The Implementation of Project Based Learning in Teaching Writing Recount Text to The Eighth Grade Students of SMP Khadijah 2 Surabaya

AbstrakAda beberapa faktor yang harus dipertimbangkan oleh guru dalam mengajar Bahasa Inggris. Salah satunya berhubungan dengan usia pelajar. Penelitian ini berfokus pada siswa kelas delapan yang dikategorikan sebagai remaja. Para guru harus mempunyai metode yang sesuai dalam mengajari mereka. Berdasarkan kurikulum, ada beberapa jenis teks yang dipelajari oleh siswa kelas delapan. Salah satunya adalah teks recount. Untuk mencapai tujuan pembelajaran, ada beberapa metode yang disarankan dalam kurikulum terbaru. Salah satunya adalah Pembelajaran Berbasis Proyek. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan penerapan Pembelajaran Berbasis Proyek dalam mengajar menulis teks recount kepada siswa kelas delapan, mendeskripsikan hasil tulisan siswa setelah penerapan metode tersebut, dan mendeskripsikan respon siswa setelah penerapan metode tersebut. Peneliti melakukan penelitian deskriptif kualitatif dan menganalisa datanya secara kualitatif. Data penelitian ini dikumpulkan dari tiga instrumen : lembar pengamatan, tugas siswa, dan kuesioner. Berdasarkan data tersebut, dapat diketahui bahwa Pembelajaran Berbasis Proyek dapat diterapkan dengan baik di dalam kelas oleh guru dan sesuai untuk mengajar menulis teks recount kepada siswa kelas delapan, tulisan siswa menjadi lebih baik setelah penerapan metode tersebut, dan siswa memberi respon positif terhadap metode tersebut. Secara keseluruhan, Pembelajaran Berbasis Proyek memberikan manfaat dan membantu para siswa karena mereka tidak hanya memahami materi, tetapi juga membangun kemampuan berkolaborasi. Kata Kunci : Pembelajaran Berbasis Proyek, Menulis, Teks Recount, Siswa Kelas DelapanAbstractThere are some factors that should be considered by the teacher in teaching English. One of them is dealing with the learner age. This research focuses on the eighth grade students who are categorized as teenager. The teacher should have suitable methods in teaching them. Based on the curriculum, there are several kinds of text genres learnt by the eighth grade students. One of them is recount text. To gain the learning objectives, there are some methods suggested in the newest curriculum. One of them is Project Based Learning (PBL). Therefore, this research aimed to describe the implementation of PBL in teaching writing recount text to the eighth grade students of Junior High School, to describe the result of the students’ writings after the implementation of PBL, and to describe the students’ responses after the implementation of PBL. The researcher conducted a descriptive qualitative research and anlyzed the data qualitatively. The data were collected from three instruments : observation checklist, student task, and questionnaire. Based on the data, it could be known that PBL could be well implemented in the classroom by the teacher and suitable for teaching writing recount text to the eighth grade students, the students’ writings were getting better after the implementation of PBL, and the students gave positive responses towards PBL. Overall, PBL was beneficial and helpful for the students because they not only understood the materials, but also built their collaborative skill.Keywords : Project Based Learning, Writing, Recount Text, Eight Grade Student

The Effect of Using Think-Pair Share Strategy on the Students’ Ability in Writing Recount Text at Junior High School 1 Kampar Timur.

ABSTRACT Vivi Lestari, (2019): The Effect of Using Think-Pair Share Strategy on the Students’ Ability in Writing Recount Text at Junior High School 1 Kampar Timur. According to preliminary research, it was found that the eight grade students of state Junior High School 1 Kampar Timur had difficulties in writing recount text such as unable to use a good grammatical features, had lack of vocabulary, unable to express their ideas, unable to develop the ideas into the paragraph, unable to determine the sequence of events in recount text. This research aimed to find out the difference between using and without using Think-Pair Share on students’ ability in writing recount text at the eight grade of State Junior High School 1 Kampar Timur. This research was a quasi-experimental research. Therefore, this research used two groups; control group and experimental group. The writer formulated the problems that would be answered by using the quantitative research. The subject of the research was the eight grade students of State Junior High School 1 Kampar Timur. The objects of this research were Think-Pair Share and their ability in writing recount text. Sample of this research used Total Sampling. There were 38 students as sample from 137 students. To analyze the data, the writer used independent sample t-test by using SPSS 21 version by Julie Pallant. Based on the data analysis, the writer found that the result t-test formula was 4.708 with df = 36, it was found the level significance of 5% was 2.03 and level significance of 1% was 2.72. The data showed that tobserved was higher than ttable; 2.03 2.72, it means that Ha was accepted and H0 was rejected. It means that there was a significant difference between using and without using Think-Pair Share on the students’ ability in writing recount text at the eight grade of State Junior High School 1 Kampar Timur. Keyword: Writing Ability, Recount Text, Think-Pair Share

