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Retain: Journal of Research in English Language Teaching
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : 30322839     DOI : https://doi.org/10.26740/rt.v13i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics. RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 947 Documents
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THE USE OF PHOTO ESSAY TO TEACH SPEAKING RECOUNT TEXT TO THE TENTH GRADERS OF SMK NEGERI 6 SURABAYA
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE USE OF PHOTO ESSAY TO TEACH SPEAKING RECOUNT TEXT TO THE TENTH GRADERS OF SMK NEGERI 6 SURABAYA Drian Bintang Suryanto English Education, Faculty of Languages and Arts, State University of Surabaya (Emailku UNESA) Drs. Fahri, M.A English Education, Faculty of Languages and Arts, State University of Surabaya fahri@unesa.ac.id Abstrak Kegiatan berbicara adalah kegiatan yang tidak memerlukan banyak usaha untuk menciptakan aktifitas di dalamnya. Seorang guru tersebut bisa dengan sekejap mengkontrol aktifitas di dalam kelas sehingga siswa yang ada di dalamnya bisa belajar tanpa perlu bersusah payah, dan berpikir bahwa mereka tidak sedang berada di ruang kelas. Salah satu teknik mengajar yang bisa mengganti suasana tersebut adalah dengan menerapkan “photo essay” dengan mengikuti penjelasan yang di berikan oleh Williams dan Thompsons (2009). Photo Essay adalah bentuk lain dari esai yang telah di rubah kembali yang berisi dengan urutan foto yang mewakili tipe teks tersebut. Penelitian ini dilaksanakan di SMK NEGERI 6 SURABAYA. Peniliti mengobservasi kelas sepuluh jasa boga tiga, Observasi ini dilakukan secara natural, oleh karena itu penelitian ini di sebut kualitatif. Di pertemuan pertama diadakan senatural mungkin, untuk mengukur kemampuan siswa dalam menerima materi ketika guru menerapkan tekin pengajaran seperti biasa. Sementara pertemuan kedua dan ketiga siswa di beri pengajaran dengan photo essay. Dari penelitian tersebut, membuktikan bahwa photo essay dan perubahan suasana kelas menambah motivasi siswa untuk belajar di dalam kelas. Kejadian ini menimbulkan peningkatan kemampuan siswa dalam waktu ke waktu. Teknik ini juga menyediakan kesempatan bagi siswa untuk belajar berbicara lebih banyak. Kata Kunci: Mengajarkan Berbicara, Photo Essay, Teks Recount Abstract Speaking activity is an activity that doesn’t need a lot of effort to create the activity. The teacher can control the flow of the classroom so that the students can learn a lot of things without breaking any sweat, and thought that they are not in a classroom. One of the teaching techniques that can break the classroom atmosphere was “photo essay” following the previous research that has been done by Williams & Thompsons (2009). Photo Essay is another form of essay that has been recreates which consist with sequences of picture that represent the text’s type. This research took place in SMKN 6 Surabaya. The researcher observed tenth Food and Beverage three. The observation was conducted naturally, thus the research was called descriptive qualitative. The first meeting was held as naturally as possible, due to measure the students’ comprehension when the teacher implemented the ordinary technique. While the second and the third meetings were held with the implementation of the photo essay. From the research, it proves that photo essay and breaking the classroom atmosphere was increasing the motivation of the students to learn inside the classroom. In result, the students’ ability was increasing from time to time. This technique also provides the chance to the students to have more speaking exercise even more. Keywords: Teaching Speaking, Photo Essay, Recount Text.
