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<![CDATA[STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Mufidah, Ilma Anami]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
Publisher : <![CDATA[Lingua Scientia ]]>
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<![CDATA[ Abstract: Due to studentsâ problems and difficulties to learn English text, it is the teachersâ job to choose a suitable method in teaching reading comprehension. Student Team Achievement Division (STAD) is one method that is considered appropriate in making the students feel happy and enjoy their learning. When they are taught by using an enjoyable method, they will be able to enrich their reading comprehension easily and, in turn, they are expected to be able to master reading comprehension well. The problem and difficulties in learning reading comprehension were faced by the students at MTs Aswaja Tunggangri Kalidawir, and, thus, a study aimed at knowing the effectiveness of student team achievement division (STAD) technique in teaching reading comprehension was conducted in this school. The research design of this research was Pre-experimental design. The research finding in this research showed the difference between the averages of studentsâ score reading comprehension when they were taught without student team achievement division (STAD) technique (72,55 %) and when they were taught using student team achievement division (STAD) technique (77,6 %). Statistical calculation using T-test showed that the score of T count (10.254) was greater than that of T table (1.725) with significant level 5 % and degree of freedom of 32. It was concluded that student team achievement division (STAD) technique is an effective method in teaching reading comprehension to junior high school, especially for eight grade at MTs Aswaja Tunggangri Kalidawir. Keywords: STAD Technique, Reading Comprehension]]>
<![CDATA[STUDENTSâ STRATEGIES IN LEARNING ENGLISH TENSES ]]>
<![CDATA[Ni’mah, Risma Mualifatun]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[ Abstract: English as a language has its own structure. It is the basic thing must be learned to master English. In English, there is a sentence structure pattern called tense which deals with the way of constructing sentences based on time. Tenses have many patterns with different use. Besides, tenses also require many items, such as verb changing which is not required in Indonesian. This rule does not exist in Indonesia. Meanwhile, English is learned and taught in Indonesia as a subject in school. This becomes something complicated to be learned by Indonesian students. Some students feel confused when they have to learn about tenses. Some of them also consider that English is difficult because of tenses. Whereas, the students have to master tenses in order they can master English. However, actually there are some students who are successful in learning tenses. They use some strategies in learning tenses, so that they can master tenses well. Those strategies are not only useful for their understanding about tenses, but also useful for improving their English skills. Keywords: learning strategy, tenses]]>
<![CDATA[TYPES OF BILINGUAL EDUCATION PROGRAM ]]>
<![CDATA[Ima H, Dwi]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[Abstract: Although the international school program has been cancelled by the government of Indonesia, it seems that the societyâs need of an international standard school is still emerging. It can be shown from the enthusiasm of studentsâ parents to urge their children to enroll to international standard school set up by private institution. This paper is intended to give insights on the discussion about conceptualization of bilingual education; sets of goals of bilingual education.  This discussion is provided with a wide range of research studies on several issues related to bilingual programs which have been conducted in several places, for instance, studies on what benefits the students will get through bilingual education or on the way around what disadvantages will the students face with the implementation of bilingual program, teacher or student perception on bilingual instruction, strategies of teaching and learning through two languages, the effects of bilingual education on the student academic achievement and some more other prominent studies.]]>
<![CDATA[COPING WITH LIMITED TECHNOLOGY CONTEXT IN EFL CLASSROOM ]]>
<![CDATA[Tungka, Novalita Fransisca]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[ Abstract: The integration of technology into the EFL teaching and learning has become very important since technology can present real life English communication with its complexities into the classroom. This integration has challenged EFL educators to be digitally literate in using technology to support English teaching and learning context. However, problems dealing with technology context in EFL classroom setting such as inaccessible high technology tool, unstable electricity source and unreliable data connection sometimes occur and therefore limit the teaching and learning experience. This paper aims to explore the way of coping with limited technology contexts by carefully selecting and then integrating three most familiar technical tools to the EFL classroom activity namely Facebook, mobile phone and computer, and by manipulating its features to construct the studentsâ learning experiences in both actual and virtual learning environment. Keywords: Facebook, mobile phone, computer, EFL, technology]]>
