TEACHING READING DESCRIPTIVE TEXT USING HERRINGBONE TECHNIQUE

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan keefektifan dari  Tekhnik Herringbone dalam mengajar membaca teks deskriptif. Metode yang digunakan untuk mengumpulkan data adalah Pre-Experimental. Peneliti mengambil kelas VIIIC yang berjumlah 34 siswa sebagai sampel. Berdasarkan data, nilai rata-rata siswa pada pre-test adalah 5. 87 sedangkan nilai rata-rata siswa pada post-test adalah 7. 8. Keefektifan dari Herringbone Technique ini dikatergorikan besar. Hal ini dibuktikan dengan menggunakan rumus effect size yang menunjukkan bahwa d ≥ 0.8 (1. 72). Berdasarkan hasil dari penelitian ini, dapat disimpulkan bahwa pengajaran reading descriptive text menggunakan herringbone technique ini efektif. Kata kunci: Keefektifan, Teknik Herringbone, Pre Experimental   Abstract: This research is aimed at describing the effectiveness of Herringbone Technique in teaching reading descriptive text. The method that is used to collect the data is Pre-Experimental. The researcher takes VIII C which consist of 34 students as the sample. Based on the data, the researcher found out that the students’ mean score of pre-test is 5. 87 while the students’ mean score of post-test is 7. 8. The effectiveness of Herringbone Technique is categorized as large. It was proven by the result of effect size which shown that d ≥ 0.8 (1. 72).  Based on the research findings, it can be concluded that teaching reading descriptive text using Herringbone Technique is effective. Keywords: Effectiveness, Herringbone Technique, Pre Experimenta

TEACHING LISTENING COMPREHENSION ON DIALOGUE USING INFORMATION TRANSFER TECHNIQUE

Abstract: The aim of this research was to investigate the effectiveness of teaching technique called information transfer technique in teaching listening comprehension on dialogue to Year-7 students of SMP Negeri 2 Mempawah Hilir in Academic Year 2012/2013. It was a pre-experimental study in one group pretest posttest design. The data were collected by using audio file with the written test in form of table, total of the test items were 8 and then analyzed by using ES (Effect Size) formula. The sample was VIIA class that consisted of 36 students. The finding showed that the effect size of treatment was 0.89 (ES > 0.80) and categorized as high with the mean score of the students’ 74.65. This mean score after the teaching (post-test) increased if compared with the mean score before the teaching (pre-test) 61.45. The difference score between pre-test and post-test was 13.20. Key words: Information Transfer, Listening Comprehension. Abstrak: Penelitian ini bertujuan untuk menyelidiki keefektifan dari penggunaan teknik pengajaran yang disebut Information Transfer, dalam pemahaman menyimak dialog terhadap siswa-siswi kelas VII SMP Negeri 2 Mempawah Hilir tahun ajaran 2012/2013. Penelitian ini menggunakan pre-eksperimen studi dengan disain satu grup pre-test post-test. Data penelitian didapatkan dengan menggunakan audio file besertakan tes tertulis dalam bentuk tabel, dengan jumlah soal 8 dan kemudian dianalisa dengan menggunakan rumus ES (tingkat efektifitas). Sampel penelitian diambil dari 1 kelas (VIIA) yang terdiri dari 36 siswa. Hasil penelitian menunjukan bahwa ukuran keefektifan dari perlakuan adalah 0.89 (ES>0.80) dan dikategorikan tinggi dengan nilai rata-rata siswa 74.65. Nilai rata-rata setelah pengajaran (post-test) tersebut menunjukkan perubahan yang meningkat jika dibandingkan dengan nilai rata-rata siswa sebelum pengajaran (pre-test) 61.45. Perbedaan nilai yang ditunjukkan antara nilai pre-test dan post-test adalah 13.20. Kata kunci: Transfer Informasi, Pemahaman Menyimak

