Pub Date : 2020-06-17DOI: 10.54367/kairos.v2i3.737
Vera Nova Sitanggang, Viator Lumban Raja, J. J. Pangaribuan
The aim of this study is to find whether Team Game Tournament Technique works effectively on improving students’ reading comprehension and to know what the students’ responses after being taught by using Team Game Tournament Technique. In order to achieve the objectives of study, a classroom action research was designed and carried out in this study. The participants of this study were 25 students of class VIII-1 of SMP Negeri 2 Parapat in the academic year 2017/2018. Test, observation sheet and field notes were used as the instruments for collecting data. The results 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 was 48.80 with 16% %, formative test was 67,52 with 28% and post test was 81.52 with 72%. In addition, the analysis result of the observation sheet and field notes showed that Team Game Tournament Technique changed the students’ learning behaviour being better than before. They were more enthusiastic during the learnng speaking process in each cycle. Based on the result of those study instruments, it can be concluded that using Team Game Tournament Technique gives the improvement to students’ reading comprehension. This technique is seuggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggest to other writers to explore another studies on Team Game Tournament Technique to improve the students’ reading comprehension and try to apply this technique in different language skills.
本研究的目的是为了了解团队游戏锦标赛技术是否有效地提高学生的阅读理解能力，并了解学生在使用团队游戏锦标赛技术后的反应。为了达到研究的目的，本研究设计并开展了课堂行动研究。本研究的对象是2017/2018学年SMP Negeri 2 Parapat VIII-1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。学生各项测验的平均成绩证明:前测48.80分占16%，形成性测验67.52分占28%，后测81.52分占72%。此外，观察表和现场笔记的分析结果表明，团队游戏锦标赛技术对学生的学习行为的改变比以前更好。在每个周期的学习口语过程中，他们都表现得更加热情。基于这些研究工具的结果，可以得出使用团队游戏比赛技术对学生的阅读理解能力有提高的结论。建议英语教师将此技巧运用于阅读教学中，以提高学生的阅读理解能力。作者还建议其他作者探索另一项关于团队游戏竞赛技术的研究，以提高学生的阅读理解能力，并尝试将这种技术应用于不同的语言技能。
{"title":"IMPROVING THE EIGHTH GRADE STUDENTS’ READING COMPREHENSIION THROUGH TEAM GAME TOURNAMENT TECHNIQUE AT SMP NEGERI 2 PARAPAT","authors":"Vera Nova Sitanggang, Viator Lumban Raja, J. J. Pangaribuan","doi":"10.54367/kairos.v2i3.737","DOIUrl":"https://doi.org/10.54367/kairos.v2i3.737","url":null,"abstract":"The aim of this study is to find whether Team Game Tournament Technique works effectively on improving students’ reading comprehension and to know what the students’ responses after being taught by using Team Game Tournament Technique. In order to achieve the objectives of study, a classroom action research was designed and carried out in this study. The participants of this study were 25 students of class VIII-1 of SMP Negeri 2 Parapat in the academic year 2017/2018. Test, observation sheet and field notes were used as the instruments for collecting data. The results 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 was 48.80 with 16% %, formative test was 67,52 with 28% and post test was 81.52 with 72%. In addition, the analysis result of the observation sheet and field notes showed that Team Game Tournament Technique changed the students’ learning behaviour being better than before. They were more enthusiastic during the learnng speaking process in each cycle. Based on the result of those study instruments, it can be concluded that using Team Game Tournament Technique gives the improvement to students’ reading comprehension. This technique is seuggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggest to other writers to explore another studies on Team Game Tournament Technique 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":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122166859","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 : 2020-06-17DOI: 10.54367/kairos.v2i3.736
Jelita A Purba, Linus Rumapea, Novalina Sembiring
This thesis discuss about Improving Students Speaking’ Achievement through the Application of Small Group Discussion Method to the Eighth Grade Students of SMP Negeri 21 Medan. The objective of the study was to find out how effective the use of Small Group Discussion Method (SGD) in teaching speaking especially in asking and giving opinion. The study of the research concentrates on the improving students’ speaking achievement by the application of small group discussion method. Specifically, it is concerned more about the students’ achievement in asking and giving opinion. The research has two cycles. Each cycle has three meetings. The subject of the research was students of Eighth grade students of SMP Negeri 21 Medan which consisted of twenty four students. The instruments of data collection were quantitative and qualitative data. While the quantitative data was conducted by pre-test, post-test I, and post-test II students’ speaking score in every cycle, the qualitative data conducted by the three instruments; observation sheet, questionnaire and diary notes. Based on the speaking tests, students’ score improved. In the pretest, the mean of the students was 48.82. The post-test I mean 68.66 and in the post-test II the mean of the students 77.91. Based on the observation sheet, questionnaire sheet and diary notes, it was found that learning activity ran well. Most students felt interested in the process of learning activity and involved in their group during the discussion time. The result of the research showed that Small Group Discussion Method was able to improve students’ achievement in asking and giving opinion.
