CONSTRAINTS IN COMPREHENDING ENGLISH TEXT FACED BY THE SECOND YEAR STUDENTS

Penelitian ini bertujuan untuk mengetahui (i) kendala utama dalam memahami membaca teks bahasa inggris siswa tingkat kedua sekolah menengah atas (SMA) dan (ii) mengapa kendala tersebut menjadi kendala utama yang dipilih oleh siswa. Pendekatan penelitan adalah kuantitatif. Subjek penelitian ini adalah 60 siswa tingkat kedua sekolah menengah keatas (SMA). Kuesioner di gunakan sebagai alat pengumpul data. Data dianalisis dengan menggunakan Likert Scale. Hasil penelitian menunjukan bahwa kendala utama siswa adalah kemampuan untuk menganalisis. Ini dibuktikan dengan hasil kuesioner dengan persentase 67.68% dan didukung oleh wawancarasiswa. Alasan kendala tersebut berhubungan dengan tata bahasa (grammar), struktur kata (structure) dan makna kata. Ini menyarankan bahwa guru membahas lebih dalam untuk mengajar pemahaman membaca dalam kemampuanan alisis.The objective of this research was to find out (i) the main constraint in comprehending English reading text for the second grade senior high school, and (ii) why that constraint becomes the most encountered by the students. The method of the research was quantitative. The subjects were 60 students of the second grade senior high school. The questionnaire were used as the instrument. The data were calculated by using Likert Scale. The result showed that the students’ main constraint was ability to analyze, it was proven by the result of questionnaire in which the percentage was 67.68%, and it confirmed from the students’ interview. The reasons of the constraint were related to the grammar, structure, and word meaning. It suggests that the teachers concern to teach reading comprehension focus on the ability to analyze.Keywords: reading, reading comprehension, constraints.

INCREASING STUDENTS' VOCABULARY MASTERY THROUGH PICTURE SEQUENCE

Penelitian ini bertujuan untuk (1) menemukan apakah mengajar menggunakan media picture sequence dapat menambah kosakata siswa, dan (2) meneliti aktivitas siswa dalam proses belajar mengajar melalui media picture sequence. Subjek dalam penelitian ini adalah siswa SMP Negeri 1 Abung Tinggi kelas VIII yang terdiri dari 30 siswa. One-group pre test post test digunakan untuk menganalisis signifikan perbedaan. Selain itu, questionnaire digunakan untuk melihat aktivitas siswa dalam proses belajar mengajar. Hasil penelitian ini menunjukkan bahwa rata – rata pre test adalah 56.6 sedangkan rata-rata post test 73.3. Nilai signifikan (p=0.000, p0.05). Ini menunjukkan bahwa hipotesis diterima. Hasil juga menunjukan bahwa siswa lebih aktif diajarkan dengan media ini. Dapat disimpulkan bahwa media picture sequence dapat digunakan sebagai media mengajar kosakata.The research is aimed to (1) find out whether teaching using picture sequence can increased students’ vocabulary mastery, (2) to investigate students’ activity in teaching learning process using picture sequence. The subject of this research was the second grade student of SMPN 1 Abung Tinggi consisting of 30 students. One group pre-test post-test design was carried out to analyze the significant difference. Based on the result, it can be reported that the mean of the pre-test is 56.6 while the mean of post-test is 73.3. The significant (2-tailed) value was (p=0.000, p0.05). It showed that the hypothesis was accepted. It can be reported that the students were active during the teaching process, in conclusion picture sequence is applicable for teaching vocabulary.Keywords: increasing, picture sequence, vocabulary

