Improving students’ listening comprehension using song at SMA N 1 Way Jepara

The objectives of this research were to investigate if there was any improvement in students’ listening comprehension after the implementation of songs and to find out students’ responses toward the use of songs at SMAN 1 Way Jepara. The sample of this research was XI science two, which consisted of 24 students. The data were obtained through a pre-test and post-test and the results were analyzed by using Paired Sample T-Test. The first results of the research showed that the average post-test score (76.04) was higher that of the pre-test (60.83), it increased 15.20. The significant value is less than 5% (0.000.05). It means there was a significant improvement in students’ reading comprehension. In addition, the second result of the research showed students’ responses toward the implementation of songs. The respond is measured through 4 likert scale started from strongly agree, agree, disagree, and strongly disagree. Most student’s responses was positive. The mean of the questionnaire was 75.53. It means the majority of the students agreed that the strategy was effectively applied in the process of teaching listening.From the result It could be concluded that using songs is effective for teaching listening comprehensio

THE COMPARATIVE STUDY BETWEEN TEACHERS DIRECT AND INDIRECT FEEDBACK TECHNIQUES IN IMPROVING STUDENTS WRITING RECOUNT TEXT AT SMAN 1 KOTAGAJAH

Penelitian ini bertujuan untuk meneliti apakah i) teknik teachers direct feedback dapat meningkatkan kemampuan menulis siswa, ii) teknik teachers indirect feedback dapat meningkatkan kemampuan menulis siswa, dan iii) apakah ada perbedaan pada kemampuan menulis siswa antara siswa di kelas teachers direct dan indirect feedback. Penelitian ini adalah penelitian kuantitatif. Subjek penelitian ini adalah 30 siswa kelas X MIPA 1 dan X MIPA 2 SMAN 1 Kotagajah. Tes menulis digunakan sebagai alat untuk pengambilan data. Analisis data mengunakan Paired Sample T-test. Hasil menunjukkan bahwa i) Teknik teachers direct feedback dapat meningkatkan kemampuan menulis siswa, ii) Teknik teachers indirect feedback dapat meningkatkan kemampuan menulis siswa, dan iii) terdapat perbedaan pada kemampuan menulis siswa antara siswa di kelas teachers direct dan indirect feedbacks. Hasil dari penelitian ini menganjurkan bahwa teknik teachers direct dan indirect feedbacks dapat diaplikasikan sebagai strategi alternatif untuk meningkatkan kemampuan menulis siswa.This study was aimed to find whether i) teachers direct feedback technique improves the students writing achievement, ii) teachers indirect feedback technique improves the students writing achievement, and iii) there is any difference of students writing between students in teachers direct and indirect feedback classes. The research was quantitative. The subjects were 30 students of X MIPA 1 and X MIPA 2 of SMAN 1 Kotagajah. The writing test was administrated as the instrument. The data was analyzed using Paired Sample T-Test. The results show that i) the teachers direct feedback technique improves the students writing achievement, ii) the teachers indirect feedback technique improves students writing achievement, and iii) there is a statistically significant difference of the students writing achievement between students in teachers direct and indirect feedback classes. The findings suggest that teachers direct and indirect feedback techniques can be applied as alternative strategies to improve students writing ability.Keywords : Writing, Teachers Direct Feedback, Teachers Indirect Feedback

THE EFFECT OF BRAINSTORMING TECHNIQUE AS A PRE-WRITING ACTIVITY ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT AT SMAN 1 PRINGSEWU

Penelitian ini bertujuan untuk mengetahui pengaruh teknik brainstorming terhadap prestasi menulis siswa. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 33 siswa tingkat pertama sekolah menengah atas (SMA). Tes menulis digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan pada kemampuan menulis siswa antara pre-test dan post-test dengan tingkat signifikansi 0,05. Hal ini menandakan bahwa teknik brainstorming dapat diterapkan untuk meningkatkan keterampilan menulis siswa.The objective of this research was to find out the effect of brainstorming technique on the students’ writing achievement. The approach of the research was quantitative. The subjects were 33 students of the first grade of SMA. The writing tests were used as the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statistically significant difference of the students’ writing ability between the pre-test and the post-test with the significant level of 0.05. This suggests that brainstorming technique facilitates the students to improve their ability in writing skills.Keywords: writing, writing ability, brainstorming techniqu

IMPROVING STUDENTS’ WRITING ABILITY OF NARRATIVE

Abstract:There are two main objectives of this research (1) to find out how peercorrection technique improves the students’ activities in teaching-learning process (2)to find out how peer correction technique improves the students’ writing ability inwriting a narrative text. This research uses classroom action research. The subject ofthe research is the students of class X at SMAN 1 Gadingrejo in the academic year2011/2012.The result of this research is that, there was 25.92% of improvement from the firstcycle until second cycle in learning process. It happened since the teacher asked thestudents to change the position in order to make the teaching-learning process runningwell. The passive students in the left row sat next to the active students in the rightrow. It was done in order to make the passive students become more active. Bychanging the students’ position, it encouraged the passive students being more activesince they sat next to the active students. Meanwhile, there are 23 students (85.18%)whose scores had achieved the target of the indicator in learning product. It was foundthat the students’ writing scores improved when the teacher focused on the specificerrors based on the correction checklist that was given. Correction checklist providedspecific errors to enable and help the students in correcting their peer’s work. Byusing it, the students felt easier when they should focus on some errors. It made thestudents know what should be corrected when peer correction was implemented.They could learn from the mistakes that their friends had made and also they couldlearn from their friends who gave the correction to make their writing better.Keywords: peer correction technique, writing, narrative tex