<![CDATA[GUIDED WRITING ACTIVITIES IN TEACHING WRITING TO SEVENTH GRADE STUDENTS OF MTsN WATULIMO TRENGGALEK ]]>
<![CDATA[Kusmiana, Linda]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[ Abstract : Guided Writing Activities is a strategy of teaching writing in which the teacher and the students cooperate in classroom activity. the teacher manages the classroom situation in order to keep students active and reach the topic target by preparing guided question. It can help the students to show their idea or thought to write.In the context of school, using guided writing activities students were given guided question from teacher to stimulate their words to develop writing skill.The students were given time 80 minutes to write descriptive text based on guide question that provided by the teacher.The purpose of the study are to: 1) Find out the students writing score before being taught applying guided writing activities 2) Find out the students writing score after being taught applying guided writing activities 3) Find out significance different score before and after being taught applying guided writing activities. The research design employed is pre- experimental design. The result shows that the total of studentsâ scores before being taught applying guided writing activities are 2479, while the total score after being taught applying guided writing activities are 2811. The T- score is 6.695, whereas T- table with significance level 5% is 1.697. Therefore, T- score is greater than T- table. This means that Ha which states that teaching using guided writing to improve studentâs achievement in writing of seventh grade students of MTsN Watulimo is effective used. Keywords: effectiveness, guided writing activities, writing achievement]]>
<![CDATA[TEACHING SIMPLE PRESENT TENSE BY USING CROSSWORD PUZZLE AT EIGHT GRADE OF SMPN 2 SUMBERGEMPOL ]]>
<![CDATA[Rahmawati, Septina]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[Abstract: Education Unit Level Curriculum of SMPN 2 Sumbergempol (KTSP) states that learning English aims to develop studentsâ communicative competence in English orally and written. It refers to the competence of mastering grammar. The observation on studentsâ ability in mastering grammar before the research shows that students find difficulties to understand the function and the formula. The student from class C shows that their English ability especially in simple present is still low. The researcher got this data from the teacher note and observation list, given to the students before the researcher did this research. The researcher found some conclusions from the data, they are: 1) Studentsâ vocabularies is limited, 2) Studentsâ structure in making simple present is also bad, 3) students are still confused about the function and the formula of simple present. Based on the problem, the researcher intends to develop the strategy of encouraging students to understand simple present. This study is a Classroom Action Research. From all of the process in cycle 1 and II, the improvement of the studentsâ score from cycle I to cycle II was 62%. Based on the result, the studentsâ achievement after using crossword puzzle game is improved. By observing the studentsâ process in learning simple present from cycle 1 until cycle 2 there are some developments in the teaching and learning process. Reviewing at the result of the study, researcher concluded that an increase in the studentsâ ability on simple present had happened after being taught by crossword puzzle game.Keywords: Crossword Puzzle in Teaching Simple Present Tense]]>
<![CDATA[A COMPARISON STUDY OF AUSTRALIAN AND INDONESIAN ENGLISH CURRICULUM FOR UPPER PRIMARY SCHOOL ]]>
<![CDATA[Istiqomah, Faizatul]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[Abstract: In this article I would like to describe a short history of English curriculum in Indonesia followed by the explanation about the study which is about the curriculum and implementation of elementary schools in Indonesia to be compared to Australian curriculum. This study employs qualitative approach as the data are collected and analyzed in the form of words. The analysis of data is in the descriptive qualitative where the data are described and analyzed based on the research questions. The finding shows that there some similarities and differences in term of the teaching objectives, the learning activities, and the assessment. Keywords: Australian English curriculum, Indonesian English curriculum, primary school  ]]>
<![CDATA[BILINGUAL CROSSWORD PUZZLE TO IMPROVE THE STUDENTSâ VOCABULARY ACHIEVEMENT ]]>
