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THE CORRELATION BETWEEN THE STUDENTS’ VOCABULARY MASTERY AND THEIR WRITING SKILL OF THE TENTH GRADE STUDENTS OF SMA NEGERI 1 KERAJAAN IN THE ACADEMIC YEAR OF 2020/2021 2020/2021学年马萨尼格里1 kerajaan十年级学生词汇掌握与写作能力的相关性研究
Pub Date : 2021-03-16 DOI: 10.54367/kairos.v4i2.1140
Anggraeni Etrika. U. Limbong, Viator Lumban Raja, Anna Stasya Prima Sari
Writing is one of the important skills in learning  English that should be acquired by the students. And also it is one of the most difficult skills to the students to b acquired in the learning English. One of the reasons is the lack of students’ in vocabulary mastery. That is why this research was conducted in order to find out the correlation between students’ vocabulary mastery and their writing skill at the tenth grade students of SMA Negeri 1 Kerajaan in the Academic Year of 2020/2021 which is consist of four classes. The writer took 53 students as the sample of this research by whose students numbers are odd randomly. The instrument in collecting data is the test. The tests were used to collect the data of the students’ vocabulary mastery and their writing skill. The techniques which were used to analyze the data are normality test, Linear Regression Analysis Statistic and Pearson Product Moment by using Statistical Product and Service Solution (SPSS). The result of hypothesis test showed that the coefficient of correlation is 0,638 at the significant level 0,5%. Since the rcount is higher than rtable (0,638>0,279) it means that Ho is rejected. It can be concludedthat there is a significant correlation between students’ vocabulary mastery and their writing skill at the tenth grade students of SMA Negeri 1 Kerajaan in the Academic Year of 2020//2021.
写作是learningÂ英语中学生应该掌握的重要技能之一。这也是学生在英语学习中最难掌握的技能之一。其中一个原因是学生缺乏对词汇的掌握。因此,本研究是为了找出SMA Negeri 1 Kerajaan在2020/2021学年(由四个班级组成)十年级学生的词汇掌握与写作技能之间的相关性而进行的。作者以53名学生作为本研究的样本,他们的学生编号随机为奇数。收集数据的工具是测试。该测试用于收集学生的词汇掌握程度和写作能力的数据。数据分析采用正态性检验、线性回归分析、Pearson积矩分析等技术,采用SPSS软件进行统计分析。假设检验结果表明,在显著性水平0.5%下,相关系数为0.638。由于该计数高于rtable(0,638>0,279),这意味着Ho被拒绝。可以得出结论,SMA Negeri 1 Kerajaan 2020//2021学年十年级学生的词汇掌握与写作技能之间存在显著相关。
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引用次数: 0
TEACHING WRITING DESCRIPTIVE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL TO THE EIGHTH GRADE STUDENTS OF SMP MULIA PRATAMA 运用图片词归纳模型对中学八年级学生进行描述性文字写作教学
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v3i3.842
Arie Sartika Berutu, Novalina Sembiring, J. J. Pangaribuan
Writing is an activity to share information in written form by combining some words into sentences and into paragraphs. Many students are still confused how to write a text because they do not know the rules and they can not express their ideas into written form. One of the strategies to teach writing is Picture Word Inductive Model (PWIM) whose its main activity is identifying and labelling all object and activities on the pictures. The method that is used in this research is Classroom Action Research (CAR). The subjects of this research are 25 students of Class VIII-4 of Junior High School Mulia Pratama Medan in the Academic Year of 2017/2018. Test, observation sheets, field note and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of the students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 35,6 with 0% of the students got score ≥ 75, in formative test the mean score is 58,2 with 8% of the students got score ≥ 75 and in post-test the mean score is 69,5 with 24% of students got score ≥ 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 24%. The responses of students after being taught by using Picture Word Inductive Model are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Picture Word Inductive Model in teaching writing skill to improve the students’ skill in writing descriptive texts.
