37 research outputs found

    Pengaruh Gaya Belajar dan Waktu Belajar Siswa di Luar Kelas terhadap Prestasi Bahasa Inggris di SMP Se- Kabupaten Tulang Bawang

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    The study aims at finding out the influence of students learning styles and their time to learn English outside classroom on the students English achievement at junior high schools of Tulang Bawang Regency in Lampung Province. The number students recruited as the sample for the study was 1038 and the number of teachers recruited as the sample was 70 teachers. The data for students learning styles were gained through a questionnaire which resulting students learning style categories of: a) communicative, b) concrete, authority-oriented, d) analytic, and e). undecided. For students time learning outside classroom was gained through a questionnaire resulting students who learn: a) less than an hour a day, b) 1-2 hours a day, c) 2-3 hours a day, d) 3-4 hours a day and e) more than four hours a day. The results show that there is no significant influence of students learning styles on their achievement of English subject. Students spending time learning English outside classroom has a significant effect on their English achievement. The average score of students who spent more than four hours a day had the highest score, followed by students who spent 2-3 hours a day. The lowest score was gained by the students who spent less than one hour a day learning English outside classroom

    Teachers and Students' Perceptions of Communicative Competence in English as a Foreign Language in Indonesia

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    This article is a part of attempts to formulate and design a comprehensive rationale in formulating standard of communicative competence of English for Indonesian EFL learners. The study focuses on the perceptions of students and teachers on what communicative competence means, and how they perceive each component of the communicative competence of English.This research is a quantitative research concentrating on finding out the perceptions of students and English teachers on communicative competence in Indonesia. The subjects consist of 31 English teachers of junior and high schools in Bandar Lampung, 37 non English Language Teaching (non-ELT) students, and 56 English Language Teaching (ELT) Students. Fifty questions are designed to find out the teachers' and students' perception of communicative competence and its components. The questions were grouped into five categories: definition of communicative competence, linguistic competence, sociolinguistic competence, discourse competence, and strategic competence.Through ANOVA statistical analysis, it was founds English teachers' perceptions on definition of communicative competence and strategic competence were not significantly different from non English Language Teaching (non-ELT) students and ELT students. Teachers differed significantly in perceiving the linguistic, sociolinguistic, and discourse competence from that of non ELT and ELT student

    Analisis Gaya Belajar Siswa Dan Gaya Mengajar Guru Bahasa Inggris Di SMA Se Kabupaten Tulang Bawang

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    The study aims at finding out the influence of students learning styles and teachers teaching style on the students English achievement at senior high schools of Tulang Bawang Regency in Lampung Province. The number students recruited as the sample for the study was 1038 and the number of teachers recruited as the sample was 70 teachers. Two sets of questionnaires each for learning style and teaching style were given. Students learning styles are categorized into: a) con-ununicative, b) concrete, authority-oriented, d) analytic, and e). undecided. Teachers styles are categorized into:a) expert, b) formal authority, c) personal model, d) facilitator, and e) delegator.The results show that there is no significant influence of students learning styles on their achievement of English subject, while teaching style has a significant effect on the students achievement. There is a tendency that students at senior high school in Tulang Bawang prefer teachers who apply formal authority style than teachers with other styles, but students who got better achievements are those were taught by teachers with expert and facilitator styles.Penelitian ini bertujuan untuk menemukan pengaruh gaya belajar siswa dan gaya mengajar guru terhadap prestasi Bahasa Inggris siswa SMA di Kabupaten Tulang Bawang. Jumlah siswa yang direkrut sebagai sample adalah 1038 siswa sedanagkan guru yang terlibatberjumlah 70 prang. Dua perangkat kuesioner masing-masingZ~untuk gaya belajar siswa dan gaya mengajar guru diberikan kepada sample penelitian. Gaya belajarsiswa dikategorikan sebagai: a) siswa komunikatif, b) siswa kongkrit, e) siswa berorientasi kekuasaan, d). siswa analitik, dan e) siswa campuran. Gaya guru dikategorikan sebagai: a) guru expert, b) guru formal authority, c) guru personal model, d) guru .facilitator, dan e) gui-it delegator.Hasil penelitian rnelILl uj ukkan bahwa tidak ada pengaruh yang signi I ikan antara gaya belajar siswa dengan prestasi belajar Bahasa Inggris mereka, sedangkan gaya mengajar guru berpengaruh secara signifikan terhadap prestasi belajar Bahasa Inggris siswa. Ada kecenderungan siswa SMA di Kabupaten Tulang BawangTulangleiluii menyukai guru yang memiliki gaya formal authority daripada gaya lainnya, tetapi siswa yang prestasi Bahasa Inggrisnya balk adalah mereka yang diajar oleh guru expert danfilcilaitator