Teaching Tense through Modified Song Lyrics for Junior High School

Tujuan penelitian ini adalah (1) untuk menemukan apakah ada peningkatan signifikan secara statistik atas pemahaman siswa terhadap penggunaan tense setelah pembelajaran; (2) tipe tense dan (3) jenis kalimat yang lebih dikuasai siswa sebelum dan setelah pembelajaran. Penelitian ini merupakan penelitian kuantitatif yang menggunakan pola one group pretest-posttest. Data penelitian diperoleh menggunakan tes grammar yang disajikan dalam bentuk pilihan ganda. Hasil penelitian ini mengungkapkan bahwa (1) pemahaman siswa terhadap tense meningkat signifikan setelah diajar menggunakan lirik lagu yang dimodifikasi; (2) siswa lebih menguasai simple present dan (3) kalimat nominal sebelum dan sesudah diajar menggunakan lirik lagu yang dimodifikasi. Hasil penelitian ini mengindikasikan bahwa lirik lagu yang dimodifikasi adalah media yang baik untuk mengajar tenses.The aims of this study were to find out (1) whether there was statistically significant improvement of the students achievement on tenses after they were taught through modified song lyrics; (2) which type of tenses and (3) which type of sentences they mastered better before and after getting the treatment. This research was quantitative study which employed one group pretest-posttest design. The data were collected through grammar test in form of multiple choice. The findings revealed that (1) the students achievement on tenses was significantly improved after they were taught through modified song lyrics; (2) they mastered simple present tense better than simple past tense and (3) nominal sentences better than verbal sentences before and after being taught through modified song lyrics. Hence, it obviously indicates that modified song lyrics is a good media to improve the students achievement in using tense.Keywords: tenses, nominal and verbal sentences, modified song lyrics

The implementation of Peer-Feedback in enhancing students’ writing achievement at SMA Negeri 1 Ketapang

Tujuan dari penelitian ini adalah 1) untuk melihat apakah terdapat peningkatan kemampuan menulis siswa, secara umum, 2) melihat aspek menulis apa yang paling signifikan peningkatatannya setelah memperoleh perlakuan dengan menggunakan teknik peer feedback, serta 3) untuk mengetahui persepsi siswa terhadap penerapan teknik peer feedback. Penelitian ini menggunakan desain the one-group pretest-posttest yang melibatkan 32 siswa kelas X MIA 2 di SMA Negeri 1 Ketapang tahun akademik 2019/2020. Tes menulis dan kuesioner juga digunakan sebagai alat untuk mengumpulkan data. Data yang terkumpul dianalisis menggunakan paired sample t-test. Berdasarkan hasil analisis data, teknik peer feedback dapat meningkatkan kemampuan menulis siswa, secara umum dan masing-masing aspek menulis juga dapat meningkat secara signifikan dan yang paling signifikan adalah language use. Berdasarkan hasil kuesioner, diperoleh informasi bahwa hampir semua siswa memiliki persepsi yang sangat positif terhadap penerapan peer feedback.This research was conducted to investigate 1) whether there is any significant improvement in students’ writing achievement after being taught by using peer feedback technique, 2) to find out which aspect of writing that improves the most and 3) to find out students’ perception toward the implementation of peer-feedback technique. This research used the one-group pretest-posttest design that involved 32 students of X MIA 2 class at SMA Negeri 1 Ketapang in 2019/2020 academic year. The writing tests and questionnaire were also used as the instruments to collect the data. The data obtained were analyzed by using paired sample t-test. The results showed that there was a statistically significant improvement of students’ writing achievement in general, and all aspects of writing also improve significantly. Among other aspects, language use was the aspect of writing which improved the most. Furthermore, almost all of the students had a very positive perception about the benefits and the implementation of peer feedback

