scholarly journals English Conversation Teaching by Pair-work Technique for the First Year English Majored Students

2019 ◽  
Vol 2 (2) ◽  
pp. 288-296
Author(s):  
Muhammad Dalimunte
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Language Teaching ◽  
First Year ◽  
Research Findings ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Pair Work ◽  
Work Technique

This study discusses about English conversation teaching by pair-work technique for the firts year English majored students. This study uses Classroom Action Research. It can be used to know the improvement of teachers’ activity and students’ ability after a particular technique applied. The research findings denoted that pair-work technique can attract the students’ motivation to take part in language teaching and improve their ability at speaking, It can seen from the improvement of students’ activities from cycle one to cycle two  (82,5 % of the students took part in the teaching -learning process or at  level 3,3 ,good category to 91,25% or at the level 3,65, good category in cycle two, and the improvement of their scores  was 7 students (21,9%) got score 70 up in pre cycle, 29 students  (90,6 %) in cycle one and 32 students (100%)  in cycle two. It can be stated that the pair-work technique is appropriate to apply in teaching speaking.

scholarly journals English Conversation Teaching by Pairwork Technique for The First Year English Majored Students

2019 ◽  
Vol 1 (2) ◽  
pp. 1-8
Author(s):  
Muhammad Dalimunte
Keyword(s):  
Action Research ◽  
Test Scores ◽  
Learning Activities ◽  
First Year ◽  
Research Subjects ◽  
Post Test ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Pair Work ◽  
Work Technique

This research applied Classroom Action Research (CAR) to know if Pair-work technique is appropriate used to teach English Conversation. This research was conducted in two cycles of teaching learning activities, it was attained that the students’ ability at speaking could be increased which found the students’ test scores from pre-cycle (before doing treatment) to the second cycle (after the treatment done) increased. In the pre-test denoted that 78.1% (25 students of 32 research subjects) got scores below 70, in the post-test of cycle one was attained 90,6% (29 students of 32 research subjects) got scores 70 up and in the cycle two- post test 93,75% of the students got scores 70 up. This strategy could also drive the students actively taking part in the classroom

IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sabatini Sitorus And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Vocabulary Test ◽  
Flash Cards ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41).  Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using  flash cards can improve the students’ vocabulary achievement.

IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT IN WITING DESCRIPTIVE TEXT THROUGH MAKE A MATCH METHOD

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Irma Lely Lumban Gaol And Johan Sinulingga
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Process ◽  
Match Method ◽  
Writing Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Descriptive Writing ◽  
Vocabulary Achievement

This study is concerned with the improving student’s vocabulary achievement in writing descriptive text through Make a Match Method. The objective of this study was to discover whether the use of Make a Match Method could significantly improve students’ vocabulary achievement in writing descriptive text. This study was conducted by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study was students of SMA Negeri 1 Pollung which consisted of 34 students. The instruments for collecting data were descriptive writing test, observation sheet, questionnaire sheet, and diary notes. The techniques for data analysis were quantitative and qualitative. It was found that teaching-learning process ran well. Students were active, enthusiastic and interested on writing descriptive text. The result of this study showed that the use of Make a Match Method significantly improved student’s vocabulary achievement in writing descriptive text.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 78
Author(s):  
Arini Octaviani ◽  
Vega Hesmatantya
Keyword(s):  
Action Research ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching Method ◽  
Kindergarten Students ◽  
Teaching English ◽  
Qualitative Design ◽  
Young Learners ◽  
Classroom Action Research ◽  
Teaching Learning

This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

scholarly journals ENHANCING STUDENTS’ ENGLISH ABILITY BY USING REALIA

2019 ◽  
Vol 6 (1) ◽  
pp. 59
Author(s):  
Rengganis Siwi Amumpuni ◽  
Brigitta Septarini Rahmasari
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
The Media ◽  
Classroom Action Research ◽  
Teaching Learning

Abstract: The aim of the research is to know the strenghts and weaknesses of using realia. The reseacher used classroom action research. The research was conducted in two cycles. Each cycle consisted of four steps. They are planning, acting, observation, and reflecting. In collecting the data, the researcher used test, interview, and observation. In analyzing the data, the researcher used statistic descriptive. The research implementations showed that there was an improvement in students’ speaking ability after Realia implemented in the teaching and learning process, and the students showed better achievement in speaking ability. The strengths were the students become active in classroom, enthusiastic, excited and motivated in the class. The students give more attention to the lesson and they were attracted to do the exercise during teaching learning process. The students more focused to the lesson during the activity in teaching learning process. The activities of Realia is attracted the students’ motivation and interested to the students. The researcher found that that Realia make the class becomes conducive. Meanwhile the weaknesses of using realia are the student had a difficulties to speak something caused of the limited vocabularies and confused how to pronounce the word in English and it spends much time to prepare the media. Keywords :Realia, English ability, Enthusiastic Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui kekuatan dan kelemahan menggunakan realia. Peneliti menggunakan penelitian tindakan kelas. Penelitian ini dilakukan dalam dua siklus. Setiap siklus terdiri dari empat langkah yaitu perencanaan, tindakan, observasi, dan refleksi. Dalam mengumpulkan data, peneliti menggunakan tes, wawancara, dan observasi. Dalam menganalisis data, peneliti menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berbicara siswa setelah Realia diimplementasikan dalam proses belajar mengajar, dan siswa menunjukkan prestasi yang lebih baik dalam kemampuan berbicara. Kekuatan menggunakan realia adalah siswa menjadi aktif di kelas, antusias, bersemangat dan termotivasi di kelas. Para siswa lebih memperhatikan pelajaran dan mereka tertarik untuk melakukan latihan selama proses belajar mengajar. Para siswa lebih fokus pada pelajaran selama kegiatan belajar mengajar. Kegiatan Realia menarik motivasi siswa dan tertarik kepada siswa. Peneliti menemukan bahwa Realia membuat kelas menjadi kondusif. Sementara itu, kelemahan menggunakan realia adalah siswa memiliki kosakata yang terbatas dan kesulitan dalam pengucapan bahasa Inggris dan menghabiskan banyak waktu untuk mempersiapkan media.Kata Kunci: Realia, Kemampuan Bahasa Inggris, Antusias

