ABSTRACTThe objective of this study is to find out whether there was an effect of using English song in TikTok Video on students’ reading ability of 2021/2022 ninth year students of SMP Swasta Karya Bakti Selesai. The design in this study was quasi-experimental design by using post-test non-equivalent control group design. This study was conducted with ninth grade students of SMP Swasta Karya Bakti Selesai as the population of study. The sample was taken by using cluster random sampling, with 40 students as the sample of this study. The researcher used class IX-A which consist of 20 students as the experimental class and IX- B which consist of 20 students as the control class. The researcher used test as the instrument of collecting the data. The data collected from this study were analyzed using t-test formula. The results of this study that was a positive effect of the result students’ reading ability after using English song in TikTok video as media. It can be seen from the data analysis, it was found that value of t-observed (t0) was higher than t-table (tt). The result from calculating the data was t-observation (t0 = 3,48) and t-table (tt =1,686 ), it means, t0 is higher than tt in significant 5%, so the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. In other words, using English Song in TikTok video had effect on students’ reading ability of 2021/2022 ninth year students of SMP swasta Karya Bakti Selesai. Key Words : English Song, TikTok, Reading Ability
摘要本研究的目的是了解在TikTok视频中使用英文歌曲对SMP Swasta Karya Bakti Selesai 2021/2022年九年级学生的阅读能力是否有影响。本研究采用准实验设计，采用测试后非等效对照组设计。本研究以SMP Swasta Karya Bakti Selesai九年级学生为研究对象。样本采用整群随机抽样，本研究样本为40名学生。研究者以20人的IX- a班为实验班，20人的IX- B班为对照班。研究人员使用测试作为收集数据的工具。本研究收集的数据采用t检验公式进行分析。本研究的结果表明，使用TikTok视频中的英文歌曲作为媒体后，对学生的阅读能力产生了积极的影响。从数据分析中可以看出，t-observed (t0)的值高于t-table (tt)。计算数据的结果为t-observation (t0 = 3,48)和t-table (tt =1,686)，即t0比tt显著性高5%，因此拒绝原假设(H0)，接受备择假设(Ha)。换句话说，在TikTok视频中使用英文歌曲对SMP swasta Karya Bakti Selesai 2021/2022年九年级学生的阅读能力产生了影响。关键词:英文歌曲，抖音，阅读能力
{"title":"THE EFFECT OF USING ENGLISH SONG IN TIKTOK VIDEO ON STUDENTS’ READING ABILITY OF 2021/2022 NINTH YEAR STUDENTS OF SMP SWASTA KARYA BAKTI SELESAI","authors":"Ummi Umara Yusuf","doi":"10.37755/jsbi.v14i2.700","DOIUrl":"https://doi.org/10.37755/jsbi.v14i2.700","url":null,"abstract":"ABSTRACTThe objective of this study is to find out whether there was an effect of using English song in TikTok Video on students’ reading ability of 2021/2022 ninth year students of SMP Swasta Karya Bakti Selesai. The design in this study was quasi-experimental design by using post-test non-equivalent control group design. This study was conducted with ninth grade students of SMP Swasta Karya Bakti Selesai as the population of study. The sample was taken by using cluster random sampling, with 40 students as the sample of this study. The researcher used class IX-A which consist of 20 students as the experimental class and IX- B which consist of 20 students as the control class. The researcher used test as the instrument of collecting the data. The data collected from this study were analyzed using t-test formula. The results of this study that was a positive effect of the result students’ reading ability after using English song in TikTok video as media. It can be seen from the data analysis, it was found that value of t-observed (t0) was higher than t-table (tt). The result from calculating the data was t-observation (t0 = 3,48) and t-table (tt =1,686 ), it means, t0 is higher than tt in significant 5%, so the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. In other words, using English Song in TikTok video had effect on students’ reading ability of 2021/2022 ninth year students of SMP swasta Karya Bakti Selesai. Key Words : English Song, TikTok, Reading