THE INFLUENCE OF USING PARLOUR GAMES TOWARDS STUDENTS’ VOCABULARY ACHIEVEMENT

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh terhadap pencapaian vocabulary siswa setelah diajarkan melalui parlour games  dan untuk mengetahui respon siswa terhadap pengajaran vocabulary melalui parlour games.Hasil menunjukkan bahwa siswa diajarkan melalui permainan ini tampaknya lebih menyenangkan dan tertarik untuk belajar kosakata sejak siswa dapat memberikan respon yang baik selama proses belajar mengajar. Proses belajar mengajar menantang dan melibatkan semua siswa dalam permainan. Hal ini dapat dilihat dari peningkatan nilai rata-rata siswa. Skor rata-rata siswa dari pretest adalah 56,50 sedangkan nilai rata-rata posttest adalah 63,40. Setelah membandingkan hasil pretest dan skor posttest, ditemukan bahwa ada peningkatan yang signifikan, skor rata-rata siswa meningkat 6,9 setelah treatment. Berdasarkan hasil, dapat disimpulkan bahwa mengajar vocabulary melalui permainan Parlour dapat memberikan pengaruh positif untuk meningkatkan prestasi kosakata siswa secara signifikan. This research was intended to find out whether there was an influence of  students’ vocabulary achievement after being taught through parlour games and to know students’ response toward teaching vocabulary through parlour games. The results show that the students taught through parlour games seemed to be more enjoyable and interested in learning vocabulary since the students could provide a good response during teaching learning process. The teaching learning process challenged and involved all students in the game. It can be seen from the increase of the students’ mean score. The students’ mean score of the pretest was 56.50 while the mean score of the posttest was 63.40. After comparing the result of the pretest and the posttest scores, it was found that there was a significant increase, the mean score of the students had increased 6.9 after the treatments. Based on the results, it can be concluded that teaching vocabulary through Parlour games can give positive influence to increase students’ vocabulary achievement significantly. Keywords: influence, parlour games, vocabulary achievemen

INCREASING STUDENTS’ SPEAKING ABILITY THROUGH ROLE PLAY IN MAN 1 BANDAR LAMPUNG

Salah satu keterampilan berbahasa yang paling penting untuk dikuasai dalam pemenuhan fungsi bahasa adalah berbicara. Kita dapat menggunakan berbagai macam teknik untuk meningkatkan kemampuan berbicara siswa. Salah satu teknik yang dapat digunakan adalah main peran. Main peran dapat menciptakan simulasi kondisi nyata dimana bahasa digunakan. Oleh karena itu tujuan dari penelitian ini adalah untuk melihat apakah main peran dapat meningkatkan kemampuan berbicara siswa. Peneliti menggunakan desain pre-test and post-test. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 58.25 (pretest) ke 70.38 (posttest) dan nilai signifikansi berada dibawah 0.05 yang berarti peningkatan yang terjadi signifikan. Jadi, dapat disimpulkan bahwa main peran merupakan salah satu teknik yang sesuai untuk meningkatkan kemampuan berbicara siswa.One of the most important language skills to be mastered is speaking. We can use various fun and effective methods and techniques to increase students’ speaking ability. One of the methods can be used known as role play. Role play can provide the real reflection of condition in real life where the language used. That is why the objective of this research was to see whether role play can improve students’ speaking ability. The researcher used pre-test and post-test design in this research. Based on the data, the researcher found that there were significant improvements in students’ speaking performance. The data shows that the mean improved from 58.25 (pretest) to 70.38 (posttest) and the value of significance (2 tailed) was 0.000 and the sign α (0.000 0.05). It can be said that role play can be used as one of the most suitable techniques in teaching speaking in order to increase students’ speaking ability.Keywords: role play, speaking ability, teaching speaking

