Pub Date : 2020-07-28DOI: 10.54367/kairos.v4i1.846
Meikardo Samuel Prayuda
This thesis was purposely made to identify error analysis of Indonesian – English translation of news item text translation made by English Department students of FKIP Nommensen University. The result of this research was there were 4 translation errors made by the students in their Indonesian – English news item translation by considering the cohesive devices. The translation errors were in repetition device, conjunction device, reference device, and synonymy device. This result showed that the dominant translation error was dominated by the repetition translation error and synonymy translation error. The result of this research proved that the students had problems in translating.
{"title":"AN ERROR ANALYSIS OF INDONESIAN-ENGLISH TRANSLATION","authors":"Meikardo Samuel Prayuda","doi":"10.54367/kairos.v4i1.846","DOIUrl":"https://doi.org/10.54367/kairos.v4i1.846","url":null,"abstract":"This thesis was purposely made to identify error analysis of Indonesian – English translation of news item text translation made by English Department students of FKIP Nommensen University. The result of this research was there were 4 translation errors made by the students in their Indonesian – English news item translation by considering the cohesive devices. The translation errors were in repetition device, conjunction device, reference device, and synonymy device. This result showed that the dominant translation error was dominated by the repetition translation error and synonymy translation error. The result of this research proved that the students had problems in translating.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"4 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":"124042717","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 : 2020-07-27DOI: 10.54367/kairos.v3i1.826
K. Tarigan
This study deals with student’s error on the use of Infinitive in written form. The purpose of this study is to find out the type of errors and the causes of errors. This study is carried out at SMK AWAL KARYA PEMBANGUNAN, Jl Pagar Merbau III Lubuk Pakam, to the second year students. There were Forty two students were taken as the sample which taken by cluster sampling technique. The instrument for collecting the data are written test and interview. The result of this study showed that the students made error in using infinitive. The type of errors They were error of addition (854 errors or 73.40%), error of omission (321 errors or 26.16%), error of selection (5 errors or 20.43%). The cause of error Ignore of Rule Restriction (5.73%), Incomplete Application of Rule (56%) and False Concept Hypothesized (37.98%).
本研究探讨学生在书面形式中使用不定式的错误。本研究的目的是找出错误的类型和错误的原因。这项研究是在SMK AWAL KARYA PEMBANGUNAN, Jl Pagar Merbau III Lubuk Pakam对二年级学生进行的。采用整群抽样的方法，选取42名学生作为样本。收集数据的手段有笔试和访谈。本研究结果表明，学生在不定式的使用上存在错误。错误类型依次为加法错误(854个，占73.40%)、遗漏错误(321个，占26.16%)、选择错误(5个，占20.43%)。错误原因为忽视规则约束(5.73%)、规则应用不完全(56%)和假设概念错误(37.98%)。
{"title":"STUDENTS’ ERRORS IN USING INFINITIVE AT SECOND YEAR STUDENTS OF SMK SWASTA AWAL KARYA PEMBANGUNAN (AKP) LUBUK PAKAM","authors":"K. Tarigan","doi":"10.54367/kairos.v3i1.826","DOIUrl":"https://doi.org/10.54367/kairos.v3i1.826","url":null,"abstract":"This study deals with student’s error on the use of Infinitive in written form. The purpose of this study is to find out the type of errors and the causes of errors. This study is carried out at SMK AWAL KARYA PEMBANGUNAN, Jl Pagar Merbau III Lubuk Pakam, to the second year students. There were Forty two students were taken as the sample which taken by cluster sampling technique. The instrument for collecting the data are written test and interview. The result of this study showed that the students made error in using infinitive. The type of errors They were error of addition (854 errors or 73.40%), error of omission (321 errors or 26.16%), error of selection (5 errors or 20.43%). The cause of error Ignore of Rule Restriction (5.73%), Incomplete Application of Rule (56%) and False Concept Hypothesized (37.98%).","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122315238","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 : 2020-07-27DOI: 10.54367/kairos.v3i1.829
Andreas Pandapotan Sidabutar, Novalina Sembiring, Anna Stasya Prima Sari
Writing as one of the language skills is not as easy as one thinks because it needs some exact requirements to create topic sentence, controlling idea, supporting sentences, concluding sentence, etc. It is not surprising that students have difficulty in writing. The students could not describe thing, place or person because they could not express their ideas and they have limited vocabulary. Thus, they need some ways or media which could help them write descriptive texts. The teacher should be creative to search for interesting media to teach writing descriptive texts. Pictures media can help students to express and elaborate their ideas into a writing. The objectives of this study are to prove that the use of pictures media can improve the students’ skill in writing descriptive texts and to describe the responses of the students towards the use of pictures media in writing descriptive texts. The subjects of this study are the eleventh grade students of SMA Swasta GKPI Medan Class XI IPS 1 in the Academic Year of 2017/2018. In conducting this research, the writer used