Ability","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121748994","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 study was conducted to find out whether K-W-L (Know-Want-Learn) strategy has significant effect in teaching exposition text. The researcher applied experimental design by using pre-test and post-test in the eleventh-grade students of SMK Negeri 1 Tanjung Pura. The researcher used test as the instrument of collecting data and it was analyzed by using t-test formula. The result of this study was a positive effect of the result that applying K-W-L strategy has significant effect in teaching hortatory exposition. It can be seen from the data analysis; it was found that value of class that was taught by applying K-W-L strategy was higher than those not taught by using K-W-L strategy. In order words, using K-W-L (know-want-learn) strategy had effect on students' hortatory exposition text of the eleventh-grade students of SMK Negeri 1 Tanjung Pura. Key Words: Know-Want-Learn, Reading Comprehension, Hortatory Exposition Text
本研究旨在探讨K-W-L (Know-Want-Learn)策略在论述语篇教学中是否具有显著的效果。本研究采用前测与后测相结合的实验设计，对丹戎Pura小学11年级学生进行调查。研究者使用检验作为收集数据的工具，并使用t检验公式进行分析。本研究的结果为“K-W-L策略在提示性阐述教学中有显著效果”的正效应。从数据分析可以看出;采用K-W-L策略教学的班级的价值高于未采用K-W-L策略教学的班级。因此，使用K-W-L (know-want-learn)策略对SMK Negeri 1 Tanjung Pura高中11年级学生的说明文文本有影响。关键词:知-要-学;阅读理解;提示性说明文
{"title":"TEACHING HORTATORY EXPOSITION TEXT THROUGH K-W-L (KNOW-WANT-LEARN)","authors":"Tri Indah Rezeki","doi":"10.37755/jsbi.v14i2.669","DOIUrl":"https://doi.org/10.37755/jsbi.v14i2.669","url":null,"abstract":"This study was conducted to find out whether K-W-L (Know-Want-Learn) strategy has significant effect in teaching exposition text. The researcher applied experimental design by using pre-test and post-test in the eleventh-grade students of SMK Negeri 1 Tanjung Pura. The researcher used test as the instrument of collecting data and it was analyzed by using t-test formula. The result of this study was a positive effect of the result that applying K-W-L strategy has significant effect in teaching hortatory exposition. It can be seen from the data analysis; it was found that value of class that was taught by applying K-W-L strategy was higher than those not taught by using K-W-L strategy. In order words, using K-W-L (know-want-learn) strategy had effect on students' hortatory exposition text of the eleventh-grade students of SMK Negeri 1 Tanjung Pura. Key Words: Know-Want-Learn, Reading Comprehension, Hortatory Exposition Text","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116937541","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}
Penelitian ini berkaitan dengan desain penelitian eksperimental yang bertujuan untuk mencari pengaruh pembelajaran koperatif: Teknik Give One, Take One terhadap pencapaian menulis teks deskriptif. Sebanyak 52 siswa kelas X MAS Al Washliyah 29 Binjai pada semester ganjiltahun ajaran 2021/2022 diambil sebagai sampel penelitian. Peneliti membuat instrumen; yaitu pre-test dan post-test. Peneliti memberikan tiga macam judul. Peneliti meminta siswa untuk memilih hanya satu judul yang diberikan. Mereka menulis teks deskriptif yang terdiri dari sekitar 50 kata dalam waktu sekitar 45 menit. Data akhir kemudian dianalisis dengan menggunakan analisis Paired-Samples T Test menunjukkan bahwa signifikansi (sig) nilai 2-tailed 0.000000 lebih rendah dari taraf signifikansi (0.05) dan ditentukan bahwa koefisien thitung adalah 13.901 yang berarti lebih tinggi dari koefisien ttabel (2.05954) dengan taraf signifikansi (α) = 0.025 (2-tailed) dengan derajat kebebasan (df) = 25. Artinya ada pengaruh pembelajaran koperatif: Teknik Give One, Take One terhadap pencapaian menulis teks deskriptif pada siswa kelas X MAS Al Washliyah 29 Binjai pada semester ganjiltahun ajaran 2021/2022. Dengan demikian Ha diterima dan H0 ditolak.