Teaching Tense through Modified Song Lyrics for Junior High School

Tujuan penelitian ini adalah (1) untuk menemukan apakah ada peningkatan signifikan secara statistik atas pemahaman siswa terhadap penggunaan tense setelah pembelajaran; (2) tipe tense dan jenis kalimat yang lebih dikuasai siswa sebelum dan setelah pembelajaran. Penelitian ini merupakan penelitian kuantitatif yang menggunakan pola one group pretest-posttest. Data penelitian diperoleh menggunakan tes grammar yang disajikan dalam bentuk pilihan ganda. Hasil penelitian ini mengungkapkan bahwa (1) pemahaman siswa terhadap tense meningkat signifikan setelah diajar menggunakan lirik lagu yang dimodifikasi; (2) siswa lebih menguasai simple present dan (3) kalimat nominal sebelum dan sesudah diajar menggunakan lirik lagu yang dimodifikasi. Hasil penelitian ini mengindikasikan bahwa lirik lagu yang dimodifikasi adalah media yang baik untuk mengajar tense.The aims of this study were to find out whether (1) there was statistically significant improvement of the students achievement on tensesafter they weretaughtthrough modified song lyrics; (2) which type of tensesand(3) which type of sentences they mastered better before and after getting the treatment. This research was quantitative study which employed one group pretest-posttest design. The data were collected through grammar test in form of multiple choice. The findings revealed that (1) the students achievement on tenses was significantly improved after they were taught through modified song lyrics; (2) they mastered simple present tense better than simple past tense and (3) nominal sentences better than verbal sentences before and after being taught through modified song lyrics. Hence, it obviously indicates thatmodified song lyrics is a good mediato improve the students achievement in using tense.Keywords: tenses, nominal and verbal sentences, modified song lyrics

INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT THROUGH SELF-QUESTIONING STRATEGY

The motivating problem of the current research is that the students’ reading comprehension ability is very poor. Therefore, the purpose of teaching language at school is to develop the students’ reading skill. Reading plays an important role in teaching and learning process. But, based on the information from the teacher in SMPN 2 Terusan Nunyai, sometimes the students still have difficulties in comprehending the text. They get difficulties in getting main idea, finding the answer questions and getting specific information from the text, like a narrative text which has long sentences and vocabularies usages. One of the efforts to overcome the problem is by using certain strategy, such as self-questioning strategy. Therefore, the objective of the research was to investigate whether self-questioning strategy can be used to increase the students’ reading comprehension achievement in narrative text or not. The researcher applied one group pre-test post-test design. The sample of the research was the second grade of SMPN 2 Terusan Nunyai, Lampung Tengah. One class was taken as the experimental class. The finding shows that self-questioning strategy can be used to increase the students’ reading comprehension achievement. It can be seen from the progress of students’ reading comprehension achievement after being taught through self-questioning strategy. The result of the research showed that the mean score of students’ post-test in the experimental class was 78.63 higher than the mean score of students’ pre-test was 58.63, with the mean difference was 20.0. The value of two significant was 0.000. It means that H 0 was rejected and H1 was accepted since 0.000 0.05.  Keywords: narrative text, self-questioning strategy, reading

THE IMPLEMENTATION OF WORD MAPPING STRATEGY TO INCREASE STUDENTS VOCABULARY MASTERY AT THE FIRST GRADE STUDENTS OF SMA N 1 RUMBIA LAMPUNG TENGAH

Penelitian ini bertujuan untuk mengetahui apakah terdapat peningkatan kemampuan penguasaan kosakata setelah pembelajaran dengan menggunakan strategi word mapping. Desain penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 32 siswa kelas X IPS 3. Tes kosakata dalam bentuk pilihan ganda digunakan sebagai alat pengambilan data. Hasil menunjukan bahwa terdapat perbedaan yang signifikan secara statistik pada kemampuan penguasaan kosakata siswa dengan tingkat signifikansi 0.00 0.05. Dapat disimpulkan bahwa pembelajaran menggunakan strategi word mapping dapat membantu siswa untuk mengembangkan kosakata dengan mudah dan membantu memahami teks yang diberikan.The aim of this study was to find out whether there was a statistically significant improvement of the students vocabulary mastery after the students were taught through word mapping strategy. This research was quantitative research. The subjects of this research were 32 students of class X IPS 3. The vocabulary test in the form of multiple choice was administrated as the instrument of this research. The result showed that there was a statistically significant improvement of the students vocabulary mastery with the significant level 0.05. It could be inferred that teaching activity through word mapping strategy facilitates the students to develop the vocabulary and to understand the text easily.Keywords: word mapping strategy, vocabulary mastery