Classroom Action Research (CAR) as the method of research. Tests were used to gather the quantitative data. In addition, field notes and observation sheet were used to gather the qualitative data. Based on, the findings of this study, there were 4 students (12%) who passed the Mastery Minimum Criteria (Kriteria Ketuntasan Minimal) 75 in pretest, 12 students (36%) in formative test and 29 students (87%) in posttest. The result of this research revealed that there is a significant improvement of the students’ achievement from pretest, formative test and in the post test. This improvement was shown by the comparison between the students’ mean score of pretest (43.75), formative test (70.6), and posttest (84.4). Based on the questionnaire results, the students’ responses are very good. They agreed that using pictures media could improve their achievement in writing descriptive texts. Furthermore, the students found it interesting to learn how to write descriptive texts by using pictures media. It can be seen from their full attention during the learning teaching processes. Therefore, it is recommended for the teachers to use pictures media in improving their students’ writing skill especially in writing descriptive texts.
{"title":"IMPROVING THE ELEVENTH GRADE STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXTS BY USING PICTURES MEDIA AT SWASTA GKPI MEDAN","authors":"Andreas Pandapotan Sidabutar, Novalina Sembiring, Anna Stasya Prima Sari","doi":"10.54367/kairos.v3i1.829","DOIUrl":"https://doi.org/10.54367/kairos.v3i1.829","url":null,"abstract":"Writing as one of the language skills is not as easy as one thinks because it needs some exact requirements to create topic sentence, controlling idea, supporting sentences, concluding sentence, etc. It is not surprising that students have difficulty in writing. The students could not describe thing, place or person because they could not express their ideas and they have limited vocabulary. Thus, they need some ways or media which could help them write descriptive texts. The teacher should be creative to search for interesting media to teach writing descriptive texts. Pictures media can help students to express and elaborate their ideas into a writing. The objectives of this study are to prove that the use of pictures media can improve the students’ skill in writing descriptive texts and to describe the responses of the students towards the use of pictures media in writing descriptive texts. The subjects of this study are the eleventh grade students of SMA Swasta GKPI Medan Class XI IPS 1 in the Academic Year of 2017/2018. In conducting this research, the writer used Classroom Action Research (CAR) as the method of research. Tests were used to gather the quantitative data. In addition, field notes and observation sheet were used to gather the qualitative data. Based on, the findings of this study, there were 4 students (12%) who passed the Mastery Minimum Criteria (Kriteria Ketuntasan Minimal) 75 in pretest, 12 students (36%) in formative test and 29 students (87%) in posttest. The result of this research revealed that there is a significant improvement of the students’ achievement from pretest, formative test and in the post test. This improvement was shown by the comparison between the students’ mean score of pretest (43.75), formative test (70.6), and posttest (84.4). Based on the questionnaire results, the students’ responses are very good. They agreed that using pictures media could improve their achievement in writing descriptive texts. Furthermore, the students found it interesting to learn how to write descriptive texts by using pictures media. It can be seen from their full attention during the learning teaching processes. Therefore, it is recommended for the teachers to use pictures media in improving their students’ writing skill especially in writing descriptive texts.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129259286","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 : 2020-07-27DOI: 10.54367/kairos.v3i2.831
Novi Indah Yanta Br PeranginAngin, Linus Rumapea, Fiber Yunan Ginting
This study is intended to answer the problem in what way does the cooperative script improvement of students’ Reading Comprehension to the Eighth Grade Students’ of SMP Negeri Medan Jaya in the academic year 2016/2017. This study is classroom action research. The tools of data collection used observation, interview and test. On the first cycle the researcher used cooperative script to improve the students’ ability in comprehending on information of descriptive text about animal. The result of this research showed that the students ability in comprehending a descriptive text improved after applied the cooperative script. With this activity, students had more practice in reading. Besides, during the reading process students were active in asked and answered questions, this method also guide students to summarize the information of the passage. Consequently, the method successfully improved the students’ ability in reading comprehension of descriptive text.Â
