USING THEME-BASED APPROACH TO IMPROVE STUDENTS’ NARRATIVE WRITING ACHIEVEMENT

Abstract: The objectives of this study were to find out whether or not there were 1) a significant difference in students’ narrative writing achievement before and after they were taught by using Theme-Based Approach, and 2) a significant improvement in students’ narrative writing achievement in terms of content (purpose and narrative development). This study was a pre-experimental study which applied pretest-posttest one group design. The population was the 10th grade students of SMA N 1 Indralaya Utara in academic year 2013/2014 with a total number of 123 students. The total number of the sample was 32 students that was taken purposively. The data were obtained by means of writing test. First, the result showed that the students got better scores in the posttest than in the pretest. The calculation of paired-sample t-test showed that there was a significant difference in students’ narrative writing achievement before and after the treatment. This showed by the t-obtained (12.042) that was higher than the t-table (2.041). Second, the calculation of paired-sample t-test per aspect of writing showed that content (purpose and narrative development) was the most significantly improved aspect out of the five aspects. In other words, there was a significant improvement in students narrative writing in terms of content (purpose and narrative development) after they were taught by using Theme-Based Approach. Key words:narrative text, writing achievement, theme-based approach, improv

Enhancing Descriptive Writing Achievement of Tenth Graders by Using Internet Meme Picture

ABSTRACTThe objectives of this study were to find out whether or not: (1) there was a significant difference in Descriptive Writing achievement after the tenth grade students of SMA Negeri 1 Indralaya Utara were taught by using internet meme picture and (2) there was a significant difference in Descriptive Writing achievement between the students who were taught by using internet meme pictures and those who were not. The samples of this study were X MIPA 1 and X MIPA 2 with the total number of 64 students. To collect the data, each group was given pre-test and post-test of writing. The data were analyzed by using Paired Sample t-test and Independent Sample t-test in SPSS version 22. The results from Paired Sample t-test showed that there was a significant difference in Descriptive Writing achievement before and after the tenth-grade students of SMA Negeri 1 Indralaya Utara were taught by using Internet Meme Picture. The result from Independent Sample t-test of the post-test in both experimental and control groups showed that there was a significant difference in Descriptive Writing achievement between the students who were taught by using Internet Meme Picture and those who were not as the r-value both of Paired Sample t-test and Independent Sample t-test results were lower than 0.05 (0.000 < .05).  ABSTRAKTujuan penelitian ini adalah untuk mengetahui apakah: (1) ada perbedaan yang signifikan dalam menulis deskriptif setelah siswa kelas sepuluh SMA Negeri 1 Indralaya Utara diajarkan dengan menggunakan Internet Meme Picture dan (2) ada perbedaan yang signifikan dalam penulisan deskriptif antara siswa yang diajar dengan menggunakan Internet Meme Picture dengan mereka yang tidak. Sampel penelitian ini adalah kelas X MIPA 1 dan X MIPA 2 dengan jumlah total 64 siswa. Untuk mengumpulkan data, setiap kelompok diberikan pre-test dan post-test penulisan. Data dianalisis dengan menggunakan Paired Sample t-test dan Independent Sample t-test dengan SPSS versi 22. Hasil dari Paired Sample t-test menunjukkan bahwa ada perbedaan yang signifikan dalam penulisan deskriptif sebelum dan sesudah siswa kelas X SMA Negeri 1 Indralaya Utara diajarkan dengan menggunakan Internet Meme Picture. Hasil Independent Sample t-test dari post-test di kedua kelompok yaitu eksperimen dan kontrol menunjukkan bahwa ada perbedaan yang signifikan dalam prestasi penulisan deskriptif antara siswa yang diajar dengan menggunakan Internet Meme Picture dan dengan mereka yang tidak. Nilai kedua t-test yaitu hasil Paired Sample t-test dan hasil Independent t-test lebih rendah dari 0,05 (0,000 <0,05).How to Cite: Inderawati, R., Ariani, D. N., Hambali, M. (2018). Enhancing Descriptive Writing Achievement of Tenth Graders by Using Internet Meme Picture. IJEE (Indonesian Journal of English Education), 5(2), 176-190. doi:10.15408/ijee.v5i2.7666. Inserted:

