Building Student\u27s Interest In Writing By Describe And Identify Game

Absract: The classroom action research of building students\u27 interest aims to reveal the problem of students writing and their involvement in learning activities. Triangulation approach was administered as the technique of data analysis. The use of student and teacher observation sheet, field note, focus group interviews and questionnaire are instruments of data collection. By conducting three cycles of action research, the researcher found out that the improvement from cycle to cycle did not only occur to the teaching practice but also to the students\u27 involvement and the increasing students\u27 interest. Describe and Identify game facilitated students to be interest in learning writing. The activities of the game did not only encourage the students to write the descriptive text but also changed the students\u27 perception of learning writing

Cultural Content and Context in the Textbook “ When English Rings a Bell” Used by Grade Seventh Students of SMP Mandiri Pontianak

The purpose of this research is to find the cultural content and context in the textbook “When English Rings A Bell”. The method of this research is content analysis. There was one type of tool of colecting data in content analysis the researcher used matrix in cultural category based on malay culture perspective and interviewed the owner of Malay culture to get the information in source culture. The study finds that The books present mostly the source culture (Indonesian Culture) in comparison to target culture and International culture. This ratio is quite ideal as English is taught as a Foreign Language thus English textbook in Indonesian context are aimed at focusing more on local content while introducing the learners to the target culture and International. From the source culture there is 67 % Pontianak Malay content, it is indicated that the books is compatible in the culture context . Based on Littlejohn framework has been recomended to be used

Teaching Descriptive Text Writing By Using Attribute Listing To Smk

The aim of this research is to investigate the effectiveness of teaching descriptive text writing by using attribute listing technique to the tenth grade students of Marketing program of SMK Negeri 3 Pontianak in academic year 2014/2015. This research was done by conducting a pre experimental study which consists of pretest, posttest and three times of treatments. The sample of this research is class X Marketing 2 and the total of the students is 34. The data had been collected by measurements techniques. The tool of data collecting was writing test. The finding of the research showed that the mean score of students' pretest was 51.12 while the posttest was 76.18. The students' achievement was increased by the different score between pretest and posttest was 25.03. The was higher than the (16.69>2.042 at α 5%). The result of the effect size (ES) was 2.86. It means that teaching descriptive text writing by using attribute listing technique to the tenth grade students of Marketing Program of SMK Negeri 3 Pontianak is categorized as highly effective with the Effect Size (ES) > 0.8 (2.86 > 0.8)

Teaching Reading Comprehension Using Student Team Achievement Divisions (Stad)

The main purpose of this research is to improve students\u27 reading comprehension by using Student Teams Achievement Divisions (STAD) cooperative learning. This learning model was done to overcome the weaknesses of teaching learning process in the classroom. STAD is an attractive alternative to teacher-centered instruction which promote the student\u27s learning by creating maximum opportunity for communicative and meaningful classroom interaction. It consists of five major components: class presentation, teamwork, quizzes, individual improvement score, and team recognition. The researcher conducts this classroom action research in three cycles which involved 35 students. The observation checklist, questioners and test are used to collect the data. In the first cycle, the students\u27 average score was 49.57. Second cycle, the students\u27 average score was 70.43 and in the third cycle, the students\u27 average score increased significantly to 81.71. The conclusion, the use of STAD improves the students\u27 reading comprehension and their involvement in active learning

The Effectiveness Of Using Problem Posing In Improving Students Reading Comprehension

The purpose of this research is to investigate the effectiveness of using problem posing technique in improving students reading comprehension to the first semester students of the English Education Program Students of Teacher Training and Education Faculty of Tanjungpura University Pontianak, thus the appropriate method applied was pre-experimental research. The data was obtained by using measurement technique in form of multiple choice tests consisted of 20 items which was applied in Pre-Test and Post-Test. The sample consisted of 25 students. The finding of this research showed that Problem Posing Technique was effective to teach reading comprehension. The t-test (3,18) is higher than the t-table (2,06) on the level of significance 5%. Based on the computation of effect size, the use of Problem Posing Technique was effective to increase the student ability in comprehending the text, the score of ES > 0,9 and categorized as high

Teaching Reading Comprehension Using Student Team Achievement Divisions (Stad) Yeti Suyasti, Clarry Sada, Ikhsanudin Masters Study Program of English Language Education, Teacher Training and Education Faculty, Tanjungpura University Pontianak Email: Suy

The main purpose of this research is to improve students' reading comprehension by using Student Teams Achievement Divisions (STAD) cooperative learning. This learning model was done to overcome the weaknesses of teaching learning process in the classroom. STAD is an attractive alternative to teacher-centered instruction which promote the student's learning by creating maximum opportunity for communicative and meaningful classroom interaction. It consists of five major components: class presentation, teamwork, quizzes, individual improvement score, and team recognition. The researcher conducts this classroom action research in three cycles which involved 35 students. The observation checklist, questioners and test are used to collect the data. In the first cycle, the students' average score was 49.57. Second cycle, the students' average score was 70.43 and in the third cycle, the students' average score increased significantly to 81.71. The conclusion, the use of STAD improves the students' reading comprehension and their involvement in active learning