Garuda - Garba Rujukan Digital

THE EFFECTIVENESS OF USING SNAKES AND LADDERS GAMES TO IMPROVE STUDENTS’ SPEAKING ABILITY FOR SEVEN GRADERS IN MTSN MOJOSARI
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

ABSTRAK According to observation in MTsN Mojosari, it has been found that were there are some problems in classroom. There are many students cannot speak well. Because the students seldom practiceing English speaking. They felt afraid to make some errors in speaking English It made the students prefer to be quite or passive in class. To overcome this problem, this study was designed to solve the problem using media snakes and ladders games, and investigate the use of snakes and ladders games in speaking class in improving students speaking ability. This Study was an experimental quantitative study which had the students of VII A as experimental group and VII B as control group of MTsNMojosari, Mojokerto, as the participants. It was found that there was increasing mean of experimental group. The increasing mean of experimental group prove that the treatment by using snakes and ladders game could improve the students’ speaking ability in speaking class. From the calculation of t-test, it was showed the result of t-value was 8.88, which is higher than t-table (1.98). It showed that there was a significant improvement after conduction of treatment. Thus snakes and ladders game was an effective media to improve students’ speaking skills. Therefore the advantages of snakes and ladders game were proven. It could encourage students’ speaking confidence, develop students’ speaking fluency, and group development related to the a short conversation about asking and giving service. The researcher used at least three categories of students’ responses in the questionnaire, including interested, motivated, and helped. Based on the tables and charts, most students respond that snakes and ladders game was an effective media for learning asking and giving service in speaking. They were interesting, motivating, and helpful in order to learn the asking and giving service activier in speaking by using snakes and ladders game. Key words: Snakes and ladders game, Media, and the Improvement Speaking ABSTRAK Menurut observasi di MTsN Mojosari, telah ditemukan beberapa masalah di dalam kelas. Ada banyak siswa tidak dapat berbicara dengan baik.Karena mereka jarang mempraktekan berbicara bahasa inggris.Mereka merasa takut untuk membuat kesalahan dalam berbicara inggris. Hal ini membuat siswa lebih suka untuk diam dan pasif di dalam kelas.Untuk mengatasi masalah ini, penelitian ini dibentuk untuk memecahkan masalah menggunakan media ular tangga, dan menyelidiki penggunaan dari permainan ular tangga dalam kelas berbicara dalam meningkatkan kemampuan berbicara siswa. penelitian ini merupakan sebuah penelitian eksperimental quantitative, oartisipan dalam penelitian ini mencakup para siswa kelas VII A sebagai kelas Ekperimental dan VII B sebagai kelas control dari MTsN Mojosari kota Mojokerto. Dalam penelitian ini diketahui bahwa ada kenaikan rata-rata dari grup eksperimental. Kenaikan nilai rata-rata dari grup experimental membuktikan bahwa penggunaan permainan ular tangga dapat meningkatkan kemampuan berbicara siswa dalam kelas.Dari perhitungan t-test, menunjukkan hasil dari t-value adalah 8.88 yang lebih tinggi dari pada t- tabel yaitu 1.98. Itu dapat terlihat bahwa ada peningkatan yang significant setelah dilakukan treatment.Demikian permainan ular tangga merupakan media yang efektif untuk meningkatkan keahlian berbicara siswa . Oleh karena itu keuntungan dari permainan ular tangga telah terbukti. Ini dapat mendorong siswa yakin untuk berbicara,mengembangkan kelancaran berbicara siswa, dan perkembangan grup dalam percakapan pendek tentang meminta dan memberi jasa. Peneliti menggunakan kurang lebih tiga kategori dari respon siswa dalam angket, yang meliputi,ketertarikan, dapat dimengerti, dan berpengaruh. Dari tabel dan grafik, lebih banyak siswa merespon bahwa permainan ular tangga merupakan media yang effektik untuk pembelajaran menerima dan meminta jasa dalam berbicara. Mereka tertarik, termotivasi dan terbantu untuk belajar meminta dan memberi jasa secara aktif dalam berbicara dengan menggunakan permainan ular tangga. KataKunci:Permainanulartangga,media,danPeingkatanberbicara.