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE SCRIPT AT SMP NEGERI 21 MEDAN","authors":"Novi Indah Yanta Br PeranginAngin, Linus Rumapea, Fiber Yunan Ginting","doi":"10.54367/kairos.v3i2.831","DOIUrl":"https://doi.org/10.54367/kairos.v3i2.831","url":null,"abstract":"This study is intended to answer the problem in what way does the cooperative script improvement of students’ Reading Comprehension to the Eighth Grade Students’ of SMP Negeri Medan Jaya in the academic year 2016/2017. This study is classroom action research. The tools of data collection used observation, interview and test. On the first cycle the researcher used cooperative script to improve the students’ ability in comprehending on information of descriptive text about animal. The result of this research showed that the students ability in comprehending a descriptive text improved after applied the cooperative script. With this activity, students had more practice in reading. Besides, during the reading process students were active in asked and answered questions, this method also guide students to summarize the information of the passage. Consequently, the method successfully improved the students’ ability in reading comprehension of descriptive text. ","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128907477","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 : 2020-07-27DOI: 10.54367/kairos.v3i2.830
Laura Silalahi, R. Simamora, Anna Stasya Prima Sari
This research method used a case study method. The subject of this included the Seventh Grade Students of SMP Katolik Trisakti 1 Medan. Which is comprised of 30 stusents. In analysis the datan the writer collected the data from the students identifiedthe grammatical errors, classified the errors of using simple present tense in the students’ descriptive paragraph to determine the frequency of errors, and calculated the data into percentages. The data by using formula:P= fnx100% P= Percentage, F= Frequency of error made, N= Total of students’ errors.the data was taken from the test: it was written test. The result demonstrate that the students’ errors can be categorized into four kinds of errors. Which include 14,7% errors of omission, 6,7% errors of additon, 73,3% errors in misformation and 5% error in misordering. The writer observed 218 total errors. The witer concluded that misformation was the dominant kind of errors Made by the Seventh Grade of SMP Katolik Trisakti 1 Medan. The teacher recommended practicing grammatical rules in Simple Present Tense in order to minimize the errors. Morever, other researchers can provide techniques in increase students’ mastery of simple present tense.
{"title":"ERROR ANALYSIS IN USING SIMPLE PRESENT TENSE IN DESCRIPTIVE PARAGRAPHS MADE BY THE SEVENTH GRADE STUDENTS OF SMP KATOLIK TRISAKTI 1 MEDAN","authors":"Laura Silalahi, R. Simamora, Anna Stasya Prima Sari","doi":"10.54367/kairos.v3i2.830","DOIUrl":"https://doi.org/10.54367/kairos.v3i2.830","url":null,"abstract":"This research method used a case study method. The subject of this included the Seventh Grade Students of SMP Katolik Trisakti 1 Medan. Which is comprised of 30 stusents. In analysis the datan the writer collected the data from the students identifiedthe grammatical errors, classified the errors of using simple present tense in the students’ descriptive paragraph to determine the frequency of errors, and calculated the data into percentages. The data by using formula:P= fnx100% P= Percentage, F= Frequency of error made, N= Total of students’ errors.the data was taken from the test: it was written test. The result demonstrate that the students’ errors can be categorized into four kinds of errors. Which include 14,7% errors of omission, 6,7% errors of additon, 73,3% errors in misformation and 5% error in misordering. The writer observed 218 total errors. The witer concluded that misformation was the dominant kind of errors Made by the Seventh Grade of SMP Katolik Trisakti 1 Medan. The teacher recommended practicing grammatical rules in Simple Present Tense in order to minimize the errors. Morever, other researchers can provide techniques in increase students’ mastery of simple present tense.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125558291","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 : 2020-07-27DOI: 10.54367/kairos.v3i1.827
Romasta Situmorang, Viator Lumban Raja, F. Y. Ginting
In learning a language, the first thing people should learn is vocabulary. Vocabulary is one of the essential aspects of language. Without vocabulary nothing can be conveyed. In other words, vocabulary is the core of the language itself. The aim of this study is to find out whether or not Substitution and Cued Response Drills Technique gives improvement on students’ vocabulary mastery. The subject of the study is the students of Class VIII E of SMP Negeri 41 Medan in the Academic Year of 2017/2018. Vocabulary test, questionnaire, observation sheet and field notes were used as the instruments for collecting data. The results of the study showed the improvement of the students’ vocabulary mastery. It is proven by the students’ mean score of each test: pre test is 45.37, formative test is 58.28 and post test is 70.12. Moreover, the improvement could also be seen from the Minimum Mastery Criteria (Kriteria Ketuntasan Minimum) that showed the percentage of students’ score of pre test is 9.37%, formative test is 31.25%, and post test is 56.25%. It can be concluded that there is a progress on student score percentage namely 46.88% from pre-test to post-test based on KKM. Therefore, the application of Substitution and Cued Response Drills Technique is suitable to teach vocabulary to the students.