THE INFLUENCE OF USING FOUR SQUARE WRITING TOWARDS STUDENTS’ RECOUNT TEXT WRITING ABILITY AT THE SECOND SEMESTER OF EIGHTH GRADE OF SMPN 1 JATIAGUNG SOUTH LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018

Writing is a skill to express ideas, feelings, and thoughts that are arranged in words, sentence and paragraph by using eyes, brain, and hand. Based on preliminary research at SMPN 1 Jatiagung South Lampung, it was found that most of students at the eighth grade of SMPN 1 Jatiagung South Lampung had difficulties of writing especially in recount text. The objective of the research was to know whether there is significant influence of using four square writing towards students’ recount text writing ability at the Eighth Grade of SMPN 1 Jatiagung South Lampung or not. The research methodology used was quasi experimental design. The researcher dealt with two classes, they were an experimental class and a control class. In the experimental class, the researcher used four square writing, where as in the control class the researcher used free writing technique. Each class received the same pre-test and post-test. The population of this research was the eighth grade of SMPN 1 Jatiagung South Lampung. The samples of this research were 2 classes consisting of 60 students. In collecting the data, the researcher used writing test to collect the data. The researcher analyzed the data by using independent sampel t-test, the results was that there was an influence of using four square writing toward students’ recount text writing ability at the second semester of eighth grade of SMPN 1 Jatiagung South Lampung in the academic year of 2017/2018. From the data analysis computed by using SPSS, it was obtained that Sig = 0.012 and = 0.05. It means Ha is accepted because Sig < α = 0.05. Therefore, there was significant influence of using four square writing towards students’ recount text writing ability at the second semester of Eighth grade of SMPN 1 Jatiagung South Lampung in the academic year 2017/2018. Keywords: four s

The Correlation between Metacognitive Knowledge and Students’ Reading Comprehension Of Recount Text At The Tenth Grade Of Senior High School Widya Graha Pekanbaru

ABSTRACT Dewi Putri K P, (2019): The Correlation between Metacognitive Knowledge and Students’ Reading Comprehension Of Recount Text At The Tenth Grade Of Senior High School Widya Graha Pekanbaru. This research was correlational research. There were 3 formulations of the problems, they are: (1) how is metacognitive knowledge of the tenth grade students at Senior High School Widya Graha Pekanbaru (2) how is reading comprehension of recount text of the tenth grade students at Senior High School Widya Graha Pekanbaru (3)Is there any significant correlation between metacognitive knowledge and reading comprehension of recount text of the tenth grade students at Senior High School Widya Graha Pekanbaru. There are two variables used in this research. The first is variable X (students’ Metacognitive Knowledge) and the second is variable Y (students’ Reading Comprehension of recount text). The subject of this research was the tenth grade students at state Senior High School Widya Graha Pekanbaru, while the object of this research is students’ metacognitive knowledge and students’ reading comprehension of recount text. The population of this research was 22. The researcher took all students from the total population. To collect the data, the researcher used a questionnaire to measure the students’ metacognitive knowledge, and a test used to know the students’ reading comprehension.The technique of analyzing data was Pearson Product Momen and it was analyzed by using SPSS 19 program. Based on the data analysis, the researcher concluded that there is a significant correlation between correlation between Metacognotive Knowledge and Students’ Reading Comprehension Of Recount Text At The Tenth Grade Of Senior High School Widya Graha Pekanbaru. It was considered from sig. (2-tailed) = 0.000 that was longer than α (0.05). It means that Ha is accepted and Ho is rejected. From the research findings, it shows that there is a significant correlation between Metacognotive Knowledge and Students’ Reading Comprehension Of Recount Text At The Tenth Grade Of Senior High School Widya Graha Pekanbaru. Keywords: Correlation, Metacognitive Knowledge, Reading Comprehensio

STUDENTS’ GRAMMATICAL ERRORS IN USING NOUN PHRASES IN DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMA N 2 BANDAR LAMPUNG IN THE ACADEMIC YEAR 2017/2018

The research was conducted based on the phenomena that happened in the school. Grammar is one of important composition in English. The students at the tenth grade of SMA N 2 Bandar Lampung still made grammatical errors especially in using noun phrases. The objectives of this research were to find out the errors done by students in using noun phrases, and to know the proportion of errors made by students at the tenth grade of SMA N 2 Bandar Lampung in The Academic Year 2017/2018. The research methodology was used descriptive qualitative. The data were taken from students’ writing task. The population of this research was all the sentences in using noun phrases made by students at the tenth grade of SMA N 2 Bandar Lampung that consists 123 students. The sample of this research was 187 sentences containing errors in using noun phrases based on Linguistic Category Taxonomy. The result of the research showed that there were three types of errors in using noun phrases made by students based on Linguistic Category Taxonomy. They were Head Error, Pre-Modifier Error and Post-Modifier Error. The proportion of errors was 95 items of Head Error (50.80%), 85 items of Pre-Modifier Error (45.45%), 7 items of Post-Modifier Error (3.74%). Furthermore, the researcher found that Head Error was the highest error made by the students. Generally, the students made such kinds of errors because they only transferred rules from their mother tongue. It happened since they did not really comprehend the target language. James said that this is including interlingual errors Keyword: Error Analysis, Grammar, Noun Phrase

