scholarly journals Using Story Reading Technique to Improve EFL Young Learners’ Vocabulary

2012 ◽  
Vol 2 (3) ◽  
pp. 207 ◽  
Author(s):  
Sri Darma Siahaan
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Kindergarten Students ◽  
Story Reading ◽  
Young Learners ◽  
Interview Techniques ◽  
Reading Technique ◽  
Post Test ◽  
The Mean

This study was conducted to improve young leaners’ English vocabulary. To attain the objective, athree-cycled action research, taught vocabularies by using the story reading technique, was conductedto the 10 students of the K-1 grade in Grace Kids Preschool, Jakarta. The quantitative data collected using tests were analyzed using SPSS, andthe qualitative datacollected using observation and interview techniques were analyzed descriptively. The results indicated that the story reading techniques improved the participants’ vocabulary mastery, as shown by the increase of the mean scores ofthe tests conducted, i.e. 42 (in the pre-test) to 62 (post-test of cycle I) to 80 (post-test of cycle II), and to 92 (post-test of cycle III); the use of stories significantly increased the students’ vocabulary mastery. Based on the findings, it could be concluded that the use of story reading technique was effective to improve kindergarten students’ vocabulary mastery.

scholarly journals Enriching Students’ Vocabulary Using English Pop Songs

2012 ◽  
Vol 2 (3) ◽  
pp. 223
Author(s):  
Roimma Limbong
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Kindergarten Students ◽  
Post Test ◽  
The Mean ◽  
Study Techniques

This study aimed at enriching kindergarten students’ English vocabulary was conducted in Singa School, Jakarta. The 21 students of the K-2 grade who participated in a two-cycled action research were taught vocabularies by using pop-songs. The quantitative data, collected using tests, and the qualitative data, collected using observation and document study techniques indicated that the use of pop-songs enriched the participants’ vocabulary, as shown by the increase of the mean scores of the tests conducted, i.e. 33.57 (in the pre-test) to 50 ( post-test of cycle I) to and 80 (post-test of cycle II), and the use of stories in each cycle significantly enriched the students’ vocabulary mastery. The t-tests in the two cycles resulted tcount (7.087)>ttable (1.725) and tcount (9.216) >ttable (1.725, respectively. Based on the findings, it could be concluded that the use of pop-songs was effective to enrich kindergarten students’ vocabulary.

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 Using TGT Technique to Improve the Seventh Graders’ English Vocabulary at SMP 1 PSKD Jakarta

2018 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Saputra Marisi Holong Marbun
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Statistical Test ◽  
T Test ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Paired Sample ◽  
Post Test ◽  
The Mean

AbstractThe method used in this research was action research applied in two cycles. This research was conducted to improve the Seventh Graders’ English vocabulary in SMP 1 PSKD, Jakarta. The 24 students of the seventh grade who participated in this study were taught vocabularies by using the TGT technique. The quantitative data, collected using tests, were analyzed by using the independent and paired sample t-test on SPSS version 22 program. The qualitative data, collected using the researchers’ diary notes, questionaire, open ended question sheets, and observation sheets, were analyzed descriptively. The results indicated that the TGT technique improved the participants’ English vocabulary, as shown by the increase of the mean scores of the tests conducted, i.e. the pre-test 55,94 (12,5%) increased to 66,81 (50%) of post-test of cycle I and to 83,23 (87,5%) of the post-test of cycle II. The statistical test also indicated that the use of TGT significantly increased the students’ English vocabulary. Based on the findings, it could be concluded that the use of TGT technique was effective to improve the seventh grade students’ English vocabulary. Keywords: action research, vocabulary, teams games tournament

scholarly journals Improving Students’ Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy

2021 ◽  
Vol 8 (3) ◽  
pp. 322
Author(s):  
Tawali Tawali
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Qualitative Approach ◽  
Reading Test ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Passing Grade

This research aimed at finding out whether Listen-Read-Discuss (LRD) strategy improves students’ reading comprehension or not. The research was a classroom action research. The data collected through quantitative and qualitative approach. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers’ activity. The instruments used by the researcher were test and observation sheet. The finding of the research showed that the strategy Listen-Read-Discuss improve the students’ reading comprehension in descriptive text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-tests was 64.46 (50%), there were eight students who passed the minimum passing grade, in the post-test one, 75.35 (67%), twelve students passed the minimum passing grade and in the post-test two, 82.14 (89%), twenty-five students passed the minimum passing grade (KKM).

scholarly journals Dyadic Essays: Enhancing Students’ Paragraph Coherence in Imaginative Writing

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Avinta Ika Nurrahma
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Learning Activity ◽  
Post Test ◽  
Reading Text ◽  
Field Notes ◽  
The Mean ◽  
Teaching Learning ◽  
Test Result

This research aims to find out what improvement dyadic essay technique results in solving the problem of paragraph coherence of students’ imaginative writing. To describe how dyadic essay motivates students in doing teaching learning activity of imaginative writing in classroom. The approach used in this research is a classroom action research. The action research was conducted in two cycles, there were 4 meetings in each cycle. In collecting the data, the researcher used observation, questionnaires, interviews, and field notes as the qualitative data, and test for the quantitative data. The researcher also analyzed the mean score of each test to find out the improvements of students’ paragraph coherence in imaginative writing after the action was conducted. The mean scores of the test result are 67.42 for the pre-test, 78.09 for the post-test in cycle 1, and 86,18 for the post-test in cycle 2. The students were motivated in doing teaching-learning of imaginative writing in classroom. It was proven that the students felt enthusiastic in reading text and watching video and the students’ activeness during the teaching learning process.