{"title":"IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT THROUGH THE APPLICATION OF SMALL GROUP DISCUSSION METHOD TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 21 MEDAN","authors":"Jelita A Purba, Linus Rumapea, Novalina Sembiring","doi":"10.54367/kairos.v2i3.736","DOIUrl":"https://doi.org/10.54367/kairos.v2i3.736","url":null,"abstract":"This thesis discuss about Improving Students Speaking’ Achievement through the Application of Small Group Discussion Method to the Eighth Grade Students of SMP Negeri 21 Medan. The objective of the study was to find out how effective the use of Small Group Discussion Method (SGD) in teaching speaking especially in asking and giving opinion. The study of the research concentrates on the improving students’ speaking achievement by the application of small group discussion method. Specifically, it is concerned more about the students’ achievement in asking and giving opinion. The research has two cycles. Each cycle has three meetings. The subject of the research was students of Eighth grade students of SMP Negeri 21 Medan which consisted of twenty four students. The instruments of data collection were quantitative and qualitative data. While the quantitative data was conducted by pre-test, post-test I, and post-test II students’ speaking score in every cycle, the qualitative data conducted by the three instruments; observation sheet, questionnaire and diary notes. Based on the speaking tests, students’ score improved. In the pretest, the mean of the students was 48.82. The post-test I mean 68.66 and in the post-test II the mean of the students 77.91. Based on the observation sheet, questionnaire sheet and diary notes, it was found that learning activity ran well. Most students felt interested in the process of learning activity and involved in their group during the discussion time. The result of the research showed that Small Group Discussion Method was able to improve students’ achievement in asking and giving opinion.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131805355","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 : 2020-06-17DOI: 10.54367/kairos.v2i3.733
Apriliyanti Apriliyanti, K. Tarigan, J. J. Pangaribuan
Reading is one of the four language skills in English, they are listening, speaking, reading and writing. Students get bored with reading and it is very difficult for them to work with it because they do not understand how to comprehend a reading material. Thus, they need some ways or strategy which could help students’s reading comprehension on narrative text. The teacher should be creative to search for interesting strategy to teach reading comprehension on narrative text. Context Clues strategy can help the students to understand a narrative text. The objectives of this study to find out the students’ reading comprehension by Context Clues strategy. The subject of this study were the eighth grade students of SMP Dharma Wanita Medan. In conducting this research the writer used Classroom Action Research (CAR) as the method of research. The test was used to gather the quantitative data. Based on the finding of this study, it showed in pre-test only 3 students (10%) who passed KKM (the Mastery Minimum Criteria), and post test 27 students (90%). The result of this research revealed that there was a significant improvement of the students’ achievement in the post test. This improvement was shown by the comparison between the mean scrore of pre-test (47,26), and post test (80.33). Furthermore, the students were interested in Context Clues Strategy, it can be seen from their full attention during the teaching learning process. Therefore, Context Clues Startegy was effective strategy in helping students to improve their reading comprehension especially in narrative text.
