Pub Date : 2020-06-16DOI: 10.54367/kairos.v1i3.719
Mariana Naiborhu, K. Tarigan, Novalina Sembiring
The aim of this study is to improve students’ skill in writing recount texts and to find out the students’ responses after being taught by using Peer Review Strategy. The subject of the study is the students of Class VIII A of SMP Budi Murni 3 Medan in the Academic Year of 2017/2018. Questionnaire, observation sheet, field notes, and writing tests were used as the instruments for collecting data. The results of the study showed the significant improvement of the students’ skill in writing recount texts. It is proven by the students’ mean score of each test: pre-test is 64,68, formative test is 70,75 and post-test is 75,86. The progress is about 11,18 based on the students’ mean score. Moreover, the improvement could also be seen from the Minimum Mastery Criteria (Kriteria Ketuntasan Minimum (KKM)) which showed that the students’ score of pre-test is 20,68%, formative test is 58,62%, and post-test is 72,41%. It can be concluded that there is a significant progress of 52% based on (Kriteria Ketuntasan Minimum (KKM)). The students also agreed with the application of Peer Review Strategy in writing recount texts. It can be seen from the result of questionnaire that there was 60% of strongly agree and 40% of agree. Therefore, the application of Peer Review Strategy is very suitable to improve students’ skill in writing recount texts.
本研究的目的是为了提高学生复述课文的写作技巧，并了解学生在接受同侪评议策略教学后的反应。本研究的对象是2017/2018学年棉兰Budi Murni 3 SMP VIII A班的学生。采用问卷调查、观察表、实地记录、笔试等方法收集数据。研究结果表明，学生在复述文本写作方面的技能有了显著提高。学生每次考试的平均成绩证明:前测为64分、68分，形成性考试为70分、75分，后测为75分、86分。根据学生的平均成绩，进度约为11,18。此外，从最低掌握标准(KKM)中也可以看出，学生的前测分数为20.68%，形成性测试分数为58.62%，后测分数为72.41%。基于KKM (Kriteria Ketuntasan Minimum, KKM)，可以得出52%的显著进步。学生也同意在撰写叙述文本时应用同侪评议策略。从问卷结果可以看出，60%的人非常同意，40%的人同意。因此，同伴评议策略的应用非常适合提高学生复述文本的写作能力。
{"title":"IMPROVING STUDENTS’ SKILL IN WRITING RECOUNT TEXTS BY USING PEER REVIEW STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP KATOLIK BUDI MURNI 3 MEDAN","authors":"Mariana Naiborhu, K. Tarigan, Novalina Sembiring","doi":"10.54367/kairos.v1i3.719","DOIUrl":"https://doi.org/10.54367/kairos.v1i3.719","url":null,"abstract":"The aim of this study is to improve students’ skill in writing recount texts and to find out the students’ responses after being taught by using Peer Review Strategy. The subject of the study is the students of Class VIII A of SMP Budi Murni 3 Medan in the Academic Year of 2017/2018. Questionnaire, observation sheet, field notes, and writing tests were used as the instruments for collecting data. The results of the study showed the significant improvement of the students’ skill in writing recount texts. It is proven by the students’ mean score of each test: pre-test is 64,68, formative test is 70,75 and post-test is 75,86. The progress is about 11,18 based on the students’ mean score. Moreover, the improvement could also be seen from the Minimum Mastery Criteria (Kriteria Ketuntasan Minimum (KKM)) which showed that the students’ score of pre-test is 20,68%, formative test is 58,62%, and post-test is 72,41%. It can be concluded that there is a significant progress of 52% based on (Kriteria Ketuntasan Minimum (KKM)). The students also agreed with the application of Peer Review Strategy in writing recount texts. It can be seen from the result of questionnaire that there was 60% of strongly agree and 40% of agree. Therefore, the application of Peer Review Strategy is very suitable to improve students’ skill in writing recount texts.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"78 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":"124826929","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.v1i3.717
Evi Kristin Mahdalena, R. Simamora, F. Y. Ginting
This research is conducted in order to improve students’ reading comprehension in the easiest way through using think pair share of the ninth grade students of Junior High School Era Ibang Medan, and it also help the English teacher of the ninth grade students of Junior High School Era Ibang Medan to managed activities in classroom.In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. This research consisted of two cycles and each cycle consisted of four steps, they were planning, action, observation and reflecting. Each cycle was conducted in three meetings, so the researcher conducted this researcher in six meetings for one month and two weeks. The data were in the form of qualitative and quantitative data. The qualitative data was analyze the learning teaching process. The quantitative data was to count the students’ score in pre-test and post-test.The result of this research shows that using think pair share of the ninth grade students of Junior High School Era Ibang Medan could improve their reading skills. The students’ responses showed that they were interested in learning reading through think pair share. Morever, the students’ achievements in pre-test and post-test showed a significant improvement. The students’ average score in pre-test was 53,19%, while in the formative test in cycle I, the students’ average score is 60,03, and in the post-test cycle II, the students’ average score is 76. That means the think pair share can improve the students’ reading skill.
