To Improve the Students’ Writing Skill on Narrative Text Through of the Animation Movies of Junior High School

This research aims to improve whether Animation movie media can improve the student's writing skills and to know the students’ responses after being taught by using Animation movie media. This research is Classroom Action Research (CAR) which was conducted by applying Animation movie media to the students of SMP GKPI Pamen Medan.  As the collaborator, the English teacher and the writer collaboratively discussed the result of the study. They concluded that the use of animation movies could be an effective way to help students in writing. It was shown in histogram 4.4, in which the mean score of each test improved. The mean score of the pre-test was 50,37, the formative test was 67,22, and the post-test was 79,25. Those scores showed that the second cycle was better than the first cycle. Besides that, the improvement could be seen from the observation sheet, field notes, and questionnaire. Most of the students were more active and enthusiastic during the process of teaching and learning from the first to second cycle when the media was applied. The percentage of students responses in questionnaire, the students responses in strongly agree is 60(3,75%), agree 79(49,37%), quite agree 18(11,25%), disagree 3(18,75%). The score showed that the student's responses were good and also animation movie media can improve their writing skill in narrative text. In conclusion, animation movie is suitable media to improve students’ writing skill because this media gave students a chance more active. As the result, the student's writing score test increased in both cycles after being taught with animation movies and also had a good response toward the learning-teaching process through the application of animation movies

IMPROVING STUDENTS’ SPEAKING SKILLS BY USING PICTURE-CUED MEDIA TO THE EIGHTH GRADE STUDENTS OF SMP SANTO YOSEPH MEDAN

Speaking is considered as an important skill to be accomplished by students. As a language is used as a tool of communication, the ability of speaking or communicating with others takes an important role. People should know how to express thoughts, opinions, feelings, and ideas through the language. Teachers can also use media to enable the students to present ideas to individual peers, peers group, and entire classes. For example, students learn to speak on a subject of their own choice or on the teacher’s topic through picture-cued media.This study is a Classroom Action Research which focuses on improving students’ speaking skills by using picture-cued media. The teaching process was carried out in two cycles. The data consist of observation sheet and test. The data from the observation that have been taken from every cycle are analyzed descriptively, while the data from test are analyzed quantitatively. The result of this study shows that using picture-cued media can improve students’ speaking skill. This is proven by students’ test score that improved in each test. In the pre-test, the students’ average score is 53.8. While in the formative test cycle I, the students’ average score is 61.58, and in the post-test cycle II, the students’ average score is 78.8. That means the picture-cued media can improve the students’ speaking skill significantly.In this research, it is recommended that if the students are not confident in their speaking skills, the students can be given chances to prepare. Teachers are recommended to provide the interesting picture-cued media, control the students’ activities in the classroom, give clear instructions and give chances to practice their English as frequently as possible by using picture-cued media

TEACHING WRITING DESCRIPTIVE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL TO THE EIGHTH GRADE STUDENTS OF SMP MULIA PRATAMA

Writing is an activity to share information in written form by combining some words into sentences and into paragraphs. Many students are still confused how to write a text because they do not know the rules and they can not express their ideas into written form. One of the strategies to teach writing is Picture Word Inductive Model (PWIM) whose its main activity is identifying and labelling all object and activities on the pictures. The method that is used in this research is Classroom Action Research (CAR). The subjects of this research are 25 students of Class VIII-4 of Junior High School Mulia Pratama Medan in the Academic Year of 2017/2018. Test, observation sheets, field note and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of the students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 35,6 with 0% of the students got score ≥ 75, in formative test the mean score is 58,2 with 8% of the students got score ≥ 75 and in post-test the mean score is 69,5 with 24% of students got score ≥ 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 24%. The responses of students after being taught by using Picture Word Inductive Model are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Picture Word Inductive Model in teaching writing skill to improve the students’ skill in writing descriptive texts