{"title":"THE EFFECT OF COOPERATIVE LEARNING: GIVE ONE, TAKE ONE TECHNIQUE ON STUDENTS’ WRITING ACHIEVEMENT IN DESCRIPTIVE TEXT OF THE TENTH GRADE STUDENTS OF MAS AL WASHLIYAH 29 BINJAI INACADEMIC YEAR 2021/2022","authors":"Conny Conny","doi":"10.37755/jsbi.v14i2.670","DOIUrl":"https://doi.org/10.37755/jsbi.v14i2.670","url":null,"abstract":"Penelitian ini berkaitan dengan desain penelitian eksperimental yang bertujuan untuk mencari pengaruh pembelajaran koperatif: Teknik Give One, Take One terhadap pencapaian menulis teks deskriptif. Sebanyak 52 siswa kelas X MAS Al Washliyah 29 Binjai pada semester ganjiltahun ajaran 2021/2022 diambil sebagai sampel penelitian. Peneliti membuat instrumen; yaitu pre-test dan post-test. Peneliti memberikan tiga macam judul. Peneliti meminta siswa untuk memilih hanya satu judul yang diberikan. Mereka menulis teks deskriptif yang terdiri dari sekitar 50 kata dalam waktu sekitar 45 menit. Data akhir kemudian dianalisis dengan menggunakan analisis Paired-Samples T Test menunjukkan bahwa signifikansi (sig) nilai 2-tailed 0.000000 lebih rendah dari taraf signifikansi (0.05) dan ditentukan bahwa koefisien thitung adalah 13.901 yang berarti lebih tinggi dari koefisien ttabel (2.05954) dengan taraf signifikansi (α) = 0.025 (2-tailed) dengan derajat kebebasan (df) = 25. Artinya ada pengaruh pembelajaran koperatif: Teknik Give One, Take One terhadap pencapaian menulis teks deskriptif pada siswa kelas X MAS Al Washliyah 29 Binjai pada semester ganjiltahun ajaran 2021/2022. Dengan demikian Ha diterima dan H0 ditolak.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130594845","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}
The research aims to find out the effect of Contextual Teaching and Learning (CTL) on students’ descriptive writing achievement of the 2016/2017 tenth year students of SMK Swasta Melati. The problems that had been identified by the researchers are including that students were not interested in learning English especially in writing. This research uses descriptive writing in written test. The research deals with an experimental research design which seeks for the effect of Contextual Teaching and Learning (CTL) strategy on the students’ writing descriptive text achievement. The populations of this research were students of the tenth grade students of SMK Swasta Melati. The sample of the research consisted of 40 students. The study was an experiment and control research, the experiment class is X-1 and the control class X-2. The writing test was used to obtain the data on the variable. The final data then was analyzed by using technique of t-test analysis. The result shows that coefficient of tcounted (3.41) was greater than the ttable coefficient (1.68595). This means that there is any effect of Contextual Teaching and Learning (CTL) on the students’ achievement in writing a descriptive text of the 2016/2017 tenth year students of SMK Swasta Melati. Therefore, the hypothesis of the study is accepted.
