The Use of Pictured Stories in Improving Students Vocabulary Achievement

The objective of this research was to find out whether there was any significant improvement of the studentsâ vocabulary achievement at the eighth grade of SMP Tunas Harapan, Kedaton, Bandar Lampung after they were taught by using pictured stories and to investigate the process of teaching vocabulary by using pictured stories. This research used one group pre test post test design. The sample of this research was VIII A at Tunas Harapan, Kedaton, Bandar Lampung, in academic year 2010/2011. Objective vocabulary test was used as the instrument of the research. The data were analyzed by using repeated measure t- test in which the significance was determined by p<0.05. The result suggested that the difference of the mean score from pretest and posttest was 16.4. Under SPSS test, the difference was significant, in which the p value was 0.000, which was less than 0.05. This indicates the significant improvement of students vocabulary achievement. In addition the teaching learning process using pictured stories indicates that can improve the students involvement and students activeness in the process of teaching learning vocabulary

The Use of Top-Down Approach in Teaching Listening Through Short Stories

Listening comprehension is the first skill that students should master, because before someone understands and starts to speak, lie or she has to hear sounds, words, or speech pattern. Listening is considered as a difficult language skill since it involves some aspects of the language, for example, vocabulary, understanding the sound, grammar, getting, the mainL_ understandingidea, specific information and reference. The teaching of listening in formal schools is still considered unsuccessful for that it tends to make students boring. Therefore, English teachers should provide more challenging and interesting listening activities. Teaching listening withZ7short stories is said to be one of the way to reduce students boredom and to increase students listening comprehension.For the above reasons, this research was intended to find out whether there was significant improvement of students listening comprehension in short stories after being taught through top - down approach. This research was done in a group pretest posttest design. The population of this research was the eleventh grade in SMA YP UN ILA Bandar Lampung. The sample of this research was XI IPA I and was selected by using random sampling technique. In collecting the data, the researcher administered the pretest, the treatments and posttest. The data was analyzed by using repeated measure t-test. In which the significance was determined by p<0.05. The result of t-test computation showed that (-ratio was higher than t-table (t,>t,.J, that is, (29.330>2.021), it can be concluded that there was a significant improvement of students listening comprehension after being taught short stories through top - down approach. This means that teaching listening through short stories in a top-down approach was applicable to improve sttideiitslistening omprehension ability

The Implementation of Ctl in Teaching Speaking

Penelitian tindakan kelas ini dilakukan untuk mengetahui bagaimana penerapan contextual teaching learning dalam mengubah students\u27 speaking achievement dan meningkatkan proses belajar mengajar. Penelitian ini menggunakan prosedur penelitian tindakan kelas yang dirancang oleh Arikunto. Subjek dalam penenlitian ini adalah murid kelas VIII SMP N I Tanjung Bintang Lampung Selatan yang berjumlah 37 murid. Dalam menganalisis data, peneliti membagi data dalam dua bagian, yang pertama data dalam proses pembelajaran dan yang kedua data dalam hasil pembelajaran. Analisis data dilakukan sampai semua data terkumpul dari setiap cycle. Berdasarkan data yang diperoleh, peneliti menyimpulkan bahwa penerapan contextual teaching learning dapat meningkatkan students\u27 speaking achievement dan meningkatkan proses belajar mengajar.This classroom action research was to find out how the implementation of Contextual Teaching Learning (CTL) improved the students\u27 speaking achievement and teaching learning process. This research used the procedure of classroom action research designed by Arikunto. The subject of this research was the second grade of SMP N I Tanjung Bintang Lampung Selatan which consisted of 37 students. In analyzing the data, the researcher classified the data into two categories: they were the data of learning process and the data of learning product. The data analysis was done during and after the data has been collected from every cycle. Based on the data, the researcher concluded that the implementation of CTL can improve the students\u27 speaking achievement and teaching learning process. Therefore, CTL is recommended to be used by teachers to improve their students speaking ability

The Role of Metacognitive Learning Strategies in Students' Reading Comprehension

The objectives of this research are to find whether there is any significant correlation between metacognitive learning strategies and students’ reading comprehension and to find out how frequent students have applied each metacognitive learning strategies in their learning reading. This research was conducted at the first grade of SMA Negeri 7 Bandar Lampung. This is a quantitative co-relation study that focused on the product (result of the test). The result showed that the students used arranging and evaluating more frequently than centering and planning strategies. The mean score of arranging and evaluating are 4.88 and 3.48 which mean these strategies are frequently used. The calculation showed that the coefficient correlation (r) was 0.924 which mean that there is high correlation between metacognitive learning strategies and students’ reading comprehension. It indicates that the teachers need to introduce to the learners about metacognitive learning strategies to succeed in reading.