THE EFFECTIVENESS OF USING PROJECT BASED LEARNING TO TEACH STUDENTS’ SPEAKING SKILL (An Experimental Research on the Tenth Grade Students of MAN 3 Sragen)

ABSTRACT Erna Yunyta. 2017. The Effectiveness of Using Project Based Learning to Teach Students’ Speaking Skill (An Experimental Research on the Tenth Grade Students of MAN 3 Sragen). Thesis. English Education Department, Islamic education and Teacher Training Faculty. Advisor : Zainal ‘Arifin, M.Pd Keyword : Speaking, Teaching Speaking and Project Based Learning The objectives of this research are to find out the effectiveness in students’ speaking skill between students taught by project based learning and those who are taught by direct instruction method at the tenth grade students of MAN 3 sragen in academic year 2016/2017. The researcher use experimental quantitative research design. Techniques of collecting data are by using speaking test. Test is administered during the learning process. The test is post test. Post test devided become two group, control group and experimental group. The post test is given after treatment, to know whether the treatment is effective or not. The result of this research show that the post test result showed the mean score of the experimental class was higher than the control class. the mean score of experimental group in the post test was 78,25 while the control group was 68. In the post test of an experimental class, the maximum score that the students could get was 85 and the minimum score was 70. In the post test of control class, the maximum score that the students could get was lower, it was 80 and the minimum score was 60. It means that in teaching speaking, students who were taught using project based learning have higher score than those who were taught using direct instruction method

TEACHERS’ PROBLEMS IN THE ENGLISH TEACHING LEARNING PROCESS AND ASSESSMENT OF READING TEXT FOR IMPLEMENTING THE 2013 CURRICULUM OF THE TENTH GRADE STUDENTS OF MAN KARANGANOM KLATEN IN THE ACADEMIC YEAR OF 2016/2017

ABSTRACT Kusumaningrum, Diah. 2017. Teachers’ Problems in the English Teaching Learning Process and Assessment of Reading Text for Implementing the 2013 Curriculum of the Tenth Grade Students of MAN 1 Karanganom Klaten in the Academic Year of 2016/2017. Thesis. English Letters Study Program, Islamic Education and Teacher Training Faculty. Advisors: Dr. H. Giyoto, M. Hum. Keywords: Teachers’ Problems, English Teaching Learning Process, Assessment, Reading Text, the 2013 Curriculum The objectives of this study are to know the teachers’ problems in using the appropriate method, material, media, and assessment for implementing of the 2013 Curriculum in the English teaching learning reading text of the tenth grade students of MAN Karanganom Klaten in the academic year of 2016/2017. This study used descriptive qualitative research that was called case study. The researcher used interview, observation, and documentation to collect the data. This study was conducted to the English teachers that taught at the tenth grade students of MAN Karanganom Klaten in the academic year of 2016/2017. The researcher analyzed the qualitative data by reducing, displaying, and drawing and verifying conclusion to know the teachers’ problems in the English teaching learning process and assessment of reading text for implementing the 2013 Curriculum at the tenth grade students of MAN Karanganom Klaten in the academic year of 2016/2017. This study was using data triangualation to validate the data. In the result of the study, the researcher concludes that the teachers’ problems in the teaching learning process are of the method, material and media. The teachers’ problems in using method concern: less classroom management, less students’ knowledge, many vocabulary difficulties, lack of pupil interest, students’ low concentration, unindependent students, unreadiness of the teacher to use the PBL method, not making conclusion, unsupportive situation and psychological condition, lesss facilities, and different application from the lesson plan. The problems in using material are that: difficulties in mastery the main material, differences mastery among the students, not available textbook, different application from the lesson plan, unresponsive students, unvariation material, different material each class, and unreadiness of the teacher to determine the material with the time allocation, and unsuitable material with the PBL method. The teacher’s problems in using media are that: the textbook/students’ worksheet book as the one source, the limited media, unsupportive condition of the classroom with the media, students’ low understanding with media, unresponsive students, broken media and unreadiness teacher to use media. The teachers’ problems in doing authentic assessment are that the less mastery in implementing authentic assessment, less mastery in gathering the scores from measurement technique, unvalid score, and unsuitable the authentic assessment with the principles