scholarly journals IMPROVING THE EIGHT GRADE STUDENTS’ COMPETENCE IN USING QUESTION TAGS THROUGH DISCUSSION METHOD AT SMP DELI MURNI MEDAN

2020 ◽  
pp. 122-145
Author(s):  
Yolenta Wea ◽  
Viator Lumban Raja ◽  
Novalina Sembiring
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
English Teacher ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
The Mean ◽  
Planning Action

This research is conducted in order to improve the eight grade students’ competence in using question tag through Discussion Method at SMP Deli Murni Medan. It also helps the English teacher of the eight grade students of SMP Deli Murni Medan to manage learning and teaching activities in the classroom. In conducting this research, the writer used Classroom Action Research (CAR) as the method of research. Thisresearch consists of two cycles and each cycle consists of four steps, they were planning, action, observation and reflecting. The data were in the form of qualitative and quantitative data. The qualitative data analyzed the learning process. The quantitative data counted the students’ score in pre-test and post-test. The result of this research shows that in teaching question tags through Discssion Method at the eight grade students of SMP Deli Murni Medan could improve their competence in using question tags. Moreever, the students’ achievements in pre-test and post-test showed a significant improvement. The total score of quantitative data in pre-test was 1998 with the mean score 54, while the total score in formative test was 2630 with the mean score 71,08  and the total score of post-test was 3004 with the mean score 81,18. From the result, the writer concluded that Discussion Method could improve students’ competence in using question tags.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXTS THROUGH WORD WEBBING TECHNIQUE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Diah Fauzi Ningtyas ◽  
Lidiman Sinaga
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
Qualitative And Quantitative ◽  
Text Word ◽  
Procedure Text ◽  
The Mean ◽  
Planning Action

This study concerns on improving students’ achievement in writing procedure texts through word webbing technique. The research was conducted by using Classroom Action Research (CAR). The population was the 2012-2013 nine grade students of SMP Negeri 1 Batang Kuis. The number of students was 36, consisting of 21 females and 15 males. The procedure of the research was administrated into two cycles where each cycle consisted of three meetings. Each meeting included four steps namely: planning, action, observation, and reflection. There were two kinds of data collected during the study, qualitative and quantitative data. The instrument for collecting the quantitative data was the writing of procedure texts test while the qualitative data were gathered by using interview, diary notes and observation sheet. Based on the data analysis, the mean of students’ score in Test I was 53,47, for the Test II was 63,05, and for the Test III was 75 The qualitative data showed that the students were interested in the applying of Word webbing Technique. The conclusion is that Word Webbing Technique in writing Procedure Texts improves the students’ achievement in writing procedure texts. Keywords: Students’ achievement, writing, procedure text, word webbing

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 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 STUDENT’S VOCABULARY MASTERY THROUGH COOPERATIVE SCRIPT ON DESCRIPTIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 181
Author(s):  
Nenis Siti Aisyah ◽  
Nur Afni Hidayatur Rahma ◽  
Rasi Yugafiati
Keyword(s):  
High School ◽  
Qualitative Data ◽  
Action Observation ◽  
Vocational High School ◽  
Tenth Grade ◽  
Post Test ◽  
Field Notes ◽  
The Mean ◽  
Mastery Criteria ◽  
Planning Action

Abstract This study is revealed based on  the observation on the tenth grade of X HT 1 Sangkuriang 2 Vocational High School.  The subjects of this study were consisted of 31 students. This study was aimed to improve the students’ vocabulary mastery using Cooperative Script Method. The research design was Classroom Action Research (CAR) which following from Kemmis and Taggart model. It is used to obtain the results of quantitative and qualitative data using 2 cycles described through planning, action, observation, and reflection on each cycle. The result of the study showed that there was a development on the student’s vocabulary mastery. It could be seen from the result of the test. The Minimum Mastery Criteria (KKM) of English lesson was 70.  The students mean score in the pre test was 50,  in the first post test the mean score was 65, and in the second post test the mean score was 85. In addition there were 2 students (6,4%) who passed KKM on pre test. In the first pretest there were 9 students (29,03%) who passed KKM. In the second pretest there were 29 students (93,55%) who passed KKM. Then, from the result of field notes and interview it showed the positive responses from the students. The students can be more active and improve their ideas. The researcher conclude that Cooperative Script method could improve student’s vocabulary mastery. Keywords:  Vocabulary, Cooperative Script, Descriptive Text, CAR

scholarly journals IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING PICTURES MEDIA TO THE SEVENTH GRADE STUDENTS OF SMP NEGERI 21 MEDAN