The Implementation of Scientific Approach to Teach Reading Narrative Text for Tenth Graders of SMA Negeri 4 Sidoarjo
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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The Implementation of Scientific Approach to Teach Reading Narrative Text for Tenth Graders of SMA Negeri 4 Sidoarjo Lusia Kusuma Wardhani English Education Program, Languages and Arts Faculty, State University of Surabaya lusiawardhani@mhs.unesa.ac.id Drs. Fahri, M.A. English Education Program, Languages and Arts Faculty, State University of Surabaya fahri@unesa.ac.id Abstrak Penelitian ini berkonsentrasi untuk menganalisa bagaimana penerapan pendekatan saintifik pada kemampuan membaca teks narasi di kelas sepuluh. Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan pendekatan saintifik, pemahaman para siswa, dan tanggapan para siswa saat pelajaran Bahasa Inggris pada kemampuan membaca teks narasi. Peneliti mengimplikasikan desain penelitian deskriptif kualitatif sebagai metodologi pada penelitian ini. Sebagai pendukung yang berkaitan dengan metodologi, peneliti memilih guru dan para siswa dari kelas X MIPA 4 di SMA Negeri 4 Sidoarjo sebagai subyek penelitian. Beberapa instrumen penelitian seperti catatan lapangan, soal – soal bacaan, dan angket juga akan dipergunakan untuk membantu penelitian agar dapat berjalan lancar. Dari penelitian ini dapat ditarik kesimpulan kedalam tiga hal utama, antara lain, penerapan pendekatan saintifik pada kemampuan membaca teks narasi di kelas sepuluh telah berjalan lancar karena hal ini sejalan dengan teori tentang pendekatan saintifik, sebagaian besar pemahaman para siswa setelah penerapan pendekatan saintifik telah tercapai secara signifikan, dan sebagaian besar para siswa telah memberikan tanggapan baik dan positif terhadap penerapan pendekatan saintifik. Kata Kunci: Pemahaman bacaan, Pendekatan Saintifik, Teks Narasi Abstract This research concentrates on analyzing how the implementation of scientific approach in reading narrative text to tenth graders. The purposes of this research are to describe implementation of scientific approach, students’ comprehensions, and students’ responses while English lesson for reading narrative text. The researcher implies the descriptive qualitative research design as the methodology of this research. As supporting that associated to the methodology, the researcher selects the teacher and the students in X MIPA 4 of SMA Negeri 4 Sidoarjo as the subjects of this research. Some research instruments such as, field notes, students’ reading tasks and questionnaires also will be applied to aid this research in order to run smoothly. From this research can be inferred into three main points, for instance, the implementation of scientific approach in reading narrative text to tenth graders had run well because it is in line with the theory of scientific approach, then the most of students’ comprehensions after implementing this approach were significantly achieved, and last the most of students gave absolutely good or positives responses toward implementation of scientific approach in reading class. Keywords: Reading Comprehension, Scientific Approach, Narrative Text
THE EFFECTIVENESS OF INQUIRY LEARNING IN READING NARRATIVE TEXT FOR TENTH GRADERS OF SMK NEGERI 1 SOOKO MOJOKERTO
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE EFFECTIVENESS OF INQUIRY LEARNING IN READING NARRATIVE TEXT FOR TENTH GRADERS OF SMK NEGERI 1 SOOKO MOJOKERTO Desi Ambar Sari English Education Program, Language and Art Faculty, State University of Surabaya desisari@mhs.unesa.ac.id Drs. Fahri, M.A. English Education Program, Language and Art Faculty, State University of Surabaya Fahri@unesa.ac.id Abstrak Penelitian ini di lakukan berdasarkan penelitian sebelumnya di SMK Negeri 1 Sooko Mojokerto yang mana para siswanya mendapatkan kesulitan untuk memahami teks Narasi. Pada kenyataanya para siswa mendapatkan kesulitan karena suasana belajar yang yang monoton.Penelitian ini di lakukan di SMK Negeri 1 Sooko Mojokerto tepatnya di kelas sepuluh jurusan Administrasi Perkantoran. Tujuan dari penelitian ini adalah untuk membantu siswa untuk dapat memahami teks Narasi berbahasa Inggris dengan menggunakan metode pembelajaran Inquiry Learning. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas. Penelitian ini dilakukan dengan kolaborasi dengan Pengajar di kelas tersebut. Penelitian ini di lakukan selama dua kali putara. Dimana terdapat beberapa tahap di dalamnya yaitu; perencanaan, tindakan, observasi dan refleksi.Penelitian ini menunjukkan bahwa Inquiry Learning dapat membantu siswa memahami teks narasi berbahasa Inggris. Dapat di lihat dari kemampuan para siswa untuk membuat pertanyaan dan jawaban yang sejalan dengan indicator yang buat oleh Brown (2004). Ini menunjukkan bahwa Inquiry Learning dapat membantu menagatasi kesulitan siswa untuk memahami teks Narasi.Bedasarkan hasil penelitian tersebut, dapat di rumuskan dua saran yang pertama untuk Pengajar agar menggunakan metode Inquiry Learning sebagai variasi ketika mengajarkan teks Narasi. Yang kedua, untuk peneliti selanjutnya yang berminat untuk meneliti Inquiry Learning untuk mencoba di bentuk teks yang lainnya. Kata Kunci: Inquiry Learning, Reading, Narrative text Abstract The study was conducted based on the preliminary study in SMK Negeri 1 Sooko Mojokerto which presented that the SMK Negeri 1 Sooko Mojokerto students especially the tenth graders of Office department get difficulty to comprehend the reading text. In reality, they are getting difficulty and feeling bored during the teaching and learning process.The study was conducted in SMK Negeri 1 Sooko Mojokerto especially the Tenth Graders of Office administration department. The aimed of the study is to help the student of the class in comprehending the reading narrative text by implementing Inquiry Learning. The design of the study was classroom action research. The researcher did collaboration with the teacher. This research was conducted in two cycles which is in each cycle was divided into four stages; planning, acting, observing and reflecting. The research findings are presented that Inquiry Learning was able to help the student to comprehend the reading narrative text. It is proved by the ability of the students to create questions and answer related to the text based on Brown indicators. Moreover, it conclude that Inquiry Learning could help the student comprehend the text because the students was getting pleasure during the teaching and learning process and they can understand the text so they could create question and answer based on the text given by the teacher. It means that Inquiry Learning can help the students of SMK Negeri 1 Sooko Mojokerto comprehending the reading narrative text.Based on the research findings, there are two suggestions. First, the English teacher is recommended to implement Inquiry Learning to vary the teaching method in teaching reading narrative text. The second, for the next researchers who are interested to conduct a research by Implementing Inquiry Learning is recommended to conduct the research in different kinds of reading text. Keywords: Inquiry Learning, Reading, Narrative text
THE IMPLEMENTATION OF DRAMA PERFORMANCE IN TEACHING NARRATIVE TEXT FOR TENTH GRADERS OF SMAN 14 SURABAYA
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE IMPLEMENTATION OF DRAMA PERFORMANCE IN TEACHING NARRATIVE TEXT FOR TENTH GRADERS OF SMAN 14 SURABAYA Dyahayu Pramushinta English Education, Faculty of Languages and Arts, State University of Surabaya dyahayupramushinta@mhs.unesa.ac.id Drs. Fahri, M.A English Education, Faculty of Languages and Arts, State University of Surabaya fahri@unesa.ac.id Abstrak Speaking telah diketahui sebagai salah satu skill yang penting untuk dikuasai. Disebabkan oleh beberapa masalahyang dihadapi oleh banyak siswa, mengajar speaking tidaklah mudah. Berkaitan dengan kurikulum 2013, siswa diharapkan untuk lebih aktif dalam proses belajar. Oleh karena itu, drama performance diajukan untuk mengajar narrative kepada siswa kelas sepuluh. Drama performance memperkenankan siswa untuk menampilkan cerita mereka di depan orang yang dapat menciptakan suatu suasana yang menyenangkan. Drama performance cocok digunakan untuk belajar speaking. Dengan menampilkan drama, siswa tidak akan merasa terbebani ketika mereka belajar berbicara dalam bahasa Inggris, karena drama dapat menciptakan atmosfir yang baik yang dapat membuat