在学习一门语言时，人们首先应该学习的是词汇。词汇是语言的一个基本方面。Â没有词汇，什么也传达不了。Â换句话说，词汇是语言本身的核心。Â本研究的目的是找出替代和线索反应练习技术是否能提高学生的€™词汇掌握。Â本次研究的对象是2017/2018学年棉兰SMP Negeri 41的VIII E班学生。Â采用词汇测试、问卷调查、观察表和实地记录作为收集数据的工具。研究结果表明，学生的词汇掌握水平有所提高。Â经学生各项测验的平均成绩证明:前测成绩为45.37，形成性测验成绩为58.28，后测成绩为70.12。Â此外，从最低掌握标准(Kriteria Ketuntasan Minimum)中也可以看出，学生的前测分数为9.37%，形成性测试分数为31.25%，后测分数为56.25%。Â可以得出结论，基于KKM的学生成绩百分比从前测到后测有46.88%的进步。因此，代入法和暗示反应练习法适合学生进行词汇教学。
{"title":"TEACHING VOCABULARY BY USING SUBSTITUTION AND CUED RESPONSE DRILLS TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 41 MEDAN","authors":"Romasta Situmorang, Viator Lumban Raja, F. Y. Ginting","doi":"10.54367/kairos.v3i1.827","DOIUrl":"https://doi.org/10.54367/kairos.v3i1.827","url":null,"abstract":"In learning a language, the first thing people should learn is vocabulary. Vocabulary is one of the essential aspects of language. Without vocabulary nothing can be conveyed. In other words, vocabulary is the core of the language itself. The aim of this study is to find out whether or not Substitution and Cued Response Drills Technique gives improvement on students’ vocabulary mastery. The subject of the study is the students of Class VIII E of SMP Negeri 41 Medan in the Academic Year of 2017/2018. Vocabulary test, questionnaire, observation sheet and field notes were used as the instruments for collecting data. The results of the study showed the improvement of the students’ vocabulary mastery. It is proven by the students’ mean score of each test: pre test is 45.37, formative test is 58.28 and post test is 70.12. Moreover, the improvement could also be seen from the Minimum Mastery Criteria (Kriteria Ketuntasan Minimum) that showed the percentage of students’ score of pre test is 9.37%, formative test is 31.25%, and post test is 56.25%. It can be concluded that there is a progress on student score percentage namely 46.88% from pre-test to post-test based on KKM. Therefore, the application of Substitution and Cued Response Drills Technique is suitable to teach vocabulary to the students.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116788902","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 : 2020-07-27DOI: 10.54367/kairos.v3i1.825
Idam Putriyani Waruwu, Novalina Sembiring, J. J. Pangaribuan
Writing English composition is more complicated than Indonesian compositions. Therefore, students often make errors in writing English compositions. This study aims at finding out the errors made by the eighth grade students of SMP Negeri 31 Medan in writing English composition and to find out the causes of those errors. The population of this study is the eighth grade students of SMP Negeri 31 Medan in Academic Year 2017/2018. The sample is class VIII-A with 30 students. The instrument for collecting data were the students’ English compositions and the questionnaires. The result from the students’ English compositions showed that third singular verb in morphological errors is the highest error made by the students (55,10%), followed by errors in definite article (20,40%), errors in Possesive Case (12,24%), errors in Comparative Adjective or Adverb (12,24%); the errors of syntactical errors in Verb or Verb Phrase (50%), Errors in Noun or Noun Phrase (25%) and Errors in Word order (25%). It means that the eighth grade students of SMP Negeri 31 Medan are poor in writing English compositions. While the result of the questionnaires showed that there are several reasons that cause students error. The three highest reasons are the students do not have a sufficcient vocabulary, students do not comprehend how to use the third singular verbs, article and possesive and the English teacher never asked the students to write English compositions. Thus, the students are suggested to study and more about writing English compositions and to do exercises about it. The teacher should give more writing practice to the students.