写作是一种通过将一些单词组合成句子或段落,以书面形式分享信息的活动。许多学生仍然对如何写一篇文章感到困惑,因为他们不知道规则,他们不能把自己的想法表达成书面形式。图画词归纳模型(PWIM)是写作教学策略之一,其主要活动是对图画上的所有物体和活动进行识别和标记。本研究使用的方法是课堂行动研究(CAR)。本研究的对象是2017/2018学年的棉兰初中VIII-4班的25名学生。采用试验、观察表、实地记录和问卷调查等方法收集数据。研究结果表明,学生在书写描述性文字方面的得分不断提高。测试结果表明,前测学生的平均成绩为35.6分,其中0%的学生得分为‰75分;形成性测试学生的平均成绩为58.2分,其中8%的学生得分为‰75分;后测学生的平均成绩为69.5分,其中24%的学生得分为‰75分。结果显示,从测试前到测试后,学生的平均分提高了24%。运用图片词归纳模型进行教学后,学生的反应良好。学生们享受着教与学的过程。建议教师在写作技巧教学中运用图词归纳模型,提高学生的描述性文本写作能力。
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引用次数: 0
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE TO THE EIGHT GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 1 MEDAN 通过合作式综合阅读和写作技巧提高学生的阅读理解能力,以中学八年级学生为研究对象
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v4i1.844
Rostani Damanik, J. J. Pangaribuan, F. Y. Ginting
Reading is not only about pronouncing  written words correctly but also comprehending the text. It is not surprising the students have difficulties in reading comprehension  because they do not understand the language. Therefore the teacher must try to help the students comprehend the text. One thing the teacher can do is to find a technique to teach this reading comprehension. Cooperative Integrated Reading and Composition can help the students to improve their reading comprehension and to arouse their motivation. The aim of this study is to find whether Cooperative Integrated Reading and Composition Technique works effectively on improving students’ reading comprehension and to know  what students’ responses  after being taught by using this technique. The subject of this study is the eighth grade students of SMP Swasta Katolik Budi Murni 1 Medan in the Academic Year of 2018/2019 were consist 25 students of class VIII C. This study was conducted by applying Classroom Action Research (CAR), which was performed in two cycles ( cycle I and cycle II). The instruments of collecting data  were Quantitative data (reading comprehension test) and and qualitative data (field notes,obervation sheet,questionnaire)The result of reading comprehension tests showed that the mean of the students’ score increased from pre-test (20 %), formative test (52 %), post-test (76 %). The field notes, observation sheet and questionnaire showed that the students are interested in the learning teaching process through CIRC Technique and this study run well. It was found that this technique could improve students’ reading comprehension. It is suggested that English teacher should apply this technique in teaching reading comprehension.
阅读不仅是pronouncingÂ正确书写文字,而且是理解文本。学生阅读comprehensionÂ有困难并不奇怪,因为他们不懂语言。因此,教师必须尽力帮助学生理解课文。老师能做的一件事就是找到一种技巧来教授这种阅读理解。合作综合阅读与写作有助于提高学生的阅读理解能力,激发学生的阅读动机。本研究的目的在于发现合作综合阅读与写作技巧是否能有效地提高学生的€™阅读理解能力,以及knowÂ学生在使用这种技巧教学后€™responsesÂ的表现。本研究以2018/2019学年棉兰市Swasta Katolik Budi Murni 1中学八年级学生为研究对象,共25名八年级c班学生。本研究采用课堂行动研究(CAR),收集dataÂ的工具是定量数据(阅读理解测试)和定性数据(实地笔记、观察表、问卷)。阅读理解测试的结果表明,学生的平均分比测试前(20%)、形成性测试(52%)和测试后(76%)有所提高。实地记录、观察表和问卷调查显示,学生对CIRC技术的学习教学过程感兴趣,本研究运行良好。结果表明,这种方法可以提高学生的阅读理解能力。建议英语教师在阅读理解教学中运用这一技巧。
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引用次数: 1
THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE TENTH GRADE OF SMA SANTO YOSEPH MEDAN STUDENTS’ SKILL IN WRITING RECOUNT TEXT 运用“思-说-写”策略提高高一学生复述课文的写作能力
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v4i1.845
Tio Devianta br Sembiring, Novalina Sembiring, F. Y. Ginting
The aim of this study is to find whether Think – Talk – Write Strategy works effectively on improving the tenth grade students’ achievement in writing recount texts and to know the students’ responses after being taught by using Think – Talk – Write Strategy . in order to  achieve the objectives of study, a classroom action research was designed and carried out in this study. The subjects of this study were 32 students of class X- MIA2  OF SMA Santo Yoseph Medan in academic year 2018/2019. Test, observation sheet, and field notes were used as a instruments for collecting data. The results of the study showed significant improvement of the students’ skill in writing. It is proved by the students’ mean score of each test: pre-test was 57,5%, formative test was 67,22% and post-test  was 83,88% . In addition, the, the analysis result of the observation sheet and field notes showed Think – Talk – Write Strategy channge the students’ learning behavior being better than before. They were more enthusiastic during the teaching learning process in each cycle. The analysis result of questionnaire showed that Think – Talk – Write Strategy was useful to most of students to improve their learnig interest in writing recount text. Based on the results of those study instruments, it can be concluded that Think – Talk – Write Strategy as learning strategy gives the improvement to students’ skill in writing recount text. It is recommended for English teacher to apply Think – Talk – Write Strategy in teaching writing skill in order to improve students’ skill in writing expecially recount text. 
