The Increasing Of Students’ Ability In Writing Recount Text by using Jumbled Summary Strategy

The Increasing Of Students’ Ability In Writing Recount Text  by using Jumbled Summary Strategy

CHAPTER I

INTRODUCTION

A.  Background

Writing is important way in communication for human life because it is one of the language skills. By writing skill, someone is asked to be clearly formed of writing in order to the communication will be easier to be understood. The importance of writing for human life is the same as the importance in school environment.

Writing is needed in school environment not only as tool for transferring the  knowledge from teacher to the students and student with students, but also as one of  English skills that should be learned by students, besides others skill like, reading, speaking and listening.

As one skill of English, writing can  help students to learn and develop their English by expressing their knowledge, experience and so on. It can be expressed in form of essay a paragraph, a letter, a short story and etc.????

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INCREASINGTHE STUDENTS’ LISTENING COMPREHENSION AT SMP THROUGH KNOW, WANT, LEARN(K-W-L) TECHNIQUE

INCREASINGTHE STUDENTS’ LISTENING COMPREHENSION AT SMP THROUGH KNOW, WANT, LEARN(K-W-L) TECHNIQUE

CHAPTER I

INTRODUCTION

A. Background                                                                 

English is one of the language in the world that has an important role for communication. It has used as an international language in all over the world. It is important for us to learn it. English is a compulsory subject in both public and private school that function as a means of the advancing student in, science, Technology and culture. In Indonesia, English is taught from junior high school up to university. Levels even taught it also taught to some elementary school as an optional subject.

There are four skill taught in English subject namely: Speaking, Writing, Reading and Listening.  Listening as one of the four language skill is a part of oral and receptive skills. This is a very essential component in communication: because we cannot catch someone transmitted to us if  we do not have good listening ability.

Related to the statements above, the researcher did pre- observation that is done at the first year student of SMP Muhammadiyah 12 Makassar , the researcher faced some problem in teaching learning English. One of them is the students’ problem in listening comprehension. Based on the result interview of the English teacher at the first year students of SMP Muhammadiyah 12 Makassar, she said that the mean score of the students’ achievement in listening comprehension is very low. It is 4.8 mean score while the target score is 7.0.

By looking in this fact, lecturer or teachers give variations of teaching technique. It is a good method to help students activate their prior knowledge. A KWL (Know, Want, Learn) was described by Ogle in 1986 as a framework that is used to connect a student’s prior knowledge to what they are actively learning. The student begins by thinking about what they already Know about the topic of study. Next, they think about what they  Want to know, and finally, they actively  Learn something new about the topic. The students can do this activity independently, with minimal guidance from the teacher, or it can be a teacher directed activity

This possibility motivates the writer to conduct a research under the title. “Improving the Students’ listening Comprehension at SMP through Know, Want, Learn(K-W-L) Technique

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INCREASING THE STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (LRD) STRATEGY

INCREASING THE STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (LRD) STRATEGY

CHAPTER 1

INTRODUCTION

A.    Background

Nowadays, science and technology development demands people to increase their knowledge and experience. One way to increase their knowledge and experience is by reading. Reading is one-step to study effectively. Through this step, it can develop our memory, comprehension, and more knowledge for example when the people study textbook, article, short story, and even a novel. Reading can increase our science and give us knowledge information. Reading is an activity with a purpose. Someone may read for many reasons, for instance to gain information and exiting knowledge, or in order to critique a writer’s ideas or writing style.

Reading is one of the basic communicative skill,  but it has very complex process. It can be said that, reading is a process in which reader finds information given by the writer in the written form. In this case, reading can be said as an interactive process, checks, and ask questions about what the text is about. Leonard (1961) states that reading involves nothing more than correlating sound image, that is ”spelling” while Robert Karim (1980) defines that reading is as a thinking process instructing the ideas of the authors.