{"title":"THE USE THINK PAIR SHARE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE NINTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL ERA IBANG MEDAN","authors":"Evi Kristin Mahdalena, R. Simamora, F. Y. Ginting","doi":"10.54367/kairos.v1i3.717","DOIUrl":"https://doi.org/10.54367/kairos.v1i3.717","url":null,"abstract":"This research is conducted in order to improve students’ reading comprehension in the easiest way through using think pair share of the ninth grade students of Junior High School Era Ibang Medan, and it also help the English teacher of the ninth grade students of Junior High School Era Ibang Medan to managed activities in classroom.In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. This research consisted of two cycles and each cycle consisted of four steps, they were planning, action, observation and reflecting. Each cycle was conducted in three meetings, so the researcher conducted this researcher in six meetings for one month and two weeks. The data were in the form of qualitative and quantitative data. The qualitative data was analyze the learning teaching process. The quantitative data was to count the students’ score in pre-test and post-test.The result of this research shows that using think pair share of the ninth grade students of Junior High School Era Ibang Medan could improve their reading skills. The students’ responses showed that they were interested in learning reading through think pair share. Morever, the students’ achievements in pre-test and post-test showed a significant improvement. The students’ average score in pre-test was 53,19%, while in the formative test in cycle I, the students’ average score is 60,03, and in the post-test cycle II, the students’ average score is 76. That means the think pair share can improve the students’ reading skill.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114104196","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.v2i1.721
Edinopa Pandiangan, Novalina Sembiring, J. J. Pangaribuan
Vocabulary is one of components in the language learning because it is the basic for the people to speak the language. Therefore this study was conducted to improve students’ vocabulary mastery by applying Word Search Puzzle. This research design is classroom action research. The subjects of this research were the seventh grade of SMP Trisakti 1 Medan. The result showed in cycle I, there were 5 students (15,63%) whose vocabulary scores had achieved that the target of indicator with mean score is 52,89 (KKM 70) and there were 27 students (78,13%) whose scores were still far from the target. As there were 27 students whose scores below the target, so the indicator of the research had not been fulfilled yet in the first cycle. Nevertheless, in order to fulfill the indicator which is 75% student must be able to get score 70 or more, so the next cycle was conducted. From data in cycle II, there were only 5 students (22%) whose scores were still far from target. In other hand, total students who could get the target are 27 students (78%) with mean score 87,10. Moreover, there is significant improvement from pre-test and post-test. It means that they were good enough in vocabulary after being taught through Word Search Puzzle. The result of this resesarch also shows that students’ response after being taught through Word Search Puzzle is good. It can be stated that Word Search Puzzle can improve the students’ vocabulary mastery at SMP Trisakti 1 Medan.