siswa tertarik pada saat proses belajar mengajar. Tujuan dari penelitian ini adalah untuk mendeskripsikan implementasi drama performance pada kelas sepuluh SMAN 14 Surabaya. Penelitian ini menggunakan descriptive qualitative yang menjelaskan tentang implementasi Drama Performance oleh guru untuk mengajar narrative text, dan mendeskripsikan respon siswa terhadap penggunaan teknik. Peneliti memilih siswa kelas sepuluh sebagai subject dari penelitian ini, yang mana telah tercantum di silabus bahwa narrative text diajarkan untuk siswa kelas sepuluh. Penelitian ini dilkakukan selama 4 pertemuan termasuk impplementasi dan penampilan siswa. Implementasi ini dilakukan oleh guru pada observasi hari pertama, termasuk belajar tentang narrative legend, mengetahui karakter dan ceritanya, dan berlatih peran dari karakter dalam cerita. Siswa menyiapkan penampilan mereka pada hari kedua dan ketiga untuk ditampilkan pada hari terakhir. Berdasarkan hasil dari penelitian ini, mayoritas siswa merespon bahwa Drama Performance menarik dan mereka sangat setuju bahwa Drama Performance membantu mereka belajar speaking dengan cara lain dan dapat membantu mereka untuk mengatasi masalah mereka terkait dengan speaking. Mereka mendapat banyak vocabulary baru dari script, mereka juga mengerti bagaimana cara menampilkannya di depan orang. Berhubungan dengan cerita legenda yang sudah mereka pelajari, siswa menyatakan bahwa drama performance membuat mereka lebih mudah belajar tentang perilaku tokoh dalam cerita. Kesimpulannya, Drama Performance adalah teknik bagus yang cocok dengan kurikulum yang digunakan di sekolah. Hal itu membuat siswa menjadi lebih aktif dalam belajar. Kata Kunci: Keahlian Menulis, Siswa kelas 10 SMA, Teks Naratif, Penampilan Drama. Abstract Speaking has been widely known as a skill which is important to master. Due to several problems faced by the students, teaching speaking is not easy. Engaging with curriculum 2013, students are expected to be more active during learning process. Thus, drama performance was proposed in teaching narrative for tenth graders. Drama performance enables the students to perform their story in front of the people which can create enjoyable environment. Drama Performance is suitable to use in learning speaking. By performing drama, students will not feel burden when they learn to speak in English, because it can creates good atmosphere which make the students attractive during teaching learning process. This study was aimed to describe the implementation of drama performance in tenth graders of SMAN 14 Surabaya. The research was descriptive qualitative research which describes the implementation of Drama Performance by the teacher to teach narrative text, and describes the students’ responses towards the technique. The researcher chooses ten graders students as the subject of this study, where it has been stated in syllabus that narrative text is taught for tenth graders. This study was conducted in four meetings including the implementation of the technique and the students’ performances. The implementation was done by the teacher in the first meeting of observation, which includes learning about narrative legend, knowing the characters and how the story, and practicing characters’ role in the story. Students were preparing the performance in the second and third meeting to be performed in the last meeting. According to the result of this study, most of students responded that Drama performance is interesting and they strongly agree that it can help them learning speaking in different ways and it can help them to overcome their problem dealing with speaking. They can get lots of new vocabularies from the script, they also knew how to act and perform in front of people. Related to the legend story they have learned, the students stated that drama performance made them easily learn about the characters’ behavior in the story. To conclude, Drama performance is a good technique which is suitable with curriculum used in the school. It let the students to be more active in class room and also help students to overcome problems in speaking by learning in fun ways. Keywords: Speaking, Tenth Grade Students of Senior High School, Narrative Text, Drama Performance.