The Effectiveness of Personal Photographs As Media to Enhance The Writing Ability of Descriptive Text of The Seventh Graders
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Menulis adalah salah satu keterampilan penting dalam mempelajari bahasa inggris yang harus dipelajari dan dipahami oleh siswa. Dalam hal ini siswa diharuskan untuk memahami struktur teks dan fitur bahasa, sehingga apa yang sudah mereka tulis dapat dipahami oleh seluruh pembaca. Tujuan dari penelitian ini adalah untuk menemukan perbedaan yang signifikan antara siswa yang diajar menggunakan media Personal Photographs dengan siswa yang tidak menggunakan media tersebut sebagai media pembelajaran di SMP Negeri 2 Kota Madiun dalam menulis teks deskriptif. Penelitian ini merupakan jenis penelitian eksperimental dan instrumen yang digunakan dalam penelitian ini berupa tes, dengan menguji dua kelompok sebelum dan sesudah pemberian tritmen pada kelompok eksperimental dan kelompok kontrol yang tidak mendapatkan tritmen, yang kemudian diperbandingkan hasilnya antara dua kelompok tersebut (kelompok kontrol dan eksperimental). Hasil penelitian menunjukkan terdapat peningkatan yang signifikan terhadap siswa kelompok eksperimental setelah peneliti menerapkan Personal Photographs sebagai media dalam penulisan teks deskriptif dengan nilai perbedaan (.52) dimana perbedaan ini sangat besar dibandingkan siswa kelompok kontrol yang tidak menggunakan Personal Photographs sebagai media penulisan teks deskriptif. Hal ini juga bisa dilihat dari uji analisis Independent Sample t-test pada SPSS 16.00 yang menunjukkan bahwa kelompok kontrol memiliki nilai rata-rata sebesar 77.38, sedangkan kelompok eksperimental memiliki nilai rata-rata sebesar 84.58 dengan nilai Sig (2-tailed) .000. Kata Kunci: Keterampilan Menulis, Personal Photographs, Teks Deskriptif. Abstract Writing is one of the important skills in learning English which is to be learnt and understood by the students. Here, the students are required to understand the generic structures and language features of the text; however what they have written can be understood by all readers. The purpose of this study is to find out the significant differences between seventh graders who are taught by using personal photographs as a media and those who are not in SMP Negeri 2 Kota Madiun in writing descriptive text. This research was an experimental research and the instrument which was used in this research is a test, by testing two groups before and after administering treatments in the experimental group and control group who are not gotten treatments, then the results was compared between the two groups (control and experimental groups). The results of this study show that there is significant difference in the experimental group students after the researcher applied personal photographs as a media in writing descriptive text with the magnitude of difference (.52) that indicates a very large effect than the control group who are not taught by using personal photographs as a media in writing descriptive text. It can also be seen from the analysis of independent sample t-test on SPSS 16.00 which indicates that the control group had a mean score of 77.38, while the experimental group had a mean score of 84.58 with the Sig (2-tailed) .000. Keywords: Writing Skill, Personal Photographs, Descriptive Text.

THE IMPLEMENTATION OF “SIMPLIFIED ANIMATED FOLKTALE VIDEO” IN TEACHING SPEAKING NARRATIVE TO THE TENTH GRADE STUDENTS OF MA. PERGURUAN MU’ALLIMAT JOMBANG
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Speaking is one of important skill that should be mastered by students who learn English. The aim of teaching speaking is students are able to use the language in real communication situation. Moreover, speaking is known as the most difficult skill because the spelling and the pronunciation are different. Here, the teacher is needed to maintain student’s motivation in order to keep students’ interest in speaking. Video is media of communication which contains some information. Furthermore, authentic video is any material which is bought, recorded from television. Meanwhile, made for language teaching video is any kind of video that is designed for learning the target language. The examples of authentic video are feature films (fiction), cartoons, documentaries, news, interviews, game shows, and advertisements or commercials. This is a descriptive qualitative research and this research is aiming to describe the implementation of short animated folktale video in teaching speaking narrative. The data are obtained from checklist, field note, questionnaire, and also students’ task. The researcher endeavored to record the implementation of short animated video in teaching speaking narrative and describe it. The description is explained based on three objectives of the study. Those are the implementation of short animated folktale video to teach speaking narrative, the students’ speaking task result, and also students’ responses toward the implementation of short animated folktale video in speaking narrative. After observing, the researcher described three results. The first result was regarding the implementation of short animated folktale video applied. There are three steps how the teacher applied. They were pre-viewing activity, viewing activity, and post-viewing activity. The second result was the students’ responses toward the implementation of short animated folktale video. They students gave positive responses and they agreed if the video was used in teaching-learning process. And the last finding was the students’ speaking skill by using FSI rubric by Oller. It has five components in speaking. They are pronunciation, grammar, vocabulary, fluency, and comprehension. It was proved that the students speaking ability got better after studying speaking narrative using animated folktale video.In conclusion, the animated folktale video could be used to teach speaking narrative, particularly for tenth grade students. It could be even used to keep students’ willingness in speaking because of their interest in the story of the animated folktale video. Kata Kunci: animated folktale video, speaking, narrative, students’ response.