{"title":"IMPROVING THE SEVENTH GRADE STUDENTS’ VOCABULARY MASTERY THROUGH WORD SEARCH PUZZLE AT SMP TRISAKTI 1 MEDAN","authors":"Edinopa Pandiangan, Novalina Sembiring, J. J. Pangaribuan","doi":"10.54367/kairos.v2i1.721","DOIUrl":"https://doi.org/10.54367/kairos.v2i1.721","url":null,"abstract":"Vocabulary is one of components in the language learning because it is the basic for the people to speak the language. Therefore this study was conducted to improve students’ vocabulary mastery by applying Word Search Puzzle. This research design is classroom action research. The subjects of this research were the seventh grade of SMP Trisakti 1 Medan. The result showed in cycle I, there were 5 students (15,63%) whose vocabulary scores had achieved that the target of indicator with mean score is 52,89 (KKM 70) and there were 27 students (78,13%) whose scores were still far from the target. As there were 27 students whose scores below the target, so the indicator of the research had not been fulfilled yet in the first cycle. Nevertheless, in order to fulfill the indicator which is 75% student must be able to get score 70 or more, so the next cycle was conducted. From data in cycle II, there were only 5 students (22%) whose scores were still far from target. In other hand, total students who could get the target are 27 students (78%) with mean score 87,10. Moreover, there is significant improvement from pre-test and post-test. It means that they were good enough in vocabulary after being taught through Word Search Puzzle. The result of this resesarch also shows that students’ response after being taught through Word Search Puzzle is good. It can be stated that Word Search Puzzle can improve the students’ vocabulary mastery at SMP Trisakti 1 Medan.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"46 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":"124912442","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.v1i3.715
Berkat Aman Zebua, Viator Lumban Raja, F. Y. Ginting
Grammar is a description of certain organizing aspects of a written particular language. One of the grammar topic is verb BE. Verb BE is important in English Grammar, BE is the one of the elementary and earlier phases of subject verb agreement. The purpose of this research was to describe the ability of the second year students in using verb BE. This research was descriptive research. The population of this research was the second year students were take as a sample, and totals 40 students. The instrument of collecting data was a test concerning verb BE. The try out test was done in order to know the validity, reliability, item difficulty and power discrimination of test items. The result showed that 9 students (22.50%) belong to high category, 28 students (70%) to moderate category, and 3 students (7.50%) to low category. The mean score was 65.10 it was only 30% of the total students who can do the test well with 12 students who get score above 70. It means that the second year students at SMP Katolik Trisakti 1 Medan are not yet able to use the verb BE. Some students do not understand the rule of verb BE, how to apply it in sentences because there were a lot of rules and exception in verb BE. The students also had some difficulties in using verb BE. The students did not know the form of some tenses such as simple present tense, simple past tense etc. Based on the total incorrect answers made by the students in each tense was 349. The percentage students mistakes made using verb Be in Present Tense was 28.57%, and the percentage students mistakes made using verb Be in Past Tense was 11.46%, So the most mistakes made by the second year students in using verb Be was in present tense, the percentage was 28.57%. Thus, the students are suggested to study more the lesson of verb BE and to do the assignments well. The teacher also expected to give explanation of the materials of verb BE crearly
{"title":"THE ABILITY OF THE SECOND YEAR STUDENTS OF SMP KATOLIK TRISAKTI 1 MEDAN IN USING VERB BE","authors":"Berkat Aman Zebua, Viator Lumban Raja, F. Y. Ginting","doi":"10.54367/kairos.v1i3.715","DOIUrl":"https://doi.org/10.54367/kairos.v1i3.715","url":null,"abstract":"Grammar is a description of certain organizing aspects of a written particular language. One of the grammar topic is verb BE. Verb BE is important in English Grammar, BE is the one of the elementary and earlier phases of subject verb agreement. The purpose of this research was to describe the ability of the second year students in using verb BE. This research was descriptive research. The population of this research was the second year students were take as a sample, and totals 40 students. The instrument of collecting data was a test concerning verb BE. The try out test was done in order to know the validity, reliability, item difficulty and power discrimination of test items. The result showed that 9 students (22.50%) belong to high category, 28 students (70%) to moderate category, and 3 students (7.50%) to low category. The mean score was 65.10 it was only 30% of the total students who can do the test well with 12 students who get score above 70. It means that the second year students at SMP Katolik Trisakti 1 Medan are not yet able to use the verb BE. Some students do not understand the rule of verb BE, how to apply it in sentences because there were a lot of rules and exception in verb BE. The students also had some difficulties in using verb BE. The students did not know the form of some tenses such as simple present tense, simple past tense etc. Based on the total incorrect answers made by the students in each tense was 349. The percentage students mistakes made using verb Be in Present Tense was 28.57%, and the percentage students mistakes made using verb Be in Past Tense was 11.46%, So the most mistakes made by the second year students in using verb Be was in present tense, the percentage was 28.57%. Thus, the students are suggested to study more the lesson of verb BE and to do the assignments well. The teacher also expected to give explanation of the materials of verb BE crearly","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"11 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":"127081099","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.v2i2.727