<![CDATA[& Muh.Basuni, Munika Duri]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[ Abstract: The objective of this study entitled âThe Use of Bilingual Crossword Puzzle to Improve the Studentsâ Vocabulary Achievement of Fifth Grades in MI Salafiyah â Selopuro Academic Year 2012-2013â was to find whether or not teaching vocabulary by using Bilingual Crossword Puzzle Game could improve studentsâ vocabulary achievemnt. The study used quasi-experimental with one group pretest posttest design . The population of the study was all of  students in MI Salafiyah Selopuro and the sample of the research was entire fifth grade totally 20 students. Because using one group pretest posttest design, there is no control or experimental group in this study. Data of this research was collected by using pretest and posttest. The collected data were analyzed using t-test formula. The results of the data analysis showed that mean score of pretest was 64,70 and mean score of posttest was 79,40. After analyzing the data of pretest and posttest , the result of T count  was 3,419 and the T table with df 19 and the significance level at 5% was 1.729. Based on the data analysis above the alternative hypothesis was accepted because the T count was higher than the T table (3,419>1,729). Its meant that teaching vocabulary by using bilingual crossword puzzle game was effetive to improve studentsâ English vocabulary achievement of the fifth grade at MI Salafiyah Selopuro Blitar academic year 2012/2013. Keywords: Vocabulary achievement,bilingual puzzle game.]]>
<![CDATA[DEVELOPING STUDENTSâ WRITING ABILITY OF STAIN KEDIRI THROUGH SCAFFOLDING STRATEGY IN THE PROCESS OF WRITING ]]>
<![CDATA[Ningrum, Ary Setya Budhi]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[Abstract:The aim of this study was to develop the studentsâ writing ability by using scaffolding strategy in the process of writing at State College for Islamic Studies (STAIN) Kediri. This study employed a Classroom Action Research (CAR) as its methodology. All of students that belong to class A writing 2 academic year 2010/2011 were taken as the subjects of this study. There were three criteria of success offered to be achieved in this study. The implementation of scaffolding strategy in the process of writing showed that the studentsâ writing ability improved significantly and the students were enthusiastic and motivated in the teaching and learning process. Keywords: scaffolding strategy, writing process, Classroom action research]]>
<![CDATA[USING SUMMARIZATION TECHNIQUE IN TEACHING READING COMREHENSION TO THE SECOND GRADERS OF MTSN PUCANGLABAN ]]>
<![CDATA[Fitriana, Maylia Wilda]]>
<![CDATA[ Lingua Scientia Vol 5, No 2 (2013): Lingua Scientia ]]>
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<![CDATA[Abstract: Many of students have difficulties in learning English, especially in reading comprehension. They do not understand about meaning in the text. Some of them cannot read and spell it correctly whether in spoken form or written form. They also lack in vocabulary. As an English teacher, we have to be able to find an interesting strategy or method in teaching English especially in reading comprehension. So, if we have some strategies or method, the students will be interested and not feel bored with our teaching in English. The teacher should be able to find and use the appropriate strategy or method which is suitable with the studentsâ condition and the material. Based on the problems above, the writer is interested to find out the technique in reading comprehension. One of the techniques used in teaching reading comprehension is summarization technique for the second year students at MTsN Pucanglaban Tulungagung in the academic year 2012/2013. The purpose of the study were to:1) know the studentsâ reading comprehension before being taught using summarization technique, 2) know the studentsâ reading comprehension after being taught using summarization technique, 3) know the difference between studentsâ reading comprehension before and after using summarization technique. The result showed that the studentsâ mean score in teaching reading comprehension before they are taught using summarization technique was 84.37. While the studentsâ mean score after they are taught using summarization technique was 90.43. By comparing significant level in t table at 0.05, it is known that t count is bigger than t table. It means that Ha which states that there is significant influence of using summarization technique in teaching reading comprehension of the second years of MTsN Pucanglaban Tulungagung is accepted. Whereas Ho which states that there is no significant influence of using summarization technique in teaching reading comprehension of the second years of MTsN Pucanglaban Tulungagung is rejected. In other words, summarization technique can be used as an alternative to teach reading comprehension to the students at JHS level.Keywords: Teaching, Reading Comprehension, Summarization Technique]]>