TEACHERS’ SENSE OF EFFICACY IN RELATION TO STUDENTS’ ENGLISH ACHIEVEMENT AT STATE ISLAMIC SENIOR HIGH SCHOOLS IN PALEMBANG

Abstract: This study was proposed to find out whether or not (1) there was a significant correlation between teachers’ sense of efficacy and students’ English achievement at State Islamic Senior High Schools in Palembang, and (2) teachers’ sense of efficacy contributed to students’ English achievement. The method used was descriptive method. The population of the research was divided into two groups. The first population was the English teachers at State Islamic Senior High Schools in Palembang. The writer used comprehensive sampling technique. There were 20 English teachers and all of them were taken as the first sample. The second was the students at the same schools with the total number 1741. The writer used purposive sampling technique. So there were 320 students taken as the second sample. The data obtained by means ready-made questionnaire (TSES) for English teachers and students’ English achievement obtained from their teachers’ documentation. TSES was completed by the teachers in order to measure their level of sense of efficacy and it was correlated to students’ English achievement. The findings showed that there was a significant correlation between the independent variable (teachers’ sense of efficacy) and the dependent variable (students’ English achievement) of this study (r = 0.797, p = 0.00). Moreover, the result of determination analysis revealed that teachers’ sense of efficacy contributed 63.5% to students’ English achievement(R = 0.797and R2 = 0.635). Key words: correlation, teachers’ sense of efficacy, students’ English achievemen

Difficulty Index and Cognitive Skills of English Textbook for Senior High School

This study explored the difficulty index, the terms for the category for reading text level, and cognitive levels of reading texts in the English textbook, Interlanguage, for Senior High School grade 12. The primary aim was to determine the extent to which the degree of the available different categories of reading text levels included the cognitive level of questions. Through the readability test formulas for difficulty index and a checklist based on revised Bloom Taxonomy for cognitive skills, 11 reading texts completed with 56 reading comprehension questions were analyzed. The result revealed that the Interlanguage textbook contained four different categories of reading level such as difficult, fairly difficult, plain, and fairly easy to read. The textbook had in the average category of fairly difficult to read for difficulty index and contained fewer HOTS–based questions than LOTS ones (34% < 66%). Besides, higher reading text levels included fewer HOTS-based questions than those of lower ones. This means a higher level of cognitive skill of questions may appear in any text with a different level of difficulty index. This suggests that the English textbook should be revised to have more HOTS-based question items for developing the students’ high cognitive levels

Teacher-made Summative Test: An Analysis of Test Format, Index of Difficulty, Discrimination, and Distractors

Abstract: This study was aimed at finding out the quality, index of difficulty, discriminating power, and effectiveness of distractors of teacher-made English summative test item format. The sample of this study was 44 eleventh-grade students of one public senior high school in Palembang. The data were collected from the result of the English summative test responded by eleventh-grade students of the school. The data were analyzed by using the table of multiple- choice test item format and item analysis. The result of the test item format showed that none of the item was in the good (accepted) category, 34 (85%) items were in the moderate category, and 6 (15%) items were in poor category. The result of index difficulty showed that 10 (25%) items were in difficult category, 12 (30%) items were in easy category, and 18 (45%) items were in satisfactory category. The result of discriminating power showed that 16 (40%) items had poor discriminating power, 10 (25%) items had moderate discriminating power, and 14 (35%) items had good discriminating power. The result of the effectiveness of distractors showed that from a total of 160 distractors 41% of them functioned effectively, 51% of the distractors functioned less effectively, and 8% of the distractors were ineffective. In short, the teacher- made English summative test of the eleventh-grade students of the school was not acceptable to be used as an instrument to evaluate the students’ English learning due to many aspects of a good test in terms of quality, index of difficulty, discrimination power and effectiveness of distractors were not fulfilled. Keywords: test item analysis, teacher-made summative test, English Abstrak: Studi ini bertujuan untuk mengetahui kualitas, indeks kesulitan, kekuatan pembeda, dan keefektipan pengecoh terhadap format butir tes sumatif Bahasa Inggris. Jumlah sampel sebanyak 44 siswa kelas 11 Sekolah Menengah Atas Negeri 3 Palembang. Data studi ini merupakan jawaban hasil sumatif tes yang dikerjakan oleh ke 44 siswa tersebut dan dianalisa menggunakan tabel format butir tes berbentuk pilihan ganda. Hasil format butir tes menunjukkan tidak satupun butir soal berkatagori bagus. Dari sejumlah 40 soal, 34 (85%) butir soal tergolong sedang dan sisanya 6 soal (15%) termasuk katagori kurang. Dari hasil indeks kesulitan butir soal terdapat 10 butir (25%) dianggap sulit, 12 butir  (30%) mudah , dan 18 butir (45%) tergolong memuaskan. Untuk kekuatan pembeda, terdapat 16 butir (40%) soal kurang, 10 butir (25%) butir sedang, dan 14 butir (35%) dianggap bagus. Sementara itu, hasil keefektipan pengecoh menunjukkan 41% dari total 160 pengecoh efektif, 51% kurang efektif, dan 8% tidak efektif. Secara ringkas tes sumatif Bahasa Inggris buatan guru  untuk kelas 11 kurang dapat diterima sebagai instrumen untuk mengevaluasi pembelajaran bahasa Inggris siswa dikarenakan terdapat beberapa aspek sebagai persyaratan tes yang bagus tidak sempurna terpenuhi. Kata-kata kunci: analisis butir tes, tes sumatif buatan guru, Bahasa Inggri

