CONTENT AND METHODS OF TEACHING THE GERMAN LANGUAGE IN SECONDARY SCHOOLS OF WESTERN UKRAINE (SECOND HALF OF XIX – EARLY XX CENTURY)

The article deals with the analisys of content and methods of teaching the German language in secondary schools of Western Ukraine in the second half of XIX – early XX century. It summarizes positive historical experience of Western Ukraine in teaching the German language, identifies distinctive features of content and methods of teaching the German language in secondary schools in this period and clarifies the importance of researches by Ukrainian scholars, educators and methodologists in order to improve school educational content in modern conditions. To make teaching of the German language more effective diferent tyres of exercises were used: explanatory reading, reading excerpts from prose and poetic works of the past with oral and written retelling, oral and written translation, copying from a texbook, explanatory dictations, memorizing poems and excerpts from prose and writing them from memory in class, grammar and lexical tests. It has been defined that the ideas about daily study of the German language is well worth noting. Grammatical material cannot underlie the study of the German language and should be used to explain complicated structures in the texts.

Methods for the Formation of Skills in Writing Narrative Statements by Younger Students

The article reveals the methodology of teaching younger students the ability to write narrative-narratives: building an algorithm for writing an exposition, mastering the features of textual activity as a prerequisite for a written retelling of a text. An example of an integrated lesson of the Russian language and literary reading in the third grade is given, which includes both the mastering of knowledge of the Russian language by students and the work with author's texts.

THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process. The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text. Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School Kartikatama Metro.

THE EFFECTIVENESS OF ORAL RETELLING STRATEGY AND WRITTEN RETELLING STRATEGY ON STUDENTS’ READING COMPREHENSION: A COMPARISON

Reading comprehension skill is important in our social lives which relates to texts, emails, networking sites, and many others. In order to find an effective teaching reading technique, there are studies conducted and developed. One of the strategies to teach reading is called retelling. Many studies found that retelling strategy is effective to teach reading comprehension (Sylvia(2015); Ebaugh (2013); Schisler (2008)). However, there is a contradictory result between those studies found related to the implementation of two types of retelling strategy: oral and written retelling. Sylvia’s (2015) study claims that the written retelling significantly better than oral retelling strategy. However, Schisler’s (2008) study shows result in vice versa. Ebaugh’s (2013) study reveals that there were no significant differences between those two strategies. From the contradictory results seen from previous studies, further study is still needed to figure out more reliable research result on the effectiveness of both strategies.