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION THROUGH CONTEXT CLUES STRATEGY AT THE EIGHTH GRADE OF SMP DHARMA WANITA MEDAN","authors":"Apriliyanti Apriliyanti, K. Tarigan, J. J. Pangaribuan","doi":"10.54367/kairos.v2i3.733","DOIUrl":"https://doi.org/10.54367/kairos.v2i3.733","url":null,"abstract":"Reading is one of the four language skills in English, they are listening, speaking, reading and writing. Students get bored with reading and it is very difficult for them to work with it because they do not understand how to comprehend a reading material. Thus, they need some ways or strategy which could help students’s reading comprehension on narrative text. The teacher should be creative to search for interesting strategy to teach reading comprehension on narrative text. Context Clues strategy can help the students to understand a narrative text. The objectives of this study to find out the students’ reading comprehension by Context Clues strategy. The subject of this study were the eighth grade students of SMP Dharma Wanita Medan. In conducting this research the writer used Classroom Action Research (CAR) as the method of research. The test was used to gather the quantitative data. Based on the finding of this study, it showed in pre-test only 3 students (10%) who passed KKM (the Mastery Minimum Criteria), and post test 27 students (90%). The result of this research revealed that there was a significant improvement of the students’ achievement in the post test. This improvement was shown by the comparison between the mean scrore of pre-test (47,26), and post test (80.33). Furthermore, the students were interested in Context Clues Strategy, it can be seen from their full attention during the teaching learning process. Therefore, Context Clues Startegy was effective strategy in helping students to improve their reading comprehension especially in narrative text.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128178250","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 : 2020-06-17DOI: 10.54367/kairos.v2i3.734
Christiani Sarnauli Sitindaon, R. Simamora, K. Tarigan
This study is about improving students’ reading comprehension on narrative text through mind mapping technique at SMA SANTO PETRUS Medan. The theory applying is Buzan’s theory of mind mapping and its method are quantitative and qualitative methods. This reseach is Classroom Action Research to apply the mind mapping technique in teaching reading. The data are collected through observations, interviews, and documentations. The qualitative data consist of the table of students’ scores, and the quantitative data consist of diary notes, interview transcripts, documentations, and students’ works. This research consisted of two cycles. It was conducted collaboratively with the English teacher. The subjects of this research were 36 students of class X MIA in SMA Santo Petrus Medan. The result of this study finds that mind mapping technique can improve the students’ reading comprehension. It is proved by the students’ ability in reading comprehension and the students’ scores after the test were given. In the pre-test, the students’mean score is 61,44. Then, in the formative test cycle 1, the students’ mean score is 62, and in the post-test cycle 2, the students’mean score is 72. It is conclude by the mind mapping can improve students’ reading comprehension achievement.
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT THROUGH MIND MAPPING TECHNIQUE AT SMA SANTO PETRUS MEDAN","authors":"Christiani Sarnauli Sitindaon, R. Simamora, K. Tarigan","doi":"10.54367/kairos.v2i3.734","DOIUrl":"https://doi.org/10.54367/kairos.v2i3.734","url":null,"abstract":"This study is about improving students’ reading comprehension on narrative text through mind mapping technique at SMA SANTO PETRUS Medan. The theory applying is Buzan’s theory of mind mapping and its method are quantitative and qualitative methods. This reseach is Classroom Action Research to apply the mind mapping technique in teaching reading. The data are collected through observations, interviews, and documentations. The qualitative data consist of the table of students’ scores, and the quantitative data consist of diary notes, interview transcripts, documentations, and students’ works. This research consisted of two cycles. It was conducted collaboratively with the English teacher. The subjects of this research were 36 students of class X MIA in SMA Santo Petrus Medan. The result of this study finds that mind mapping technique can improve the students’ reading comprehension. It is proved by the students’ ability in reading comprehension and the students’ scores after the test were given. In the pre-test, the students’mean score is 61,44. Then, in the formative test cycle 1, the students’ mean score is 62, and in the post-test cycle 2, the students’mean score is 72. It is conclude by the mind mapping can improve students’ reading comprehension achievement.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121601982","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 : 2020-06-16DOI: 10.54367/kairos.v2i2.729
Unita Manullang, Viator Lumban Raja, Anna Stasya Prima Sari
This research is aimed to improve students’ vocabulary mastery through the application of crossword puzzle game. The subject of this research of the eighth grade students of SMP Swasta Dharma Bakti Medan. This research was conducted by applying Classroom Action Research (CAR) which was performed in two cycles (cycle I and cycle II) and each cycle consisted of three meetings. This instrument of collecting data are quantitative (vocabulary test) data and qualitative data (diary notes, observation sheet and photograph evidences).the result of vocabulary test as the quantitative data show that mean of students’ score increased continuously from pre-test 36,71, post-test in cycle I 64.10, to post-test cycle II 78,48. The diary notes, observation sheet and photograph evidences as qualitative data showed that the teaching and learning process ran well. It was found that crossword puzzle game could improve students’ vocabulary mastery. It is suggested that teachers of English should apply crossword puzzle game as one of the game in teaching vocabulary mastery.
