THE EFFECTIVENESS OF USING FIX-UP STRATEGY TO TEACH READING VIEWED FROM STUDENTS’ SELF-CONFIDENCE

NUNUN INDRASARI , 2012. The Effectiveness of Using Fix Up Strategy to Teach Reading Viewed from Students’ Self-confidence (An Experimental Research at the Eighth Grade Students of SMP Negeri 2 Temanggung in the Academic Year of 2011/2012). Thesis. Surakarta. English Education Department of Graduate School, Sebelas Maret University. 2012.The objectives of this study are: (1) to reveal whether Fix-Up Strategy is more effective than Direct Teaching to teach reading; (2) to reveal whether students having high self-confidence have better reading skill than those having low self-confidence; and (3) to reveal whether there is an interaction effect between teaching strategies and the students’ self-confidence on the students’ reading skill.The experimental research was conducted at SMP Negeri 2 Temanggung, from March to April 2012. The sample of the research was two classes; those were VIIID which was treated as experimental class taught by using fix up strategy and VIIIG which was treated as control class taught using by direct teaching. Each of them consisted of 26 students. The data were in the form of quantitative data that were taken from reading test and self-confidence questionaire. The data of reading test were used to know the students’ reading skill. The data of self-confidence questionaire were used to know the students’ level of self-confidence. The data of reading test were the scores of students’ reading test that was administered after having eight times treatment for each class. The researcher analyzed the data using ANOVA or analysis of variance.Based on the result of data analysis, the research findings are: (1) Fix up strategy is more effective than direct teaching to teach reading; (2) the achievement of students’ skill in reading does not depend on the level of the students’ self-confidence; and (3) there is an interaction between teaching strategies and students’ self-confidence. Based on these research findings, it can be concluded that fix up strategy is an effective way to teach reading for the eighth grade students of SMP Negeri 2 Temanggung. From that result, fix up strategy can be implemented at class in order to achieve optimal result. By applying this, the teacher has to facilitate the students to think creatively and actively in reading text by giving fix- up tools, such as previewing, predicting, rereading, monitoring, making connection, visualizing, making inference, and retelling the text

Project Based Learning in English for Specific Purposes (ESP) Course for Pre-Service Teacher

This paper attempts to explore the benefits and how Project Based Learning (PBL) is actually applied in ESP course. It also aims to investigate the problems arising in ESP course for pre-service teachers in English Education in IAIN Raden Intan Lampung. Teaching ESP course should cover both theoretically and practically. Pre-service teachers in IAIN Raden Intan Lampung tend to understand the theory but have no idea in applying it in real situation. PBL can be an alternative in teaching ESP course in which students are not only learning the theory but also making the project to implement the theory they have gotten. Besides presenting theories, the students of ESP course were asked to design course books for certain field of study. The books were designed based on the target need analysis that they have done by interviewing and observing the target situation. Assigning the book project enabled to raise the students\u27 creativity in designing an ESP course book both content focus and language focus. It can also stimulate the students\u27 ability in creating book design and template all at once. However, the lecturers\u27 guidance is necessary since some students are confused in determining and arranging exercises on the book

Improving Students\u27 Writing Skill of Narrative Texts by Using Short Videos (a Classroom Action Research at the Eighth Grade Students of SMP Negeri 2 Temanggung in the Academic Year of 2009/2010)