    An Analysis of Request Strategy and Politeness Strategy in Classroom Situation

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    Penelitian ini bertujuan untuk mengetahui strategi tindak tutur meminta dan strategi kesopan santunan yang muncul di dalam kelas. Peneliti menggunakan metode kualitatif dan menggunakan role play sebagai media untuk mendapatkan data. Hasil penelitian menunjukkan ada 19 ujaran yang termasuk kedalam tindak tutur meminta. Berdasarkan strategi tindak tutur meminta, sembilan ujaran (47,36%) termasuk kedalam strategi mempertanyakan kemampuan atau kesediaan pendengar, satu ujaran (5,26%) termasuk kedalam strategi pernyataan akan kemampuan dan kesediaan, satu ujaran (5,26%) termasuk kedalam per nyataan akan harapan dan keinginan penutur, dan delapan ujaran (42,10) termasuk kedalam strategi perintah. Berdasarkan strategi kesopan santunan, sebelas ujaran (57,89%) termasuk kedalam strategi bald on-record, dan delapan ujaran (42,10) termasuk kedalam strategi negative politeness. Peneliti menyimpulkan bahwa kecenderungan dari strategi meminta adalah dalam bentuk mempertanyakan kemampuan atau kesediaan pendengar. Sementara itu, strategi kesopan santunan cenderung muncul dalam bentuk strategi bald on-record. This research was aimed at finding the request and politeness strategy appeared in classroom situation. The researcher used qualitative method and used role play as the instrument in the data elicitation technique. The result showed that there were 19 utterances that belong to act of request. Based on the request strategy, nine utterances (47,36%) belonged to questioning listener\u27s ability or willingness, one utterance (5,26%) belonged to statements of ability and willingness, one utterance (5,26%) belonged to statements of speaker\u27s wishes and desires, and eight utterances (42,10) belonged to imperatives strategy. Based on politeness strategy, eleven utterances (57,89%) belonged to bald on-record, and eight utterances (42,10%) belonged to negative politeness. The researcher concluded that the tendencies of the request strategy was in the form of questioning listeners ability or willingness. Meanwhile, the politenes strategy tended to appear in the form of bald on-record strategy

    The Implementation of Drama in Teaching Speaking

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    Penelitian ini bertujuan untuk mengetahui apakah siswa di kelas VIII SMPN 3 Batang Hari Nuban Lampung Timur akan mampu menerapkan drama bahasa Inggris dalam hal verbal komponen yaitu articulation, pronunciation, fluency and accuracy (grammar & vocabulary). Subjek penelitian ini adalah kelas VIIIA dengan 24 siswa. Ini adalah penelitian kualitatif deskriptif yang difokuskan pada analisis produksi berbicara siswa dengan melihat kriteria evaluasi untuk berbicara dalam drama yang dikemukakan oleh Stanishlavski (1989). Hasil penelitian menunjukkan bahwa 83,33% siswa mampu menerapkan drama bahasa Inggri sdalam hal verbal komponen terdiri dari articulation, pronunciation, fluency and accuracy (grammar & vocabulary) dan sisanya 16,66% siswa masih rendah. Hasil penelitian juga menunjukkan bahwa accuracy (grammar & vocabulary) adalah yang paling mudah sedangkan yang paling bermasalah adalah fluency. Dapat disimpulkan bahwa drama dan komponen verbalnya dapat diaplikasikan oleh siswa di pembelajaran berbicara.This research was aimed at finding whether the students at the second grade of SMPN 3 Batang Hari Nuban East Lampung would able to apply English drama in terms of verbal components of articulation, pronunciation, fluency and accuracy (grammar & vocabulary). The subject of this research was class VIIIA with 24 students. This was descriptive qualitative research which focused on the analysis of students’ speaking production by seeing the criteria of evaluation for speaking in drama proposed by Stanishlavski (1989). The result showed that 83.33% students were able to apply English drama in terms of verbal components of articulation, pronunciation, fluency and accuracy (grammar & vocabulary) and the rest of 16.66% students were still poor. The result also showed that accuracy (grammar & vocabulary)is the most applicable whereas most problematic is fluency. It could be concluded that drama and its verbal components are applicable for students in speaking class

    Improving the Self-Confidence in Speaking Practice by Using Self-Directed Dialogue Technique at Second Grade Students\u27 of SMP Negeri 1 Kalirejo Lampung Tengah