Ika Sasmina br Munthe, R. Simamora, J. J. Pangaribuan
This study is aimed at finding out the impacts of the use of Know-Want-Learn strategy in improving the reading comprehension among seventh grade students of SMP Dharma Wanita Medan in the academic year of 2016/2017. The study was action research in two research cycles. In the study, the writer collaborated with the English teachers and the students. The data of this study were qualitative in nature supported by quantitative data. Qualitative data were obtained from the results of classroom observation and collaborators’ discussion. Quantitative data were obtained from pre-test and post test results. The instruments for collecting the data were observation, interview, and the pre-test and posttest. The data were in the form of field notes, interview, and the scores of the students’ pre-test and posttest. A t-test was used for the analysis of the quantitative data.The results of the two cycles show that the use of Know-Want-Learn Strategy is effective to improve the students’ reading comprehension. It is supported by the qualitative data which show that (1) Know-Want-Learn Strategy can help the teacher to increase the students’ comprehension of the text; (2) Know-Want-Learn strategy can help the students to preview the text, assess what they have learned after reading, and attract their interest in reading. The finding is also supported by the quantitative data. The mean of the students’ reading comprehension scores improves from 31 in the pre-test to 58 in the post-test. From the results above, it can be concluded that the use of Know-Want-Learn strategy can improve students’ reading comprehension. Â
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION BY USING KNOW-WANT-LEARN (KWL) STRATEGY AT SMP DHARMA WANITA MEDAN","authors":"Ika Sasmina br Munthe, R. Simamora, J. J. Pangaribuan","doi":"10.54367/kairos.v2i2.727","DOIUrl":"https://doi.org/10.54367/kairos.v2i2.727","url":null,"abstract":"This study is aimed at finding out the impacts of the use of Know-Want-Learn strategy in improving the reading comprehension among seventh grade students of SMP Dharma Wanita Medan in the academic year of 2016/2017. The study was action research in two research cycles. In the study, the writer collaborated with the English teachers and the students. The data of this study were qualitative in nature supported by quantitative data. Qualitative data were obtained from the results of classroom observation and collaborators’ discussion. Quantitative data were obtained from pre-test and post test results. The instruments for collecting the data were observation, interview, and the pre-test and posttest. The data were in the form of field notes, interview, and the scores of the students’ pre-test and posttest. A t-test was used for the analysis of the quantitative data.The results of the two cycles show that the use of Know-Want-Learn Strategy is effective to improve the students’ reading comprehension. It is supported by the qualitative data which show that (1) Know-Want-Learn Strategy can help the teacher to increase the students’ comprehension of the text; (2) Know-Want-Learn strategy can help the students to preview the text, assess what they have learned after reading, and attract their interest in reading. The finding is also supported by the quantitative data. The mean of the students’ reading comprehension scores improves from 31 in the pre-test to 58 in the post-test. From the results above, it can be concluded that the use of Know-Want-Learn strategy can improve students’ reading comprehension.  ","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"54 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":"124514534","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}
This research is conducted in order to improve students’ vocabulary mastery in the easiest way through using words matching game of the first grade students of SMP Santo Petrus Medan. In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. This research consisted of two cycles and each cycle consisted of four steps, they were planning, action, observation and reflecting. Each cycle was conducted in three meetings, so the researcher conducted this researcher in six meetings for one month and three weeks. The data were in the form of qualitative and quantitative data. The qualitative data was analyzed the learning teaching process. The quantitative data was to count the students’ score in pre-test and post-test. The students’ responses showed that they were interested in learning vocabulary through words matching game. Morever, the students’ achievements in pre-test and post-test showed a significant improvement. The students’ average score in pre-test was 49.03%, the average score in formative test in cycle 1 was 73%, and the average score in post-test end program improved about 77.84%. From this result, the researcher concluded that using words matching game of the first grade students of SMP Santo Petrus Medan can improve students’ vocabulary mastery.