2020 ◽  
pp. 103-116
Author(s):  
Merry Christina Turnip ◽  
Linus Rumapea ◽  
Anna Stasya Prima Sari
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
Seventh Grade ◽  
New Words ◽  
Post Test ◽  
Field Notes ◽  
Teaching Learning ◽  
Planning Action

This thesis discusses about the improving students’ vocabulary mastery by using pictures media to the seventh grade students of SMP Negeri 21 Medan. This study applies pictures, one of media which can be used by the teacher to build students’ mastery of vocabularies. To master the language, vocabulary is important element in learning process. This statement is supported by Thornbury. He said that without vocabulary nothing can be conveyed. This study is a field study in two cycles; each cycle consists of planning, action, observation, and reflection. In collecting data, I used qualitative and quantitative data. The qualitative data are observation sheet, and questionaire and field notes. The qualitative data were collected through observing the teaching learning process, holding the discussion with the teacher, and taking photographs of the teaching learning process. The quantitative data are pre-test and post-test to measure the students’ vocabulary mastery by using pictures media. The instruments for collecting data were observations checklist, field notes, and photographs. This study concludes that the students’ vocabulary mastery is improved by using pictures media. It can be seen from the means score of pre test is 65, and post test is 78. In additional, the implementation pictures media are successful to help the students memorize and understand new words easily.

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.

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� WRITING NARRATIVE THROUGH WRITING GAMES FOR ACCELERATION CLASS

2017 ◽  
Vol 2 (2) ◽  
pp. 377
Author(s):  
Kheryadi Kheryadi
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Classroom Action Research ◽  
Planning Action

This study addresses how writing games improve acceleration students� writing narrative achievement, also observe how students� behavior during playing the games and also the teacher on conducting the games along the research. This study has been conducted in acceleration students. It uses classroom action research, the data analyzed from qualitative and quantitative data. The qualitative data are about teacher�s interview and students� questionnaire, while the quantitative data is about their scores on writing narrative. To solve the problem, the teacher has implemented Writing Games as a technique. Writing Games contain of games which tend to writing ability and in this case, the teacher chose two kinds of writing games; they are �Silly Story� and �What�s Next?�. �Silly Story� focuses on students� ability on writing sentences and �What�s Next?� focuses on students� ability on making paragraph. This research consists of two cycles and each of it has planning, action, observation and reflection. These findings implicate that acceleration students were interested with writing games and involved in it well. However, during the research, especially in the first cycle, there was still one group was less active in �Silly Story� because they could not discuss each other and the group was quiet big.�

Improving the Students’ Achievement in Reading Comprehension by Using Inquiry Technique

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Gigin Sappena Ginting ◽  
Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Process ◽  
English Teacher ◽  
Comprehension Score ◽  
The Mean ◽  
Teaching Learning ◽  
Comprehension Tests ◽  
Orientation Test

This study attemps to imorove the students’ achivement in reading comprehension through inquiry technique. The study was conducted by using classroom action research. The subjects of the research were the 45 students of Grade XI SMA Negeri 1 Bahorok. It was conducted in two Cycles and consisted of six meetings.The instruments for colecting data used Reading Comprehension tests for quantitative data and Diary Notes, Interview Sheet, and Observation Sheet for qualitative data. Based on the Reading Comprehension score, students score in pre test, kept improving in every test. Based on Diary Notes, Observation sheet and Interview Sheet, it was found that the students were actualy involved in reading process. The results of the reasearch showed that Inquiry Technique can improve the students’ achivement in Reading Comprehension. In orientation test the mean of the students’ score was 53, the mean of the students’ score in Cycle I was 62.07, and the mean of the students’ score in Cycle II was 71.6. Based on the Observation Sheet, Diary Notes, and Interview Sheet, it was found that the teaching-learning process run well. The conclusion is that Inquiry Technique improved the students’ reading Coprehension and it is suggested to the English teacher to apply Inquiry Technique in Reading Comprehension. Keywords : Improving, students’ achievement, Inquiry Technique

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

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