Morpheme {BuN-}: an Example of Morphological Process Through Affixation in Bidayuh-Somu Language

The goals of this research were to identify the allomorph of morpheme {buN-}, describe its affixation process, and determine the function of the allomorphs. The qualitative method was applied to gather the data from an informant who was done by recording technique on the field research. The informant was a Bidayuh-Somu language native speaker. The collected data included the derivational words derived from free morpheme that was root, base, and bound morpheme. The free and bound morpheme were then sorted into nominal and verbal class, as well as described qualitatively. Affixation as one of the morphological processes to derive complex derivational word in Bidayuh-Somu Language involved free and bound morpheme. Morpheme {buN-} was chosen as an example to describe the process of affixation in deriving complex derivational word of the language. It is found that the morpheme {buN-} is a prefix and verbal, affixed to the verb, and noun and adjective. Therefore, it functions both as class-maintaining and class-changing. Moreover, it is identified that the morpheme {buN-} has five allomorphs, namely /bu-/ with its alternant /bur-/ and /b-/, and /bum-/, /bun-/, /buN-/ and /bu-/. The morpheme {buN-} is affixed to free morpheme which is initiated with all consonant and vowel phonemes. The morpheme {buN-}also bears meaning

Teaching Reading Comprehension On Narrative Text Through Content Literacy Strategy

This research aim to investigate and to find out whether teaching reading comprehension on narrative text through content literacy strategy could increase the students' performance. The research was conducted in a pre-experimental method. The subject of the research was the eighth grade students of SMP Kemala Bhayangkari Kubu Raya in academic year 2015/2016. The finding of the research was the mean score of pre-test is 61.96 and the mean score of post-test is 72.50. The interval score of pre-test and post-test in teaching reading comprehension on narrative text is 10.54. The significant different students' achievement can also be proved by the value of t-test is higher than t-table (15.27 > 2.051). The effect size of teaching reading on narrative text through content literacy strategy is 2.88 (Highly criteria). The effect size of treatment shows that teaching reading comprehension on narrative text through content literacy strategy increasing students' achievement

Developing Powerpoint-based Game For Young Learners To Learn Vocabulary

This research described how to construct and operate a PowerPoint-based game for young learners to learn vocabulary. The research method was research and development (R&D). The research procedures followed Borg and Gall model with some modifications. The steps conducted in this research were research and information collecting, planning and product developing. The result of this research are in the form of 1) constructing manual of the PowerPoint-based game consisting of 4 steps, namely: implementing the design, giving animation and sound effect, inserting hyperlink and applying scoring mechanism and finishing, and 2) operating manual for the PowerPoint-based game playing

Improving Students\u27 Pronunciation by Listening to the Audio Visual and Its Transcription of the Narrative Text

This research aimed to improve students\u27 pronunciation by listening to the audio visual and its transcription of the narrative text of eight grade students of SMP S Khatulistiwa Jungkat in academic year 2013/2014. The writer applied Classroom Action Research which consisted of three cycles. The subject of this research was the second year students of class eight of SMP S Khatulistiwa Jungkat. They consist of 23 students. The data was collected using observation checklist, questionnaire, field notes, and tape recorder. Audio visual media and its transcription improved students\u27 pronunciation in each cycle and process of teaching and learning pronunciation. The audio visual was played several times and the students repeated by reading the transcription of the narrative text based on the audio. The transcription had been added with symbols to help the students to read the text based on the audio. The repetition of the audio and the transcription of the narrative text helped the students to improve their pronunciation. Audio visual and its transcription helped and encouraged students to learn pronunciation. In conclusion, audio visual and its transcription helped students\u27 improved their pronunciation

Improving Students's Reading Comprehension On Descriptive Text By Using Skimming Technique

This research is on intended to answer the problem about to know how well the use of skimming technique improves students' reading comprehension on descriptive text to the first semester of the tenth grade of SMA Negeri 2 Teluk Keramat in the academic year 2013/2014. In this research, Skimming technique is reading technique in which focused on improve the students reading comprehension on finding out the main idea, detail information, vocabulary and inference on descriptive text. This technique guided the students to comprehend the information of descriptive text about animals. This study used classroom action research method. The tools of data collection used reading test, observation checklist, and field note. On the first and second cycle the writer used picture, text and table as helping technique. From the result of measurement test, the data show that the students' mean score on first cycle was 60.11. Then the second cycle the students' mean score was 80.92. From the result of data analysis showed that students' reading comprehension on descriptive text by using skimming technique improved