{"title":"THE USE OF WORDS MATCHING GAME TO IMPROVE STUDENTS’ VOCABULARY MASTERY OF THE FIRST GRADE STUDENTS OF SMP SANTO PETRUS MEDAN","authors":"Veronika Matondang, Erikson Saragih, Novalina Sembiring","doi":"10.54367/kairos.v2i2.730","DOIUrl":"https://doi.org/10.54367/kairos.v2i2.730","url":null,"abstract":"This research is conducted in order to improve students’ vocabulary mastery in the easiest way through using words matching game of the first grade students of SMP Santo Petrus Medan. In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. This research consisted of two cycles and each cycle consisted of four steps, they were planning, action, observation and reflecting. Each cycle was conducted in three meetings, so the researcher conducted this researcher in six meetings for one month and three weeks. The data were in the form of qualitative and quantitative data. The qualitative data was analyzed the learning teaching process. The quantitative data was to count the students’ score in pre-test and post-test. The students’ responses showed that they were interested in learning vocabulary through words matching game. Morever, the students’ achievements in pre-test and post-test showed a significant improvement. The students’ average score in pre-test was 49.03%, the average score in formative test in cycle 1 was 73%, and the average score in post-test end program improved about 77.84%. From this result, the researcher concluded that using words matching game of the first grade students of SMP Santo Petrus Medan can improve students’ vocabulary mastery.","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":"134360497","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.v2i1.722
Hotmariana Sinaga, R. Simamora, Anna Stasya Prima Sari
This study is aimed to improve students’ vocabulary mastery through word walls strategy. This strategy is one of appropriate strategies in improving students’ vocabulary mastery. The subject of this study is the eighth grade students of SMP Swasta Karya Bhakti Medan Class VIII A in the Academic Year of 2016/2017. This study 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. The instruments of collecting data were quantitative data (vocabulary tests) and qualitative data (observation sheets, daily notes, and photograph evidences). The results of vocabulary tests showed that the mean of the students’ score increased continuously from pre-test (8 %), formative test in cycle I (44 %) to post-test in cycle II (92 %). The observation sheets, daily notes, and photograph evidences showed that the students are interested in the teaching and learning processes through word walls strategy and this study ran well. It was found that word walls strategy could improve students’ vocabulary mastery. It is suggested that teachers of English should apply word walls strategy as one of the strategies in teaching vocabulary mastery.
本研究旨在透过单词墙策略来提高学生对€™词汇的掌握。这种策略是提高学生词汇掌握水平的适当策略之一。本研究的对象是2016/2017学年SMP Swasta Karya Bhakti Medan VIII A班的八年级学生。本研究采用课堂行动研究(CAR)进行，分为两个周期(周期I和周期II)，每个周期由三次会议组成。收集数据的工具是定量数据(词汇测试)和定性数据(观察表、日常笔记和照片证据)。词汇测试结果显示，学生的平均€™分数从测试前(8%)、第一周期的形成性测试(44%)到第二周期的测试后(92%)持续上升。观察表、日记本和照片证据表明，学生对文字墙策略的教学过程感兴趣，本研究运行良好。研究发现，单词墙策略可以提高学生的词汇掌握能力。建议英语教师将单词墙策略作为词汇掌握教学策略之一。
{"title":"IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH WORD WALLS STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP SWASTA KARYA BHAKTI MEDAN","authors":"Hotmariana Sinaga, R. Simamora, Anna Stasya Prima Sari","doi":"10.54367/kairos.v2i1.722","DOIUrl":"https://doi.org/10.54367/kairos.v2i1.722","url":null,"abstract":"This study is aimed to improve students’ vocabulary mastery through word walls strategy. This strategy is one of appropriate strategies in improving students’ vocabulary mastery. The subject of this study is the eighth grade students of SMP Swasta Karya Bhakti Medan Class VIII A in the Academic Year of 2016/2017. This study 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. The instruments of collecting data were quantitative data (vocabulary tests) and qualitative data (observation sheets, daily notes, and photograph evidences). The results of vocabulary tests showed that the mean of the students’ score increased continuously from pre-test (8 %), formative test in cycle I (44 %) to post-test in cycle II (92 %). The observation sheets, daily notes, and photograph evidences showed that the students are interested in the teaching and learning processes through word walls strategy and this study ran well. It was found that word walls strategy could improve students’ vocabulary mastery. It is suggested that teachers of English should apply word walls strategy as one of the strategies in teaching vocabulary mastery.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"26 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":"115825039","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}
This research is about improving students’ reading achievement in comprehending narrative texts by apply Think Pair Share technique at SMP Santo Petrus Medan class VIII-4 in academic year 2016/2017. The aim of this research is to improve students’ reading comprehension through Think Pair Share technique. This technique applies by theory Cooper. The objectives of this research are to find out how could Think Pair Share technique improve students’ reading comprehension and how good are the second grade students of SMP Santo Petrus Medan in reading comprehension after having been taught through the Think Pair Share technique. The research was a Classroom Action Research (CAR) which was conducted by applying Think Pair Share technique in teaching reading to the eighth grade students of class VIII-4. It could be seen that there is a significant improvement of students’ reading comprehension. In this research, the data are distinguished into qualitative and quantitative data. The quantitative data are pretest and posttest. The qualitative data consists of field notes, observation and interview. The result of this research shows that the students’ mean score in pretest is 61,20 with 27,28% of the students get score ≥ 70 and in the posttest mean score is 75,51 with 82,75% of the students get score ≤ 70. It shows that there is a significant mean score improvement between pretest and posttest about 55,17%. It is suggested that the teachers use the Think Pair Share technique as alternative technique in teaching reading to the students in Junior High School in order to improve students’ reading comprehension.