Analyzing Teacher’s Feedback Used in Teaching Speaking

The objectives of this research are to find out how the feedback are given by the teacher and to find out the students’ responses toward the teacher’s feedback used in teaching speaking. The design of this research is case study which analyzes how verbal feedbacks were given based on Tunstall & Gipps’ typology. The result shows that the teacher gave seven out of the eight feedbacks. Four types of evaluative feedbacks and three types of descriptive feedbacks. 44 % feedback given to students’ pronunciation which total are 86 feedback. The dominant feedback were categorized to descriptive feedback. 41% feedback given to students’ comprehension which total are 80 feedback. The dominant feedback of students’ comprehension were categorized to evaluative feedback. The last,15% feedback given to students’ vocabulary which total are 30 feedback. The dominat feedback were categorized to evaluative feedback. The researcher suggests that in terms of students’ responses toward the feedback, facilitating feedback can motivate students in learning speaking. Furthermore, adjusting feedback with students’ characteristics is important to be applied by the teacher.

Implementing Role-play in Teaching Speaking at the Second Grade of SMA

Penelitian ini bertujuan untuk menemukan bagaimana bermain peran meningkatkan partisipasi siswa dalam latihan berbicara dan masalah apa saja yang muncul dalam penerapan bermain peran di tingkat kedua di SMA Muhammadiyah 2 Bandar Lampung tahun ajaran 2014/2015. Data yang didapat berupa hasil observasi, rekaman video, dan jawaban siswa pada kuisioner. Hasil penelitian ini menunjukkan bahwa bermain peran meningkatkan participasi siswa dalam latihan berbicara dengan memperkenalkan kata kunci baru kepada siswa, mendorong siswa berlatih melafalkan ungkapan yang dipelajari, mendorong siswa untuk membuat dan mempraktikkan percakapan mereka sendiri, mendorong siswa untuk bermain peran di depan kelas. Selain itu, masalah yang muncul selama penerapan bermain peran adalah kontrol kelas, memakan waktu, dan perbedaan menonjol antara siswa berprestasi dan kurang berprestasi. The aim of the research was to find out how role play improve students\u27 participation to practice speaking and what problems occurred during the implementation of role play at the second grade of SMA Muhammadiyah 2 Bandar Lampung at academic year 2014/2015. The data were observation result, video recording and students\u27 answer to the questionnaire. The result of the research showed that role play improved students\u27 participation in practice speaking through introducing key words to the students, encouraging the students to practice pronouncing the target speech function, encouraging the students to make and practice their own dialog, and encouraging the students to perform their own dialog (role playing) in front of the class. Besides that, problems occurred during the implementation of role play were class control, time consuming, and gap between superior and inferior students

Correlation Between Grammar Mastery And Descriptive Writing Ability

Tujuan penelitian ini adalah untuk mencari tahu apakah ada hubungan antara penguasaan tata bahasa siswa terhadap kemampuan menulis deskripsi. Instrumen yang digunakan untuk mengumpulkan data adalah tes penguasaan tata bahasa dan tes menulis deskripsi. Hasil dari analisis menunjukan bahwa ada korelasi antara penguasaan tata bahasa siswa dan kemampuan menulis deskripsi mereka sebesar 0.868 pada level signifikan dari 0.05 dengan nilai r tabel 0.361 dan nilai p nya 0.000. Hubungan antara penguasaan tata bahasa siswa dan kemampuan mereka dalam menulis deskripsi dikatakan signifikan karena korelasi koefisien lebih tinggi dibandingkan dengan nilai r tabel (0.868> 0.61) dengan p (probability) 0.000 yang lebih kecil daripada 0.05. Semakin baik penguasaan tata bahasa seseorang maka semakin baik pula kemampuan menulis nya. Jadi, seseorang yang ingin memperbaiki kemampuan menulisnya harus mempelajari tata bahasa.The objective of this research is to find out whether there is correlation between the students’ grammar mastery and their descriptive writing ability. The instruments to collect the data were grammar mastery test and descriptive writing test. The result of the analysis shows that there is a correlation of the students’ grammar mastery and their descriptive writing to 0.868 at the significant level of 0.05 with the critical value of r table 0.361 and p was 0.000. The correlation of the students’ grammar mastery and their descriptive writing ability is significant since the coefficient correlation is higher than the critical value of r table (0.868 > 0.361) with p 0.000 which is less than 0.05. The better one’s grammar mastery the better his or her writing ability. Therefore, those who want to improve their writing ability should learn grammar