The Use Of Cartoon Movie In Improving Students Speaking Ability In Using Expression Of Asking For And Giving Help

This research is focused on the use of cartoon movie in improving students speaking ability in using expression of asking for and giving help. The aim of this research is to know whether or not cartoon movie can improve the ability in using expression of asking for and giving to the seventh grade students of SMP Negeri 6 Pontianak in the academic year 2012/2013. It is a pre-experimental study where the form used is one group of pretest and posttest design. The population in this research was all the seventh grade students of SMP Negeri 6 Pontianak in academic year 2012/2013. It involved 30 students from class VIIG as the research subjects. The data were collected by written test and perform dialog and analyzed by ES (Effect Size) formula. The finding show the effect size of treatment (ES) is 3,22. Since the value is higher than 0.80, the effect size of treatments (ES) is categorized as highly efective. It means that the use of cartoon movie in improving students speaking ability in using expression of asking for and giving help to the seventh grade students of SMP Negeri 6 Pontianak in academic year 2012/2013 gave a significant effect to improve the students' achievement

Designing Listening Material Samples Based On Contextual Teaching And Learning Approach

This research is aimed at answering the problem about the listening materials are needed by the second semester of eleventh grader of SMA Negeri 5 Pontianak. It was also about the materials are appropriate based on Contextual Teaching and Learning Approach. An interview conducted for the teacher and textbooks analysis based on the criterion Contextual Teaching and Learning Approach. The information sources for this research are the teacher of English in SMA Negeri 5 Pontianak and the textbooks which are used by the teacher. The result of the interview and the textbook analysis indicate that listening materials that are used by the teacher and the students, do not fulfill all aspects Contextual Teaching and Learning Approach. Hence, the researcher tried to design contextual listening materials in term of the text and the activities. The activities in the listening materials are designed based on all aspects of contextual teaching and learning approach. From the checklist, we conclude that listening material samples designed fulfill the approach of Contextual Teaching and Learning

Improving Students\u27 Ability in Reading Comprehension of Narrative Text Through Group Work Activity

The aim of this research isto improvestudents\u27 reading comprehension onnarrative text. This research was conducted to eighth year students of SMP Negeri 14 Pontianak in academic year 2011/2012.The method of this research is classroom action researchThesubjectwas taken fromclass VIII C that consistsed of 30 students.The researcher acted as the teacher during the research period. The data were collected by using measurement and observation techniques and analyzed by describing the observation checklist, field note, and the students\u27 score. The researcher conducted the research in three cycles. The research findings show that the mean score of students\u27 reading comprehension test in the first cycle is 60.7, the second cycle is 63.3, and in the third cycle is68.1It means that students successfully pass the KriteriaKetuntasan Minimum (KKM) in this school that is65.This technique helped the students in understanding what the author meant and in drawing the conclusion from the narrative text given to them

Improving Students' Ability in Writing Procedure Text by Using Picture to the Second Year Class F Students of SMP N 13 Pontianak

This research is aimed to finding the answers' problems in teaching procedure text using picture to the students through classroom action research and have been done in three cycles. In cycle I, students were difficult to write their ideas into English because there were some unfamiliar words in the text. In cycle I, they were better because they divided into some groups. They were be motivated and paid more attention to the teacher. In the cycle III, the students more interested to the material because they have been met with the words likes lettuce, tomato, cheese, carrot, cucumber, butter, and bread. The researcher taken the average research's' result from student's score in each cycle, with the score; Cycle I was 50.16, higher score is 80 and lower score is 30; cycle II is 62.82, higher score is 85 and lower score is 45; cycle III is 79.22, higher score is 90 and lower score is 65. The result showed that students' ability improved and better in each cycle after they were teaching using a picture in writing procedure text. Key words : students' ability, writing, procedure text, pictur