英语作文比印尼语作文要复杂得多。因此，学生在写英语作文时经常犯错误。本研究旨在找出SMP Negeri 31 Medan八年级学生在英语作文写作中出现的错误，并找出这些错误的原因。本研究的对象是2017/2018学年棉兰SMP Negeri 31的八年级学生。样本为VIII-A班，共30名学生。收集数据的工具是学生的英语作文和问卷调查。对学生的€™英语作文的分析结果表明，学生在形态错误中犯的最多的是第三个单数动词(55.10%)，其次是定冠词(20.40%)、所有格(12.24%)、形容词或副词比较级(12.24%);动词或动词短语语法错误占50%，名词或名词短语语法错误占25%，词序语法错误占25%。这意味着SMP Negeri 31棉兰的八年级学生在英语写作方面很差。然而，问卷调查的结果表明，有几个原因，导致学生的错误。三个最大的原因是学生没有足够的词汇量，学生不理解如何使用第三种单数动词，冠词和所有格，以及英语老师从未要求学生写英语作文。因此，建议学生多学习英语作文写作，并做相关的练习。老师应该给学生更多的写作练习。
{"title":"ERRORS MADE BY THE EIGHTH GRADE STUDENTS OF SMP NEGERI 31 MEDAN IN WRITING ENGLISH COMPOSITIONS","authors":"Idam Putriyani Waruwu, Novalina Sembiring, J. J. Pangaribuan","doi":"10.54367/kairos.v3i1.825","DOIUrl":"https://doi.org/10.54367/kairos.v3i1.825","url":null,"abstract":"Writing English composition is more complicated than Indonesian compositions. Therefore, students often make errors in writing English compositions. This study aims at finding out the errors made by the eighth grade students of SMP Negeri 31 Medan in writing English composition and to find out the causes of those errors. The population of this study is the eighth grade students of SMP Negeri 31 Medan in Academic Year 2017/2018. The sample is class VIII-A with 30 students. The instrument for collecting data were the students’ English compositions and the questionnaires. The result from the students’ English compositions showed that third singular verb in morphological errors is the highest error made by the students (55,10%), followed by errors in definite article (20,40%), errors in Possesive Case (12,24%), errors in Comparative Adjective or Adverb (12,24%); the errors of syntactical errors in Verb or Verb Phrase (50%), Errors in Noun or Noun Phrase (25%) and Errors in Word order (25%). It means that the eighth grade students of SMP Negeri 31 Medan are poor in writing English compositions. While the result of the questionnaires showed that there are several reasons that cause students error. The three highest reasons are the students do not have a sufficcient vocabulary, students do not comprehend how to use the third singular verbs, article and possesive and the English teacher never asked the students to write English compositions. Thus, the students are suggested to study and more about writing English compositions and to do exercises about it. The teacher should give more writing practice to the students.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126880002","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}
Writing is the most important human invention which provides a relatively permanent record of information, opinions, benefits, feelings, arguments, explanations, and theories. 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 techniques to improve students’ writing skill is Dictogloss Technique. The method that is used in this research is Classroom Action Research (CAR). The subject of this research are 35 students of class VIII-4 of SMP Negeri 31 Medan in the academic year of 2018/2019. Tests, observation sheets, field notes, and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 60 with 0% students got score 75, in formative test the mean score is 76.71 with 60% students got score 75 and in post-test the mean score is 80.85 with 94% students got score 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 94%. The response of students after being taught by using Dictogloss Technique are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Dictogloss Technique in teaching writing skill to improve students’ skill in writing descriptive text.Â
书写是人类最重要的发明，它提供了信息、意见、利益、感受、争论、解释和理论的相对永久的记录。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。提高学生€™写作技能的技巧之一是Dictogloss Technique。本研究使用的方法是课堂行动研究(CAR)。本研究的对象是2018/2019学年棉兰SMP Negeri 31的VIII-4班的35名学生。使用测试、观察表、实地记录和问卷作为收集数据的工具。本研究结果显示，学生在写描述性文字方面的得分越来越高。测试结果表明，前测学生平均成绩为60分，75%的学生得到75分;形成性测试学生平均成绩为76.71分，60%的学生得到75分;后测学生平均成绩为80.85分，94%的学生得到75分。结果表明，从测试前到测试后，学生的平均分提高了94%。运用辨析法教学后，学生反应良好。学生们享受着教与学的过程。建议教师在写作技巧教学中使用Dictogloss Technique，以提高学生的描述性写作€™技能text.Â