{"title":"IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH CROSSWORD PUZZLE GAME TO THE EIGHTH GRADE STUDENTS OF SMP SWASTA DHARMA BAKTI MEDAN","authors":"Unita Manullang, Viator Lumban Raja, Anna Stasya Prima Sari","doi":"10.54367/kairos.v2i2.729","DOIUrl":"https://doi.org/10.54367/kairos.v2i2.729","url":null,"abstract":"This research is aimed to improve students’ vocabulary mastery through the application of crossword puzzle game. The subject of this research of the eighth grade students of SMP Swasta Dharma Bakti Medan. This research was conducted by applying Classroom Action Research (CAR) which was performed in two cycles (cycle I and cycle II) and each cycle consisted of three meetings. This instrument of collecting data are quantitative (vocabulary test) data and qualitative data (diary notes, observation sheet and photograph evidences).the result of vocabulary test as the quantitative data show that mean of students’ score increased continuously from pre-test 36,71, post-test in cycle I 64.10, to post-test cycle II 78,48. The diary notes, observation sheet and photograph evidences as qualitative data showed that the teaching and learning process ran well. It was found that crossword puzzle game could improve students’ vocabulary mastery. It is suggested that teachers of English should apply crossword puzzle game as one of the game in teaching vocabulary mastery.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115734581","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 : 2020-06-16DOI: 10.54367/kairos.v2i2.726
Lilia Junita Sirait, J. J. Pangaribuan, K. Tarigan
The aim of this study is to find whether Mind Mapping Technique works effectively on improving the eighth grade students’ achievement in vocabulary and to know the students’ responses after being taught by using Mind Mapping Technique. 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 27 students of class VIII- 81  OF SMP Santo Thomas 3 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’ vocabulary. It is proved by the students’ mean score of each test: pre-test was 65,33%, formative test was 72,59% and post-test was 85,92% . In addition, the, the analysis result of the observation sheet and field notes showed Mind Mapping Technique 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 Mind Mapping Technique was useful to most of students to improve their learnig interest in vocabulary. Based on the results of those study instruments, it can be concluded that Mind Mapping Technique as learning technique gives the improvement to students’ vocabulary. It is recommended for English teacher to apply Mind Mapping Technique in teaching vocabulary in order to improve students’ vocabulary.
{"title":"TEACHING VOCABULARY THROUGH MIND MAPPING TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF SMP SANTO THOMAS 3 MEDAN","authors":"Lilia Junita Sirait, J. J. Pangaribuan, K. Tarigan","doi":"10.54367/kairos.v2i2.726","DOIUrl":"https://doi.org/10.54367/kairos.v2i2.726","url":null,"abstract":"The aim of this study is to find whether Mind Mapping Technique works effectively on improving the eighth grade students’ achievement in vocabulary and to know the students’ responses after being taught by using Mind Mapping Technique. 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 27 students of class VIII- 81  OF SMP Santo Thomas 3 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’ vocabulary. It is proved by the students’ mean score of each test: pre-test was 65,33%, formative test was 72,59% and post-test was 85,92% . In addition, the, the analysis result of the observation sheet and field notes showed Mind Mapping Technique 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 Mind Mapping Technique was useful to most of students to improve their learnig interest in vocabulary. Based on the results of those study instruments, it can be concluded that Mind Mapping Technique as learning technique gives the improvement to students’ vocabulary. It is recommended for English teacher to apply Mind Mapping Technique in teaching vocabulary in order to improve students’ vocabulary.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"416 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126699994","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 : 2020-06-16DOI: 10.54367/kairos.v1i3.718
Indri Kristine br Ginting, Erikson Saragih, J. J. Pangaribuan
This study attempts to investigate the correlation between students‟ vocabulary mastery and ability in arranging narrative paragraphs. The research approach was quantitative. The research method was descriptive. The research design of this study was a correlational design. The population of this study was second grade students of SMA Swasta Santo Petrus Medan totaling to 118 of three parallel classes. The sample of this research was the class XI MIA totaling to 38 students. The instrument of collecting the data were vocabulary test and arranging narrative paragraphs test and split half formula was used to obtain the reliability of the test. The data was analyzed by using Pearson Product Moment formula. From this study it was found that robserved is higher than rtable (0.881>0.413). It means that null hypothesis is rejected and Alternative hypothesis is accepted. As the conclusion, there is very strong correlation between students‟ vocabulary mastery and ability in arranging narrative paragraphs at SMA Swasta Santo Petrus Medan in Academic Year of 2016/2017.
