IMPROVING STUDENTS’ READING COMPREHENSION USING JIGSAW

The objectives of the research are (1) to describe how jigsaw improves the students’ reading comprehension at the eighth grade of SMP Islam Diponegoro Surakarta and (2) to describe how jigsaw can improve class situation. In the pre research, the students had difficulties in identifying main idea, identifying supporting detail, guessing meaning of new words, and identifying communicative purpose of text, identifying cohesive device, and identifying reference. Because of those indicators, the researcher applied jigsaw technique. The research finding shows that jigsaw could overcome the students’ difficulties in reading comprehension; they could identify main idea, identify supporting details, guess meaning of new words, identify communicative purpose of text, identify cohesive device, and identify reference. The improvement could be seen from the mean score of posttest 1 (60.37) and it increased to 73.08 in posttest 2. Besides solving the students’ difficulties, jigsaw improved the class situation. Before conducting jigsaw technique in teaching process, the students’ motivation was low and after the implementation of jigsaw, their motivation improved. Based on the preobservation, most of students were passive. After taught jigsaw technique, the students became more active and interactive during the teaching learning process. There was improvement in the students’ attitude. Finally, it can be concluded that jigsaw can improve the students’ reading comprehension and improve the class situation.

THE USE OF RECIPROCAL TEACHING TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

The objectives of the research are: (1) to identify whether and to what extent the use of reciprocal teaching can improve the students’ reading comprehension skill; and (2) to describe what happens to the class climate when reciprocal teaching are implemented in the reading class. The research is carried out at SMP Negeri 1 Jaten Karanganyar. The subject of the research is the students of class VIIIG of SMP Negeri 1 Jaten in the academic year of 2012/2013. In collecting and analyzing the data, the researcher used qualitative and quantitative data. The research findings show that the use of reciprocal teaching improves students’ reading comprehension skill and classroom room climate. It can be seen from their interest and motivation in learning English, and reading mean score of pre-test 5.7 increased to 6.7 in posttest 1, and 7.6 in post-test 2

THE IMPLEMENTATION OF SCHOOL CURRICULUM IN TEACHING ENGLISH

This research is aimed to describe the implementation of KTSP in teachingEnglish at the second year of SMA N 1 Banyudonowhich is viewed from thelearning activity in English lessons, the evaluation system the schoolused and theteaching materials. In addition, the other aim is to identify the strengths and theweaknesses in the KTSP implementation in teaching English at the second year ofSMA N 1 Banyudono. This study was conducted at SMA N 1 Banyudonoin May2012. In this study, the researcher applied a descriptive qualitative method todescribe  the  KTSP  implementation  in  teaching  English.  The  techniques  ofcollecting the data in this study were observation, interview and documentanalysis. In analyzing the data, the researcher applied interactive analysis method;data reduction, data display and conclusion drawing. The outcomes of the studyshow that the implementation of KTSP in teaching English of SMA N 1Banyudono in the academic year of 2011/ 2012 was well conducted

A COMPARATIVE STUDY ON THE EFFECTIVENESS OF CROSSWORD GAME AND LECTURING METHODS TO TEACH VOCABULARY

The objectives of this research are: (1) to find out whether there is significant difference in effectiveness between crossword game and lecturing methods to teach vocabulary (2) to find out which one is more effective, crossword game or lecturing methods to teach vocabulary to the third grade of SDN Sumber 3 Surakarta in the academic year of 2012/ 2013. The writer took the sample by using cluster random sampling. The research instrument used to collect the data in this study is tests. Related to the purposes of the study, the research design used in this study was comparative study. Besides, the writer finds that teaching vocabulary using crossword game gives better achievement than lecturing method. In other words, crossword game is more effective than lecturing method to teach vocabulary

IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING PUZZLES

The objectives of the research are: (1) to know to what extent of the students’ vocabulary mastery improvement by using puzzle in the sixth grade students’ class (2) to identify the class situation when puzzles are implemented in the sixth grade students’ class of SD Negeri Sidoharjo 2, Sragen of the academic year 2011/2012. The study is a classroom action research that is carried out in two cycles from March 9th to March 30rd 2012. The subject of the research is the students of the sixth grade that consist of 29 students, 18 males and 11 females. The data were in the form of qualitative and quantitative data. Qualitative data were collected by interview, questionnaire, students’ diary, and field note, while quantitative data were collected by test (pre test and posttest). The qualitative data are analyzed by using Burn method, analyzing action research data consisting of assembling, coding, comparing, building interpretation, and reporting the outcomes while quantitative data are analyzed by using descriptive statistic method. The research finding shows that the use of puzzle improves the students’ vocabulary mastery in four aspects and English class situation The objectives of the research are: (1) to know to what extent of the students’ vocabulary mastery improvement by using puzzle in the sixth grade students’ class (2) to identify the class situation when puzzles are implemented in the sixth grade students’ class of SD Negeri Sidoharjo 2, Sragen of the academic year 2011/2012. The study is a classroom action research that is carried out in two cycles from March 9th to March 30rd 2012. The subject of the research is the students of the sixth grade that consist of 29 students, 18 males and 11 females. The data were in the form of qualitative and quantitative data. Qualitative data were collected by interview, questionnaire, students’ diary, and field note, while quantitative data were collected by test (pre test and posttest). The qualitative data are analyzed by using Burn method, analyzing action research data consisting of assembling, coding, comparing, building interpretation, and reporting the outcomes while quantitative data are analyzed by using descriptive statistic method. The research finding shows that the use of puzzle improves the students’ vocabulary mastery in four aspects and English class situatio