{"title":"IMPROVING STUDENTS’ READING ACHIEVEMENT IN COMPREHENDING NARRATIVE TEXT BY APPLYING THINK PAIR SHARE TECHNIQUE AT SMP SANTO PETRUS MEDAN","authors":"Peber Wanta br Tarigan, Linus Rumapea, Novalina Sembiring","doi":"10.54367/kairos.v2i1.724","DOIUrl":"https://doi.org/10.54367/kairos.v2i1.724","url":null,"abstract":"This research is about improving students’ reading achievement in comprehending narrative texts by apply Think Pair Share technique at SMP Santo Petrus Medan class VIII-4 in academic year 2016/2017. The aim of this research is to improve students’ reading comprehension through Think Pair Share technique. This technique applies by theory Cooper. The objectives of this research are to find out how could Think Pair Share technique improve students’ reading comprehension and how good are the second grade students of SMP Santo Petrus Medan in reading comprehension after having been taught through the Think Pair Share technique. The research was a Classroom Action Research (CAR) which was conducted by applying Think Pair Share technique in teaching reading to the eighth grade students of class VIII-4. It could be seen that there is a significant improvement of students’ reading comprehension. In this research, the data are distinguished into qualitative and quantitative data. The quantitative data are pretest and posttest. The qualitative data consists of field notes, observation and interview. The result of this research shows that the students’ mean score in pretest is 61,20 with 27,28% of the students get score ≥ 70 and in the posttest mean score is 75,51 with 82,75% of the students get score ≤ 70. It shows that there is a significant mean score improvement between pretest and posttest about 55,17%. It is suggested that the teachers use the Think Pair Share technique as alternative technique in teaching reading to the students in Junior High School in order to improve students’ reading comprehension.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"126 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":"128459661","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 : 2017-07-17DOI: 10.54367/kairos.v1i2.504
Fitri Susi Sinurat
This study deals with the difficulties of students at the second year of SMA St. Thomas 3Medan in translating idioms English-Indonesian. The objective of this study is to find outthe students’ difficulties in translating idioms from English to Indonesian. The sample ofthis study was the students of class XI IPA-2 SMA St. Thomas 3 Medan. This study useddescriptive qualitative research. The data were collected by giving a test which consists of35 items of English idioms that must be translated to Indonesian. Based on the dataanalysis, the students’ difficulties generally are mostly caused by lacking of vocabulariesso they were no able to understand the meaning clearly. Another students’ difficulties arein understanding the context of the sentence in each items, guessing the exact meaning ofan idiom in the sentence, and also in choosing an appropriate diction to replace the wordof an idiom. The result of this study showed that the second year students of SMA St.Thomas 3 Medan have some difficulties in translating idioms from English to Indonesian.They need more teaching about the way of translating and the teacher should give moreattention to train the students in translating idioms.