本研究的目的是发现思考 -谈话 -写作策略是否有效地提高了十年级学生在撰写叙述课文方面的成绩,并了解学生在使用思考 -谈话 -写作策略后的反应。为了达到toÂ的研究目的,本研究设计并进行了课堂行动研究。本研究以2018/2019学年SMA圣约瑟夫棉兰学院X- MIA2 Â班32名学生为研究对象。采用试验、观察表和现场记录作为收集数据的工具。研究结果表明,学生的写作技能有了显著的提高。各测试学生的平均成绩证明:前测成绩为57.5%,形成性测试成绩为67.22%,post-testÂ成绩为83.88%。此外,观察表和现场笔记的分析结果表明,思考 -谈话 -写作策略改变了学生的学习行为比以前更好。在每个周期的教学过程中,他们都表现得更加热情。问卷分析结果表明,“想 -说 -写”策略对大多数学生提高叙述文本写作的学习兴趣有帮助。基于这些研究工具的结果,可以得出思考 -说话 -写作策略作为学习策略可以提高学生的叙述文本写作技能。建议英语教师在写作技巧教学中运用Think - - Talk - - Write策略,以提高学生的写作技能,特别是重新计算text.Â
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引用次数: 0
IMPROVING THE ELEVENTH GRADE STUDENTS’ SPEAKING SKILL BY USING AUDIO VISUAL AIDS IN SMA SANTO PETRUS MEDAN IN THE ACADEMIC YEAR OF 2018/2019 在2018/2019学年度,利用视听教具提高高一学生的英语口语表达能力
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v3i3.838
Leli Tripena br Kacaribu, F. Y. Ginting, Anna Stasya Prima Sari
Communication is very significant for human being because there is hardly any human activity without communication. This research is Classroom Action Research (CAR) which was conducted to improve the eleventh grade students’ speaking skill by using audio visual aids in SMA Santo Petrus Medan in the Academic Year of 2018/2019. The results of the study showed significant improvement of the students’ speaking skill and responses after being taught by using audio visual aids is very good because the students felt enthusiastics and motivated. The result of the test showed that the students’ mean score in pre-test is 51,97 with 8,82% of the students got score ≥ 75, in formative-test mean score is 60,70 with 14,70% of the students got score ≥ 75 and in post-test mean score is 75,35 with 44,11% of the students got score ≥ 75. Based on the results, it can be concluded that using audio visual aids as a learning a instrument gives the improvement to students’ speaking skill.
沟通对人类来说是非常重要的,因为几乎没有任何人类活动没有沟通。本研究是课堂行动研究(CAR),旨在提高2018/2019学年在棉兰圣彼德斯小学11年级学生的口语能力。研究结果表明,使用视听辅助教学后,学生的口语能力和反应能力有了明显的提高,因为学生们感到了热情和动力。测试结果表明,学生的前测平均成绩为51,97分,其中8.82%的学生得分为‰75分;形成测试平均成绩为60,70分,其中14.70%的学生得分为‰75分;后测平均成绩为75,35分,其中44.11%的学生得分为‰75分。综上所述,使用视听教具作为学习工具可以提高学生的口语能力。
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引用次数: 0
TEACHING VOCABULARY ON PHRASAL VERBS THROUGH GUESSING STRATEGY TO THE ELEVENTH MIA GRADE STUDENTS OF SMA SANTO PETRUS MEDAN IN THE ACADEMY YEAR OF 2016/2017 运用猜词策略对2016/2017学年小学高二学生进行动词短语词汇教学
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v3i3.840
Aleixia Sandopa Br Ginting, Viator Lumban Raja, K. Tarigan
Vocabulary, as one of the knowledge areas in language, plays a great role for learners in acquiring a language. The vocabulary mastery affects someone’s ability in using the language either in spoken or written form. The objectives of this research are to find out the result and the response of students towards the teaching vocabulary on phrasal verbs to the eleventh MIA grade students of SMA Santo Petrus Medan after having been taught through guessing strategy. This research is a Classroom Action Research which is conducted by applying guessing strategy. After six meetings, it can be seen that there is a significant improvement of students’ vocabulary on phrasal verbs. The result of this research shows that the students’ mean score in pre test is 70,71 with 50% and in post test mean score is 91,28 with 94% of the students got score >75. It shows that there is a significant mean score improvement between pre test and post test about 44%. The responses of students to the teaching vocabulary on phrasal verbs through guessing strategy is good with 56% of agree respond category and 38% of strongly agree respond category. It is suggested that teachers use guessing strategy in teaching vocabulary on phrasal verbs to the students in senior high school to improve their speaking skill.