本研究旨在了解情境教学(CTL)对SMK Swasta Melati 2016/2017级十年级学生描述性写作成绩的影响。研究人员发现的问题包括学生对学习英语，尤其是写作不感兴趣。本研究在笔试中使用描述性写作。本研究采用实验研究设计，探讨情境教学策略对学生写作描述文本成绩的影响。本研究的人群为SMK Swasta Melati的十年级学生。这项研究的样本包括40名学生。本研究为实验与对照研究，实验班为X-1，对照班为X-2。使用书写测试来获取变量的数据。采用t检验分析技术对最终数据进行分析。结果表明，计算系数(3.41)大于可表系数(1.68595)。这意味着情境教学(CTL)对SMK Swasta Melati 2016/2017十年级学生在撰写描述性文本方面的成就有任何影响。因此，本研究的假设被接受。
{"title":"THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING (CTL) ON STUDENTS’ DESCRIPTIVE WRITING ACHIEVEMENT OF THE 2016/2017 TENTH YEAR STUDENTS OF SMK SWASTA MELATI","authors":"Eni Susanti, Ayu Indari","doi":"10.37755/jsbi.v14i2.704","DOIUrl":"https://doi.org/10.37755/jsbi.v14i2.704","url":null,"abstract":"The research aims to find out the effect of Contextual Teaching and Learning (CTL) on students’ descriptive writing achievement of the 2016/2017 tenth year students of SMK Swasta Melati. The problems that had been identified by the researchers are including that students were not interested in learning English especially in writing. This research uses descriptive writing in written test. The research deals with an experimental research design which seeks for the effect of Contextual Teaching and Learning (CTL) strategy on the students’ writing descriptive text achievement. The populations of this research were students of the tenth grade students of SMK Swasta Melati. The sample of the research consisted of 40 students. The study was an experiment and control research, the experiment class is X-1 and the control class X-2. The writing test was used to obtain the data on the variable. The final data then was analyzed by using technique of t-test analysis. The result shows that coefficient of tcounted (3.41) was greater than the ttable coefficient (1.68595). This means that there is any effect of Contextual Teaching and Learning (CTL) on the students’ achievement in writing a descriptive text of the 2016/2017 tenth year students of SMK Swasta Melati. Therefore, the hypothesis of the study is accepted.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129792725","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}
Nur Halimah Lubis, E. Damanik, A. Pakpahan, Nabilla Fauza Nasution, Ega Viorenti Nabilla
This study aims to decipher Word formation Process Found in Lesty Kejora'scaption on Instagram". The method in this study utilizes a qualitative descriptive method, with keep tabs as the next conciliation, we got the data source from Lesty Kejora's captions on Instagram during a year(April 2021—April 2022).In this research, the writers utilizes Yule's theory (1996) for analyzes the word forming found in Lesty Kejora's caption on Instagram, for analyzing 10 word formation processes, they are (1) coinage, (2) borrowing, (3) blending, (4) clipping, (5) acronyms, (6) derivation, (7) compounding, (8) backformation, (9) multiplyprocesses, (10) conversion. To analyze the data, the researcher make the results of classifying the word formation made in the form of a table, so that the researcher analyzed the data. The results displayed that there were 96 words with 65 words Borrowing, 11 compounding, 4 derivation words, 10 acronyms, 1 word blending and 5 clipping words. The dominant type in the word formation process in Lesty Kejora's captions on Instagram is borrowing, which is have 65 data found.
{"title":"WORD FORMATION PROCESS FOUND in LESTY KEJORA’S CAPTION on INSTAGRAM","authors":"Nur Halimah Lubis, E. Damanik, A. Pakpahan, Nabilla Fauza Nasution, Ega Viorenti Nabilla","doi":"10.37755/jsbi.v14i2.611","DOIUrl":"https://doi.org/10.37755/jsbi.v14i2.611","url":null,"abstract":"This study aims to decipher Word formation Process Found in Lesty Kejora'scaption on Instagram\". The method in this study utilizes a qualitative descriptive method, with keep tabs as the next conciliation, we got the data source from Lesty Kejora's captions on Instagram during a year(April 2021—April 2022).In this research, the writers utilizes Yule's theory (1996) for analyzes the word forming found in Lesty Kejora's caption on Instagram, for analyzing 10 word formation processes, they are (1) coinage, (2) borrowing, (3) blending, (4) clipping, (5) acronyms, (6) derivation, (7) compounding, (8) backformation, (9) multiplyprocesses, (10) conversion. To analyze the data, the researcher make the results of classifying the word formation made in the form of a table, so that the researcher analyzed the data. The results displayed that there were 96 words with 65 words Borrowing, 11 compounding, 4 derivation words, 10 acronyms, 1 word blending and 5 clipping words. The dominant type in the word formation process in Lesty Kejora's captions on Instagram is borrowing, which is have 65 data found.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127493236","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}
The study deals with an experimental research design which seeks for the effect of Self-Regulated Strategy Development (SRSD) on students’ writing motivation in recount text. 52 students at the tenth grade students of MAS Al Washliyah 29 Binjai on the first semester in academic year 2021/2022 were taken as the samples of the study. The research instrument used by the writer in collecting data was post-test. It was conducted in order to know the flexibility on students’ writing ability material between learning process with small group discussion and learning process through Self-Regulated Strategy Development (SRSD). The final data then was analyzed by using Paired-Samples T Test analysis shown that the significance (sig) 2-tailed value 0.000000 was lower than the significance level (0.05) and determined that coefficient of tcounted was 24.787 signifying higher than the ttable coefficient (2.05954) with significance level (α) = 0.025 (2-tailed) with degree of freedom (df) = 25. This means that there is a significant effect of Self-Regulated Strategy Development (SRSD) on students’ writing motivation in recount text at the tenth-grade students of MAS Al Washliyah 29 Binjai in academic year of 2021/2022. Therefore, Ha was accepted and H0 was rejected.
