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Busmin - Gurning
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Journal : Transform : Journal of English Language Teaching and Learning

 1 
IMPROVING STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT THROUGH PAIRED STORY TELLING TECHNIQUE Hafizah - Siregar; Busmin - Gurning
TRANSFORM : Journal of English Language Teaching and Learning Vol 3, No 4 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.955 KB) | DOI: 10.24114/tj.v3i4.1846

Abstract

Abstract This study attempted to improve students’ reading comprehension achievement in narrative text through paired story telling technique. This study was conducted by using classroom action research. The subject of the research was class XI SMA PAB 1 Medan which consisted of 25 students. The research was conducted in two cycles and every cycle consisted of three meetings. The instruments for collecting the data were quantitative data (Reading test) and qualitative data (diary notes, observation sheet and questionnaire sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65.28 in the test II the mean was 71.16. Based on observation sheet it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that applying paired story telling significantly improved students’ reading comprehension achievement.   Keywords: Reading comprehension achievement, paired story telling technique, senior High School’s Students      
THE EFFECT OF BRAINSTORMING TEACHING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE PARAGRAPH Ernawati - Gultom; Busmin - Gurning
TRANSFORM : Journal of English Language Teaching and Learning Vol 3, No 4 (2014)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (529.609 KB) | DOI: 10.24114/tj.v3i4.1840

Abstract

ABSTRACT This study aims to discover the effect of using Brainstorming Teaching Technique on students’ achievement in writing narrative paragraph. It was conducted by using experimental research design. The population of this research was the second grade students of SMA Swasta Raksana Medan. The samples of the research were two classes which consisted of experimental and control group which were chosen by using random sampling technique. Twenty one students were taken as the samples in each class. The experimental group was taught by using Brainstorming Teaching Technique, while the control group was taught by using lecturing technique. The instrument was used to collect the data by asking the students to write a narrative text. After analyzing the data, it was found that the value of t-observed was 5.51 with the degree of freedom (df) = 40 at the level of significance p(0.05)= 1.684. It means that t-observed was higher than t-table (5.51>1.684). The result of this study showed that teaching by using Brainstorming Teaching Technique was higher than that taught by using Lecturing Technique.     Key Words     : Brainstorming Teaching Technique, Writing Narrative    * A graduate of English Language and Literature Department of  UNIMED ** A lecturer of English Language and Literature Department of  UNIMED  
THE EFFECT OF BRAINSTORMING TEACHING TECHNIQUE ON STUDENTS™ ACHIEVEMENT IN WRITING NARRATIVE PARAGRAPH Gultom, Ernawati -; Gurning, Busmin -
TRANSFORM : Journal of English Language Teaching and Learning Vol. 3 No. 4 (2014): December, 2014
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v3i4.1840

Abstract

ABSTRACT This study aims to discover the effect of using Brainstorming Teaching Technique on students™ achievement in writing narrative paragraph. It was conducted by using experimental research design. The population of this research was the second grade students of SMA Swasta Raksana Medan. The samples of the research were two classes which consisted of experimental and control group which were chosen by using random sampling technique. Twenty one students were taken as the samples in each class. The experimental group was taught by using Brainstorming Teaching Technique, while the control group was taught by using lecturing technique. The instrument was used to collect the data by asking the students to write a narrative text. After analyzing the data, it was found that the value of t-observed was 5.51 with the degree of freedom (df) = 40 at the level of significance p(0.05)= 1.684. It means that t-observed was higher than t-table (5.51>1.684). The result of this study showed that teaching by using Brainstorming Teaching Technique was higher than that taught by using Lecturing Technique.     Key Words     : Brainstorming Teaching Technique, Writing Narrative    * A graduate of English Language and Literature Department of  UNIMED ** A lecturer of English Language and Literature Department of  UNIMED  
IMPROVING STUDENTS™ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT THROUGH PAIRED STORY TELLING TECHNIQUE Siregar, Hafizah -; Gurning, Busmin -
TRANSFORM : Journal of English Language Teaching and Learning Vol. 3 No. 4 (2014): December, 2014
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v3i4.1846

Abstract

Abstract This study attempted to improve students™ reading comprehension achievement in narrative text through paired story telling technique. This study was conducted by using classroom action research. The subject of the research was class XI SMA PAB 1 Medan which consisted of 25 students. The research was conducted in two cycles and every cycle consisted of three meetings. The instruments for collecting the data were quantitative data (Reading test) and qualitative data (diary notes, observation sheet and questionnaire sheet). Based on reading scores, students™ score kept improving in every evaluation. In the test I the mean was 65.28 in the test II the mean was 71.16. Based on observation sheet it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that applying paired story telling significantly improved students™ reading comprehension achievement.   Keywords: Reading comprehension achievement, paired story telling technique, senior High School™s Students      
Co-Authors Ernawati - Gultom Hafizah - Siregar