The Influence of Using Group Work and Reading Attitude Towards Reading Comprehension Achievement

This study was to investigate the influence of using group work and reading attitude towards the eleventh grade students’ reading comprehension achievement on narrative text. The population of this study was the eleventh grade students at Senior High School Puspita Air Kumbang. The sample was 60 students taken by using cluster random sampling. In carrying out of the research, the writer used an experimental method; factorial design. The writer distributed pretest, posttest, and attitude questionnaire in collecting the data. Then, in analyzing the data the writer used t-test and two-way ANOVA. The result of this study analysis indicated that; first, there was significant influence of group work technique towards the eleventh grade students’ reading comprehension achievement between those who had positive attitude and those who had negative attitude. Second, there was significant influence of conventional teaching technique towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude. Third, there was significant influence of group work technique and conventional teaching technique towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude. Forth, there is significant interaction effect of group work technique and reading attitude towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude.

The Influence of Task Based Language Teaching and Learning Motivation Toward Writing Achievement

This study was to investigate the influence of task based language teaching and learning motivation toward writing achievement. The population of this study was the eleventh grade students at SMK N 3 Palembang. The sample was 64 students taken by using cluster random sampling. In carrying out of the research, the writer used an experimental method; factorial design. The writer distributed pretest, posttest, and attitude questionnaire in collecting the data. Then, in analyzing the data the writer used t-test and two-way ANOVA. The result of this study analysis indicated that: (1) there was a significant difference in writing achievement between the student who taught by using TBLT and those are taught using conventional technique, (2) there was significant difference in writing achievement between the students who have high motivation by using TBLT and conventional teaching technique, (3) there was significant difference in writing achievement between the students who have low motivation by using TBLT and conventional teaching technique, (4) there was significant difference in writing achievement between the students who have low and high motivation by using TBLT, and (5) there was an interaction effect of technique used and student’s motivation in improving writing achievement.

Using Role Play in Teaching Speaking at The Third Year Students of SMP Islam Ruhama Cireundeu

This research is aimed to know whether Role Play Technique is effective in improving student’s speaking skill at 9th grade students of SMP Islam Ruhama Cireundeu. This research is based on the last observation result that the students were still difficult to speak. This research is categorized as Experimental Study. It is carried out to solve students’ problem in speaking. The findings of the research stated that students’ comprehension (66) is the lowest score and students’ grammar (66.5) is the highest score in post test score of experiment class while students’comprehension (72.5) is the lowest score and students’ vocabulary (74) is the highest score in post test of experiment class. The subject of this research is the students of class IX.1 and IX.2 of SMP Islam Ruhama Cireundeu. In collecting the data, this research uses observation and test. Based on the result and the discussion of this research, it can be said that the using of role play in teaching speaking is successful since the crieteria of success were achieved. The criteria of success is there is a significant improvement from pretest result to posttest. The result shows that the pretest average score in experiment class is 66.2 becomes 73.1 in post test while in control class, the significant improvement is only 1.2 (pre test 65.9 and post test 67.1). Based on the result that is mentioned before, the writer suggests that the English teacher should implement a role play in order to improve students’ speaking skill.

Blended Learning; Integrating Moodle to Facilitate Reading Comprehension Activities

This article examines the integration of Moodle to support face-to-face reading class learning activities since the management of learning reading comprehension as a single activity in the classroom is not sufficient. Students need to read outside the classroom and the teacher monitors students' reading comprehension activities. This can be realized by integrating Moodle in teaching and learning activities as a form of blended learning. More specifically, this best practice article illustrates three things, namely: (1) learning planning, (2) implementation strategies for integrating Moodle into face-to-face learning reading comprehension activities, and (3) The results of utilizing moodle to facilitate students’ reading comprehension activities in blended learning context. Students at one of senior high schools in Pangkalpinang are participants in this study. Furthermore, in this best practice, there are two data sources; document analysis and interview. The document analysis is taken from the learning activities where Moodle is used to visualize the picture of reading comprehension narrative text activities. Data from interviews are used to describe students' attitude in integrating Moodle in learning reading comprehension of narrative texts. It was described that Moodle, forum and quiz feature, were developed to support reading comprehension activities. It is also illustrated that students' attitude on the use of Moodle is positive; Moodle motivated students to work on Moodle questions so that they learn more actively, effectively, and reflectively.