本研究采用实验研究设计，探讨自我调节策略发展(SRSD)对学生叙述语篇写作动机的影响。选取2021/2022学年第一学期MAS Al Washliyah 29 Binjai十年级52名学生作为研究样本。作者在收集数据时使用的研究工具是后验。为了了解小组讨论学习过程与自我调节策略发展(SRSD)学习过程对学生写作能力材料的灵活性。对最终数据进行配对样本T检验分析，结果表明显著性(sig) 2尾值0.000000低于显著性水平(0.05)，确定计数系数为24.787，显著性高于可表系数(2.05954)，显著性水平(α) = 0.025(2尾)，自由度(df) = 25。这意味着自我调节策略发展(SRSD)对2021/2022学年滨海滨海中学十年级学生叙事性文本写作动机有显著影响。因此，Ha被接受，H0被拒绝。
{"title":"THE EFFECT OF SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) ON STUDENTS' WRITING MOTIVATION IN RECOUNT TEXT","authors":"J. -, Seget Tartiyoso, Masita Ranti","doi":"10.37755/jsbi.v14i2.702","DOIUrl":"https://doi.org/10.37755/jsbi.v14i2.702","url":null,"abstract":"The study deals with an experimental research design which seeks for the effect of Self-Regulated Strategy Development (SRSD) on students’ writing motivation in recount text. 52 students at the tenth grade students of MAS Al Washliyah 29 Binjai on the first semester in academic year 2021/2022 were taken as the samples of the study. The research instrument used by the writer in collecting data was post-test. It was conducted in order to know the flexibility on students’ writing ability material between learning process with small group discussion and learning process through Self-Regulated Strategy Development (SRSD). The final data then was analyzed by using Paired-Samples T Test analysis shown that the significance (sig) 2-tailed value 0.000000 was lower than the significance level (0.05) and determined that coefficient of tcounted was 24.787 signifying higher than the ttable coefficient (2.05954) with significance level (α) = 0.025 (2-tailed) with degree of freedom (df) = 25. This means that there is a significant effect of Self-Regulated Strategy Development (SRSD) on students’ writing motivation in recount text at the tenth-grade students of MAS Al Washliyah 29 Binjai in academic year of 2021/2022. Therefore, Ha was accepted and H0 was rejected.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126886562","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}
Febby Aryanti Pratiwi, Eka Rahmadanta Sitepu, M. Wahyudi
This research deals with the effect of Student Team Achievement Division (STAD) as strategy to increase student competence in students’ reading comprehension. The objectives of this research was to find out if there was a significant effect of Student Team Achievement Division (STAD) strategy to increase students competence in students’ reading comprehension. It was conducted by using experimental research. The population of this research was the third year students of SMP Swasta Hangtuah Stabat consists of two classes. Two classes were taken as the sample of this research, IX-1 and IX-2. The class of IX-1 was an experimental class and IX-2 was a control class. The number of sample was 62 students. The experimental class was taught by Student Team Achievement Division (STAD) as strategy, otherwise the control class was did not got treatment. The instrument for collecting the data was reading comprehension test. The calculation revealed that the hypothesis about significant difference on reading comprehension between students classes who were taught Student Team Achievement Division (STAD) and those who are did not got treatment. It means that there was a significant effect of Student Team Achievement Division (STAD) strategy to increase students competence in students’ reading comprehension of the third grade students of SMP Swasta Hangtuah Stabat in academic year 2021-2022.