词汇作为语言的一个知识领域,在学习者习得语言的过程中起着重要的作用。词汇的掌握影响着一个人使用语言的能力,无论是口语还是书面语。本研究的目的是了解在棉兰圣彼得小学MIA高二学生接受猜词策略教学后,学生对动词短语教学词汇的反应。本研究是一项运用猜测策略进行的课堂行动研究。经过六次会议,可以看出学生在动词短语词汇量上有了明显的提高。研究结果表明,前测学生的平均成绩为70分,后测学生的平均成绩为91分,后测学生的平均成绩为28分,94%的学生成绩>75分。结果表明,测试前和测试后的平均分数提高了约44%。学生对动词短语猜谜策略教学词汇的反应良好,56%的学生同意反应类别,38%的学生强烈同意反应类别。建议教师在对高中学生进行动词短语词汇教学时采用猜词策略,以提高学生的口语表达能力。
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引用次数: 2
TEST ITEM ANALYSIS OF READING COMPREHENSION EXAMINATION FACULTY OF TEACHERS AND TRAINING EDUCATION 阅读理解考试试题分析教师队伍与培训教育
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v4i1.847
Viator Lumban Raja
It is not uncommon to put a blame on the students when they fail in the semester examination. The examiner or the one who constructs the test is rarely blamed or questioned why such a thing can happen. There is never a question whether the test is valid or reliable. In other words, the test itself is never evaluated in order to know if it meets the level of difficulty and power of discrimination. Madsen (1983: 180) says that item analysis tells us three things: (1) how difficult each item is, (2)whether or not the question discriminated or tells the difference between high and low students, (3) which distracters are working as they should.  This reading comprehension examination consists of 44 items, 35 items of reading comprehension and 9 items of vocabulary. The number of test takers are 18 students. The result of the analysis shows that only 5 students (27.7%) can do the test within average, meaning they can answer the test 50% correct of the total test items. This belongs to moderate category, not high nor excellent. Of the 44 test items, 33(75%) are bad items in that they do not fulfill one or both of the requirements concerning the level of difficulty and power of discrimination. And only 11 items (25%) meet the requirements of level of difficulty and power of discrimination. Regarding the distracters, there are 20 items (45.45%) whose distracters are not chosen either one or two. There are two items (4.54%), 25 and 34, the correct answer of which is not chosen by the test takers, including the high and low group. In short, these 20 items needs revising in term of distracters. Revision is made to those items whose distracters are not chosen and those which do not fulfill the requirements of level of difficulty and power of discrimination. Distracters which look too easy are changed, and those which are not totally chosen are revised. 