{"title":"THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND ABILITY IN ARRANGING NARRATIVE PARAGRAPHS AT SMA SWASTA SANTO PETRUS MEDAN","authors":"Indri Kristine br Ginting, Erikson Saragih, J. J. Pangaribuan","doi":"10.54367/kairos.v1i3.718","DOIUrl":"https://doi.org/10.54367/kairos.v1i3.718","url":null,"abstract":"This study attempts to investigate the correlation between students‟ vocabulary mastery and ability in arranging narrative paragraphs. The research approach was quantitative. The research method was descriptive. The research design of this study was a correlational design. The population of this study was second grade students of SMA Swasta Santo Petrus Medan totaling to 118 of three parallel classes. The sample of this research was the class XI MIA totaling to 38 students. The instrument of collecting the data were vocabulary test and arranging narrative paragraphs test and split half formula was used to obtain the reliability of the test. The data was analyzed by using Pearson Product Moment formula. From this study it was found that robserved is higher than rtable (0.881>0.413). It means that null hypothesis is rejected and Alternative hypothesis is accepted. As the conclusion, there is very strong correlation between students‟ vocabulary mastery and ability in arranging narrative paragraphs at SMA Swasta Santo Petrus Medan in Academic Year of 2016/2017.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117138186","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 : 2020-06-16DOI: 10.54367/kairos.v2i2.728
Julia Marito Simamora, Novalina Sembiring, J. J. Pangaribuan
Speaking is considered as an important skill to be accomplished by students. As a language is used as a tool of communication, the ability of speaking or communicating with others takes an important role. People should know how to express thoughts, opinions, feelings, and ideas through the language. Teachers can also use media to enable the students to present ideas to individual peers, peers group, and entire classes. For example, students learn to speak on a subject of their own choice or on the teacher’s topic through picture-cued media.This study is a Classroom Action Research which focuses on improving students’ speaking skills by using picture-cued media. The teaching process was carried out in two cycles. The data consist of observation sheet and test. The data from the observation that have been taken from every cycle are analyzed descriptively, while the data from test are analyzed quantitatively. The result of this study shows that using picture-cued media can improve students’ speaking skill. This is proven by students’ test score that improved in each test. In the pre-test, the students’ average score is 53.8. While in the formative test cycle I, the students’ average score is 61.58, and in the post-test cycle II, the students’ average score is 78.8. That means the picture-cued media can improve the students’ speaking skill significantly.In this research, it is recommended that if the students are not confident in their speaking skills, the students can be given chances to prepare. Teachers are recommended to provide the interesting picture-cued media, control the students’ activities in the classroom, give clear instructions and give chances to practice their English as frequently as possible by using picture-cued media.
{"title":"IMPROVING STUDENTS’ SPEAKING SKILLS BY USING PICTURE-CUED MEDIA TO THE EIGHTH GRADE STUDENTS OF SMP SANTO YOSEPH MEDAN","authors":"Julia Marito Simamora, Novalina Sembiring, J. J. Pangaribuan","doi":"10.54367/kairos.v2i2.728","DOIUrl":"https://doi.org/10.54367/kairos.v2i2.728","url":null,"abstract":"Speaking is considered as an important skill to be accomplished by students. As a language is used as a tool of communication, the ability of speaking or communicating with others takes an important role. People should know how to express thoughts, opinions, feelings, and ideas through the language. Teachers can also use media to enable the students to present ideas to individual peers, peers group, and entire classes. For example, students learn to speak on a subject of their own choice or on the teacher’s topic through picture-cued media.This study is a Classroom Action Research which focuses on improving students’ speaking skills by using picture-cued media. The teaching process was carried out in two cycles. The data consist of observation sheet and test. The data from the observation that have been taken from every cycle are analyzed descriptively, while the data from test are analyzed quantitatively. The result of this study shows that using picture-cued media can improve students’ speaking skill. This is proven by students’ test score that improved in each test. In the pre-test, the students’ average score is 53.8. While in the formative test cycle I, the students’ average score is 61.58, and in the post-test cycle II, the students’ average score is 78.8. That means the picture-cued media can improve the students’ speaking skill significantly.In this research, it is recommended that if the students are not confident in their speaking skills, the students can be given chances to prepare. Teachers are recommended to provide the interesting picture-cued media, control the students’ activities in the classroom, give clear instructions and give chances to practice their English as frequently as possible by using picture-cued media.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128671361","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 : 2020-06-16DOI: 10.54367/kairos.v2i1.725
Roganti Situmorang, Erikson Saragih, K. Tarigan
This research is aimed to analysis on the errors in using simple past tense made by students at class VIII in SMP Trisakti I Medan. The subject of this research of the eighth grade students of SMP Trisakti I Medan. The method used in this study was descriptive analysis method to describe students’ errors and analyze the data by using formula:  x 100 %, 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 of the errors analysis process showed that students’ committed error into four types: omission, addition, misformation, and misordering. From the frequency of each error types, showed that there are 218 errors made by the students.the most frequent error made by students is Misformation which consists of 160 errors or 73,3%, it is followed by omission with 32 errors or 14,7%. The next is addition which consists of 15 errors or 6,7%. And the last is misordering with 11 errors or 5%.