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This research is conducted in order to improve the eight grade students’ competence in using question tag through Discussion Method at SMP Deli Murni Medan. It also helps the English teacher of the eight grade students of SMP Deli Murni Medan to manage learning and teaching activities in the classroom. In conducting this research, the writer used Classroom Action Research (CAR) as the method of research. Thisresearch consists of two cycles and each cycle consists of four steps, they were planning, action, observation and reflecting. The data were in the form of qualitative and quantitative data. The qualitative data analyzed the learning process. The quantitative data counted the students’ score in pre-test and post-test. The result of this research shows that in teaching question tags through Discssion Method at the eight grade students of SMP Deli Murni Medan could improve their competence in using question tags. Moreever, the students’ achievements in pre-test and post-test showed a significant improvement. The total score of quantitative data in pre-test was 1998 with the mean score 54, while the total score in formative test was 2630 with the mean score 71,08 and the total score of post-test was 3004 with the mean score 81,18. From the result, the writer concluded that Discussion Method could improve students’ competence in using question tags.
本研究旨在透过讨论式教学法，提高小学八年级学生使用反义疑问句的能力。它还帮助SMP Deli Murni Medan八年级学生的英语老师管理课堂上的学习和教学活动。在进行本研究时，笔者采用了课堂行动研究(CAR)作为研究方法。本研究分为两个周期，每个周期包括四个步骤，分别是计划、行动、观察和反思。数据采用定性和定量两种形式。定性数据分析了学习过程。定量数据统计学生在测试前和测试后的成绩。本研究结果表明，采用讨论法进行问题标签教学，可以提高中学八年级学生使用问题标签的能力。此外，学生在测试前和测试后的成绩都有了明显的提高。前测定量数据总分1998分，平均得分54分;形成性测试总分2630分，平均得分71,08Â;后测总分3004分，平均得分81,18分。从结果来看，作者认为讨论法可以提高学生使用疑问标签的能力。
{"title":"IMPROVING THE EIGHT GRADE STUDENTS’ COMPETENCE IN USING QUESTION TAGS THROUGH DISCUSSION METHOD AT SMP DELI MURNI MEDAN","authors":"Yolenta Wea, Viator Lumban Raja, Novalina Sembiring","doi":"10.54367/kairos.v3i2.834","DOIUrl":"https://doi.org/10.54367/kairos.v3i2.834","url":null,"abstract":"This research is conducted in order to improve the eight grade students’ competence in using question tag through Discussion Method at SMP Deli Murni Medan. It also helps the English teacher of the eight grade students of SMP Deli Murni Medan to manage learning and teaching activities in the classroom. In conducting this research, the writer used Classroom Action Research (CAR) as the method of research. Thisresearch consists of two cycles and each cycle consists of four steps, they were planning, action, observation and reflecting. The data were in the form of qualitative and quantitative data. The qualitative data analyzed the learning process. The quantitative data counted the students’ score in pre-test and post-test. The result of this research shows that in teaching question tags through Discssion Method at the eight grade students of SMP Deli Murni Medan could improve their competence in using question tags. Moreever, the students’ achievements in pre-test and post-test showed a significant improvement. The total score of quantitative data in pre-test was 1998 with the mean score 54, while the total score in formative test was 2630 with the mean score 71,08 and the total score of post-test was 3004 with the mean score 81,18. From the result, the writer concluded that Discussion Method could improve students’ competence in using question tags.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122650666","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 : 2020-07-27DOI: 10.54367/kairos.v3i1.828