当学生在学期考试中不及格时,责备他们是很常见的。主考人或设计考试的人很少受到指责或质疑,为什么会发生这样的事情。测试是否有效或可靠从来都没有问题。换句话说,测试本身从来没有被评估过,以知道它是否符合难度和辨别能力的水平。Madsen(1983: 180)说,项目分析告诉我们三件事:(1)每个项目有多难,(2)问题是否区分了高低学生,(3)哪些干扰因素发挥了应有的作用。Â本次阅读理解考试包括44项,35项阅读理解和9项词汇。考生人数为18人。分析结果显示,只有5名学生(27.7%)能在平均范围内完成测试,这意味着他们能正确回答所有测试项目的50%。这属于中等类别,不高也不优秀。在44个测试项目中,33个(75%)是不好的项目,因为它们不满足难度和辨别能力的一个或两个要求。只有11项(25%)符合难度和辨别力的要求。在干扰因素方面,有20个项目(45.45%)的干扰因素没有选择一个或两个。包括高组和低组在内的考生没有选择正确答案的题目有25和34两个(4.54%)。总之,这20个项目需要在干扰方面进行修改。对未选择干扰项和不符合难度要求和辨别能力要求的项目进行修订。那些看起来太容易的干扰被改变了,那些没有完全选择的是revised.Â
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引用次数: 0
IMPROVING THE TWELFTH GRADE STUDENTS’ VOCABULARY MASTERY THROUGH STORY TELLING TECHNIQUE IN SMA SANTO PETRUS MEDAN 通过讲故事技巧提高小学12年级学生对英语单词的掌握
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v4i1.843
H. M. Simbolon, F. Y. Ginting, Novalina Sembiring
Vocabulary mastery is the basic language aspect that must be mastered before mastering English skill. The more words the students learn, the more they can understand and express their idea in that language. When they have inadequate vocabulary, they can say little things because they do not know how to say it in that language. That is why this study was conducted in order to improve the students’ vocabulary mastery. Storytelling technique can help students for remembering or mastering vocabulary. The objectives of this study are to find out whether Storytelling technique can improve the students’ English vocabulary mastery and find out the students’ responses after being taught by using Storytelling technique. The subjects of this study were the twelfth grade students of SMA Santo Petrus Medan. In conducting this study the writer used Classroom Action Research (CAR) as the method of the study. Tests were used to gather the quantitative data. In addition, field notes and observation sheet were used to gather qualitative data. Based on the finding of this study, it showed in pre-test only 4 students (16%) who passed KKM (Mastery Minimum Criterion) and in post-test 22 students (88%). The result of this study revealed that there was a significant improvement of the students’ achievements in the pre-test and in the post-test. It could be seen from the improvement of the students’ mean score 59.52 in pre-test to 80.48 in post-test. Furthermore, the students were interested in Storytelling technique. The analysis of the questionnaire showed that most of students agree to learn vocabulary by using Storytelling technique. It could be seen from the table, it showed that total of agree 47.2%. Therefore, Storytelling technique was an effective technique in helping students to improve their vocabulary mastery.
词汇掌握是掌握英语技能之前必须掌握的基本语言方面。学生学习的单词越多,他们就越能理解并用这种语言表达自己的想法。当他们词汇量不足时,他们会说一些小事,因为他们不知道如何用那种语言表达。这就是为什么这项研究是为了提高学生的词汇掌握。讲故事的技巧可以帮助学生记忆或掌握词汇。本研究的目的是为了了解讲故事技巧是否可以提高学生对英语词汇的掌握程度,并了解学生在使用讲故事技巧进行教学后的反应。本研究以棉兰圣彼德斯小学12年级学生为研究对象。在进行本研究时,作者采用课堂行动研究(CAR)作为研究方法。采用试验方法收集定量数据。此外,还利用实地记录和观察表收集定性数据。根据本研究的发现,测试前只有4名学生(16%)通过了KKM(掌握最低标准),测试后有22名学生(88%)通过了KKM。研究结果表明,学生在测试前和测试后的成绩都有显著的提高。从学生的前测平均值为59.52分提高到后测平均值为80.48分可以看出。此外,学生们对讲故事的技巧很感兴趣。通过对问卷的分析,大多数学生都同意用讲故事的方法来学习词汇。从表中可以看出,共有47.2%的人同意。因此,讲故事技巧是帮助学生提高词汇掌握的有效技巧。
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引用次数: 1
ERROR ANALYSIS ON THE USING BE OF SIMPLE PRESENT AND SIMPLE PAST TENSES AMONG THE SEVENTH GRADE STUDENTS OF SMP NEGERI 2 NAINGGOLAN 小学七年级学生一般现在时和一般过去时“be”用法的错误分析
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v3i3.841
Beriman Sinaga, Viator Lumban Raja, F. Y. Ginting
Grammar is the rules in a language for changing the form of words and joining them into sentences to create meaning. This research is focused on error analysis  on the using BE in Simple Present and Simple Past Tenses. The purpose of this study is to find out the grammatical errors in using BE in students’ composition. In this study the writer took the the seventh grade students of SMP Negeri 2 Nainggolan in the Academic Year of 2017/2018 consisting 25 students as the sample. The data are analyzed with descriptive qualitative method. The data were identified based on kinds of errors. The kinds of errors are omission and misordering. The results of the data analysis show that there are 155 errors made by the students in their compositions. The writer concluded that omission errors 68 or 61,80% in Simple Present Tense and  49 or 51% in Simple Past Tense, misordering errors 16 or 14,60% in Simple Present Tense and 22 or 23% in Simple Past Tense. But out of category there are 28 or 23,60 redundant sentences in Simple Present Tense and 25 or 26% redundant sentences in Simple Past Tense. The writer also concluded that there are two causes of errors, namely Translation and Carelesssness. Based on the result of the research, it is suggested that the students should learn and memorize grammatical rules an teachers should give clearer explanation on grammatical rules in English.