scholarly journals USING COOPERATIVE LANGUAGE LEARNING IN IMPROVING THE STUDENTS’ PRONUNCIATION ACCURACY AND FLUENCY

2019 ◽  
Vol 2 (2) ◽  
pp. 92-104
Author(s):  
Muhammad Rochman
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Learning Process ◽  
Significant Contribution ◽  
Research Subjects ◽  
East Kalimantan ◽  
Research Findings ◽  
Classroom Action Research ◽  
Academic Year

This research aimed to find the improvement of the students’ Pronunciation Accuracy and Fluency by using Cooperative Language Learning  at Akademi Bahasa Asing Balikpapan at Third Semester Students in Balikpapan East Kalimantan in the 2018/2019 Academic Year. Cooperative Language Learning was used in a Classroom Action Research (CAR). The research had been conducted in two cycles, each cycle consist of four meetings. It employed Pronunciation test as instrument. A number of research subjects were 37 students in third semester. The instruments were test and observation. The research findings showed that Cooperative Language Learning could improve the students’ Pronunciation mastery from cycle I to cycle II. The students’ achievement from D-Test to cycle I was 12.50%, and after finishing cycle II the students’ achievement became 16.27%. Based on the research findings, the researcher concludes that Cooperative Language Learning gave a significant contribution in learning process of Pronunciation accuracy and fluency

scholarly journals Improving Students’ Vocabulary and Activeness Using Mind Mapping: A Classroom Action Research of 1st Semester Students of Law Faculty Semarang University

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Stefani Dewi Rosaria ◽  
Devy Angga Gunantar ◽  
Hetty Catur Ellyawati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Test Score ◽  
Teaching Method ◽  
Mind Mapping ◽  
First Semester ◽  
Law Faculty ◽  
Classroom Action Research ◽  
Teaching Learning

The objective of this research is to improve students’ vocabulary and activity during teaching-learning process using mind mapping as a teaching method. This is a classroom action research conducted at Semarang University and the sample is taken from the first semester students of law faculty. This classroom action research applies two cycles. Each cycle includes planning, acting, observing and reflecting. The result showed that through mind mapping students can master English vocabulary easily especially English vocabulary for law, their test score improved, and they became active enough in participating in class such as asking and answering question, delivering opinion, and completing task.

scholarly journals Improving Students’ Speaking Skill By Using Show And Tell Method: A Classroom Action Research

2018 ◽  
Vol 2 (1) ◽  
pp. 41-48
Author(s):  
Betty Kasita Bangun
Keyword(s):  
Action Research ◽  
Research Approach ◽  
Technical Problems ◽  
Action Research Approach ◽  
Research Findings ◽  
Speaking Skill ◽  
Field Notes ◽  
Classroom Action Research ◽  
Potential Improvement ◽  
Teaching Learning

This research employed a qualitative study using a Classroom Action Research approach by Kemmis and Mc. Taggart which was done during 3 cycles. Each of the cycle consists of four phases; planning, acting, observing, and reflecting, while each cycle was done in two meetings. Data were collected through the observation sheet, field notes, interview and and tests. The research findings show that there were improvement on students’ speaking skill. In cycle one, the process of teaching learning with Show and Tell Method suggested a potential improvement, the researcher found some minor technical problems and weaknesses that leave rooms for improvement. Afterward, necessary alterations and revisions were done and later applied in cycle two and three. The result of the research suggested that the students show a tremendous improvement during the process of teaching learning when Show and Tell Method was applied. The students’ participation and vocabulary mastery were increased; they were more active, enthusiastic, and confident in speaking. 

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURAL PARAGRAPH THROUGH DEMONSTRATION METHOD

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Linda And Lince Sihombing
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Primary Data ◽  
Writing Achievement ◽  
Writing Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning

This study concerns with improving grade VIII students’ achievement in writingprocedural Paragraph through demonstration method. This research wasconducted by using classroom action research. The subject of the study was gradeVIII students of SMP N 2 Babalan which consisted of 35 students. Theinstruments for collecting data were primary data (writing test) and secondarydata (interview sheet, observation sheet and questionnaire sheet). Based onwriting scores, students’ score kept improving in every evaluation. In the test I themean was 64,91, in the test II the mean was 74,57 . Based on interview, observation,and questionnaire sheet, it was found that teaching-learning process ran well.Students were active, creative to give their idea, enthusiastic, and interested inwriting. The finding of the research showed that applying demonstration methodsignificantly improved students’ writing achievement.

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