THE IMPLEMENTATION OF PERSONALITY TRAITS THROUGH ZODIAC SIGN TO TEACH WRITING DESCRIPTIVE TEXT TO THE SEVENTH GRADE STUDENTS OF SMP NEGERI 1 KAMAL
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Menulis adalah salah satu keterampilan penting yang harus dikuasai oleh siswa dalam mempelajari bahasa. Keterampilan ini digunakan untuk menyampaikan ide atau gagasan dalam bentuk tertulis. Lebih jauh lagi, menulis dianggap sebagai keterampilan yang paling sulit diantari keterampilan lain dalam Bahasa Inggris. Proses menulis sering membuat siswa mudah bosan. Dalam hal ini guru diharapkan mampu meningkatkan motivasi siswa agar tetap tertarik untuk menulis. Zodiac sign adalah media yang dapat digunakan untuk mengajar menulis. Di dalam media ini terdapat kosa kata tentang ciri kepribadian seseorang dan gambar menarik yang dapat meningkatkan motivasi siswa di kelas. Penelitian ini bertujuan untuk mendeskripsikan implementasi dari ciri kepribadian seseorang melalui Zodiac sign dalam menulis descriptive oleh kelas tujuh, respon siswa, dan hasil menulis siswa. Penelitian ini merupakan jenis penelitian deskriptif kualitatif dan menggunakan observasi, wawancara, dan tugas menulis siswa untuk mendapatkan data. Data penelitian merupakan hasil deskripsi yang dijelaskan berdasarkan tujuan penelitian. Setelah melakukan observasi, peneliti mendeskripsikan tiga hasil penelitian. Hasil penelitian pertama menunjukkan bahwa implementasi ciri kepribadian seseorang melalui Zodiac sign yang diaplikasikan guru di dalam kelas berjalan sesuai teori. Hasil kedua menunjukkan bahwa siswa memberikan respon positif, dan hasil ketiga adalah tentang hasil tulisan siswa. Tulisan siswa dianalisis dalam hal apakah isinya sesuai dengan judul, baik tidaknya penyusunan tulisan, penggunaan bahasa yang sesuai dengan descriptive, kosa kata sesuai, dan cara menyajikan tulisan oleh penulis. Kesimpulannya, implementasi ciri kepribadian seseorang melalui Zodiac sign dapat digunakan untuk media mengajar menulis descriptive, khususnya bagi kelas tujuh yang disebut sebagai pemula. Kata Kunci: Zodiac sign, ciri kepribadian, menulis, descriptive, respon siswa Abstract Writing is one of the important language skills that should be mastered by the students to convey their ideas or their opinion in written form. Moreover, writing is known as the most difficult skill in English. Writing process often makes students easily get bored. Here, the teacher is needed to maintain students’ motivation in order to keep students’ interest in writing. Zodiac sign is a media that can be used for teaching writing. It has personality traits and interesting pictures which can attract the students’ motivation in writing class. This research is aimed to describe the implementation of personality traits through Zodiac sign in teaching writing descriptive text to the seventh grade students, the students’ responses towards personality traits in the Zodiac sign, and the students’ writing task results. This research is a descriptive qualitative research. It used observation checklist, field note, interview, and also student’s task result as research instruments to gain data. The researcher endeavored to record the implementation of personality traits through Zodiac sign and describe it. The description is explained based on three objectives of the study; those are the implementation of personality traits through Zodiac sign to teach writing descriptive text , the students’ responses towards personality traits in the Zodiac sign, and also the students’ writing task results. After observing, the researcher described three results. The first result was regarding the implementation of personality traits through zodiac sign the teacher applied. The steps how the teacher applied the media in writing class. The second result was the students’ responses toward personality traits in the zodiac sign and it resulted positive responses. The third finding was the students’ writing task result that was analyzed by using ESL composition profile. It has five criteria; content which is appropriate with the topic, organization which is arranged well based on the generic structure, language use which is related to the language features, vocabulary which is appropriate to what have been listed by the teacher, and mechanics related to how well the writers write their writing. In conclusion, personality traits through zodiac sign could be used to teach writing descriptive text, particularly for seven graders as beginner English learner. It could be even used to keep students’ willingness in writing because of its steps. Keywords: Zodiac sign, personality traits, writing, descriptive text, students’ response.