IMPROVING ENGLISH VOCABULARY MASTERY BY USING CROSSWORD PUZZLE

This research is aimed to find out: (1) The improvement of the students’ vocabulary mastery through crossword puzzles and (2) The effect of teaching learning process when teaching  vocabulary by using crossword puzzle is implemented. The method used in this research is classroom action research. It was carried out in two cycles. The techniques for collecting data are observation, interview, questionnare, field notes, photograph and test. The data were analyzed by using qualitative technique and quantitative technique. The researcher conducted the tests before (pre-test) and after (post-test). The research result shows the improvements in students’ vocabulary mastery and gives good effect in teaching learning process. The mean score of pre-test was 50, the post-test 1 was 69, and the post-test 2 was 80. Beside that, there were good effects in the teaching learning process such as the students were more active in following the lesson; the students became less noisy; the students were not ashamed to answer the question; and the students could focus more on the lesson

THE USE OF FOUR SQUARE WRITING METHOD TO IMPROVE STUDENTS’ WRITING SKILL (An Action Research at the Seventh Grade of SMP Negeri 1 Banjarejo in Academic Year 2011/2012)

This research aims at finding out whether and to what extent the use of four square writing method improves students’ writing skill. Besides, this research also aims at identifying the students’ motivation when four square writing method is implemented at seventh grade students of SMP Negeri 1 Banjarejo. The method used in this research is classroom action research. In collecting the data, the researcher used questionnaire, observation, interview and tests. The researcher conducted the tests before (pre-test) and after (post-test). The mean score of each test was compared to know the students improvements in writing skill. The research result shows the positive improvements in students’ writing skill and students’ motivation. The mean score of pre-test was 50.65, the post-test in cycle 1 was 70.10, and the post-test of cycle 2 was 73.42. On the other hand, there were positive improvements of students’ motivation such as the students are more interested with the process of learning; the students pay attention to the teacher’s explanation and teacher’s instruction as the guide to do the task given; the students did not spent much time in starting writing; and the students enjoyed the writing activity

AN ERROR ANALYSIS ON DIALOGUE SCRIPT WRITTEN BY THE SECOND GRADE STUDENTS OF SMPN 8 SURAKARTA

In language learning, sometimes, the students made errors in written language. The students are difficult to master writing comprehension. They get difficulties to comprehend the grammatical system in writing English sentence. They also need to consider about the grammatical components of English that differ from Indonesian language. This article describes about errors made by the students in writing dialogue script. Thirty students from the second grade of SMPN 8 SKA were asked to write about free essay in dialogue script. All students writing are, then, analyzed in order to investigate students’ errors. Based on linguistic category and surface strategy, it can be concluded that the students have difficulties in grammar (tenses, preposition, agreement, article), lexicon (vocabulary and spelling), punctuation for linguistic category and addition (double marking, regularization, simple addition), omission, misformation (regularization, archiform, alternating form), misordering for surface strategy. Most students tend to have difficulties in spelling and omissio

.THE USE OF SMALL-GROUP DISCUSSION TO IMPROVE STUDENTS’ READING COMPREHENSION

The objectives of this research are to describe: (1) how the use of small-group discussion can improve students’ reading comprehension. (2) the strengthsand  the  weaknesses  of  using  small-group  discussion  in  teaching  readingcomprehension. In this action research was conducted in two cycles at the IXBgrade students of SMP Negeri 1 Wuryantoro. Each cycle consisted of four steps:planning, action, observation, and reflection. There are two kinds of data:qualitative and quantitative data. The qualitative data were collected by usingobservation,  questionnaire,  interview,  field  notes,  and  document.  Then,  thequantitative data were collected by using test (pre-test and post-test). Qualitativedata were analyzed by using 5 stages suggested by Burns (1999: 157- 159) asfollows: assembling the data, coding the data, comparing the data, buildinginterpretation, and reporting the outcomes. The quantitative data were analyzedby using descriptive statistics. The research findings show that the use of SGDcould improve students’ reading comprehension. In addition, SGD could be usedto improve the class situation. The researcher also found the strengths and theweaknesses when SGD is used in teaching reading

IMPROVING STUDENTS’ READING COMPREHENSION USING DIRECTED READINGTHINKING ACTIVITY TO JUNIOR HIGH SCHOOL SCTUDENTS

This article describes a classroom action research held in English class through the implementation of Directed Reading-Thinking Activity to improve the eighth grade students’ reading comprehension and students’ motivation. This research was conducted in two cycles. Each cycle included four stages: planning, implementing, observing, and reflecting. The data were obtained qualitatively and quantitatively and show that Directed Reading-Thinking Activity could improve the students’ reading comprehension. The improvement includes: (1) students’ ability to determine the main idea of the paragraph; (2) the students’ ability to find the purpose of the text; (3) the students’ ability to determine the detail information; (4) the students’ ability to infer and grasp meaning of words; and (5) students’ ability to determine references. The data also show that DR-TA improves the students’ motivation. The improvement includes: (1) task orientation; (2) need for achievement; (3) aspirations; (4) goal orientation; and (5) perseverance