THE USE OF “WORD-PROCESSING” TO IMPROVE THE WRITING SKILL OF THE 11TH GRADERS
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE USE OF “WORD-PROCESSING” TO IMPROVE THE WRITING SKILL OF THE 11TH GRADERS Onky Muhammad English Education, English Department, Faculty of Languages and Arts, State University of Surabaya onkymuhammad@mhs.unesa.ac.id Dra. Theresia Kumalarini, M.Pd. English Department, Faculty of Languages and Arts, State University of Surabaya Theresiakumalarini@unesa.ac.id Abstract Being able to write in the target language is considered one of the successful language learner indicators because writing is a complex productive language skill. It plays a great role in the process of learning new languages. Computer Assisted Language Learning relies on any computer program to assist the language learners learn their new languages. Word-processing as one of the CALL programs provides various features that could assist learners compose a written text. This research takes 15 eleventh graders to be assigned to both pre and post-test since this research has a one group pre-test post-test design. The treatment is conducted in 5 consecutive meetings alongside with a project based learning being implemented. Then, the post-test is given to check the output of the treatment. The difference in writing components appears significant implying that the word-processing truly assists learners compose an analytical exposition text. Hence, it is now statistically proven that the eleventh graders could compose analytical exposition text although in the curriculum the basic competence of the related text is only limited into reading and listening. Keywords: CALL, computer, word-processing, Microsoft word, writing, analytical expostition Abstrak Kemampuan menulis ini menjadi salah satu indikator pembelajaran Bahasa yang berhasil karena Menulis adalah sebuah kemampuan produktif Bahasa yang rumit. kemampuan menulis ini memainkan perannya yang sangat besar terhadap pembelajaran Bahasa baru. Computer Assisted Language Learning adalah teknik mengajar yang mengandalkan program komputer untuk membantu para pembelajar Bahasa mempelajari Bahasa yang diinginkannya. Word-processing yang mana adalah salah satu dari program yang termasuk dalam CALL menyediakan fitur-fitur yang beraneka ragam sehingga dapat membantu dalam hal penyusunan sebuah teks tulis. Penelitian ini mengambil 15 siswa kelas 11 yang selanjutnya akan diberikan pre-test dan post-test karena sesuai dengan desain penelitian yang mana adalah ‘one group pre-test post-test design’. Pemberian perlakuan diadakan selama 5 pertemuan beruntun dengan menggunakan model pembelajaran Project Based Learning. Lalu, post-test diberikan untuk melihat hasil dari perlakuan tersebut. Perbedaan yang nampak pada komponen tulisan para siswa cukup signifikan yang juga mengisyaratkan bahwa program word-processing sangat membantu penyusunan teks analytical exposition. Oleh karena itu, sekarang telah terbukti secara ilmiah bahwasanya siswa kelas 11 mampu membuat dan menyusun teks analytical exposition meskipun Kompetensi Dasar yang disediakan dalam Kurikulum membatasi kegiatan pembelajaran yang berhubungan dengan teks tersebut hanya dalam lingkup kemampuan reading dan listening. Kata Kunci: CALL, komputer, word-processing, Microsoft word, menulis, analytical expostition
THE USE OF ‘RUNNING DICTATION’ GAME TO IMPROVE THE TENTH GRADERS OF VOCATIONAL HIGH SCHOOL’S SPEAKING SKILL”
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE USE OF ‘RUNNING DICTATION’ GAME TO IMPROVE THE TENTH GRADERS OF VOCATIONAL HIGH SCHOOL’S SPEAKING SKILL” Hilyah Mardhiyah English Department, Faculty of Languages and Arts, State University of Surabaya Email: hilyahmardhiyah@mhs.unesa.ac.id Abstract Spoken English, unlike the written one, is very complex. It involves lots of features such as intonation, facial expression, etc. Therefore, it makes those who learn to speak anxious. This is also faced by the students of a vocational high school. To reduce the anxiety, it is necessary that the teacher use an entertaining and fun activities, one of which is Running Dictation game. This study aims to find out whether the use of Running Dictation game can improve the students’ speaking skill. Pre-experimental research is used in this research using one group pre-test-posttest design. The sample taken are 39 students of X Pastry 1 of SMKN 6 Surabaya. After the treatment, the result of the pretest and posttest are compared. It shows that the average score of pre-test is 46.67 and the posttest is 52.83, and the value of Sig. (2-tailed) is .006. In conclusion, the use of Running Dictation significantly improves the tenth graders of SMKN 6 Surabaya’s