PENINGKATAN HASIL BELAJAR SISWA KELAS VII SMP WIRAUTAMA PATROL PADA MATERI BILANGAN BULAT MENGGUNAKAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING (CTL)

This study aims to create a learning program that can overcome students' difficulties in the matter of integers at the Wirautama Patrol Junior High School, Indramayu Regency. This research was conducted using Classroom Action Research using the Contextual Teaching Learning (CTL) learning model. The object of this research is the students of class VII A SMP Wirautama Patrol Indramayu Regency, totaling 37 students. The instrument in this study was the researcher himself, while the data collection was obtained from: interviews, comprehension tests, observation sheets, lesson plans and daily journals. In this research, the first cycle is learning to overcome students' difficulties in determining the direction of the integer line, the second cycle is learning to overcome students' difficulties in multiplication and division of negative integers and the third cycle is learning to overcome students' difficulties in the properties of integer operations and mixed integer operations. The indicator of research success is DSK (Classical Absorption), which is a class that has completed its learning if 85% of students achieve an absorption capacity of at least 65% (Tarmilah, 2005:29). The results of the learning cycle I to cycle III obtained DSK 65%, thus learning to overcome students' difficulties in the matter of integers in class VII A SMP Wirautama Patrol Indramayu Regency is considered successful. ABSTRAKTujuan penelitian ini untuk membuat suatu program pembelajaran yang dapat mengatasi kesulitan-kesulitan siswa dalam materi bilangan bulat di SMP Wirautama Patrol Kabupaten Indramayu. Penelitian ini dilaksanakan dengan menggunakan Penelitian Tindakan Kelas (classroom action research) dengan menggunakan model pembelajaran Contextual Teaching Learning (CTL). Yang menjadi objek penelitian ini adalah siswa kelas VII A SMP Wirautama Patrol Kabupaten Indramayu yang berjumlah 37 orang siswa. Instrumen dalam penelitian ini adalah peneliti sendiri, adapun pengumpulan data diperoleh dari : wawancara, tes pemahaman, lembar observasi, rencana pelaksanaan pembelajaran dan jurnal harian. Dalam penelitian ini siklus I yaitu pembelajaran untuk mengatasi kesulitan siswa dalam menentukan arah garis bilangan bulat, siklus II yaitu pembelajaran untuk mengatasi kesulitan siswa dalam perkalian dan pembagian bilangan bulat negatif dan siklus III yaitu pembelajaran untuk mengatasi kesulitan siswa dalam sifat-sifat operasi bilangan bulat dan operasi hitung bilangan bulat campuran. Indikator keberhasilan penelitian adalah DSK (Daya Serap Klasikal), yaitu suatu kelas telah tuntas belajarnya apabila 85% siswa mencapai daya serap paling sedikit 65% (Tarmilah, 2005:29). Hasil pembelajaran siklus I sampai dengan siklus III diperoleh DSK 65%, dengan demikian pembelajaran untuk mengatasi kesulitan siswa dalam materi bilangan bulat di kelas VII A SMP Wirautama Patrol Kabupaten Indramayu dianggap sudah berhasil.

Assessment of student achievements in reading comprehension

The paper presents a research conducted with the aim of assessing student achievement in reading and comprehension of the reading text by teachers and researchers. Such assessments contribute to a better understanding of the reading process and the types of assignments used in comprehension tests. The study involved 200 students, one hundred in each of the control and experimental groups, who were equals of gender, reading and writing achievement results and parents‘ educational structure for better assessment,. The results of comprehension tests show a positive effect on student achievement after the involving the experimental procedure. Quantitative analysis has found a high correlation of the evaluation criteria with the subjects of the experimental group and the examiners against with the subjects of the control group.