TEACHING READING COMPREHENSION BY USING THE FLIPPED MODEL OF INSTRUCTION TO THE STUDENTS OF SMK NEGERI 2 PALEMBANG

Abstract: This study aimed to (1) to find out whether or not there was a significant different in reading comprehension achievement of the eleventh grade students before and after they were taught using the flipped model of instruction, (2) to find out whether or not there was a significant different in reading comprehension achievement of the eleventh grade students were taught using the flipped model of instruction compared to that of those who were not, and (3) to analyze the perception of the eleventh grade students toward the teaching of reading comprehension by using the flipped model of instruction. There were 72 of the eleventh grade students of SMK Negeri 2 Palembang chosen by using purposive sampling method. 36 students from XI Computer and Network Engineering 1 as the experimental group and 36 students from XI Electric Power Transmission Installation Engineering 1 as the control group. The data were analyzed by using paired samples t-test and independent samples t-test using SPSS version 21. The results of this study showed that (1) the mean difference in posttest and pretest of experimental group was 8.36111and p-value 0.000 < 0.05. It means that there was a significant difference in reading comprehension achievement of experimental group before and after they were taught by using the flipped model of instruction; (2) the mean difference in posttest of experimental and control group was 9.65278 and p-value 0.000 < 0.05. It means that there was a significant difference in reading comprehension achievement of the eleventh grade students who were taught by using the flipped model of instruction compared to that of those who were not. (3) The results of students’ questionnaire indicated the positive perception of the teaching of reading comprehension by using the flipped model of instruction. Instead, the result of this study showed that Flipped Model of Instruction could improve the eleventh grade students’ reading comprehension achievement

THE CORRELATION BETWEEN INTEREST IN LISTENING TO ENGLISH SONGS AND ENGLISH PRONUNCIATION OF THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM, SRIWIJAYA UNIVERSITY INDRALAYA

The main purpose of this study was to describe whether or not the students’ interest in listening to English songs and their English pronunciation have a significant correlation. The method used in this study was a descriptive method. The population of this study was all of the English Education Study Program students of Sriwijaya University Indralaya. There were 172 students and the sample of this study was 85 students: Semester V and VII. Sampling method used in this study was purposive sampling method. The data were collected by means of questionnaire and test. To verify the hypotheses, the data obtained were analyzed by using the correlation analysis. The result of the analysis showed that most of the students who had high interest in listening to English songs had good pronunciation. There was statistically significant correlation between students’ interest in listening to English songs and their English pronunciation. The result of correlation analysis was 0.284, with p-value = 0.008. It meant that there was a significant correlation between students’ interest in listening to English songs and their English pronunciation