speaking skill. Keywords: Speaking, Game, Running Dictation game. Abstrak Berbicara bahasa Inggris, tidak seperti menulis, sangat kompleks. Berbicara melibatkan banyak fitur seperti intonasi, ekspresi wajah, dll Oleh karena itu, hal tersebut membuat mereka yang sedang belajar berbicara merasa cemas. Hal ini juga dihadapi oleh siswa Sekolah Menengah Kejuruan. Untuk mengurangi kecemasan, guru perlu menggunakan kegiatan pembelajaran yang menghibur dan menyenangkan, salah satunya permainan Running Dictation. Penelitian ini bertujuan untuk mengetahui apakah penggunaan permainan Running Dictation dapat meningkatkan keterampilan berbicara siswa. Penelitian pra-eksperimental digunakan dalam penelitian ini dan menggunakan desain pre-test-posttest satu kelompok. Sampel yang diambil adalah 39 siswa kelas X Pastry 1 dari SMKN 6 Surabaya. Setelah permainan diberikan, hasil pretest dan posttest dibandingkan. Hal ini menunjukkan bahwa nilai rata-rata pre-test adalah 46,67 dan posttest adalah 52,83, dan nilai Sig. (2-tailed) adalah 0,006. Kesimpulannya, penggunaan Running Dictation secara signifikan meningkatkan siswa kelas X keterampilan berbicara SMKN 6 Surabaya. Kata Kunci: Keterampilan berbicara, Permainan, Permainan Running Dictation
THE IMPLEMENTATION OF “DICTOGLOSS” IN TEACHING LISTENING TO A NARRATIVE TEXT TO THE EIGHTH GRADERS
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE IMPLEMENTATION OF “DICTOGLOSS” IN TEACHING LISTENING TO A NARRATIVE TEXT TO THE EIGHTH GRADERS Lussy Hendryanti English Department, Languages and Arts Faculty, The State University of Surabaya Email: lussyhendryanti@mhs.unesa.ac.id Dra. Theresia Kumalarini, M. Pd. English Department, Languages and Arts Faculty, The State University of Surabaya Email: theresiakumalarini@unesa.ac.id Abstract This study aims to describe the implementation of Dictogloss in the teaching of listening to a narrative text and the students’ response toward the listening activity while using it. There are eight types of Dictogloss technique one of which used in this study is a Summary Dictogloss. This study is a qualitative research, the data of which were collected through observation checklist and questionnaire. The observation was done in three meetings and at the last meeting the questionnaire was given. The observation checklist was analyzed by coding the indicators and the questionnaire by using descriptive statistics. The observation result shows that the teacher has followed the theory of teaching listening and Dictogloss steps. In addition, the questionnaire result shows that the students response positively toward the implementation of Dictoglos in a listening class. Keywords: Listening, Narrative Text, Dictogloss, Response Abstrak Penelitian ini bertujuan untuk mendeskripsikan implementasi Dictogloss pada kegiatan mengajar ketampilan mendengarkan teks naratif dan respon siswa pada proses pembelajaran tersebut.. Ada delapan variasi di dalam teknik Dictogloss, diantara delapan variasi itu, peneliti mengobservasi pelaksaan Dictogloss Summary. Penelitian ini merupakan penelitian kualitatif yang datanya diambil melalui lembar observasi dan kuisioner. Observasi dilakukan dalam 3 pertemuan dan membagikan kuisioner pada pertemuan terakhir. Peneliti menganalisa lembar observasi dengan mengelompokkan sesuai indikator observasi dan kuisioner dianalisa dengan menggunakan uji deskripsi statistik. Hasil observasi menunjukkan bahwa guru mengajar sesuai dengan teori ketrampilan mendengarkan dan langkah – langkah Dictogloss. Selain itu, hasil kuisioner menunjukkan bahwa siswa memberikan respon positif dalam implementasi Dictogloss pada kegiatan mengajar ketampilan mendengarkar. Kata Kunci: Mendengarkan, Teks Naratif, Dictogloss, Respon
THE USE OF PICTURE SERIES TO IMPROVE THE TENTH GRADERS’ SPEAKING ABILITY OF A RECOUNT TEXT
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE USE OF PICTURE SERIES TO IMPROVE THE TENTH GRADERS’ SPEAKING ABILITY OF A RECOUNT TEXT Lidya R. Alfian English Education, Faculty of Languages and Arts, State University of Surabaya lidyaalfian@mhs.unesa.ac.id Abstract To be able to communicate in English, students need to improve their speaking skill. This research uses picture series for teaching speaking of a recount text. It uses one-group pre-test-post-test design, the population of which is the tenth grade students of SMAN 4 Surabaya, while the sample is X-IIS 2. This study aims to find out whether there is a significant difference in students’ speaking ability after being taught using picture series. The data are the scores of the students’ speaking in a pre-test and post-test and are analyzed using Paired samples T-test. The result shows that the mean scores of