Herni Yanti Firteach Gea, J. J. Pangaribuan, Novalina Sembiring
Speaking is one of four basic skills in language. Speaking becomes the most important tool to communicate which needs to be accomplished. The objectives of this research are to describe the students’ responses and how well are the students’ speaking skill of the eleventh MIA grade students of SMA Deli Murni Bandar Baru after having been taught by using Round Robin Brainstorming Technique. This research is a Classroom Action Research which was conducted by applying Round Robin Brainstorming Technique to the eleventh MIA grade students class A. After eight meetings, it could be seen that there is a significant improvement of students’ speaking skill. The result of this research showed that the students’ responses after being taught by using Round Robin Brainstorming Technique are very good. The result is 91,84% students strongly agree that Round Robin Brainstroming Technique improve their speaking skill. The result of the test showed that the students’ mean score in pretest is 58,58 with 16% of the students got score ³75 and in posttest mean score is 76,06 with 68% of the students got score ³75. It showed that there was a significant mean score improvement between pretest and posttest about 52%. It is suggested that teachers use Round Robin Brainstorming Technique as an alternative technique in teaching speaking to the students in Senior High School in order to improve their speaking skill.
口语是语言四项基本技能之一。说话成为沟通最重要的工具，需要完成。本研究的目的是描述SMA Deli Murni Bandar Baru的11年级学生在接受了轮转头脑风暴技术的教学后，学生的€™反应和学生的口语技能有多好。本研究是一项课堂行动研究，将循环式头脑风暴技术应用于MIA高二a班的学生，经过8次会议，可以看出学生的口语技能有了明显的提高。本研究的结果表明，学生在使用循环式头脑风暴技术进行教学后，反应非常好。结果是91.84%的学生强烈同意循环式头脑风暴技术提高了他们的口语技能。测试结果表明，学生的前测平均值为58.58分，其中16%的学生获得³75分;后测平均值为76.06分，其中68%的学生获得³75分。结果表明，测试前和测试后的平均得分提高了约52%。建议教师在对高中学生进行口语教学时，采用循环式头脑风暴法，以提高学生的口语能力。
{"title":"IMPROVING STUDENTS’ SPEAKING SKILL BY USING ROUND ROBIN BRAINSTORMING TECHNIQUE TO THE ELEVENTH MIA GRADE STUDENTS OF SMA DELI MURNI BANDAR BARU","authors":"Herni Yanti Firteach Gea, J. J. Pangaribuan, Novalina Sembiring","doi":"10.54367/kairos.v3i1.828","DOIUrl":"https://doi.org/10.54367/kairos.v3i1.828","url":null,"abstract":"Speaking is one of four basic skills in language. Speaking becomes the most important tool to communicate which needs to be accomplished. The objectives of this research are to describe the students’ responses and how well are the students’ speaking skill of the eleventh MIA grade students of SMA Deli Murni Bandar Baru after having been taught by using Round Robin Brainstorming Technique. This research is a Classroom Action Research which was conducted by applying Round Robin Brainstorming Technique to the eleventh MIA grade students class A. After eight meetings, it could be seen that there is a significant improvement of students’ speaking skill. The result of this research showed that the students’ responses after being taught by using Round Robin Brainstorming Technique are very good. The result is 91,84% students strongly agree that Round Robin Brainstroming Technique improve their speaking skill. The result of the test showed that the students’ mean score in pretest is 58,58 with 16% of the students got score ³75 and in posttest mean score is 76,06 with 68% of the students got score ³75. It showed that there was a significant mean score improvement between pretest and posttest about 52%. It is suggested that teachers use Round Robin Brainstorming Technique as an alternative technique in teaching speaking to the students in Senior High School in order to improve their speaking skill.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"295 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123457196","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}
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