scholarly journals Using Talking Chips Technique to Develop the Tenth Graders’ Speaking Skills at SMK PSKD 1

2018 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Daniel Sbastian Pasaribu
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Tenth Graders ◽  
Class 1 ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Interview Questionnaire ◽  
Speaking Skills

AbstractThe objectives of this study were to develop students’ speaking skills using Talking Chips technique and also to investigate the students’ interest in the use of Talking Chips technique inEFL class. This research was a two-cycled action research conducted in SMK PSKD 1 Jakarta. The subject of this study was the tenth graders of Accounting Class 1 consisting of 10participants from SMK 1 PSKD. The quantitative data, collected using tests, were analyzed by using independent and paired sample t-test on SPSS version 17 program. The qualitative data collected through interview, questionnaire, and observation techniques and were analyzed descriptively. The result indicated that there was significant improvement of students’ scores where the mean of students’ pre-test scores was 55.00. It increased 59.60 in post-test I and 73.40 in post-test II. Based on the result, it was concluded that through implementation of Talking Chips technique students’ speaking skills could improve.   Keywords: talking chips, speaking skills, classroom action research

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH LISTEN–READ–DISCUSS (LRD) STRATEGY AT MA NURUSSABAH PRAYA TENGAH

2018 ◽  
Vol 5 (2) ◽  
pp. 113
Author(s):  
Terasne Terasne ◽  
Nanang Sugianto ◽  
Abdul Wahab ◽  
Maria Ulfa
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Test ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Report Text ◽  
Passing Grade

This research was aimed at describe whether listen-read-discuss (LRD) strategy be able to improve students’ reading comprehension or not. It was a classroom action research. The data collected uses quantitative and qualitative data. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students and teachers activity. The instrument uses were test and observation sheet. The result shows that the strategy be able to improve the students’ reading comprehension in report text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%),  seventeen students passed the minimum passing grade (KKM).

Improving Speaking Skill Using Movie Discussion

2016 ◽  
Vol 5 (1) ◽  
pp. 28
Author(s):  
Ika Zahrotun Naafiah ◽  
Ngadiso Ngadiso ◽  
Hefy Sulistyawati
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Classroom Situation ◽  
Data Coding ◽  
Post Test ◽  
Speaking Skill ◽  
Field Notes ◽  
The Mean ◽  
Classroom Action Research

<p>This article discusses a classroom action research using movie<strong> </strong>discussion to improve students‟ speaking skill and find out the situation in class when movie discussion is being conducted in class. The method used in the research is classroom action research conducted in two cycles. Each cycle consisted of four meetings including post test. The procedure of the research consists of identifying the problems, planning the action, implementing the action, observing or monitoring the action, reflecting the result of the observation, and revising the plan for the following steps. Documents, photographs, field notes, interviews, observation, and tests were used to collect the data. The qualitative data are analyzed by assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. The quantitative data are analyzed by comparing the mean scores of pre test and post test. The result of this research shows that movie discussion can improve students‟ speaking skill and classroom situation.</p>

scholarly journals IMPROVING STUDENTS’ DESCRIPTIVE PA RAGRAPH WRITING ABILITY THROUGH RAFT TECHNIQUE AT ENGLISH EDUCATION DEPA RTMENT OF MANADO STATE UNIVERSITY

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Fadhlan Saini
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Education ◽  
Teaching Writing ◽  
Test Cycle ◽  
Writing Ability ◽  
Post Test ◽  
Field Notes ◽  
The Mean

This research was conducted to find out whether RAFT technique can improve students’ writingability and to explain how RAFT technique can improve students’ writing ability. This research usedClassroom Action Research with the combination of Quantitative data (scores of pre-test and posttest) and Qualitative data in the form of observation, field notes, journal and documentations. Thenumber of students involved in this research was 20 students. The implementation of this researchwas conducted in two cycles, every cycle consisted of three meetings with the steps of planning,acting, observing and reflecting. The findings through quantitative data of this research displayed animprovement with the percentage of the mean scores from pre-test and post-test. The mean score ofpre-test was 50.75 and the mean score of post-test in cycle 2 was 81.9. The percentage of the studentswho could pass the standard score was 10 % and 100 % from pre-test to post-test cycle 2. It meansthat there was 31.5 increased from pre-test to post-test and 90 % students could reach the standardscore (minimum criterion) since pre-test to post-test cycle 2. While in qualitative data, the resultsthrough observation checklist, field notes, the researcher’s journal, and documentations showed thatthe use of the RAFT technique could improve students’ ability in writing descriptive paragraph. Thestudents became active, initiative, and responsible to their writing. Additionally, the students wereinterested in the use of RAFT technique due to the RAFT aspects in helping them to write descriptiveparagraph orderly. Based on the findings, it could be concluded that RAFT technique was effectiveto be used in improving university students’ ability in writing descriptive paragraph. Regarding onthe conclusion, this research is recommended to English Lecturers or Teachers in teaching writing toimprove students’ ability.Keywords: Writing, Writing ability, University Student, Descriptive Paragraph, RAFT (Role,Action, Format, Topic), Classroom Action Research

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

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