PENULISAN ARTIKEL UNTUK JURNAL ILMIAH BAGI GURU-GURU BAHASA INGGRIS DI SMP DAN SMA KOTA PANGKAL PINANG, BANGKA BELITUNG

Kegiatan Pengabdian pada Masyarakat (PPM) ini bertujuan untuk memotivasi, memberikan pemahaman konsep dan penerapan penulisan artikel untuk jurnal ilmiah bagi guru-guru bahasa Inggris di SMP dan SMA kota Pangkal Pinang, Bangka Belitung. Kegiatan diawali dengan pemberian materi motivasi berupa alasan-alasan perlunya menulis artikel ilmiah, dilanjutkan dengan pengenalan konsep-konsep penulisan artikel ilmiah (judul artikel ilmiah, abstrak, pendahuluan, tinjauan pustaka, metodologi, hasil dan pembahasan, kesimpulan, daftar pustaka) serta menerapkan konsep tersebut dengan menulis artikel ilmiah. Model pelaksanaan kegiatan PPM ini adalah model pendampingan dengan metode presentasi, ceramah dan diskusi. Setelah kegiatan berlangsung didapat kesimpulan bahwa peserta guru termotivasi untuk mengenal konsep penulisan artikel ilmiah dan mereka antusias mempelajari kerangka penulisan artikel ilmiah. Para guru menyetujui bahwa pelatihan penulisan artikel memberikan banyak manfaat bagi mereka

Upaya Meningkatkan Kompetensi Guru Melalui Pelatihan Penulisan Rancangan Penelitian Tindakan Kelas Bagi Guru MGMP Bahasa Inggrsi Di Kabupaten Muara Enim

Penelitian tindakan kelas merupakan salah satu upaya untuk meningkatkna kualitas pembelajaran di kelas. Kegiatan ini bertujuan untuk memberikan pemahaman kepada guru, menjadikan guru terampil dalam menulis rancangan penelitian tindakan kelas, dan meningkatkan motivasi para guru untuk melakukan penelitian tindakan kelas. Pada masa pandemic, kegiatan ini dilakukan secara daring pada tanggal 7-9 Oktobe 2021 dengan jumlah peserta sebanyak 55 orang. Adapun sasaran kegiatan ini adalah para guru MGMP Bahasa Inggris Kabupaten Muara Enim. Skema kegiatan ini adlah perkuliahan desa. Model yang digunakan adalah pendampingan atau penyuluhan tentang konsep dasar dan pelatihan penulisan rancangan dan dianalisis dengan pendekatan deskriptif kualitatif. Metode kegiatan adalah presentasi dimana guru menyusun rancangan PTK dan menyampaikannya di hadapan para peserta lainnya untuk kemudian mendapatkan umpan balik dari narasumber. Hasil observasi menunjukkan hal positif, yaitu guru antusias dalam mengikuti kegiatan. Tambahan, peserta mampu menghasilkan contoh rancangan penelitian tindakan kelas. Peserta memgharapkan adanya kegiatan lanjutan di tahun-tahun berikutny

TEACHING SPEAKING THROUGH CHAIN STORYTELLING TO THE TENTH GRADE STUDENTS OF SMA SRIJAYA NEGARA PALEMBANG

The objectives of this study were to find out: (1) whether or not there was a significant improvement in speaking skill of students who were exposed to chain storytelling and (2) whether or not there was a significant difference in speaking skill between students who were exposed to chain storytelling and those who were not. The sample of this study was 60 tenth grade students of SMA Srijaya Negara, which were divided into control and experimental group, and each group had 30 students. To collect the data, each group was assigned pretest and post test. The data analyses used paired sample t test and independent sample t test in SPSS. The result from paired sample t test showed that the mean difference in post test and pretest of experimental group was 16.000 at the significance level of p2.04523), H01 was rejected and there was a significant improvement in speaking skill of experimental group. The highest contribution was given by story elaboration aspect (content), and then followed by pronunciation, vocabulary, fluency and grammar. The result from independent sample t test showed that the mean difference between post test of experimental group and control group was 2.4000 at the significance level of p>0.05 with t obtained7.133). Keywords: teaching speaking, chain storytellin