THE USE OF ANIMATED CARTOONS AS MEDIA TO TEACH WRITING DESCRIPTIVE TEXT
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Aktifitas monoton yang dilakukan oleh guru dalam kelas menulis, terutama dalam menulis teks deskriptif menyebabkan siswa kurang termotivasi untuk menulis. Oleh karena itu, guru sebagai model di kelas harus mampu menemukan teknik pengajaran yang dapat membangkitkan motivasi siswa dalam menulis. Dalam hal ini, guru dapat menggunakan media dalam proses pengajaran. Penelitian ini ditetapkan ke dalam penggunaan kartun animasi untuk mengajar teks deskriptif. Berdasarkan alasan tersebut, peneliti mencoba untuk mendeskripsikan proses belajar mengajar dengan menggunakan kartun animasi sebagai media yang dilakukan oleh guru pada poin (1) Bagaimana guru menggunakan kartun animasi sebagai media untuk mengajar teks deskriptif pada siswa? (2) Bagaimana hasil tugas siswa dalam menulis teks deskriptif. (3) Bagaimana siswa merespon penggunaan kartun animasi sebagai media untuk mengajar teks deskriptif? Penelitian ini ialah penelitian deskriptif kualitatif. Data pertama dalam bentuk deskripsi aktifitas guru selama proses belajar mengajar, sumber data ialah guru yang memimpin proses belajar mengajar. Data kedua ialah hasil tugas siswa dalam menulis teks deskriptif, sumber data ialah siswa yang mengikuti proses pembelajaran. Data ketiga ialah deskripsi atas respon siswa terhadap penggunaan kartun animasi sebagai media untuk mengajar teks deskriptif yang dilakukan oleh guru, sumber data ialah siswa yang mengikuti proses pembelajaran. Peneliti menggunakan lembar observasi tak terstruktur untuk menulis semua informasi yang dilihat dan didengar selama proses belajar mengajar, hasil tugas menulis siswa, dan kuestioner terbuka untuk mengetahui bagaimana respon siswa terhadap penggunaan kartun animasi sebagai media untuk mengajar teks deskriptif yang dilakukan oleh guru. Guru menggunakan kartun animasi sebagai media untuk mengajar teks deskriptif dengan menarik. Guru mampu memikat siswa ke dalam pelajaran yang diberikan. Sebagian besar siswa memperoleh hasil yang sangat baik pada tulisan mereka. Hasil kuestioner terbuka siswa menunjukkan bahwa sebagian besar siswa antusias selama proses belajar. Dalam pandangan siswa, kartun animasi yang digunakan oleh guru menarik dan dapat membangkitkan motivasi mereka dalam menulis teks deskriptif. Pada kesimpulannya, penggunaan kartun animasi sebagai media untuk mengajar teks deskriptif memiliki peran positif terhadap pelajaran bahasa Inggris, terutama menulis teks deskriptif. Kata Kunci: Kartun Animasi, Menulis, Teks Deskriptif Abstract The activities which were monotonous done by the teacher in a writing class, especially in writing descriptive text caused the students are lack of motivation in writing. Therefore, teachers as model in class should be able to find a teaching technique which can arouse students’ motivation in writing. In this case, teachers can use media in the teaching process. This research is specified into the use of animated cartoons as media to teach writing descriptive text. For this reason, the researcher tried to describe the teaching and learning process by using animated cartoons as media implemented by the teacher in the point of (1) How the teacher uses animated cartoons as media to teach writing descriptive text. (2) How the result of students’ task in writing descriptive text is. (3) How the students response to the use of animated cartoons as media to teach writing descriptive text. This research is descriptive qualitative research. The first data was in the form of description of the teacher’s activities during the teaching and learning process, the source of the data was the teacher who conducted the teaching and learning process. The second data was the result of students’ task in writing descriptive text, the source of the data was the students who followed the learning process. The third data was the description of students’ response towards the use of animated cartoons as media to teach writing descriptive text implemented by the teacher, the source of the data was the students who followed the learning process. The researcher used unstructured field notes to write all the information which were seen and heard during teaching and learning process, the result of students’ writing task, and open-ended questionnaires to know the students’ response towards the use of animated cartoons as media to teach writing descriptive text. The teacher used the animated cartoons as media to teach writing descriptive text attractively. The teacher could engage the students to the lesson given. Most students got excellent category in their writing. The result of students’ open-ended questionnaires showed that most students were enthusiastic during the teaching and learning process. In students’ point of view, the animated cartoons used by the teacher were interesting and could arouse their motivation in writing descriptive text. In conclusion, the use of animated cartoons as media to teach writing descriptive text has positive role towards the English lesson, especially for writing descriptive text. Keywords: Animated Cartoon, Writing, Descriptive Text