THE EFFECT OF STUDENTS’ SELF-ESTEEM ON THEIR READING COMPREHENSION ACHIEVEMENT

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh antara penghargaan diri dengan kemampuan memahami bacaan dan apakah siswa dengan penghargaan diri yang tinggi lebih baik kemampuan memahami bacaanya dibandingkan dengan siswa yang memiliki penghargaan diri yang sedang dan rendah. Penulis memberikan soal-soal berupa teks kepada siswa dan angket untuk mengetahui tingkat penghargaan diri siswa. Penulis menggunakan desain Ex Post Facto pada penelitiannya dan One-Way Anova untuk menganalisa hubungan anta kedua variabel tersebut. Pada penelitian ini, ditemukan bahwa ada pengaruh yang signifikan antara penghargaan diri terhadap kemampuan memahami bacaan pada siswa dengan sig 0.000 (sig 0.05).This research is to investigate the effect of students’ self-esteem on their reading comprehension achievement and to find out whether students with high self-esteem get reading comprehension better than students with middle and low self-esteem. The writer administered the test of self-esteem and reading comprehension at the first year students. The writer used the Ex Post Facto as the research design and One-Way Anova to indicate the effect of students’ self-esteem on their reading comprehension achievement. In this research, the writer found that there is significant effect of students’ self-esteem on their reading comprehension achievement with sig 0.000 (sig 0.05).Keywords: achievement, reading comprehension, self-estee

IMPROVING THE STUDENTS VOCABULARY ACHIEVEMENT THROUGH INTENSIVE READING

Tujuan penilitian ini adalah untuk mengetahui apakah ada peningkatan penguasaan kosa kata siswa setelah diajarkan menggunakan teknik intensive reading. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan di kelas X3 yang berjumlah 24 orang. Peneliti menggunakan tes kosa kata untuk mengumpulan data. Hasil penelitian menunjukan bahwa ada peningkatan penguasaan kosa kata sisiwa setelah diajarkan menggunakan teknik intensive reading. Hal ini dapat dibuktikan dari adanya peningkatan nilai rata-rata siswa dari pretes ke postes yaitu 64.29 ke 72.54, dengan nilai t-table 2.068 dan t-value 4.456. Oleh karena itu dapat disimpulkan jika teknik intensive readingdapat meningkatkan kosa kata siswa.The aim of this research was to find out whether there was a significant improvement of the students vocabulary achievement after they were taught by using Intensive Reading. This research used quantitative approach and was conducted to 24 students in class X3. The researcher administered vocabulary test in collecting the data. The result of the data analysis showed that there was a significant improvement in students vocabulary achievement after they were taught by using intensive reading. It could be proven from the improvement of students mean score from pretest to posttest, which was 64.29 to 72.54, with t-table was 2.068 and the t-value was 4.456. In short, intensive reading can improve students vocabulary achievement.Keywords: improving, intensive reading, vocabulary achievemen

A Comparative Study of Teachers Questioning Types Between Social and Science Class in SMA

Penelitian ini bertujuan untuk mengidentifikasi jenis pertanyaan yang paling umum diajukan oleh guru di SMAN 2 Bandar Lampung dan mengetahui tujuan pedagogis guru dalam mengajukan pertanyaan. Data penelitian ini adalah transkrip dari proses belajar mengajar di kelas 11 SMAN 2 Bandar Lampung. Hasil dari penelitian ini menunjukan bahwa knowledge questions adalah pertanyaan yang paling sering diajukan guru, dibanding jenis pertanyaan lain.Strategi guru dalam mengajukan pertanyaan masih menggunakan cara tradisioal, Maka, guru disarankan untuk mengajukan pertanyaan kognitif atau perpaduan antara pertanyaan level rendah level tinggi.The objectives of this research were i) to explore the most common questioning forms used by the teacher at SMAN 2 Bandar Lampung and ii) the differences between the teachers questions in Science and Social classes. The main data were the transcription of English classes in SMAN 2 Bandar Lampung. The results of the research show that knowledge questions have the highest frequency in total number of teachers questions. The difference between Science and Social classes was the use of statements with questioning intonation. The teachers strategy of offering questionswas asking the whole class most of the questions. Therefore, the finding suggests that the teacher asks cognitive type question or combination of low-level and high level cognitive questionsKeywords: classroom interaction, teacher question, questioning types