the post-test is better than that the pre-test. Furthermore, there is a significant improvement in terms of accent, vocabulary, grammar, fluency, and comprehension. Keywords: Speaking skill, picture series, recount text. Abstrak Untuk dapat berkomunikasi dalam bahasa inggris, siswa perlu menekankan kemampuan berbicara mereka. Penelitian ini menggunakan gambar berseri untuk mengajar berbicara dalam teks recount. Penelitian ini merupakan percobaan awal dengan menggunakan hasil pre-test dan post-test dari satu kelompok. Populasi dari penelitian ini siswa kelas X SMAN 4 Surabaya, sedangkan sampel menggunakan kelas X-IIS 2. Penelitian ini bertujuan untuk mencari tahu apakah ada perbedaan yang signifikan dalam kemampuan berbicara siswa setelah di ajarkan menggunakan gambar berseri. Data penelitian yang berkaitan dengan hasil hasil nilai pre-test dan post-test dan dianalisis dengan menggunakan sampel berpasangan T-test pada SPSS 16. Hasil penelitian ini menunjukkan bahwa nilai rata-rata dari post-test lebih baik dari pre-test. Terdapat kemajuan yang signifikan pada aksen, kosakata, tata bahasa, kefasihan, dan pemahaman. Kata kunci: Kemampuan berbicara, gambar berseri, teks recount.
The Delayed Effect of Picture (Flashcard) on Elementary Students’ Vocabulary Mastery
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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The Delayed Effect of Picture (Flashcard) on Elementary Students’ Vocabulary Mastery Andreana Triwahyuni English Department, Faculty of Languages and Arts, State University of Surabaya andreanatriwahyuni@mhs.unesa.ac.id Ahmad Munir English Department, Faculty of Languages and Arts, State University of Surabaya ahmadmunir@unesa.ac.id Abstrak Penelitian ini bertujuan untuk mengetahui efek langsung (immediate effect) dan tertunda (delayed effect) dari flashcard gambar pada penguasaan vocabulary siswa sekolah dasar, aspek vocabulary makna (meaning), bentuk (form), dan kegunaan (use) yang terbaik dan terburuk yang dapat diingat oleh siswa. Penelitian ini menggunakan pre-eksperimental (one group posttest only design), dengan partisipan yang terdiri dari 30 anak,. Instrumen yang digunakan adalah tes objektif vocabulary yang diujikan tiga kali (immediate test, delayed test 1, dan delayed test 2). Pada immediate effect, peneliti menggunakan SPSS Wilcoxon Signed Rank, pada delayed effect, peneliti mengunnakan Paired sample T-test, sedangkan aspek yang terbaik dan terburuk yang diingat oleh siswa, peneliti menggunakan One-Way ANOVA, serta effect size. Hasil menunjukkan, tidak ada immediate effect serta delayed effect terhadap penguasaan vocabulary siswa. Aspek dari vocabulary yang paling baik diingat oleh siswa adalah aspek form, dan yang paling buruk adalah aspek use, tetapi hal tersebut tak dapat disimpulkan secara utuh karena hasil dari effect size tak selaras dengan One-Way ANOVA. Kesimpulannya, tidak ada efek langsung (immediate effect) maupun tertunda (delayed effect) dari flashcard gambar terhadap penguasaan vocabulary siswa. Aspek dari vocabulary yang paling baik yang dapat diingat oleh siswa adalah aspek bentuk (form) dan yang paling buruk adalah aspek kegunaan (use). Kata Kunci: kosakata bahasa Inggris, flashcard bergambar, efek langsung (immediate effect), efek tertunda (delayed effect), aspek vocabulary. Abstract This study attempts to find out the immediate and delayed effect of picture (flashcard) on the elementary students’ vocabulary mastery, the aspects of vocabulary (meaning, form, and use) that is best maintained and the worst maintained by the students. This study used a pre-experimental design, one group posttests only design, with 30 children as the participants. The instrument that was used in the study was objective vocabulary test that were conducted 3 times which are immediate test, delayed test 1and delayed test 2. To analyze the immediate effect, Wilcoxon Signed Rank was used, while the delayed effect, Paired Sample t-test was used, and to investigate the aspect that is best and worst maintained, One-Way ANOVA and effect size were used. The result found that there is no immediate and delayed effect of pictures on the students’ vocabulary mastery. The aspect of vocabulary that is best maintained is form aspect and the worst maintained is use aspect, however it is inconclusive, since the effect size presents dissimilarly with the result of One-way ANOVA. In conclusion, there is neither immediate effect nor delayed effect of picture (flashcard) on elementary students’ vocabulary mastery. The vocabulary aspect that is best maintained is form, while the worst is use. Keywords: Vocabulary, Picture Flashcards, Immediate Effect, Delayed Effect, Vocabulary Aspects.
THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING IN TEACHING SPEAKING RECOUNT TEXT TO THE TENTH GRADERS OF SMAN 1 CERME
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING IN TEACHING SPEAKING RECOUNT TEXT TO THE TENTH GRADERS OF SMAN 1 CERME Ardy Putra Pradana English Education Department, Faculty of Languages and Arts, State University of Surabaya ardypradana@mhs.unesa.ac.id Wiwiet Eva Savitri English Education Department, Faculty of Languages and Arts, State University of Surabaya wiwieteva@unesa.ac.id Abstrak Sudah menjadi suatu fakta bahwa rata-rata siswa Indonesia tidak begitu pandai dalam berbahasa Inggris. Ditambah lagi dengan bahasa Inggris yang termasuk sebagai bahasa asing di Indonesia, banyak kalangan siswa yang tidak memperoleh banyak kesempatan untuk melatih kemampuan berbahasa Inggris mereka di luar lingkup sekolah. Hal ini dikarenakan oleh sedikitnya orang Indonesia yang berkomunikasi menggunakan bahasa Inggris dalam kehidupan sehari-hari. Dalam menanggapi permasalahan ini, peneliti mengusulkan untuk mengimplemantasikan Communicative Language Teaching (CLT) sebagai pendekatan atau metode pengajaran yang dapat membantu siswa dari berbagai tingkatan kepandaian berbicara untuk lebih bisa berkomunikasi menggunakan bahasa Inggris. Tujuan penelitian ini adalah untuk membuktikan apakah CLT adalah cara yang efektif untuk digunakan dalam meningkatkan kepandaian berbicara siswa. Teks Recount dipilih sebagai materi pembelajaran dalam penelitian ini. SMAN 1 Cerme dipilih sebagai lokasi penelitian, dengan dua kelas sepuluh yang dipilih secara acak sebagai kelompok eksperimen dan kelompok control sebagai sample. Penelitian ini dilakukan secara kuantitatif, di mana data yang digunakan adalah dalam bentuk angka, seperti nilai dan tingkatan kepandaian berbicara siswa. Telah ditemukan bahwa kelompok eksperimen memperoleh lebih banyak peningkatan dalam nilai dan tingkatan kepandaian berbicara jika dibandingkan dengan kelompok control. Jadi, dapat disimpulkan bahwa CLT memanglah efektif jika digunakan sebagai metode untuk meningkatkan kepandaian berbicara siswa dalam berbahasa Inggris. Kata Kunci: kepandaian berbicara, CLT, teks recount. Abstract It is already a known fact that the average Indonesian students are not very proficient in English. Added to the fact that English is considered as a foreign language in Indonesia, many students do not get many chances to practice their English speaking ability outside the classroom since Indonesian people who actually communicate in English in their daily lives are quite rare. In response to this predicament, the researcher proposes to implement Communicative Language Teaching (CLT) as a method to help students of all different levels of proficiency communicate better in English. The purpose of this study is to discover the truth of the effectiveness CLT has in improving the students’ speaking proficiency. Recount text was chosen as a teaching material to use in this study. SMAN 1 Cerme was chosen as the location of the study, with two tenth graders classes chosen randomly as the experimental and control group. The study was a quantitative one, as the research data involved numbers such as the students’ scores and proficiency level. It was found that the experimental group got significant improvement on their speaking scores and proficiency level as compared to the control group. Thus, it can be concluded from this study that CLT is indeed effective to be used as a method to improve students’ speaking proficiency in Indonesian context. Keywords: speaking proficiency. CLT, recount text.

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