STUDENTS AND TEACHERS’ PERCEPTION ON EFFECTIVE CHARACTERISTICS OF ENGLISH TEACHER IN SMP AL-FALAH DELTASARI - SIDOARJO
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Karakteristik guru menjadi salah satu faktor yang mempengaruhi proses belajar mengajar, guru memegang peran penting di dalam kelas. Guru memiliki tugas untuk mendesain semua aktivitas di dalam kelas yang sesuai tujuan pembelajaran dalam kurikulum. Guru juga mempunyai peran penting untuk memotivasi siswa agar menguasai pelajaran. Oleh karena itu, penting untuk mempertimbangkan karakter guru bahasa inggris yang efektif sebagai penunjang untuk proses belajar siswa. Penelitian ini bertujuan untuk (1) mengetahui persepsi siswa tentang karakter guru bahas inggris yang efektif di SMP Al-Falah Deltasari, (2) mengetahui persepsi guru tentang karakter guru bahasa inggris yang efektif di SMP Al-Falah Deltasari, (3) membandingkan persepsi siswa dan guru tentang karakter guru bahas inggris yang efektif di SMP Al-Falah Deltasari. Deskriptif kuantitatif berdasarkan penelitian survey digunakan dalam penelitian ini. Penelitian ini dilakukan di SMP Al-Falah Deltasari Sidoarjo. Melibatkan lima puluh siswa dan empat guru bahasa inggris sebagai sampel penelitian. Kuisioner digunakan untuk pengumpulan data sebagai instrumen penelitian. Hasil analisis data menunjukkan bahwa sis lebih menekankan pada kualitas kompetensi guru sebagai efektif karakteristik untuk dimiliki seorang guru bahasa inggris. Akan tetapi, memiliki kepribadian yang bagus juga dipertimbangkan oleh siswa untuk dimiliki seorang guru bahasa inggris yang efektif. Sedangkan para guru mengatakan baik kepribadian yang bagus dan kompetensi yang bagus harus dimiliki oleh seorang guru bahasa inggris yang efektif. Nilai dari chi-square menunjukkan 12p"> = 4.1843, yang lebih besar dari 12p"> = .05. Oleh karena itu, dapat disimpulkan bahwa tidak ada perbedaan yang signifikan antara persepsi siswa dan persepsi guru tentang guru bahasa inggris yang efektif di SMP Al-Falah Deltasari Sidoarjo. Kata kunci: persepsi, efektif karakteristik. Abstract Teacher characteristics become one of factors affecting teaching and learning processes, teacher plays an important role in the classroom. Teacher has a duty to design all activities in the classroom that meet the objectives of curriculum. He also has a big role in motivating students to acquire the subject. Thus, it is important to consider the effective characteristics of English teacher as a booster for students’ learning processes. The purpose of this research are (1) to find out students’ perception on effective characteristics of English teacher in SMP Al- Falah Deltasari, (2) to find out teachers’ perception on effective characteristics of English teacher in SMP Al- Falah Deltasari, and (3) to compare students’ and teachers’ perception on effective characteristics of English teacher in SMP Al- Falah Deltasari. Descriptive quantitative design based on survey research was used in this research. The location of this research is in SMP Al-Falah Deltasari Sidoarjo. It involves fifty students and four teachers as the sample. Questionnaire was administered as the instrument in collecting the data. The result of the data analysis found that the students more emphasize to the quality of competence as the effective characteristic to be had by an English teacher. However, having good personal also considered by the students to be had by an effective English teacher. Whereas, teacher said both good personal and good competence must be had by an effective English teacher. The chi-square value shows 12p"> = 4.1843, it goes above 12p"> = .05. Thus, there is no significant difference in the students and teachers’ perception on effective characteristics of English teacher in SMP Al-Falah Deltasari Sidoarjo. Keywords: perception, effective characteristic.

