Teaching Recount Text Writing Using Picture Series

: The research is about improving ability on recount text writing through Pictures Series to the Eighth Grade Students 0f SMPN 2 Monterado. The purpose of the study is to know how Pictures Series improves the Students\u27 ability in writing recount text. It is expected that the research would be useful for the teachers and students in language teaching and learning process. The method used in this research is a Classroom Action Research which consists of Planning, Acting, Observing and Reflecting. This method is done in three cycles in order to get the maximum result of the research. The number of research participant is 30 students. The tools of collecting data are reading test, observation checklist and field notes. In Cycle 1, the students\u27 mean score was 53.5. and cycle 2, the mean score was 59. Then, cycle 3 was 72.6. Based on the standard of passing score of the school which is 65, the result of the 3rd cycle is already adegrate. It is suggested that the research has been successful

Improving Students' Reading Comprehension of Recount Text Through Question Answer Relationship Strategy

This research intended to improve students' reading comprehension of recount text through Question Answer Relationship (QAR) strategy on the eighth grade students of SMP Haebat Islam Gontong Kubu Raya. The research method that used was Classroom Action Research (CAR) which consists of three cycles. To measure the students' improvement on reading comprehension, the writer administered the evaluation test. The research finding showed that QAR strategy improved students' reading comprehension. Based on the analysis of the students' test result, QAR strategy made students achievement improved in every cycle. In the first cycle, the students still had difficulty in comprehending the recount text, both text explicit and text implicit information. Students' mean score was 61.17. In the second cycle, students' ability in identify text explicit information was better compared to the previous cycle, their ability in answer Right There questions improved. Students' mean score was 77.5. In the third cycle, the students made significant improvement in comprehending text implicit information. It showed by students' ability in answer the Think & Search questions improved. The students' mean score was 83.33 which categorized as good to excellent

Improving Students\u27 Reading Comprehension on Narrative Text by Using Story Map Technique

: This thesis is a study on improving students\u27 reading comprehension in narrative text by using Story Map Technique to the tenth grade students of SMA Negeri 10 Pontianak in academic year 2014/2015. The writer took a classroom action research and the teaching learning process took place in two cycles. The subjects of this research were the students of grade X IPA 3 which consist of 39 students. From the observation checklist and field notes, it was found that all the students participated to the activity and did their task well. The students gave positive response to all the explanation and could use the story map technique effectively. For these results, it was concluded that story map technique improved students\u27 reading comprehension skill in narrative text in their Story Map Technique enabled the students to store information in their personal schema more efficiently and facilitated to recall the story elements more completely and accurately

Improving Students\u27 Speaking Skills Through Think-pair-share Technique

Think-pair-share technique is a cooperative technique which is used to teach in the classroom with emphasized on activities students done at each of the stages. The purpose of this research was to describe how TPS technique improve students\u27 speaking skill on the Eleventh grade students AP1 (Akomodasi Perhotelan) of SMKN 5 Pontianak. This research used classroom action research as the research design. The sample of this research were 28 students of Eleventh grade, Akomodasi Perhotelan class. There was improvement in each cycle after applying TPS technique in the classroom. The students\u27 achievement in the first cycle was categorized as poor to average and students\u27 achievement in the second and third cycle were categorized as average to good. The improvement also can be seen by the activeness of students\u27 involvement in the speaking activities while teaching learning process. TPS technique can be used by the teacher as alternative to improve students\u27 speaking skill

A Study on Figurative Language Covering Simile, Metaphor, Personification and Symbol in Poem

This research aims to find out the students' ability to show figurative languages and to mention their functions. The research was conducted to the Semester 3 students of English Education Study Program of Tanjungpura University in Academic Year 2016/2017. The research method used is descriptive study. The sample of this research consists of 70 students who are taking Poetry subject in Class A and Class B in Semester-3 of English Education Study Program. The technique of data collecting for this research is measurement test. From the calculation, the mean score of students' ability to show figurative language was 60,29. Therefore, the students' ability to show the expressions of figurative language is categorized as “Average to Good”. From the computation, the students' mean score to mention the function of figurative language is 55,71, thus this result is categorized as “Poor to Average”. The results of this study show that the students need more hours to learn about figurative language including the defintions, the functions, and the identification practice

Developing Students\u27 Reading Comprehension Of Narrative Text Through Directed Reading-thinking Activity Strategy

This research answers the problem that is, the use of directed reading thinking activity strategy improves students\u27 reading comprehension on narrative text of the eighth grade of SMP N 2 Pontianak. This study was conducted to answer the following problems:How does directed reading-thinking activity improve students\u27 reading comprehension in the orientation, complication and resolution in narrative text?In this research, direct reading thinking strategy is reading strategy in which focused on developing the students reading comprehension in finding out the main idea and the detailed information and understanding the reference, inference and the new or unknown vocabularies of narrative text. This study used classroom action research method. The tools of data collection used observation checklist, and field note. On the first, second and the third cycle the writer used picture and text as helping strategy. From the result of measurement test, the data showed that the students\u27 mean score had improvement from the first cycle to the third cycle. The research results showed that students\u27 reading comprehension on narrative text improved after being taught by Directed Reading-Thinking Activity Strategy

Improving Students' Vocabulary Through Somatic, Auditory, Visual, and Intellectual Approach

This study intended to improve students' vocabulary through Somatic, Auditory, Visual, and Intellectual (SAVI) Approach to the fourth grade students of SDIT Al-Mumtaz Pontianak in academic year 2014/2015. This study was conducted through Classroom Action Research (CAR) which consisted of three cycles. The subject of this research was the fourth grade students which consisted of 31 students. The data was collected by using observation checklist table and field notes. To measure the students' improvement on vocabulary, the writer administered the evaluation test. The research finding showed that SAVI Approach improved students' vocabulary. In the somatic phase the students could catch up the vocabulary that they would learn. In the auditory phase students knew how to spell and to pronounce the vocabulary. In the visual phase students knew the meaning of the vocabulary and in the intellectual phase students wrote a simple sentence with the word that they learned. Students showed their improvement in every cycle. Based on the result mention above, it is concluded that teaching vocabulary by using SAVI Approach was successfully improving students' vocabulary