comprehension in terms of inferred meaning comprehension at the Second Year Students’ of SMP Negeri 4 Makassar. This research was an Experimental Research. This research was conducted at SMP Negeri 4 Makassar. The subject of the research is class VIII.And in the academic year of 2014-2015 which consists of 30 students, involved 16 men and 14 women who were taken as the responders of the research. The instrument of this research is listening test namely fill the blank test. The finding of this research shows the mean score of students on pre-test in utterance was 3.13. This was categorized as the poor category and after post-test was 6.3 become fair. The mean score on the pre-test, in conclusion, was 3, 53. This was categorized as very poor and after post-test were 6.8 become fairly good.  The use of authentic materials is one of a good technique in teaching listening Skill. The data indicates that this technique had succeeded to improve the students’ listening skill in terms of inferred meaning comprehension at the Second Year Students’ in SMP Negeri 4 Makassar. Keywords: authentic materials, listening, inferred meaning

scholarly journals The Effect Of Modified Domino Cards Game On Students’ Vocabulary Mastery

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Muhamad Suhaili ◽  
K. Dedy Sandiarsa S
Keyword(s):  
Data Analysis ◽  
T Test ◽  
Median Score ◽  
Seventh Grade ◽  
Significance Level ◽  
Post Test ◽  
The Mean ◽  
Inferential Analysis ◽  
Academic Year ◽  
Positive Effect

This research aimed to find out the effect of modified domino cards game on students’ vocabulary mastery at the seventh grade students of Mts Negeri 3 Mataram in academic year 2019/2020. The research was pre experimental design. The population of the study was the seventh grade students that consisted of five classes. The sample of the study was class VII C that consists of 39 students. The class was treated using modified domino cards game. The result of the study shows that there is significance positive effect of modified domino cards game on students’ vocabulary mastery. The data of the research were gathered from data analysis and inferential analysis. In data analysis, the mean score of pre test was 44.62 and post test was 73; the mode score of pre-test was 45.9 and post test was 78.3; the median score of pre-test was 44.8 and post test was 78.14; the score of standard deviation on both of the test was 11.27. In inferential analysis, the result showed that the value of t-test (18.94) was higher than the value of t-table (2.024) with significance level of 5%. The finding of this study led into the conclusion that the use of modified domino cards game shows positive effect on students’ vocabulary mastery at the seventh grade of Mts Negeri 3 Mataram. This is based on the t-test > t-table (18.944 > 2.024) in degree significant of 5%. It means that Ha was accepted and Ho was rejected. Therefore, it can be concluded that modified domino cards game gives positive effect on students’ vocabulary mastery at the seventh grade students of MTs Negeri 3 Mataram in academic year 2019/2020

scholarly journals PENINGKATAN PENGUASAAN KOSAKATA BAHASA INGGRIS MELALUI PERMAINAN AKADEMI MEMASAK PADA SISWA KELAS X DI SMK NEGERI 1 PANJI SITUBONDO TAHUN PELAJARAN 2019 – 2020

2022 ◽  
Vol 10 (2) ◽  
pp. 330
Author(s):  
Hari Murdianti
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Simulation Game ◽  
Vocational Students ◽  
Tenth Graders ◽  
Post Test ◽  
The Mean ◽  
Academic Year

This is a classroom action research aiming at finding out to what extent CookingAcademy, a cooking simulation game created by Fugazo, Inc., enriches vocational students’ vocabulary dealing with cooking. I found that the students of Teknologi Pengolahan Hasil Pertanian (TPHP) or Technology of Processing Agriculture Produce class’ main problem in mastering and using English was vocabulary. Thus, I expected that Cooking Academy game might enrich their vocabulary. The participants of the research were 32 tenth graders majoring in TPHP of SMK N 1 Panji in the academic year of 2019/2020. The method of collecting data in this research was mixed-method using qualitative data and supported by quantitative data. The participants were given materials dealing with vocabulary used in cooking activities. According to the analyses, the pre-test mean was 42.30, while the post- test mean was 78.95. Between pre-test and post-test, they were given two quizzes, quiz 1 and 2 with the mean of 84.84 and 86.09 respectively. The students’ participation and attitude during the treatment showed that they appreciated the Cooking Academy game I used in the teaching and learning process. Based on the results, it could be concluded that there was animprovement of the students’ score at 86.6%. So, the Cooking Academy game enriched the vocational students’ vocabulary dealing with cooking

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT BY USING RAINBOW CARD IN FEEDBACK STRATEGY

2020 ◽  
Vol 12 (2) ◽  
pp. 65-69
Author(s):  
Rita Harisma ◽  
Masitoh Nasution
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Reading Test ◽  
Feedback Strategy ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Academic Year ◽  
Better Than

This research was aimed to improving students’ reading comprehension of Descriptive text by using Rainbow Card in feedback strategy. The subject of the study were the students of SMP Swasta AL-Hikmah Medan Academic Year  2019/2020. The research of this study was conducted by using classroom action research. The data used in this research were qualitative and quantitative data. The result of this research showed that there were increasing of students’ reading comprehension. The mean of the pre-test was 44.6, in cycle one was 64.6, in cycle two was 80, it indicated that the scores and the mean in cycle two was better than the first one. In the pre-test of cycle one, there were not students who got point 70. In the post test of cycle one the students who got point 70 or more there were 26 of students (52%), it means that there were an increasing about 52%. The post-test of cycle two, the students who got point 70 or more there were 42 students (84%) and the increasing was about 32%. The scores of observation sheet were 4 (very good). The students paid attention and also felt spirit in doing the reading test, and students more interested, enjoyed, and enthusiastic in doing the task by using feedback strategy.Keywords: Reading Comprehension, Descriptive Text, Rainbow Card, Feedback Strategy

scholarly journals USING QUIZIZZ GAME TO IMPROVE STUDENT’S VOCABULARY MASTERY IN GRADE VIII C AT MTs IBNU ROSYAD

2021 ◽  
Vol 1 (2) ◽  
pp. 34-48
Author(s):  
Nila Komalasari ◽  
Mukminatus Zuhriyah
Keyword(s):  
Quantitative Data ◽  
School Facilities ◽  
Qualitative And Quantitative ◽  
Inhibiting Factors ◽  
Post Test ◽  
E Learning ◽  
The Subject ◽  
The Mean ◽  
The Government ◽  
Academic Year

The Covid-19 pandemic situation made the government announce the use of e-learning. With this policy, teachers are expected to apply interesting media to be studied. This research aimed to find out whether or not Quizizz Game could improve students’ vocabulary mastery and the supporting and inhibiting factors of the success of Quizizz Game implementation. It was a collaborative Classroom Action Research (CAR). The subject of this research was grade VIII-C of MTs Ibnu Rosyad in the academic year of 2020/2021 which consisted of 20 students. This research was conducted in two cycles which each consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The results of this research showed that there was improvement from cycle 1 to cycle 2. It can be seen from the mean score of pre-test were 53, the mean score of post-test 1 was 69 and the mean score of post-test 2 was 84. The students' attention and motivation also helped use of Quizizz. But, limited school facilities and wifi become the obstruction

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

Sign in / Sign up

Export Citation Format

Share Document