本研究旨在分析棉兰中学中学八年级学生使用一般过去时的错误。本研究的对象为棉兰三里萨克小学八年级学生。本研究采用描述性分析方法描述学生的€™错误，并使用公式分析数据:  x 100%， P= Â百分比，F=出错频率，N=学生出错总数。数据取自测试:这是笔试。错误分析过程的结果表明，学生犯的错误有四种类型:遗漏、Â添加、错误和错误排序。从每种错误类型出现的频率来看，学生犯的错误有218个。学生犯错误最多的是“Misformation”，有160个错误，占73.3%;其次是“”，有32个错误，占14.7%。其次是加法，有15个错误，占6.7%。最后一个是顺序错误，有11个错误，占5%。
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Pub Date : 2020-06-16DOI: 10.54367/kairos.v2i1.723
Veronika Dasniati Tambunan, Viator Lumban Raja, Anna Stasya Prima Sari
This research was conducted in order to improve students’ speaking skill through story telling technique to the eleventh grade students of SMA Swasta Katolik Budi Murni 2 Medan. In conducting this research, the writer used Classroom Action Research (CAR). This reaearch showed that teaching speaking skill through story telling technique to the eleventh grade students of SMA Swasta Katolik Budi Murni 2 Medan could improve their speaking skill. The result of the this research showed that the students’ responses after being taught by using story telling technique are very good. The result of the test showed the students’ mean score in pretest is 57,37 with 20% of the students got score ≥ 70, in formative test mean score is 70,85 with 60% of t he students got score ≥ 70 and in posttest mean score is 80,05 with 88,57% of the students got score ≥ 70. The research findings showed tha the application of story telling technique could improve the students speaking skill. It is advisable that English teachers apply story telling technique as a technique in order to improve their students’ speaking skill.Â
{"title":"IMPROVING STUDENTS’ SPEAKING SKILL THROUGH STORY TELLING TECHNIQUE TO THE ELEVENTH GRADE STUDENTS OF SMA SWASTA KATOLIK BUDI MURNI 2 MEDAN","authors":"Veronika Dasniati Tambunan, Viator Lumban Raja, Anna Stasya Prima Sari","doi":"10.54367/kairos.v2i1.723","DOIUrl":"https://doi.org/10.54367/kairos.v2i1.723","url":null,"abstract":"This research was conducted in order to improve students’ speaking skill through story telling technique to the eleventh grade students of SMA Swasta Katolik Budi Murni 2 Medan. In conducting this research, the writer used Classroom Action Research (CAR). This reaearch showed that teaching speaking skill through story telling technique to the eleventh grade students of SMA Swasta Katolik Budi Murni 2 Medan could improve their speaking skill. The result of the this research showed that the students’ responses after being taught by using story telling technique are very good. The result of the test showed the students’ mean score in pretest is 57,37 with 20% of the students got score ≥ 70, in formative test mean score is 70,85 with 60% of t he students got score ≥ 70 and in posttest mean score is 80,05 with 88,57% of the students got score ≥ 70. The research findings showed tha the application of story telling technique could improve the students speaking skill. It is advisable that English teachers apply story telling technique as a technique in order to improve their students’ speaking skill. ","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130553439","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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