本研究探讨学生团队成就划分策略在提高学生阅读理解能力中的作用。本研究旨在探讨学生团队成就分工策略对提高学生阅读理解能力是否有显著效果。它是通过实验研究进行的。本研究的人群是SMP Swasta Hangtuah Stabat的三年级学生，包括两个班。本研究以IX-1和IX-2两个班为样本。IX-1班为实验班，IX-2班为对照班。样本人数为62名学生。实验组由学生团队成就部(STAD)负责教学，对照组不给予治疗。收集数据的工具是阅读理解测试。通过计算发现，接受STAD教学的班级与未接受STAD教学的班级在阅读理解上存在显著差异的假设没有得到治疗。这意味着学生团队成就分工(STAD)策略对SMP Swasta Hangtuah Stabat 2021-2022学年三年级学生的阅读理解能力有显著的提高作用。
{"title":"THE EFFECTIVENESS OF USING STUDENT TEAM ACHIEVEMENNT DIVISION (STAD) AS STRATEGY TO INCREASE STUDENTS COMPETENCE TO READING COMPREHENSION TO THE THIRD GRADE AT SMP SWASTA HANGTUAH STABAT IN ACADEMIC YEAR 2021/2022","authors":"Febby Aryanti Pratiwi, Eka Rahmadanta Sitepu, M. Wahyudi","doi":"10.37755/jsbi.v14i1.585","DOIUrl":"https://doi.org/10.37755/jsbi.v14i1.585","url":null,"abstract":"This research deals with the effect of Student Team Achievement Division (STAD) as strategy to increase student competence in students’ reading comprehension. The objectives of this research was to find out if there was a significant effect of Student Team Achievement Division (STAD) strategy to increase students competence in students’ reading comprehension. It was conducted by using experimental research. The population of this research was the third year students of SMP Swasta Hangtuah Stabat consists of two classes. Two classes were taken as the sample of this research, IX-1 and IX-2. The class of IX-1 was an experimental class and IX-2 was a control class. The number of sample was 62 students. The experimental class was taught by Student Team Achievement Division (STAD) as strategy, otherwise the control class was did not got treatment. The instrument for collecting the data was reading comprehension test. The calculation revealed that the hypothesis about significant difference on reading comprehension between students classes who were taught Student Team Achievement Division (STAD) and those who are did not got treatment. It means that there was a significant effect of Student Team Achievement Division (STAD) strategy to increase students competence in students’ reading comprehension of the third grade students of SMP Swasta Hangtuah Stabat in academic year 2021-2022.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125025909","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}
The objective of this study is to find out The Effect of Using Question Answer Relationship (QAR) Strategy on Students’ Reading Comprehension of Narrative Text at Eleventh Grade of SMA Swasta PABAKU Stabat. This study is an experimental research with the population is all students of class XI at SMA Swasta PABAKU Stabat as many as 60 students from 2 classes, as control class is XI-IPA 1 and the experimental class is XI-IPA 2. The instrument of this research is using pre-test and post-test with multiple choice question consist of 20 questions. After the calculation of the data knowing the mean obtained by the respondents in the control class is 67,5 and the mean of data in experimental class is 86,83. It can be concluded that students’ reading comprehension achievement in the experimental class is good. Based on the calculation of validity test, it can be concluded that the data has valid. Then based on the calculation of reliability of test, found that the data has reliable. Based on the calculation of normality, it can be concluded that the distribution of data is normal. After testing the data hypothesis criteria that have been obtained in the control class and the experimental class, it has been found that the hypothesis is received, where tcount > ttable = 4,4 > 1,67155. So it can be concluded that Question Answer Relationship (QAR) Strategy affected on Students’ Reading Comprehension of Narrative Text at Eleventh Grade of SMA Swasta PABAKU Stabat.
