Interlanguage in Error Analysis Study

Interlanguage theory is naturally a constantly evolving theory, having changed considerably since its initial formulation. It is, therefore, not an easy task to produce an accurate account of the theory. The aim of this article is basically to provide a brief and composite account of the interlanguage theory. In so doing, some crucial issues are accordingly viewed: (1) error analysis, (2) stages of interlanguage development, (3) Interlanguage transfer, (4) fossilization, (5) input hypothesis, (6) and pidginization fossilization, I ginization as well. There is in fact considerable disagreement about how best to characterize the nature of an interlanguage system. Nevertheless, this principle is able to account for insights provided byform-function analysis

The Effectiveness of Scanning Technique in Increasing Students’ Reading Comprehension Achievement

 Abstract: The major objective of this research was to find out whether or not scanning technique could be used to develop students’ reading comprehension achievement significantly. The students were given four treatments. As the instrument of the research, reading test comprising of multiple choice test that were administered in both pretest and posttest.The data was computed using SPSS version 15.0 at the level significant .05. According to the calculation of t-test, the result shows that there is significant increase on students’ reading comprehension after being taught through scanning technique (p<.05, p=.000) which can be seen from the mean score of pretest 46.27 and that of post test 66.67 with the increase 20.40. It indicates that scanning technique is effective to increase the students’ reading comprehension achievement. In conclusion, the students’ reading skill especially in identifying the specific information increases through scanning technique as the technique in teaching reading comprehension. Besides, the students in the class seemed to be more active and more attentive in the process of teaching learning by using scanning technique.Â

Improving Students’ Vocabulary Mastery Through Word Wall

Tujuan dari penelitian ini adalah: untuk menyelidiki apakah Word Wall dapat meningkatkan penguasaan kosa kata siswa. Penelitian ini menggunakan desain one group pretest-posttest. Subyek penelitian ini adalah siswa kelas empat B SDIT Wahdatul Ummah Metro. Hasil tes menunjukkan bahwa adanya peningkatan nilai rata-rata dari pretest dan posttest yang mencapai 27.07. Nilai rata-rata pretest 54.00 sedangkan posttest 81.07. Analisa yang dilakukan menggunakan t-test menunjukkan t-ratio -12.500 dan t-table -2.060. Dengan membandingkan t-ratio dan t-table dimana t-ratio lebih rendah dari t-table yang menunjukkan adanya peningkatan kosa kata yang signifikan. Berdasarkan hasil penelitian dapat disimpulkan bahwa Word Wall dapat meningkatkan penguasaan kosa kata siswa.  Sehingga Word Wall dapat direkomendasikan sebagai teknik pengajaran alternatif dalam pengajaran kosa kata. The objective of the research is to find out whether there is a significant improvement of students’ vocabulary achievement after being taught through word wall. This research was conducted using one group pretest-posttest design in which analyzed by using t-test. The subject of there research were students of IVB of SDIT Wahdatul Ummah. The result of the test showed that there is an increase of 21.07 calculated from pretest and posttest. The mean of pretest is 54.00 while posttest is 81.07. The result of t-test showed that t-ratio -12.500 and t-table 2.060. By comparing t-ratio and t-table, it was found that t-ratio is higher than t-table. It can be concluded that Word Wall may give positive effect in improving students’ vocabulary mastery so that Word Wall can be recommended as an alternative on in teaching vocabulary.

Teaching Writing Through Kwl (Know, Want, and Learn) Technique

The objectives of the research were to investigate how KWL Technique can improve students writing hortatory exposition text in class XI IPS 4 of MAN 1 Bandar Lampung and to find out whether KWL Technique is effective to teach writing hortatory exposition text under which writing elements applied. The research was conducted at MAN 1 Bandar Lampung. The population of this research was the students of class XI IPS 4 at that school. This research used one group time series design. It took six meetings with test on each meeting. This applied three topics i.e. computer, internet, and facebook. The indicator of the research dealt with the increase of students‟ mean and students‟ number who passed KKM. Besides, the instrument used in collecting the data was writing tests. The result of the tests indicated that KWL Technique is effective to teach writing hortatory exposition text under which writing elements applied. It could be seen that the increases of mean of topic I, II, and III were 15.42, 14.91, and 16.48. Meanwhile, the increase percentages of students‟ number who passed KKM were 61.97%, 43.90%, and 53.66%. It showed that the increase of students‟ ability in writing hortatory exposition text was good. In addition, KWL Technique improves students‟ writing of hortatory exposition text by three elements of writing namely content, vocabulary and language use.

The Implementation of Get- the- Gist Strategy in Improving Students’ Reading Achievement

Tujuan penelitian ini adalah (1) menemukan perbedaan yang signifikan pada nilai membaca siswa setelah diajarkan melalui strategi get-the-gist, (2) menemukan peningkatan nilai membaca siswa setelah diajarkan melalui strategi get-the-gist ,dan (3) mengidentifikasi permasalahan yang siswa hadapi dalam pembelajaran keterampilan membaca makro. Data didapat dari soal-soal membaca dan kuesioner dan diolah menggunakan SPSS 16.0. Hasil menunjukan bahwa t-ration lebih besar daripada t-table (8.103> 2.056). Itu berarti ada perbedaan yang signifikan antara nilai pre-test dan post-test pada nilai pemahaman membaca siswa. Peningkatan antara pre-test dan post-test adalah 14.04. Itu berarti bahwa ada peningkatan yang signifikan pada nilai membaca siswa. Data dari kuesioner menunjukan bahwa siswa merasa bosan untuk membaca. Ini dikarenakan keterampilan membaca dalam bahasa Inggris itu sulit dan tidak menarik. Siswa masih merasa kesulitan menjawab soal-soal khususnya pertanyaan dalam aspek membaca.The objectives of the research were: (1) to find out whether there is a significant difference on students’ reading achievement after being taught through get- the- gist strategy, (2) to find out whether there is an improvement on students’ reading achievement after being taught through get- the- gist strategy, and (3) to find out the problems the students face in learning macro skills of reading comprehension. The data were collected by means of reading tests and questionnaire, and the data were computed using SPSS 16.0. The results showed that t-ratio was higher than t-table (8.103>2.056). It means that there was a significant difference between pre-test and post-test. The increase between pre-test and post-test was 14.04. It means there was a significant improvement of the students’ reading achievement.The questionnaire-based data showed that students felt bored to read. It was due to reading in English was difficult and not interesting. They still faced difficulties answering the questions especially in reading aspects

The Correlation Between Vocabulary Mastery and Students' Reading Comprehension

Penelitian ini bertujuan untuk mengetahui apakah ada hubungan antara penguasaan kosakata dan kemampuan membaca siswa. Populasi dalam studi ini adalah kelas dua MIA 3 siswa SMAN 1 Sidomulyo. Ada 30 siswa sebagai sampel. Instrumen yang digunakan adalah tes kosakata dan tes membaca. Hasil perhitungan SPSS menunjukkan persentase rata-rata kemampuan membaca adalah 63,4% dan persentase rata-rata penguasaan kosakata adalah 60%, dan hasil perhitungan SPSS untuk korelasinya adalah 0,989. Koefisien korelasi lebih tinggi bahwa nilai kritis tabel (0,989> 0,32). Analisis statistik menunjukkan korelasi antara penguasaan kosakata siswa dan membaca adalah signifikan (p .32). The statistical analysis showed that the correlation was significant (p< .01; p= .000). Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted