Pub Date : 2017-07-17DOI: 10.54367/kairos.v1i2.503
Resniaty Situmorang
This research is aimed to investigate the effect of semantic mapping strategy on students’reading comprehension of narrative text and the significant different on readingcomprehension of narrative text between two groups: who are teach using semanticmapping strategy and those who are teach using conventional method. The design of thestudy is experimental study. The population of this study is the ninth grade students of SMPRaksana Medan in the academic year of 2014/2015. The number of the subjects is 60students. The data are obtained by administering reading test to the IX-1 as experimentalgroup and IX-2 as control group. The research is started by giving pre-test, treatment andpost-test to both experimental and control groups. The data of the test are analyzed by using t-test formula to know the difference of the students’ comprehension in reading narrative text between two groups. In the pre-test the mean score of the experimental group is 54 and the control group is 53.67. The result of post-test of the experimental group is 78.33 and the control group is 67.5. The result of the t-test of mean difference is 3.046 and t- table is 2.00 It means that t-value is higher than t-table (3.046 >2.00). The calculation revealed that the hypothesis about a significant difference on reading comprehension between students who are teach narrative text by using semantic mapping strategy and those who are taught by using conventional method is accepted. It can be concluded that Semantic Mapping Strategy worked effectively to help students increase their achievement in reading comprehension. It is suggested that teachers of English apply Semantic Mapping Strategy as one of the alternatives in teaching reading comprehension.
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Pub Date : 2017-07-17DOI: 10.54367/kairos.v1i2.501
Torang Maruli Sinurat, Anna Stasya Prima Sari, Novalina Sembiring
Reading is not only about pronouncing written words correctly but also comprehending the text. It is not surprising that students have difficulties in reading comprehension. For example: Students cannot understand and share information of the text. Thus, there must be a method which can help them read effectively. Group Investigation method can help improve the students’ reading comprehension and motivation to read. The objectives of this research are to find out that Group Investigation method improves students’ reading comprehension and to describe the students’ responses towards learning teaching process of reading comprehension through the application of Group Investigation method. This research is Classroom Action Research (CAR) which was conducted by applying Group Investigation method to the twelfth grade students of SMA Negeri 1 Batang Kuis. After six meetings, it could be seen that there is a significant improvement of the students’ reading comprehension. The results of the tests showed that the students’ mean score in the pretest is 60.25 with 15.62% of the students who got score > 75, the students’ mean score in the formative test is 71.25 with 28.12% of the students who got score > 75, and the students’ mean score in the posttest is 78.87 with 71.87% of the students who got score > 75. The quantitative data analysis showed that there is a significant mean score increase from pretest to posttest, namely about 56.25%. The qualitative data analysis showed that the students’ responses towards the application of Group Investigation method in the learning teaching processes of reading comprehension on narrative texts are very positive. They agree that the application of Group Investigation method could help them improve their reading comprehension. It is suggested that English teachers apply Group Investigation method as an alternative to improve their students’ reading comprehension.
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS OF SMA NEGERI 1 BATANG KUIS THROUGH GROUP INVESTIGATION METHOD","authors":"Torang Maruli Sinurat, Anna Stasya Prima Sari, Novalina Sembiring","doi":"10.54367/kairos.v1i2.501","DOIUrl":"https://doi.org/10.54367/kairos.v1i2.501","url":null,"abstract":"Reading is not only about pronouncing written words correctly but also comprehending the text. It is not surprising that students have difficulties in reading comprehension. For example: Students cannot understand and share information of the text. Thus, there must be a method which can help them read effectively. Group Investigation method can help improve the students’ reading comprehension and motivation to read. The objectives of this research are to find out that Group Investigation method improves students’ reading comprehension and to describe the students’ responses towards learning teaching process of reading comprehension through the application of Group Investigation method. This research is Classroom Action Research (CAR) which was conducted by applying Group Investigation method to the twelfth grade students of SMA Negeri 1 Batang Kuis. After six meetings, it could be seen that there is a significant improvement of the students’ reading comprehension. The results of the tests showed that the students’ mean score in the pretest is 60.25 with 15.62% of the students who got score > 75, the students’ mean score in the formative test is 71.25 with 28.12% of the students who got score > 75, and the students’ mean score in the posttest is 78.87 with 71.87% of the students who got score > 75. The quantitative data analysis showed that there is a significant mean score increase from pretest to posttest, namely about 56.25%. The qualitative data analysis showed that the students’ responses towards the application of Group Investigation method in the learning teaching processes of reading comprehension on narrative texts are very positive. They agree that the application of Group Investigation method could help them improve their reading comprehension. It is suggested that English teachers apply Group Investigation method as an alternative to improve their students’ reading comprehension.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"126 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":"127976437","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.v1i2.502
Mesda Pitrina Nainggolan
Speaking is important to be learnt because speaking is the way to communicate with otherpeople in order to deliver opinion and express idea. That means there must be at least two people in speaking, otherwise it is not called speaking. Speaking is the primary aspect of learning a language because the final goal of language learning is communication. This study is Classroom Action Research in which the writer employs debate technique in teaching speaking. 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 debate technique 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 66.2. While in the formative test cycle I, the students’ average score is 67.6, and in the post-test cycle II, the students’ average score is 76.3. That means the debate technique can improve the students’ speaking skill significantly.
{"title":"IMPROVING STUDENTS’ SPEAKING SKILL THROUGH DEBATE TECHNIQUE AT SMK SWASTA DHARMA BAKTI MEDAN","authors":"Mesda Pitrina Nainggolan","doi":"10.54367/kairos.v1i2.502","DOIUrl":"https://doi.org/10.54367/kairos.v1i2.502","url":null,"abstract":"Speaking is important to be learnt because speaking is the way to communicate with otherpeople in order to deliver opinion and express idea. That means there must be at least two people in speaking, otherwise it is not called speaking. Speaking is the primary aspect of learning a language because the final goal of language learning is communication. This study is Classroom Action Research in which the writer employs debate technique in teaching speaking. 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 debate technique 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 66.2. While in the formative test cycle I, the students’ average score is 67.6, and in the post-test cycle II, the students’ average score is 76.3. That means the debate technique can improve the students’ speaking skill significantly.","PeriodicalId":184113,"journal":{"name":"Kairos English Language Teaching Journal","volume":"18 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":"116638925","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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