THE EFFECTIVENESS OF USING COMBINATION OF MODIFIED GAME TIC TAC TOE AND JUMBLE WORD TO TEACH ENGLISH VOCABULARY OF DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMP NEGERI 1 CERME
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

ABSTRACT English has four skills, they are listening, speaking, reading and writing. Those skill must be taught to the students, but they have to learn vocabulary first before learning those four skills. Vocabulary is a key in learning any language. The students have to enrich their vocabulary in order to make them success in learning those skills, especially for the students who in the seventh graders of junior high school. The writer chooses SMP Negeri 1 Cerme to conduct her research. The seventh grade students must be able to learn descriptive text but before they are success in making a good descriptive text, they have to enrich their vocabulary by learning English vocabulary of descriptive text first. In this case, the teacher must be creative to use technique to teach vocabulary to the students. Game is a technique that can be used by the teacher to teach vocabulary, one of game that can be used is combination of modified game Tic Tac Toe and Jumble Word. In conducting her research, the writer used an experimental quantitative by collecting the data through giving pretest before treatments were done then giving three treatments. Then giving post test after to get the students’ vocabulary score. But before pretest held, the writer gave a try out to other class not for classes which were chosen as experimental and control group. This try out was done to know whether the test could be the good test or not before it was given as pretest and posttest. The researcher analyzed quantitatively by using t-test to find out the significance difference in vocabulary mastery between the seventh graders who are taught using combination of modified game Tic Tac Toe and Jumble Word and those who are not. The writer found that t value was 3,76 with t table 2.00. It meant that there was significance difference in vocabulary mastery between the seventh graders who are taught using combination of modified game Tic Tac Toe and Jumble Word and those who are not. Based on the result of the research, the use of combination of modified game Tic Tac Toe and Jumble Word is appropriate technique to be used to teach English vocabulary of descriptive text to the students. Key Word : English Vocabulary, Combination of Modified Game Tic Tac Toe and Jumble Word, Vocabulary of Descriptive Text, Seventh Graders ABSTRAK Inggrismemilikiempatketerampilan, mendengarkan, berbicara, membacadanmenulis.Keterampilanitu harusdiajarkankepadasiswa. Namun merekaharusbelajarkosakataterlebihdahulusebelumbelajarempatketerampilan tersebut.Kosakataadalahkuncidalammempelajaribahasaapapun.Para siswaharusmemperkayakosa kata merekadalamrangkauntukmembuatmerekasuksesdalambelajarketerampilantersebut, terutamauntuksiswa yang di kelastujuh SMP. Disinipenulismemilih SMP Negeri 1 Cermeuntukmelakukanpenelitiannya.Siswakelastujuhharusmampubelajarteksdeskriptiftapisebelummerekasuksesdalammembuatteksdeskriptif yang baik, merekaharusmemperkayakosa kata merekadenganbelajarkosa kata bahasaInggrisdariteksdeskriptif lebih dahulu. Dalamhalini, guru haruskreatifuntukmenggunakanteknikuntukmengajarkankosakatakepadasiswa.Permainanadalahsuatuteknik yang dapatdigunakanoleh guru untukmengajarkankosakata, salah satu permainan yang dapatdigunakanadalahkombinasipermainanyang dimodifikasi Tic Tac Toe dan Jumble Word. Dalammelakukanpenelitiannya, penulismenggunakansebuahpenelitian kuantitatifdenganmengumpulkan data denganmemberikan pre-test sebelummemberikan tigatreatment.Kemudian setelah diberi pre-test dan treatment sebanyak tiga kali, penulis memberikan post-test.Namunsebelum pretest diadakan, penulismemberikan try out kepadakelas lain, dan tidakuntukkelas yang dipilihsebagaikelompokeksperimendankontrol. Try out inidilakukanuntukmengetahuiapakahtesbisamenjadites yang baikatautidak, sebelumitudiberikansebagai pre-test dan post-test. Penelitimenganalisissecarakuantitatifdenganmenggunakan t-test untukmengetahuiperbedaan yang signifikandalampenguasaankosakataantarasiswakelastujuh yang diajarkanmenggunakankombinasipermainan yang dimodifikasi Tic Tac Toe dan Jumble Word danmereka yang tidak. Penulismenemukanbahwanilai t test adalah 3,76dengan t tabel 2,00. Iniberartibahwaadaperbedaanyang signifikan dalam penguasaankosakataantarasiswakelastujuh yang diajarkanmenggunakankombinasipermainan yang dimodifikasi Tic Tac Toe dan Jumble Word danmereka yang tidak. Berdasarkanhasilpenelitian, penggunaankombinasipermainan yang dimodifikasi Tic Tac Toe dan Jumble Word adalahteknik yang tepatuntukdigunakanmengajarkosa kata bahasa inggris dalam teksdeskriptifkepadasiswa. Kata kunci : Kosa kata bahasa inggris, Permainan modifikasi Tic Tac Toe dan Jumble Word, Kosa kata dalam teks deskriptif, Siswa kelas tujuh