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    Tujuan penelitian ini adalah untuk mengetahui apakah ada efek dari penerapan teknik self-directed dialogue pada i) peningkatan aspek berbicara siswa dan ii) hubungan yang signifikan antara kepercayaan diri dan pencapaian berbicara siswa pada siswa tingkat kedua di SMP Negeri 1 Kalirejo Lampung Tengah. Penelitian ini adalah penelitian kuantitatif dan kualitatif. Sasaran penelitian ini adalah 32 siswa tingkat kedua SMP Negeri 1 Kalirejo Lampung Tengah. Peneliti menggunakan desain t-test dan kuesioner untuk mengumpulkan data siswa. Hasil dari penelitian ini menunjukkan bahwa terdapat peningkatan didalam prestasi siswa setelah diajar menggunakan teknik self-directed dialogue dan terdapat hubungan yang signifikan antara kepercayaan diri siswa dan prestasi mereka didalam berbicara. Penelitian ini menunjukkan bahwa teknik self-directed dialogue membantu dalam meningkatkan kemampuan berbicara siswa. The aim of this study was to find out whether there were an effect of the implementation self-directed dialogue technique on i) the improvement of students\u27 speaking achievement and ii) the relationship between self-confidence and the student\u27s achievement in speaking at the second grade students of SMP Negeri 1 Kalirejo Lampung Tengah. The subjects were 32 students of the second grade of SMP Negeri 1 Kalirejo Lampung Tengah. Speaking tests and questionnaire were used to collect the data in this study. The result of this study showed that there is a statistically significant improvement of the students\u27 speaking achievement after the students were taught through self-directed dialogue technique. There was also a statistically significant relationship between students\u27 self-confidence and students\u27 achievement of speaking. This suggested that self-directed dialogue technique facilitates students to improve their speaking

    Analysis of Classroom Interaction in the Implementation of 2013 Curriculum

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    Tujuan penelitian ini adalah (1) untuk mengetahui proses interaksi kelas melalui Initiation-Response-Feedback (IRF), (2) untuk mengetahui pola yang dominan muncul di kelas, dan (3) untuk mengetahui pola interaksi di kelas sesuai atau tidak dengan aspek kurikulum 2013. Sampel dari penelitian adalah kelas IPA dan IPS di tahun ajaran 2013/2014. Penelitian ini adalah penelitian kualitatif. Hasil dari pola interaksi melalui Sinclair and Couthard Initiation-Response-Feedback model menunjukan : Teacher Elicitation (20%), Check (21%), Student Information (20%), Student Elicitation  (13%), Teacher Information (12%), dan Teacher Direct (11%). Di kelas IPA, interaksi didominasi oleh murid, Student Inform 30%. Pola yang terjadi di kelas IPS didominasi oleh guru, Teacher Elicitation 15%. Dapat disimpulkan bahwa pola interaksi yang muncul tidak sesuai dengan aspek – aspek kurikulum 2013.The aims of this research were (1) to investigate the process of classroom interaction through initiation-response-feedback (IRF), (2) to find out the exchange pattern of classroom interaction that dominantly appear, and (3) to find out whether or not the exchange pattern of classroom interaction is suitable with curriculum 2013. The sample of this research were science class and social class of SMA in the year 2013/2014. The research is qualitative research. The result of the classroom interaction pattern suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model namely: Teacher Elicitation (20%), Check (21%), Student Information (20%), Student Elicitation  (13%), Teacher Information (12%), and Teacher Direct (11%). In the science class handled by the students, amounting Student Inform 30%. The exchange pattern in social class taken by the teacher, Teacher Elicitation 15%. It can be concluded that the exchange pattern is not suitable with 2013 curriculum principle

    Teaching Writing Through Kwl (Know, Want, and Learn) Technique

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    The objectives of the research were to investigate how KWL Technique can improve students writing hortatory exposition text in class XI IPS 4 of MAN 1 Bandar Lampung and to find out whether KWL Technique is effective to teach writing hortatory exposition text under which writing elements applied. The research was conducted at MAN 1 Bandar Lampung. The population of this research was the students of class XI IPS 4 at that school. This research used one group time series design. It took six meetings with test on each meeting. This applied three topics i.e. computer, internet, and facebook. The indicator of the research dealt with the increase of students‟ mean and students‟ number who passed KKM. Besides, the instrument used in collecting the data was writing tests. The result of the tests indicated that KWL Technique is effective to teach writing hortatory exposition text under which writing elements applied. It could be seen that the increases of mean of topic I, II, and III were 15.42, 14.91, and 16.48. Meanwhile, the increase percentages of students‟ number who passed KKM were 61.97%, 43.90%, and 53.66%. It showed that the increase of students‟ ability in writing hortatory exposition text was good. In addition, KWL Technique improves students‟ writing of hortatory exposition text by three elements of writing namely content, vocabulary and language use.

    Analyzing Teacher’s Feedback Used in Teaching Speaking

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    The objectives of this research are to find out how the feedback are given by the teacher and to find out the students’ responses toward the teacher’s feedback used in teaching speaking. The design of this research is case study which analyzes how verbal feedbacks were given based on Tunstall & Gipps’ typology. The result shows that the teacher gave seven out of the eight feedbacks. Four types of evaluative feedbacks and three types of descriptive feedbacks. 44 % feedback given to students’ pronunciation which total are 86 feedback. The dominant feedback were categorized to descriptive feedback. 41% feedback given to students’ comprehension which total are 80 feedback. The dominant feedback of students’ comprehension were categorized to evaluative feedback. The last,15% feedback given to students’ vocabulary which total are 30 feedback. The dominat feedback were categorized to evaluative feedback. The researcher suggests that in terms of students’ responses toward the feedback, facilitating feedback can motivate students in learning speaking. Furthermore, adjusting feedback with students’ characteristics is important to be applied by the teacher.
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