IMPROVING STUDENTS’ SKILL IN WRITING HORTATORY EXPOSITION THROUGH EMPHASIZING GUIDANCE IN PRE-WRITING STAGE

Abstrak: Permasalahansiswadalammenulisadalahmerekatidaktahubagaimanacaramenemukan ide danmengembangkan ide tersebutuntuktulisanmerekadanbagaimanamenggunakanpendapatmerekaterhadapsebuah ide tersebut. Untukmembantusiswadalammemecahkanpermasalahantersebut, penulismenggunakanteknikpenekananbimbingandalamtahappra-menulisdenganmemberikanmerekapertanyaan-pertanyaanterkaitdenganteks model yang telahdisiapkanuntukmembantusiswamenemukan ide untuktulisanmereka.Untukmembantumerekamenggunakanpendapatmerekasendiri di dalamtulisnmereka, penulismemilihteksberbentuk hortatory exposition.Penelitianinidilakukandenganmetode pre-experimental desainsatukelompok pretest-posttest yang bertujuanuntukmengetahuiapakahpenekananbimbingan  yang menggunakanpertanyaan 5WH dapatmeningkatkankemampuansiswakelassebelas di SMA Negeri 6 tahunakademik 2012/2013 dalammenulisteksberbentuk hortatory exposition. Kelas yang dipiliholehpenulisadalahkelas IPA A yang terdiridari 27 siswa.Teknikpengumpulan data yang digunakanadalahpengukurandanalat yang digunakanuntukmengumpulkan data adalahtestertulis.Penelitianinimenunjukkanbahwapenekananbimbingandenganmenggunakan 5WH dalamtahappra-menulisefektifdalammeningkatkankemampuansiswadalammenulisteksberbentuk hortatory exposition.Hasildarianalisis data menunjukkanpeningkatan yang signifikansebesar 21.85 dengannilai rata-rata pretest yaitu 55.19 yang tergolongdalamkriterianilai rata-rata dannilai rata-rata posttest yaitu 77.05 yang tergolongdalamkriterianilaibaik. Efekpengukurandariperlakuanmenunjukkanbahwapenekananbimbingandenganmenggunakanpertanyaan 5WH dalamtahappra-menulissangatefektifdalammeningkatkankemampuansiswadalammenulisteksberbentuk hortatory exposition.   Kata Kunci: PenekananBimbinganPadaTahapPra-Menulis, TeksBerbentuk Hortatory Exposition Abstract: Most of students’ problems in writing are that they do not know how to generate and develop the idea for their writing and how to express their opinion of an idea. To help the students to overcome their problems, the writer used emphasizing guidance technique in prewriting stage by giving the students 5WH questions provided by the writer to help the students to generate the idea for their writing. To help them to use their own opinion of an idea in their writing, the writer chose hortatory exposition text.This research was conducted in a pre-experimental one group pretest-posttest design and purposed to investigate whether the emphasis of guidance by using 5WH questions can improve students’ skill in writing hortatory exposition text to eleventh grade students of SMA Negeri 6 Pontianak in academic year 2012/2013. The class which was taken by the writer was science class A which consists of 27 students. The technique of data collecting was measurement and the tool of data collecting was written test.It was found that emphasizing guidance by using 5WH in prewriting stage is effective in improving students’ skill in writing hortatory exposition text. The result of data analysis showed significant improvement of 21.85 with mean score of pretest 55.19 which is qualified as average and mean score of posttest 77.05 which is qualified as good. The effect size of the treatment (1.91) is more than 0.8 and categorized as high. The effect size of treatment shows that emphasizing guidance by using 5WH questions in prewriting stage is highly effective in improving students’ skill in writing hortatory exposition text.   Keywords: Emphasizing Guidance in Pre-Writing stage, Hortatory Exposition Tex