TECHNIQUES IN CONDUCTING ENGLISH READING SKILLS TEST PERFORMED BY INDONESIAN TEACHERS ON ASSESSMENT OF LOCAL EDUCATION STANDARD 2021

One of the ways to measure the students' English reading comprehension skills is through testing. Despite its significant value, students frequently construct bad tests without considering the main rules in doing English reading comprehension tests. This research concerns to study of techniques in testing English comprehension reading skills performed by teachers in Indonesia on Assessment of Local Education Standard in the year 2021. Assessment of Local Education Standard abbreviated as ASPD in a provincial- standardized test to maintain the quality of learning. Four EFL teachers in Indonesia were chosen based on their teaching experience in high schools. The researcher used document observation and in depth- interview techniques to collect data which were transformed into observation notes and interview transcription. The data were then analyzed qualitatively. Findings from this study shown that there are three main themes regarding the most used techniques performed by the teachers, first, students must be able to analyze the bloom taxonomy theory, second, students must be able to identify the scope of material, and third determining the keywords of the question. From understanding and doing those three themes, teachers believe that these techniques could help and improve student's ability in facing English reading comprehension tests.

Using Eye-Tracking Measures to Predict Reading Comprehension

Research on reading comprehension assessments suggests that they measure overlapping but not identical cognitive skills. In this paper, we examined the potential of eye-tracking as a tool for assessing reading comprehension. We administered three widely-used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment for Reading Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT-5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT-4), participants were given sentences with a missing word to read silently, and had to provide the missing word (i.e., a cloze task). Results from linear models predicting comprehension scores from eye-tracking measures yielded different patterns of results between the three tests. Models with eye-tracking measures always explained significantly more variance compared to baseline models with only reading speed, with R-squared 4 times higher for the YARC, 3 times for the GORT, and 1.3 times for the WRAT. Importantly, despite some similarities between the tests, no common good predictor of comprehension could be identified across the tests. Overall, the results suggest that reading comprehension tests do not measure the same cognitive skills to the same extent, and that participants adapted their reading strategies to the tests’ varying task demands. Finally, this study suggests that eye-tracking may provide a useful alternative for measuring reading comprehension.

The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo

The Rungus are the indigenous people in Sabah, Malaysia. Malay as a second language and the primary instruction in schools seems inevitable. The study aims to determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary. Participants consisted of twenty-six Form Four Rungus tribe pupils from Kudat Sikuati II Government Secondary School. The study used an ex-post facto research design. The researchers employed cognitive and metacognitive strategy questionnaires and two reading comprehension tests on L2 textual content and vocabulary. The researchers applied Cronbach alpha reliability statistics, paired sample test, and regression analysis. The study indicates that the L2 reading comprehension test on textual content and cognitive strategy were linearly related. Also, the factors related to L2 vocabulary in the reading comprehension test and metacognitive strategy are statistically significant. There is a very substantial relationship between past knowledge and reading comprehension among the participants. This study found that the use of cognitive strategies facilitates L2 reading comprehension with first language translation. The participants use translation strategies at a high level. However, they often use the metacognitive strategy more than the cognitive strategy. There is a significant positive relationship between metacognitive awareness and high-skilled readers’ performance. Low-level skilled readers choose the cognitive strategy. Meanwhile, the regression analysis between the L2 reading comprehension test on textual content and cognitive strategy revealed a positive association (β=.435) that is statistically significant (p<.05). The regression analysis between the L2 reading comprehension test on vocabulary and metacognitive strategy indicated a positive association (β=.440) and statistically significant (p<.05). Reading strategies facilitate students to understand the text, thereby improving their reading comprehension tasks. In addition to demonstrating positive implications on teaching students to read a second language, the findings are essential for teaching Malay language vocabulary. The schema theory employed in the study implicates that reading comprehension performance is generated from the interaction between top-down strategy (metacognitive) and bottom-up strategy (cognitive). A large-scale study could potentially reveal the use of translation strategy as a strategic trait associated with high-achievement readers or is, in fact, a bilingual additive.