HUMAN COURAGE AND DIGNITY IN ERNEST J. GAINS’ A LESSON BEFORE DYING

This research is of human courage and dignity in Ernest J. Gaines’s novel, A Lesson Before Dying. People are able to face threat, pain, danger, or even death in order to maintain their right and dignity relying on courage. This is library research and applies mimetic criticism proposed by Abrams saying that a work of literature is the imitation of the real world. It depicts human beings who struggle to maintain and get acknowledgement of their right and dignity to live respectfully and worthly. The analysis is focused on how courage and dignity have raised someone from desperation into brave and thoughtful to face his death. He is desperated because of a false accusision of being a murderer, compared as a hog, and sentenced to die in electric chair. Comparing to a hog makes him lost his courage and self-esteem. He alienates himself and does not want to speak to anybody, but his godmother disagrees  so she begs a teacher to teach him that he is a human being and should die as a human being too. He is taught by a teacher of moral and obligation to face his death courageously and shows that he is a human being who has duty and responsibility. Finally, he is able to sacrifice his death as a symbol of his courage and dignity  to himself, his family and community. It is found that the author Ernest J Gains vividly conveys human beings who have courage are able to maintain and get acknowledgement of their right and dignity although they have to face threat, pain, danger, or even death

AN ANALYSIS OF BORROWING TECHNIQUE IN ENGLISH TRANSLATION AMONG THE ELEVENTH GRADE STUDENTS OF SMK BINA MEDIA MEDAN

The writer was founded that the students were difficult to understand how to translate the phrase, clause, words and the sentences in the text expecially in recount text in another hand they were difficult to translate, a commos response of students, and they didn’t have a good vocabulary the felt difficultness translation while write down indonesia to English that’s why the researcher were interested to analyze the English translation especially in borrowing Tehnique. This was descriptive qualitative research which only collect, classify and analyze the data. Then drew the conclusion according to analysis without making generalization. This study deal with focusing on how someone translate the text of the theory, using translation technique and using the specific techique and dominant types. The dominant types of borrowing translation technique based on the analyzed of the researcher that the dominant types of borrowing translation technique found in recount text, there are 24 data in the text which is dominantly Naturalized Borrowing (75%) and Pure Borrowing (25%). Based on the finding and explanation in the analysis, some discussion can be withdrawn as follows. This study tried to analyze the borrowing translation technique used by the student in translating a text, there are only two types of borrowing translation technique such as pure borrowing and naturalized borrowing founded in text especially recount text which is using by students of SMK Bina Media Medan. Based on the finding in the analysis, the lexical term used in the target language consist of borrowing word which are generally assimilated with target language, and some are new to the target speakers. There is intentional and no intentional modification in the process of translation. It is to say that the type of borrowing is more oriented towards two types such as: pure borrowing and naturalized borrowing. In this study the students used the dominant of aturalized borrowing when they were translating a phrase, sentences from source language to the target language

THE APPLICATION OF CONTRASTIVE ANALYSIS THE CASE OF LEARNING LATIN LANGUAGE

This paper tries to answer the question whether or not the Contrastive Analysis Theory can be applied in the methodology of teaching all languages universally. Some linguists and methodologists of teaching such as Lado, Fries, Lee, Corder, Stockwell and Martin, claimed that this theory is applicable in teaching second or foreign language. This paper will argue that it is not, and it will be supported with an example of the case I learning Latin language

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH CONTEXT CLUES STRATEGY AT THE EIGHTH GRADE OF SMP DHARMA WANITA MEDAN

Reading is one of the four language skills in English, they are listening, speaking, reading and writing. Students get bored with reading and it is very difficult for them to work with it because they do not understand how to comprehend a reading material. Thus, they need some ways or strategy which could help students’s reading comprehension on narrative text. The teacher should be creative to search for interesting strategy to teach reading comprehension on narrative text. Context Clues strategy can help the students to understand a narrative text. The objectives of this study to find out the students’ reading comprehension by Context Clues strategy. The subject of this study were the eighth grade students of SMP Dharma Wanita Medan. In conducting this research the writer used Classroom Action Research (CAR) as the method of research. The test was used to gather the quantitative data. Based on the finding of this study, it showed in pre-test only 3 students (10%) who passed KKM (the Mastery Minimum Criteria), and  post test 27 students (90%). The result of this research revealed that there was a significant improvement of the students’ achievement in the post test. This improvement was shown by the comparison between the mean scrore of pre-test (47,26), and post test (80.33). Furthermore, the students were interested in Context Clues Strategy, it can be seen from their full attention during the teaching learning process. Therefore, Context Clues Startegy was effective strategy in helping students to improve their reading comprehension especially in narrative text

THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND ABILITY IN ARRANGING NARRATIVE PARAGRAPHS AT SMA SWASTA SANTO PETRUS MEDAN

This study attempts to investigate the correlation between students‟ vocabulary mastery and ability in arranging narrative paragraphs. The research approach was quantitative. The research method was descriptive. The research design of this study was a correlational design. The population of this study was second grade students of SMA Swasta Santo Petrus Medan totaling to 118 of three parallel classes. The sample of this research was the class XI MIA totaling to 38 students. The instrument of collecting the data were vocabulary test and arranging narrative paragraphs test and split half formula was used to obtain the reliability of the test. The data was analyzed by using Pearson Product Moment formula. From this study it was found that robserved is higher than rtable (0.881>0.413). It means that null hypothesis is rejected and Alternative hypothesis is accepted. As the conclusion, there is very strong correlation between students‟ vocabulary mastery and ability in  arranging  narrative  paragraphs  at  SMA  Swasta  Santo  Petrus  Medan  in Academic Year of 2016/2017

IMPROVING THE EIGHTH GRADE STUDENTS’ READING COMPREHENSIION THROUGH TEAM GAME TOURNAMENT TECHNIQUE AT SMP NEGERI 2 PARAPAT

The aim of this study is to find whether Team Game Tournament Technique works effectively on improving students’ reading comprehension and to know what the students’ responses after being taught by using Team Game Tournament Technique. In order to achieve the objectives of study, a classroom action research was designed and carried out in this study. The participants of this study were 25 students of class VIII-1 of SMP Negeri 2 Parapat in the academic year 2017/2018. Test, observation sheet and field notes were used as the instruments for collecting data. The results of the study showed significant improvement of the students’ skill in reading. It is proven by the students’ mean score of each test: pre test was 48.80 with 16% %, formative test was 67,52 with 28% and post test was 81.52 with 72%. In addition, the analysis result of the observation sheet and field notes showed that Team Game Tournament Technique changed the students’ learning behaviour being better than before. They were more enthusiastic during the learnng speaking process in each cycle. Based on the result of those study instruments, it can be concluded that using Team Game Tournament Technique gives the improvement to students’ reading comprehension. This technique is seuggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggest to other writers to explore another studies on Team Game Tournament Technique to improve the students’ reading comprehension and try to apply this technique in different language skills

Pengaruh Kemandirian Belajar Terhadap Hasil Belajar Matematika Siswa di Sekolah Dasar

Penelitian ini bertujuan untuk mengetahui pengaruh kemandirian belajar terhadap hasil belajar matematika siswa V di SD Negeri 112269 Padang Lais Tahun Pembelajaran 2020/2021. Populasi penelitian ini adalah seluruh siswa SD Negeri 112269 berjumlah 224 siswa. Sampel yang digunakan dalam peneltian ini adalah purposive sampling dalam hal ini peneliti memilih kelas V yang berjumlah 43 siswa untuk dijadikan sebagai sampel dalam penelitian ini. Pada penelitian ini peneliti menggunakan metode kuantitativ jenis survey metode yang digunakan dalam penelitian ini adalah metode kuantitatif untuk menguji hipotesis dengan menggunakan teknik hipotesis, teknik hipotesis yang digunakan adalah hipotesis uji t. Hasil penelitian ini menunjukkan bahwa kemandirian belajar memiliki rata-rata 84,90 dengan kategori rendah dan hasil belajar memiliki rata-rata 69,06 dengan kategori rendah hal ini didukung dengan hasil pengujian hipotesis uji t dimana thitung > ttabel yaitu 2,029 > 1,681 maka H0 diterima yaitu ada pengaruh kemandirian belajar yang signifikan antara kemandirian belajar terhadap hasil belajar matematika siswa kelas V di SD Negeri Padang Lais Tahun Pembelajaran 2020/2021