{"title":"THE EFFECT OF USING QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT ELEVENTH GRADE OF SMA SWASTA PABAKU STABAT","authors":"Dwi Widyantari, Efrini Panjaitan, Irwan Ismail","doi":"10.37755/jsbi.v14i2.705","DOIUrl":"https://doi.org/10.37755/jsbi.v14i2.705","url":null,"abstract":"The objective of this study is to find out The Effect of Using Question Answer Relationship (QAR) Strategy on Students’ Reading Comprehension of Narrative Text at Eleventh Grade of SMA Swasta PABAKU Stabat. This study is an experimental research with the population is all students of class XI at SMA Swasta PABAKU Stabat as many as 60 students from 2 classes, as control class is XI-IPA 1 and the experimental class is XI-IPA 2. The instrument of this research is using pre-test and post-test with multiple choice question consist of 20 questions. After the calculation of the data knowing the mean obtained by the respondents in the control class is 67,5 and the mean of data in experimental class is 86,83. It can be concluded that students’ reading comprehension achievement in the experimental class is good. Based on the calculation of validity test, it can be concluded that the data has valid. Then based on the calculation of reliability of test, found that the data has reliable. Based on the calculation of normality, it can be concluded that the distribution of data is normal. After testing the data hypothesis criteria that have been obtained in the control class and the experimental class, it has been found that the hypothesis is received, where tcount > ttable = 4,4 > 1,67155. So it can be concluded that Question Answer Relationship (QAR) Strategy affected on Students’ Reading Comprehension of Narrative Text at Eleventh Grade of SMA Swasta PABAKU Stabat.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127128672","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}
The objective of the study is to know the significant effect of using RAP Strategy on Students’ Comprehension in Reading Narrative Text at the Eleventh Grade of SMK Swasta Putra Jaya Stabat. The strategy used in this study was a quantitative method using quasi-experimental. Two classes were taken as the sample of the study with 35 students in each class. The classes were designed as an experimental class and a controlled class. The experimental class was taught by implementing Read, Ask, Paraphrase (RAP) strategy while the controlled class was taught without using conventional method. The students’ population at the are SMK Swasta Putra Jaya Stabat 105 students, and the samples were 70 students (35 students for experimental class and 35 students for controlled class). The sampling technique that used was random sampling. Moreover, this research was conducted through the following procedures: giving pre-test, applying treatments and giving post-test. The data analyzed in this research was gained through multiple choice. The result of the conclusion that in testing the hypothesis, the value of Rcount>alpha. Has been known the alpha is 0,05, then 0,0718 > 0,05. It concluded the hypothesis is accepted, so it can be concluded that treatment with Read, Ask, Paraphrase (RAP) strategy on Students’ Comprehension at the Eleventh Grade of Smk Swasta Putra Jaya Stabat.
本研究的目的是了解使用RAP策略对小学一年级学生阅读《Swasta Putra Jaya Stabat》叙事文本理解的显著影响。本研究采用准实验的定量方法。本研究以两个班级为样本，每班35名学生。班级设计为实验班和对照班。实验组采用“读、问、释义”(Read, Ask，释义)教学模式，对照组不采用传统教学模式。学生总数为SMK Swasta Putra Jaya Stabat 105名学生，样本为70名学生(实验班35名，对照组35名)。使用的抽样技术是随机抽样。本研究通过前测、应用处理和后测进行。本研究分析的数据是通过选择题获得的。结论表明，在检验假设时，Rcount>alpha的值。已知alpha是0,05，然后是0,0718 >，0,05。本研究的结论是假设被接受，因此可以得出“读、问、释义”(RAP)策略对小学高二学生的理解力的影响。
{"title":"THE EFFECT OF READ, ASK, PARAPHRASE (RAP) STRATEGY ON STUDENTS’ COMPREHENSION IN READING NARRATIVE TEXT AT THE ELEVENTH GRADE OF SMK SWASTA PUTRA JAYA STABAT","authors":"N. Indriani, Nudia Yultisa, Lilis Saputri","doi":"10.37755/jsbi.v14i1.584","DOIUrl":"https://doi.org/10.37755/jsbi.v14i1.584","url":null,"abstract":"The objective of the study is to know the significant effect of using RAP Strategy on Students’ Comprehension in Reading Narrative Text at the Eleventh Grade of SMK Swasta Putra Jaya Stabat. The strategy used in this study was a quantitative method using quasi-experimental. Two classes were taken as the sample of the study with 35 students in each class. The classes were designed as an experimental