This research aims to find out whether short videos can improve students\u27 writing skill and how far the short videos can improve students\u27 writing skill at the eighth grade students of SMP Negeri 2 Temanggung. It is also aimed to find out the strengths and weakness of using short videos in the writing class. The approach used in this research is a classroom action research. The action research was conducted in two cycles, in which in the first cycle there were 4 meetings and in the second cycle there were 3 meetings. Every cycle consisted of four steps; planning, implementing, evaluation, and reflection. In collecting the data, the researcher used observation, questionnaires, interviews, field notes, photographs, and tests. The tests were conducted before the action (pre-test) and after the action (post-test). The researcher analyzed the mean score of each test to find out the improvements of students\u27 writing skill after the action was conducted. The result of the research shows that there are positive improvements in either students\u27 writing skill or the class situation during the teaching learning process. It can be seen from the result of the test which is improved, from the comparison between the pre-test conducted before the action and the post-test conducted after the action. The mean scores of the test result are 68.22 for the pretest, 75.58 for the post-test in cycle 1, and 78.31 for the post-test in cycle 2. By watching the videos, the students get the stimulus about certain topics so that they can easily construct and generate the ideas into a narrative story based on the video given. They can also arrange better paragraphs based on the generic structure of narrative text. From the t-test computation in the students\u27 test score, it is showed that the improvement of the students writing skill by using short videos is significant. The t-test computation between the pre-test and the post-test 2 was 8.77. Meanwhile, the t table (tt) for 34 students is 2.04. Since (to)2 is higher than tt, it means that there is a significant difference between the score in the pretest and post-test 2. Some strengths of using short videos in teaching writing which could improve the students\u27 attitude towards writing in the writing class situation during the teaching learning process were: the students were more motivated in joining the writing class, the videos present the attractive moving pictures and sounds so that they got feeling of relax before they wrote their story, they paid much attention when the videos were played, they were also more confident when they were asked to write individually. However, a weakness of using short videos in writing class was a few students still got difficulties in finding appropriate words with the correct spelling

English for Specific Purposes: a Need Analysis at the Second Semester of Physics Education Students of IAIN Raden Intan Lampung in the Academic Year of 2015/2016

The objectives of this study are: (1) to explore the problems faced by physics students in ESP class, and (2) to reveal the needs of physics students in ESP class. The study was conducted in IAIN Raden Intan Lampung from April to June 2016. The participants of the study were 50 students at the second semester of physics education students of IAIN Raden Intan Lampung, and 4 ESP lecturers who taught ESP for physic students in the academic year of 2015/2016. The data were in the form of qualitative data which are taken from the interview and the questionnaire. The data were about the problems which are usually faced by physics students during learning English and the students\u27 needs and wants towards the ESP course in IAIN Raden Intan Lampung. The findings describe the students\u27 need of ESP for physics students, the lecturers\u27 view points on the practice of ESP instructions, and descriptions of problems commonly faced by ESP students in Physics Education of IAIN Raden Intan Lampung

The Effectiveness of Using Fix-up Strategy to Teach Reading Viewed From Students' Self-confidence

NUNUN INDRASARI , 2012. The Effectiveness of Using Fix Up Strategy to Teach Reading Viewed from Students' Self-confidence (An Experimental Research at the Eighth Grade Students of SMP Negeri 2 Temanggung in the Academic Year of 2011/2012). Thesis. Surakarta. English Education Department of Graduate School, Sebelas Maret University. 2012.The objectives of this study are: (1) to reveal whether Fix-Up Strategy is more effective than Direct Teaching to teach reading; (2) to reveal whether students having high self-confidence have better reading skill than those having low self-confidence; and (3) to reveal whether there is an interaction effect between teaching strategies and the students' self-confidence on the students' reading skill.The experimental research was conducted at SMP Negeri 2 Temanggung, from March to April 2012. The sample of the research was two classes; those were VIIID which was treated as experimental class taught by using fix up strategy and VIIIG which was treated as control class taught using by direct teaching. Each of them consisted of 26 students. The data were in the form of quantitative data that were taken from reading test and self-confidence questionaire. The data of reading test were used to know the students' reading skill. The data of self-confidence questionaire were used to know the students' level of self-confidence. The data of reading test were the scores of students' reading test that was administered after having eight times treatment for each class. The researcher analyzed the data using ANOVA or analysis of variance.Based on the result of data analysis, the research findings are: (1) Fix up strategy is more effective than direct teaching to teach reading; (2) the achievement of students' skill in reading does not depend on the level of the students' self-confidence; and (3) there is an interaction between teaching strategies and students' self-confidence. Based on these research findings, it can be concluded that fix up strategy is an effective way to teach reading for the eighth grade students of SMP Negeri 2 Temanggung. From that result, fix up strategy can be implemented at class in order to achieve optimal result. By applying this, the teacher has to facilitate the students to think creatively and actively in reading text by giving fix- up tools, such as previewing, predicting, rereading, monitoring, making connection, visualizing, making inference, and retelling the text