KAHOOT APPLICATION FOR GRAMMAR AND READING COMPREHENSION TESTING: DESIGNING, DEVELOPING, AND VALIDATING

This study aims to develop Kahoot application for grammar and reading comprehension tests on the subject of simple past tense, recount text, and narrative text. The type of this research was Research and Development (R&D) by using Borg & Gall model. There were only applied three stages in this research: 1) research and information collection 2) product planning 3) development of a preliminary form of the product. At the stage of research and information data collection, the researcher conducted need analysis. To find out the need analysis, the researcher interviewed an English teacher and some students. The next stage was product planning. In this stage, the researcher determined the exam content outline as a reference to make a quiz and collecting the material. The next stage was to develop a preliminary form of the product. It involved designing, developing, and validating the product. The subjects were 28 students in class X network computer engineering at SMKS Pembina Bangsa Bukittinggi in the academic year 2020/2021. The data collection techniques were interview and validation sheets. Based on the results of the validation sheet from three experts by the means score of percentage was obtained 68,66%, It means that English quiz using Kahoot application for grammar and reading comprehension test was feasible to be used in learning English.

The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured

This study examines the relative contribution of vocabulary breadth (VB) and vocabulary depth (VD) to three different listening comprehension measures. One hundred and thirteen English majors were given VB and VD tests, and three listening comprehension tests. Based on three pairs of hierarchical multiple regression analyses, we found that the relative contribution of VB and VD varied across the three listening comprehension tests. Specifically, for the listening test with an expository text dictation to assess integrative skills, both VB and VD made a unique positive contribution to comprehension, but this was greater in the case of depth. For the listening test involving narrative conversations to assess literal comprehension, neither VB nor VD (after controlling for each other) could independently predict comprehension, whereas for the listening test that comprises expository passages to assess inferential comprehension, VD could separately predict comprehension but VB could not. These findings suggest that the relative contribution of VD and VB to listening comprehension may depend on how a listening test is constructed. Therefore, the findings will contribute to listening comprehension and vocabulary knowledge research, and vocabulary teaching and learning.

PENERAPAN METODE MATERNAL REFLEKTIF (MMR) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA DENGAN HAMBATAN PENDENGARAN

Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan membaca pemahaman siswa dengan hambatan pendengaran melalui penerapan Metode Maternal Reflektif (MMR) dalam pembelajaran. Berdasarkan hasil observasi dan hasil tes kemampuan awal yang dilakukan pada siswa dengan hambatan pendengaran kelas IV di SLB yang menjadi partisipan penelitian, dapat dilihat bahwa kemampuan membaca pemahaman siswa masih perlu ditingkatkan. Penelitian ini merupakan penelitian tindakan kelas. Partisipan dalam penelitian ini terdiri dari 1 siswa laki-laki dan 3 siswa perempuan. Penelitian dilakukan dalam dua siklus, dalam setiap siklus terdiri dari 4 tahapan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Metode dalam pengumpulan data berupa observasi kelas, tes kemampuan membaca pemahaman, dan dokumentasi data pelengkap. Hasil penelitian menunjukkan bahwa penerapan MMR dalam pembelajaran dapat meningkatkan kemampuan membaca pemahaman siswa dengan hambatan pendengaran secara signifikan. The purpose of this classroom action research was to improve the reading comprehension of students with hearing impairments through the application of Maternal Reflective Methods (MMR) in the learning activity. Based on the results of observations and initial tests on students with hearing impairment in grade 4 of school for students with disabilities, it is evident that students reading comprehension skills need to be improved further. The Maternal Reflective Method is utilized to improve reading comprehension for students with hearing impairments. The research participants consisted of a male and three females with hearing impairment students. The research was held in two cycles. Each cycle consists of 4 stages: planning, implementation, observation, and reflection. The data were obtained through classroom observation, reading comprehension tests, and supplementary documents. The results showed that the utilization of the Maternal Reflective Method in learning activity could significantly improve reading comprehension for students with hearing impairments.