语法是一门语言中改变单词形式并将它们连接成句子以创造意义的规则。本研究的重点是在一般现在时和一般过去时中使用BE的错误analysisÂ。本研究的目的是找出学生在€™作文中使用BE的语法错误。在本研究中,作者以2017/2018学年纳因戈兰中学七年级学生为样本,共25名学生。采用描述性定性方法对数据进行分析。这些数据是根据各种误差来识别的。错误的种类是遗漏和顺序错误。数据分析结果表明,学生在作文中出现了155个错误。作者得出的结论是:一般现在时遗漏错误68或61,80% andÂ一般过去时遗漏错误49或51%,顺序错误16或14,60%在一般现在时,22或23%在一般过去时。但在一般现在时中有28或23,60个重复句子,在一般过去时中有25或26%的重复句子。作者还得出了错误产生的两个原因,即翻译和粗心。根据研究结果,建议学生学习和记忆语法规则,教师应该对英语语法规则进行更清晰的解释。
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引用次数: 0
IMPROVING STUDENTS’ READING COMPREHENSION BY USING INQUIRY CHART STRATEGY TO THE NINTH GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 2 MEDAN 运用探究图表策略提高九年级学生的阅读理解能力
Pub Date : 2020-07-28 DOI: 10.54367/kairos.v3i3.839
Rahul Sitinjak, K. Tarigan, Anna Stasya Prima Sari
The aim of this study is to find that Inquiry Chart Strategy works effectively on improving students’ reading comprehension and to know the students’ responses after being taught by using Inquiry Chart Strategy. In order to achieve the objectives of the study, a classroom action research was designed and carried out in this study. The participants of this study are 25 students of class IX-4 of SMP Swasta Budi Murni 2 Medan in the academic year 2018/2019. Test, observation sheet and field notes were used as the instruments for collecting data. The result of the study showed significant improvement of the students’ skill in reading. It is proven by the students’ mean score of each test: pre test is 50 with 12%, formative test is 73,92 with 72%, and post test is 87,6 with 92%. And then the percentage of the students’ improvement score from pre-test to post-test was 75.2%. And the total percentage of strongly agree was 55.2%. In addition, the analysis result of the observation sheet and field notes showed that Inquiry Chart Strategy changed the students’ learning behaviour became better than before. They were more enthusiastic during the learning teaching process in each cycle. Based on the result of those study instruments, it can be concluded that using Inquiry Chart Strategy gives the improvement to the students’ reading comprehension. This strategy is suggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggests to other writers to explore other studies on Inquiry Chart Strategy to improve the students’ reading comprehension and try to apply this technique in different language skills.
本研究的目的是发现探究性图表策略在提高学生的阅读理解能力和了解学生使用探究性图表策略教学后的反应方面具有有效的作用。为了达到研究的目的,本研究设计并进行了课堂行动研究。本研究的参与者是2018/2019学年SMP Swasta Budi Murni 2棉兰分校IX-4班的25名学生。采用试验、观察单和现场记录作为收集数据的工具。研究结果表明学生的阅读能力有了显著的提高。学生每次考试的平均成绩证明:前测50分占12%,形成性考试73分,92分占72%,后测87分,6分占92%。从测试前到测试后,学生的€™改进分数的百分比为75.2%。强烈同意的总比例为55.2%。此外,观察表和现场笔记的分析结果表明,探究图策略改变了学生的€™学习行为,比以前更好。在每个周期的学与教过程中,他们都表现得更加热情。根据这些研究工具的结果,可以得出使用探究图策略对学生的阅读理解能力有提高的结论。建议英语教师在阅读教学中运用这一策略,以提高学生的阅读理解能力。作者还建议其他作者探索其他关于探究图策略的研究,以提高学生的阅读理解能力,并尝试将这种策略应用于不同的语言技能。
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引用次数: 0
期刊
Kairos English Language Teaching Journal
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