THE IMPLEMENTATION OF ROLE PLAY IN TEACHING SPEAKING NARRATIVE TEXT FOR EIGHTH GRADERS OF SMPN 1 SUMBERREJO BOJONEGORO
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Penelitian ini dibuat untuk menggambarkan penerapan tekhnik role play untuk pengajaran berbicara teks naratif untuk kelas 8 SMPN 1 Sumberrejo Bojonegoro. Penelitian ini mengambil beberapa permasalahan: (1) bagaimana guru menerapkan tekhnik role play dalam mengajar berbicara teks naratif untuk kelas 8? (2) bagaimana respon siswa terhadap tekhnik role play dalam pembelajaran berbicara teks naratif?. Berdasarkan penelitian yang telah di lakukan, bisa di simpulkan pertama bahwa guru bahasa Inggris yang menerapkan role play dalam mengajar berbicara teks naratif menggunakan langkah yang sangat baik. Langkah- langkah yang di gunakan guru yang pertama memberikan materi yang simple kepada siswa. Kemudian guru mengajarkan dialog-dialognya. Sebelum maju di depan kelas, guru menyuruh siswa untuk memperaktekkan terlebih dahulu di dalam groupnya masing-masing. Guru juga membolehkan siswa merubah dialog untuk membuat variasi-variasi. Untuk kesimpulan yang kedua, siswa memberikan respon yang positif terhadap penerapan role play dalam pengajaran berbicara naratif teks. Meskipun beberapa dari mereka merasa sulit dalam melakukan role play, mereka mengatakan role play memotivasi untuk berbicara bahasa Inggris. Kata kunci: Pengajaran berbicara, teks naratif dan role play. Abstract This study is designed to describe the implementation of role play in teaching speaking narrative text for eighth graders SMPN 1 Sumberrejo Bojonegoro. This study composes some questions: (1) how does the teacher implement role play in teaching speaking narrative text for eighth graders? (2) how are the students’ responses toward the implementation of role play in teaching speaking narrative text? teaching and learning process of writing narrative text through ROLE PLAY technique?. Based on the study, they are the conclusions; first, the teacher implements role play in teaching speaking narrative text very well. She gives the simple materials and the simple dialogues. The teacher teaches the dialogues and has the students to practice before performing in front of the class. She also allows them to modify the dialogues to make a variation. Second, the students give positive response toward the implementation of role-play in teaching speaking narrative text. Although some students still get difficulty in doing role play. They said that role-play is able to increase students’ motivation to speak English. Key words: Teaching speaking, narrative text and role play.

A STUDY OF CODE-SWITCHING OF TEACHER TALK ON TRAINEE TEACHER IN PPL II PROGRAM OF STATE UNIVERSITY OF SURABAYA
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Terdapat perbedaan pandangan tentang penggunaan alih kode dalam bahasa guru pada pengajaran bahasa Inggris sebagai bahasa kedua. Di satu sisi, bahasa Inggris sangat dianjurkan untuk digunakan sebagai bahasa satu-satunya dalam mengajar, namun teori lain justru mengusulkan penggunaan beberapa bahasa sebagai alat guru dalam mengajarkan bahasa Inggris. Menanggapi masalah tersebut, penelitian ini dilakukan untuk mengetahui jenis-jenis bahasa, jenis-jenis alih kode, dan alasan penggunaannya yang dilakukan oleh calon guru pada PPL II, Universitas Negeri Surabaya. Catatan lapangan dan rekaman digunakan untuk mengumpulkan data yang diperlukan dalam penelitian deskriptif kualitatif ini. Hasil penelitian menunjukkan bahwa ada empat jenis bahasa yang digunakan oleh calon guru: Bahasa Inggris, Indonesia, Jawa, dan Arab, dengan tiga jenis alih kode: tag-switching, inter-sentential switching, dan intra-sentential switching. Hasil penelitian juga mengungkapkan lima alasan penggunaan alih bahasa: sebagai alat untuk mengajar, memberi penegasan, mengkritik, menyemangati, dan menanyakan hal kepada siswa guna membantu calon guru dalam mengelola kelas. Berdasarkan hal tersebut, dapat disimpulkan bahwa hasil penelitian ini mendukung teori kedua yang menganjurkan penggunaan beberapa bahasa dalam pengajaran bahasa Inggris sebagai bahasa kedua. Kata Kunci: mengajar bahasa Inggris sebagai bahasa kedua, bahasa guru, alih kode. Abstract The practice of code-switching in teacher talk for teaching English as second language exposed a contradictory theory about it. On the one hand, English is strongly proposed as the only language to use while other theories allow the use of various languages as a medium of instruction. Coping with the above dilemma, this research aimed at investigating the types of languages, types of code-switching, and reasons for using them by trainee teachers in PPL II program of State University of Surabaya. Field notes and audio recording were employed in five observations to confirm the data revealed under the descriptive qualitative research. The findings pointed out that there were four types of languages used in trainee teacher's teacher talk: English, Bahasa Indonesia, Javanese, and Arabic, with three types of code-switching; tag switching, inter-sentential switching, and intra-sentential switching. The findings also described five reasons for using code-switching: lecturing, giving directions or confirmation, criticizing or justifying authority, praising or encouraging, and asking questions of the students which helped the trainee teacher managed the class. In sum, the result of this study supported the second theory which allows the use of various languages in teaching English in second language classroom. Keywords: teaching English as a second language, teacher talk, code-switching

