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INDONESIA
UICELL Conference Proceeding
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 25 Documents
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Search results for , issue " No 1 (2017): UICELL Conference Proceedings 2017" : 25 Documents clear
The Effect of Direct Reading Thinking Activity (DRTA) On Students’ Reading Comprehension: An Experimental Study at SMA Negeri 4 Bogor Lusyani, Fajaria
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

The aim of this study was to investigate the effect of directed reading thinking activity (DRTA) on students’ reading comprehension at second grade students of SMA Negeri 4 Bogor. The population of this study consisted of 60 secondary grade students at SMA Negeri 4 Bogor. The two groups’ including pre-post test true experimental design was used in this study. The instrument tools are students’ reading score such as pre-test and post-test such as summarizing and responding test; and reading asessment rubric. The result showed that tcalculated is 14.136 with the value of d.f is 58 while the result of  t-table in the level significant t0.05 = 1.684 and t0.01 = 2.423. Since the t-calculated is higher than t-table (4.624 > 1.624 < 2.423), it can be concluded that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It is concluded that Directed Reading Thinking Activity (DRTA) effects on student’s reading comprehension.
Improving Students’ Reading Comprehension through Cooperative Language Learning and Reading Strategies Wirhayati, Wirhayati
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Reading is the active process of understanding print and texts. The effective of teaching reading is applied to improve students’ reading skills. In addition, reading cannot be separated by comprehension. Since reading is complex developmental challenges that we know to be intertwined with many other developmental accomplishments: attention, memory, language, and motivation, lecturers select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text. And students are learning subject-specific content through authentic reading tasks. This study aims to identify the activities of teaching reading using cooperative language learning (CLL) and reading strategies at students of Pamulang University (UNPAM). It is focused on the effective of teaching reading through cooperative language learning and reading strategies. For The Data source is the English students who are learning in the second reading class. Qualitative approach is used to analyze the study and the results are described and analyzed in essay form. Based on the data analysis, the implementation of cooperative language learning method and reading strategies in teaching reading has an important significant that students are active and interested in their reading class. The materials used are from many sources, and some topics given to discuss are various in a group. It is applied in the class activities to know the achievement of students’ reading comprehension.
The Influence of Teachers’ Performance in Promoting Effective English Teaching Classroom at State Junior High School Rosyada, Amrina; Ramadhianti, Agustina
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Promoting effective English teaching classroom is one of the teachers’ concerns which is positive classroom environment for the sake of achieving success in English teaching and learning process. Beyond the presence of the advanced technology and information, teacher’s performance is still the main variable in promoting the effective English teaching classroom. Thus, the research aims at determining the influence of teacher’s performance to promote the effective English teaching classroom in state junior high school. The teacher’s performance focuses in teacher’s personality and teacher’s language. The effective English teaching classroom is measured quantitatively by applying correlational research design. The method conducts several steps as procedures of investigation in analyzing the data, namely: 1) data collection, 2) data analysis, and 3) data interpretation. Engaged by 71 students of eighth grade and 2 English  teachers, findings have shown that there is a significant correlation between teacher’s performance and effective English teaching classroom. The results are hoped to be as teachers’ and students’ contributions in establishing their effective English teaching classroom; gaining their confidence and ability to learn; and use knowledge and skills to interact and to fully participate in education.
Students’ Vocabulary Mastery in Listening Maulidah, Aminah
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Listening is ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. Linguistic knowledge in this case vocabulary mastery is a problem faced by foreign language learners in listening. When the learner does not have good vocabulary mastery then the learner will be difficult to catch the message being heard. Vocabulary mastery here relate with word formation such as prefixes, suffixes, and Greek suffixes. The objective of this research is to find out the relationship of vocabulary mastery in terms of word formation in listening skill. The researcher uses a quantitative research by using survey method. The technique of data analysis is the statistical technique of correlation and regression. The population in this research is English Department students of Teacher Training and Education Faculty of Halu Oleo University who programmed Listening I course. The samples used are 39 students who selected randomly. Instrument used by the researcher is objective test (multiple choices).
Developing TPR Vocabulary Peer Assessment in Primary School Classroom Practices Wijirahayu, Suciana; Septiani, Ria
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

This study was conducted to improve students’ vocabulary mastery of the 2nd grader in a private primary school in Tangerang Indonesia. A classroom action research was initiated for the development. It was found in the preliminary observation that there were problems and weakness in students’ vocabulary mastery therefore suitable strategies to overcome that problem need to be employed. There are many aims of peer assessment, yet in this case it essentially involves young EFL learners as participants in providing feedback to others  on the quality of their work. The students enjoyed to have the opportunity to assess their partner’s performance in doing TPR activities. There was a lot of fun when pair of student doing this Peer Assessment. One of them did the action based on the command in the rubric sheet while their partner guessed the correct command in accordance to what have their partner’s movements. Based on the students’ result of peer assessment activity in learning English vocabulary, it was found that students were so motivated and tried hard to do the best their performance. They realized that their partners will assess them, so they were enthusiastic to do TPR correctly. The vocabulary mastery improvement could be observed from the results of the students’ peer assessment score in each cycle.

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