{"title":"THE DIFFICULTIES OF STUDENTS AT THE SECOND YEAR OF SMA St. THOMAS 3 MEDAN IN TRANSLATING ENGLISH IDIOMS INTO INDONESIAN","authors":"Fitri Susi Sinurat","doi":"10.54367/kairos.v1i2.504","DOIUrl":"https://doi.org/10.54367/kairos.v1i2.504","url":null,"abstract":"This study deals with the difficulties of students at the second year of SMA St. Thomas 3Medan in translating idioms English-Indonesian. The objective of this study is to find outthe students’ difficulties in translating idioms from English to Indonesian. The sample ofthis study was the students of class XI IPA-2 SMA St. Thomas 3 Medan. This study useddescriptive qualitative research. The data were collected by giving a test which consists of35 items of English idioms that must be translated to Indonesian. Based on the dataanalysis, the students’ difficulties generally are mostly caused by lacking of vocabulariesso they were no able to understand the meaning clearly. Another students’ difficulties arein understanding the context of the sentence in each items, guessing the exact meaning ofan idiom in the sentence, and also in choosing an appropriate diction to replace the wordof an idiom. The result of this study showed that the second year students of SMA St.Thomas 3 Medan have some difficulties in translating idioms from English to Indonesian.They need more teaching about the way of translating and the teacher should give moreattention to train the students in translating idioms.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132568356","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 : 2017-07-17DOI: 10.54367/kairos.v1i2.500
Viator Lumban Raja
This research is pertinent to the morphemes made in the writing examination by the first semester students or freshman of English Department of Faculty of Education Catholic University of Saint Thomas in the academic year 2012/2013. There are two classes of the first semester students in English Department, and one class with 34 students is taken out as a sample to represent the whole first semester students in the academic year 2012/2013. The research data is taken from the result of the first semester writing examination, especially paragraph writing. Thus, there are 34 paragraphs thoroughly examined one by one to obtain morphemes both inflectional and derivational morphemes, including compounding words. The result of data analysis shows that the students produce 550 morphemes comprising 450 inflectional morphemes, 100 derivational morphemes, and 20 compounding words. Of the inflectional morphemes, irregular past morpheme amounts to 169, and that of regular one amounts to 101. But if it is seen from the verb form without the frequencies, the regular verb form amounts to 59 verbs, while the irregular amounts to 36 verbs only. In other words, the irregular verb form has much more frequencies than that of the regular one. Then, this number is followed by the plural morpheme which amounts to 77 frequencies. Meanwhile, of the derivational morphemes, noun suffix {-ing} has the highest position, namely 57 frequencies, then followed by adjective with 28 frequencies, adverb with15 frequencies and verb with 1 frequency. Based on the data analysis, it can be concluded that the easiest morphemes are the most produced by the students, and then followed by the most difficult morphemes. This is in line with the language learning theory which says that the learners will grasp the easiest parts first, then gradually move to the more difficult.
{"title":"ORDER OF MORPHEMES ACQUIRED BY THE FIRST SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT THE FACULTY OF EDUCATION","authors":"Viator Lumban Raja","doi":"10.54367/kairos.v1i2.500","DOIUrl":"https://doi.org/10.54367/kairos.v1i2.500","url":null,"abstract":"This research is pertinent to the morphemes made in the writing examination by the first semester students or freshman of English Department of Faculty of Education Catholic University of Saint Thomas in the academic year 2012/2013. There are two classes of the first semester students in English Department, and one class with 34 students is taken out as a sample to represent the whole first semester students in the academic year 2012/2013. The research data is taken from the result of the first semester writing examination, especially paragraph writing. Thus, there are 34 paragraphs thoroughly examined one by one to obtain morphemes both inflectional and derivational morphemes, including compounding words. The result of data analysis shows that the students produce 550 morphemes comprising 450 inflectional morphemes, 100 derivational morphemes, and 20 compounding words. Of the inflectional morphemes, irregular past morpheme amounts to 169, and that of regular one amounts to 101. But if it is seen from the verb form without the frequencies, the regular verb form amounts to 59 verbs, while the irregular amounts to 36 verbs only. In other words, the irregular verb form has much more frequencies than that of the regular one. Then, this number is followed by the plural morpheme which amounts to 77 frequencies. Meanwhile, of the derivational morphemes, noun suffix {-ing} has the highest position, namely 57 frequencies, then followed by adjective with 28 frequencies, adverb with15 frequencies and verb with 1 frequency. Based on the data analysis, it can be concluded that the easiest morphemes are the most produced by the students, and then followed by the most difficult morphemes. This is in line with the language learning theory which says that the learners will grasp the easiest parts first, then gradually move to the more difficult.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"62 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120876540","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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