class and a controlled class. The experimental class was taught by implementing Read, Ask, Paraphrase (RAP) strategy while the controlled class was taught without using conventional method. The students’ population at the are SMK Swasta Putra Jaya Stabat 105 students, and the samples were 70 students (35 students for experimental class and 35 students for controlled class). The sampling technique that used was random sampling. Moreover, this research was conducted through the following procedures: giving pre-test, applying treatments and giving post-test. The data analyzed in this research was gained through multiple choice. The result of the conclusion that in testing the hypothesis, the value of Rcount>alpha. Has been known the alpha is 0,05, then 0,0718 > 0,05. It concluded the hypothesis is accepted, so it can be concluded that treatment with Read, Ask, Paraphrase (RAP) strategy on Students’ Comprehension at the Eleventh Grade of Smk Swasta Putra Jaya Stabat.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131736271","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}
The object of the study was to find out whether there was an effect of think-talk-write (ttw) strategy on students’ writing skill in recount text. The research design in this study was quasi-experimental design by using pre-test and post-test. This study was conducted with the tenth grade students of SMA Swasta Pelita Bulu Cina as the population of the study . The sample with 60 students as the sample of this study. The writer used X IPA-1 which consist of 30 students as the experimental class and X IPA-2 which consist of 30 students as the control class. The writer used test as the instrument of collecting data. The data collected from this study were analyze using t-test formula. The result of this study that was a positive effect of the result students’ writing skill in recount text after using think-talk-write (ttw) strategy. It can be seen from the data analysis, it was found that value of t-observed (to) was higher than t-table (tt). The result from calculating the data was t-observed (to= 16,48) and t-table (tt= 1.67), it means, to is higher than tt in significant level 5% so the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. In order words, using think-talk-write (ttw) strategy had effect on students’ writing skill in recount text of the tenth grade students of SMA Swasta Pelita Bulu Cina in academic year 2021/2022.
{"title":"THE EFFECT OF THINK-TALK-WRITE (TTW) STRATEGY ON STUDENTS’ WRITING SKILL IN RECOUNT TEXT OF THE TENTH GRADE STUDENTS’ OF SMA SWASTA PELITA BULU CINA","authors":"Ida Nova, U. Umara, Sri Ulina Beru Ginting","doi":"10.37755/jsbi.v14i1.581","DOIUrl":"https://doi.org/10.37755/jsbi.v14i1.581","url":null,"abstract":"The object of the study was to find out whether there was an effect of think-talk-write (ttw) strategy on students’ writing skill in recount text. The research design in this study was quasi-experimental design by using pre-test and post-test. This study was conducted with the tenth grade students of SMA Swasta Pelita Bulu Cina as the population of the study . The sample with 60 students as the sample of this study. The writer used X IPA-1 which consist of 30 students as the experimental class and X IPA-2 which consist of 30 students as the control class. The writer used test as the instrument of collecting data. The data collected from this study were analyze using t-test formula. The result of this study that was a positive effect of the result students’ writing skill in recount text after using think-talk-write (ttw) strategy. It can be seen from the data analysis, it was found that value of t-observed (to) was higher than t-table (tt). The result from calculating the data was t-observed (to= 16,48) and t-table (tt= 1.67), it means, to is higher than tt in significant level 5% so the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. In order words, using think-talk-write (ttw) strategy had effect on students’ writing skill in recount text of the tenth grade students of SMA Swasta Pelita Bulu Cina in academic year 2021/2022.","PeriodicalId":230996,"journal":{"name":"Jurnal Serunai Bahasa Inggris","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122844410","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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