IMPROVING STUDENTS’ SKILL IN WRITING HORTATORY EXPOSITION THROUGH EMPHASIZING GUIDANCE IN PRE-WRITING STAGE

Abstrak: Permasalahansiswadalammenulisadalahmerekatidaktahubagaimanacaramenemukan ide danmengembangkan ide tersebutuntuktulisanmerekadanbagaimanamenggunakanpendapatmerekaterhadapsebuah ide tersebut. Untukmembantusiswadalammemecahkanpermasalahantersebut, penulismenggunakanteknikpenekananbimbingandalamtahappra-menulisdenganmemberikanmerekapertanyaan-pertanyaanterkaitdenganteks model yang telahdisiapkanuntukmembantusiswamenemukan ide untuktulisanmereka.Untukmembantumerekamenggunakanpendapatmerekasendiri di dalamtulisnmereka, penulismemilihteksberbentuk hortatory exposition.Penelitianinidilakukandenganmetode pre-experimental desainsatukelompok pretest-posttest yang bertujuanuntukmengetahuiapakahpenekananbimbingan  yang menggunakanpertanyaan 5WH dapatmeningkatkankemampuansiswakelassebelas di SMA Negeri 6 tahunakademik 2012/2013 dalammenulisteksberbentuk hortatory exposition. Kelas yang dipiliholehpenulisadalahkelas IPA A yang terdiridari 27 siswa.Teknikpengumpulan data yang digunakanadalahpengukurandanalat yang digunakanuntukmengumpulkan data adalahtestertulis.Penelitianinimenunjukkanbahwapenekananbimbingandenganmenggunakan 5WH dalamtahappra-menulisefektifdalammeningkatkankemampuansiswadalammenulisteksberbentuk hortatory exposition.Hasildarianalisis data menunjukkanpeningkatan yang signifikansebesar 21.85 dengannilai rata-rata pretest yaitu 55.19 yang tergolongdalamkriterianilai rata-rata dannilai rata-rata posttest yaitu 77.05 yang tergolongdalamkriterianilaibaik. Efekpengukurandariperlakuanmenunjukkanbahwapenekananbimbingandenganmenggunakanpertanyaan 5WH dalamtahappra-menulissangatefektifdalammeningkatkankemampuansiswadalammenulisteksberbentuk hortatory exposition.   Kata Kunci: PenekananBimbinganPadaTahapPra-Menulis, TeksBerbentuk Hortatory Exposition Abstract: Most of students’ problems in writing are that they do not know how to generate and develop the idea for their writing and how to express their opinion of an idea. To help the students to overcome their problems, the writer used emphasizing guidance technique in prewriting stage by giving the students 5WH questions provided by the writer to help the students to generate the idea for their writing. To help them to use their own opinion of an idea in their writing, the writer chose hortatory exposition text.This research was conducted in a pre-experimental one group pretest-posttest design and purposed to investigate whether the emphasis of guidance by using 5WH questions can improve students’ skill in writing hortatory exposition text to eleventh grade students of SMA Negeri 6 Pontianak in academic year 2012/2013. The class which was taken by the writer was science class A which consists of 27 students. The technique of data collecting was measurement and the tool of data collecting was written test.It was found that emphasizing guidance by using 5WH in prewriting stage is effective in improving students’ skill in writing hortatory exposition text. The result of data analysis showed significant improvement of 21.85 with mean score of pretest 55.19 which is qualified as average and mean score of posttest 77.05 which is qualified as good. The effect size of the treatment (1.91) is more than 0.8 and categorized as high. The effect size of treatment shows that emphasizing guidance by using 5WH questions in prewriting stage is highly effective in improving students’ skill in writing hortatory exposition text.   Keywords: Emphasizing Guidance in Pre-Writing stage, Hortatory Exposition Tex

TEACHING DESCRIPTIVE TEXT USING COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE

Abstract: The purpose of this research is to investigate the effectiveness of CIRC technique in teaching writing descriptive to the grade X students’ of SMA Negeri 1 Singkawang in Academic Year 2014/2015. This research uses pre-experimental study with 34 grade X student as the sample. One of the approaches parallel to this teaching approach is cooperative learning. Cooperative Integrated Reading and Composition (CIRC) is a comprehensive reading and writing program that includes story-related activities, direct instruction in reading comprehension, and integrated reading and language arts activities is uses in teaching writing descriptive text to the students. Based on the research findings, it was concluded that teaching writing using CIRC is effective. Keywords: CIRC, Writing, Descriptive Text Abstrak: Tujuan penelitian ini adalah untuk menginvestigasi keefektifan tehnik CIRC dalam mengajar menulis deskriptif pada siswa kelas X di SMA Negeri 1 Singkawang tahun ajaran 2014/2015. Penelitian ini menggunakan studi pre-eksperimental dengan 34 siswa kelas X sebagai sampel. Salah satu pendekatan paralel yang digunakan untuk mengajar dalam tekhnik ini adalah pendekatan pembelajaran kooperatif. Penulis memilih tehnik CIRC untuk mengajarkan siswa dalam menulis text deskriptif. Kooperatif Terpadu Membaca dan Menulis (CIRC) merupakan model pembelajaran yang berhubungan dengan pemahaman dalam membaca dan menulis yang mencakup aktifitas yang dihubungkan ke cerita, intruksi langsung dalam pemahaman belajar, dan bacaan dan aktifitas seni bahasa digunakan dalam mengajar menulis deskriptive text pada siswa. Berdasarkan penemuan penelitian, disimpulkan bahwa mengajar menulis menggunakan CIRC adalah efektif. Kata Kunci: CIRC, Menulis, Teks Deskripti