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Jurnal Penelitian Humaniora
Published by Universitas Muhammadiyah Surakarta
ISSN : -     EISSN : -     DOI : -
Core Subject : Humanities, Art,
Arts Humanities
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Articles 24 Documents
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Search results for , issue "Vol 17, No 1: Februari, 2016" : 24 Documents clear
THE EFFECTIVENESS OF USING PHONICS INSTRUCTION AND STORYBOOKS IN ENGLISH READING CLASSES TO IMPROVE STUDENT PARTICIPATION Naning Tri Wahyuni; Endang Fauziati; Mauly Hikmah
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2351

Abstract

The purpose of this study is to examine the effectiveness of instructional methods based on phonics instruction in reading classes to improve students participation therefore they can develop to their maximum potential. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on investigating students’ reception to the phonics instruction model, observing their participation in the classroom activities, also investigating instructional methods which attract students to more actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities with the use of sound sheets, sound book, flash card sheets, word box sheets, songs, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English story books in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed to deliver the method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.
ANALISIS PERTANYAAN PADA BUTIR SOAL READING COMPREHENSION PADA TEST TOEIC Endang Fauziati
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2347

Abstract

Penelitian mengenai model test TOEIC ini bertujuan untuk mendapatkan deskripsi dan penjelasan yang komprehensif mengenai sejumlah aspek yang terkait dengan butir butir soal yang ada. Penelitian ini bertujuan untuk: (1) mendeskripsikan polapertanyaan pada butir soal Completion dan Error Recognition pada Reading TOEIC, (2) mendeskripsikan konteks bacaan pada soal pemahaman teks Reading TOEIC, (3) mendeskripsikan pola pertanyan pada butir soal pemahaman teks pada ReadingTOEIC, dan (4) memaparkan frekuensi masing masing tipe pertanyaan pada butir soal pemahaman teks pada Reading. Lingkup penelitian ini adalah model test TOEIC, khususnya structure dan reading comprehension yang diambil dari beberapa buku latihan test TOEIC. Data terdiri dari 500 butir soal yang yang diambil dari buku latihan TOEIC yang diterbitkan oleh Barron’s Educational Series, Prentice Hall, dan Longman. Teknik pengumpulan data berupa teknik dokumentasi. Data dianalisisdengan metode deskriptif interpretatif. Hasil penelitian menunjukkan sebagai berikut: (1) komponen linguistik yang ditanyakan pada bagian Completion and Error recognition meliputi pertanyaan tentang penguasaan vocabulary (54.34%), Classof words (15%) (Verb, Noun, Adjective), Verb tense (11.33%), determiner (5.33%) preposition (4%), conjunction (3.67%), Degree of comparison in Adjective (3.33%), dan Conditional sentence (3%); (2) Konteks bacaan pada butir soal Reading Comprehension meliputi bisnis, manufacturing, finance and Budgeting, Offices,personnel, purchasing, housing/corporate property, travel, dining out, entertainment, dan Health; (3) pola pertanyaan Reading Comprehension meliputi: (a) gagasan utama dan kemungkinan judul yang tepat, (b) informasi yang tersurat dalam teks, (c)informasi yang tersirat, dan (d) dan tujuan penulisan. Berdasarkan hasil penelitian di atas disimpulkan bahwa penguasaan kosakata sangat penting untuk keberhasilan dalam test TOEIC karena 50%-nya berupa penguasaan kosakata.
LEARNER ERRORS IN WRITING DESCRIPTIVE TEXT MADE BY STUDENTS OF SMP AL ISLAM KARTASURA Dinar Rizky Amalia
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2352

Abstract

The study aims at describing the learners’ error made by eighth grade students of SMP AL Islam Kartasura in their writing descriptive text; identifying the types of lexical error, syntactical errors, and discourse errors; explaining the frequency of each typeof errors; describing the dominant type of errors; and identifying the sources of error. The type of this research is descriptive qualitative research. In collecting the data, the writer uses elicitation and documentation technique. There are some steps ofcollecting the data; asking the students to write descriptive text, collecting the data in form of erroneous sentences and paragraph, identifying the composition, marking the types of error, and at last, listing the erroneous sentences and classifying them into the classification of errors. The collected data are analyzed using Dulay, Burt and Krashen classification of errors theory, frequency of each type of error using Slamet’s theory, and Brown’s theory for sources of error. The results of the research show that the eighth grade students of SMP AL Islam Kartasura make 291 errors in their composition which are classified into three categories of error based on the combination of linguistic category and surface strategy taxonomy. There are lexical errors that cover: misspelling 12,37% and literal translation (the use of Indonesian construction) 6,87%. Syntactical error consist of omission of {-s} as plural marker 4,12%, omission of {-s} as third singular person marker 10,31%, misselection of have instead of has 8,25%, the use of verb-ing in structure phrase 1,72%, omission of verb 2,40%, omission of be 1,5%, addition of be 2,40%, the use of prepositionin prepositional phrase 3,44%, omission of article 1,37%, addition of the article 1,72%, misordering in noun phrase 19,93%, misordering in phrase 1,37%, and the last is addition of unnecessary word 5,50%. Discourse errors is 2,06% that covercomponent of discourse in reference 2,06%. The writer also finds 2 dominant sources of errors, namely interlingual transfer and intralingual transfer.
CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI Umi Nur Kurniliawati
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2348

Abstract

This study is carried out to describe classroom technique used in the teaching of English at State of Junior High School of Sawit 1 Boyolali. The kinds of this research is describtive qualitative research especially naturalistic study in analyzing the data. The method of collecting data in this research are observation, interview and document. The finding of the study shows that there are some classroom techniques implemented by English teachers at SMP Negeri 1 State of Junior High School of Sawit 1 Boyolali, drilling, grouping, individual task, listening to music, picture describing, presentation, question and answer, questioning, reading aloud, repetition, role play, and translation.The teachers have roles as facilitator, teacher as motivator, teacheras observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.

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