USING DIARY TO HELP STUDENTS OF EIGHTH GRADE TO WRITE A RECOUNT TEXT
RETAIN Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak Menulis sangat penting dan berguna bagi siswa. Melalui menulis siswa dapat mengingat dan merekam setiap kejadian dalam kehidupan mereka,dan juga mengungkapkan ide mereka dan saling memberi informasi antar sesama. Siswa harus memiliki kemampuan mengumpulkan ide-ide dan cara untuk mengekspresikan atau mengorganisasikan ide-ide mereka dalam bentuk tulisan. Media yang tepat dibutuhkan untuk membantu siswa. Catatan Diary adalah media yang tepat untuk membantu dan mendorong siswa dalam menulis, khususnya menulis teks recount dikarenakan catatan Diary juga menceritakan kejadian dimasa lampau. Penelitian ini adalah jenis penelitian eksperimental dengan desain dua kelompok. Sebagai sampelnya kelas VIII-C (kelompok kontrol) dan VIII-B (kelompok eksperimental) SMP Negeri 1 Kediri. Peneliti melakukan pre-test untuk mengetahui apakah kedua group memiliki kemampuan menulis yang sama dan post-test untuk mengumpulkan data. Nilai-nilai dari data yang sudah dikumpulkan dianalisis menggunakan Independent-samples T-test di SPSS. Hasil dari penelitian menunjukkan bahwa kelompok eksperimental mendapatkan hasil lebih tinggi (80.86) daripada kelompok kontrol yang hanya mendapatkan (75.46) pada saat post-test. Dan dibuktikan dengan setelah memperoleh treatmen berupa menulis catatan Diary, kelompok eksperimental juga memperoleh peningkatan dalam setiap aspek menulis. Kata Kunci: Ketrampilan menulis, Teks Recount, Catatan Diary. Abstract Writing is important and useful for students. Through writing they could remember and record something happening in their life, and also state their ideas and give any information to others. Students need to acquire ability in gathering ideas and how to express or organize the ideas to be a written form. The appropriate medium is needed to help the students. Diary note is an appropriate media that can help and hold them up in writing, especially for a recount text. Diary note also retells everything happening in the past. This research is an experimental research using two groups design. The samples are VIII-C (control group) and VIII-B (experimental group) of SMP Negeri 1 Kediri. The researcher conducted a pre-test to find out whether the two groups had equal ability and a post-test to collect the data needed. The data scores were analyzed by using Independent-samples T-test on SPSS. The result showed that the experimental group scored higher (80.86) than the control one (75.46) in the post-test. It was proven that after being given the treatment of Diary note, the experimental group also got an improvement in all writing aspects. Key Word: Writing, Recount text, Diary note.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Him'mawan Adi Nugroho

Contact Email
himmwannugroho@unesa.ac.id

Phone
+6281334244887

Journal Mail Official
evarahmawati@unesa.ac.id

Editorial Address
English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia

Location
Kota surabaya,

Jawa timur

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Him'mawan Adi Nugroho

Contact Email himmwannugroho@unesa.ac.id

Phone +6281334244887

Journal Mail Official evarahmawati@unesa.ac.id

Editorial Address English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia

Location Kota surabaya, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Him'mawan Adi Nugroho

Contact Email
himmwannugroho@unesa.ac.id

Phone
+6281334244887

Journal Mail Official
evarahmawati@unesa.ac.id

Editorial Address
English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia

Location
Kota surabaya,

Jawa timur

INDONESIA