Pub Date : 2021-03-16DOI: 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。
{"title":"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","authors":"Anggraeni Etrika. U. Limbong, Viator Lumban Raja, Anna Stasya Prima Sari","doi":"10.54367/kairos.v4i2.1140","DOIUrl":"https://doi.org/10.54367/kairos.v4i2.1140","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121028000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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.
{"title":"TEACHING WRITING DESCRIPTIVE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL TO THE EIGHTH GRADE STUDENTS OF SMP MULIA PRATAMA","authors":"Arie Sartika Berutu, Novalina Sembiring, J. J. Pangaribuan","doi":"10.54367/kairos.v3i3.842","DOIUrl":"https://doi.org/10.54367/kairos.v3i3.842","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117191155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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。
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE TO THE EIGHT GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 1 MEDAN","authors":"Rostani Damanik, J. J. Pangaribuan, F. Y. Ginting","doi":"10.54367/kairos.v4i1.844","DOIUrl":"https://doi.org/10.54367/kairos.v4i1.844","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121971282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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.Â
{"title":"THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE TENTH GRADE OF SMA SANTO YOSEPH MEDAN STUDENTS’ SKILL IN WRITING RECOUNT TEXT","authors":"Tio Devianta br Sembiring, Novalina Sembiring, F. Y. Ginting","doi":"10.54367/kairos.v4i1.845","DOIUrl":"https://doi.org/10.54367/kairos.v4i1.845","url":null,"abstract":"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. ","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115855630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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.
{"title":"IMPROVING THE ELEVENTH GRADE STUDENTS’ SPEAKING SKILL BY USING AUDIO VISUAL AIDS IN SMA SANTO PETRUS MEDAN IN THE ACADEMIC YEAR OF 2018/2019","authors":"Leli Tripena br Kacaribu, F. Y. Ginting, Anna Stasya Prima Sari","doi":"10.54367/kairos.v3i3.838","DOIUrl":"https://doi.org/10.54367/kairos.v3i3.838","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"59 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131873947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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.
{"title":"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","authors":"Aleixia Sandopa Br Ginting, Viator Lumban Raja, K. Tarigan","doi":"10.54367/kairos.v3i3.840","DOIUrl":"https://doi.org/10.54367/kairos.v3i3.840","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115445355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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. Â 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.Â
{"title":"TEST ITEM ANALYSIS OF READING COMPREHENSION EXAMINATION FACULTY OF TEACHERS AND TRAINING EDUCATION","authors":"Viator Lumban Raja","doi":"10.54367/kairos.v4i1.847","DOIUrl":"https://doi.org/10.54367/kairos.v4i1.847","url":null,"abstract":"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. ","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130943766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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.
{"title":"IMPROVING THE TWELFTH GRADE STUDENTS’ VOCABULARY MASTERY THROUGH STORY TELLING TECHNIQUE IN SMA SANTO PETRUS MEDAN","authors":"H. M. Simbolon, F. Y. Ginting, Novalina Sembiring","doi":"10.54367/kairos.v4i1.843","DOIUrl":"https://doi.org/10.54367/kairos.v4i1.843","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127374979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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.
{"title":"ERROR ANALYSIS ON THE USING BE OF SIMPLE PRESENT AND SIMPLE PAST TENSES AMONG THE SEVENTH GRADE STUDENTS OF SMP NEGERI 2 NAINGGOLAN","authors":"Beriman Sinaga, Viator Lumban Raja, F. Y. Ginting","doi":"10.54367/kairos.v3i3.841","DOIUrl":"https://doi.org/10.54367/kairos.v3i3.841","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129161954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-28DOI: 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。
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION BY USING INQUIRY CHART STRATEGY TO THE NINTH GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 2 MEDAN","authors":"Rahul Sitinjak, K. Tarigan, Anna Stasya Prima Sari","doi":"10.54367/kairos.v3i3.839","DOIUrl":"https://doi.org/10.54367/kairos.v3i3.839","url":null,"abstract":"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.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115279954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：