Analysis Of Students' Communication Strategies In Esp Class Of Mathematic Study Program

Penelitian ini bertujuan untuk mengetahui strategi komunikasi apa yang sering muncul selama proses pembelajaran di kelas ESP, menemukan code switch yang terjadi selama proses presentasi, dan mengetahui maksud dari code switch yang digunakan oleh mahasiswa. Penelitian ini adalah non experimental descriptive study. Sample dari penelitian ini ada 20 mahasiswa baru dari kelas A program studi pendidikan matematika di Universitas Lampung. Hasil dari penilitian ini menunjukan bahwa dari 12 CSs, mahasiswa menggunakan 9 CSs. Kemudian strategi komunikasi yang sering digunakan oleh mahasiswa adalah code switching (36,28%), appeal for help (16,03%), and time gaining strategy (30,37). Di sisi lain, terdapat 3 jenis code switching; inter-sentential switching (51,16), intra-sentential switching(41,86), and, tag switching (6,98). Terlebih lagi, berdasarkan hasil dari code switching, hal itu dapat disimpulkan bahwa code switching disebabkan oleh 4 faktor; mereka adalah kata, frase, penghindaran kesalahpahaman, dan kemudahan berkomunikasi. The research aimed to find out what communication strategies were mostly appeared during the learning process at ESP class, to find out the code switch occurred during the presentation and also the meaning of the code switch that the students used. This research was non experimental descriptive study. Samples in this study were 20 fresh college learners of mathematic study program in A class at University of Lampung. The results show that, of the 12 CSs available, the students used 9 CSs. Then, the CSs that were most frequently used by students were code switching (36,28%), appeal for help (16,03%), and time gaining strategy (30,37). On the other hand, there were 3 types of code switching; inter-sentential switching (51,16), intra-sentential switching(41,86), and, tag switching (6,98). Moreover, based on the result of code switching, it could be concluded that code switching was caused by 4 factors; they are word, phrase, avoidance of misunderstanding, and easier communication.Keywords. Communication Strategies, Code Switching, ESP Class

The Implementation of Rapq Technique in Improving Students' Reading Comprehension

Penelitian ini bertujuan untuk menemukan apakah ada perbedaan yang signifikan dari pemahaman membaca dan untuk menemukan aspek dalam membaca yang memiliki peningkatan tertinggi setelah diajar melalui teknik RAPQ. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan pada kelas VIII A, SMP Kartika Jaya II-2 Bandar Lampung yang berjumlah 30 siswa. Random sampling digunakan untuk memilih kelas dan paired sample t-test digunakan untuk menganalisis data. Alat pengumpulan data adalah tes reading comprehension. Hasil penelitian menunjukan bahwa t-value lebih tinggi dari t-table (15.237 > 2.160). Hasil penelitian menunjukan nilai rata-rata dari pre-test adalah 53,5. Sedangkan nilai rata-rata post-test adalah 72. Vocabulary adalah aspek yang memiliki peningkatan tertinggi (6,67%). Oleh sebab itu dapat disimpulkan bahwa ada peningkatan dari pemahaman membaca siswa setelah diajarkan melalui teknik RAPQ.The objectives of this study were to find out the significant difference of students' reading comprehension and to find out the aspects of reading comprehension that the most improved after being taught by using RAPQ technique. This research was a quantitative study and was conducted to 30 learners in class VIII A of SMP Kartika Jaya II-2 Bandar Lampung. Random sampling was used to select the class and paired sample t-test was used to analyze the data. The instrument was reading comprehension test. The result of the calculation showed that t-value was higher than t-table(15.237 > 2.160). The result showed the mean score of pre-test was 53.5, while the mean score of post-test was 72. Vocabulary was the most improved aspect (6.67%). Therefore, it could be concluded that there was an improvement of students' reading comprehension after being taught through RAPQ technique