Reading comprehension is not just reading with a loud voice but reading is established to understand the meaning of word, sentences, and paragraph sense relationship among ideas as it is. If a student just reads loudly but can’t understand the content of the text, it means that he fails in comprehending passage. (Simanjuntak 1998:4)

The theory of comprehension assumes that effective understanding is a function of the relationship between present information and active knowledge , and that effective communication therefore depends on the degree to which listener and speakers share a  common semantic “field”.(Buhler,1908). When preparing students for a reading activity, we can help them become aware of relevant prior knowledge, while we judge whether or not that knowledge is sufficient for comprehension of the text. And that point we will be able to make knowledgeable decisions about reading assignments and instruction and related concepts, (Langer, 1981:153)

Most of students in south Sulawesi find difficulties in comprehending a short story for example to identify the character of the actors and the plot of the short story, so that, learning English needs a good strategy for their students, we must try to think whether our strategy, the teachers should understand what the best strategy is suitable or not because it can give a impact to students. All the point of the object must be understood. This orientation is consistent with Buhler’s (1908) “field theory” of comprehension, which assumes that effective understanding is a function of the relationship between present information and active knowledge, and that effective communication therefore depends on the degree to which listeners and speakers share a common semantic “field”.

In teaching learning process we see that most of the teachers just use conventional teaching in the class, so I think if the teachers use a technique to the students in the teaching reading materials it can increase their reading comprehension because with technique the students can be easy to comprehend than without technique. The technique of teaching reading are very important to influence the students in success reading. A technique can help students in reading so in teaching English a teacher must use technique or methods where can help students to comprehends easy what the teacher teach to them.

A strategy that is Listen-Read-Discuss method is one of strategy can be used by the teacher in teaching. A technique can help students because learning strategy for students more effective than without a technique. Because teching by a technique the students more effective in learning. it is suitrable with that Manzo said that the listen-read-discuss method is one teaching strategy for the teacher and learning strategy for the students more active in comprehending material. (Manzo, 1985) 

Based on the explanation above, the research uses L-R-D strategy to overcome the problems. The researcher is interested in applying this strategy so the research will conduct the research entitled “improving the students’ reading comprehension through Listen-Read-Discuss (LRD) strategy at the SMA.

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INCREASING THE STUDENTS’ READING SKILL BY USING GUIDED READING METHOD

INCREASING THE  STUDENTS’ READING SKILL BY USING GUIDED READING METHOD

CHAPTER I

INTRODUCTION

A.    Background

Nowadays, English language is very important to our lives. This language is use world- widely in sciences, knowledge and technology, as well as education business, and other activities in the world. In the past, the Indonesia students start learning English at junior High Scholl (SMP) as a compulsory subject. The process continues to Senior High Scholl (SMA). In fact, English is also taught in some elementary schools as the local content lesson and even in some kindergartens.

In learning language English there are four skills that should be master in learning; they are listening, speaking, reading, and writing. Those are very important for English learners. Reading skill is one of the main points to master English because a lot of students have opinion that reading an important target, with reading they can get information and entertainment beside for their career and study target. So that’s why I will focus on reading skill in my research. As support for students in improving reading skill, student have to be give knowledge about component of language, such as knowledge about vocabulary, structure, pronunciation; sound for help their skill language. The other it curriculum and system education also will assist teachers in improving education by significant especially learning English language.

In improving reading skill of students’, teachers have to use good strategy, precise method, and resource of study, media on learning, assessment process and evaluation. To know about it, hence previously researcher have to do observation, and after researcher doing observation in SMP Negeri 3 Sungguminasa Class VIII hence obtained result on learning English Language that is student not focus when learning process, lees understand about information on material, students are behaving passive when learning process, students almost boring on class, and students shy to reading because they weren’t confidence with their selves, while problem faced by teacher is how to make students focus during the learning and teaching process.

According to result of the first observations above, researcher decided to choose Guided Reading method because Guided Reading assessment can assist students and teacher on learning process. And Guided Reading also can make students become active and independent learned because guided reading method applied to make students pleased.

In this case pleasing meaningless make the class room condition become boring, hilarious, or make the students play in the class during learning process but pleasing in here have mean as a procedure makes gladness joy with planning. This procedure will make enthusiasm of student so they have spirit to involve problem during the learning process.  The other it based of writer Guided Reading has many excellences for Students and teacher in learning and ???????????????????????????????????

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Beberapa Teknik dalam Statistik

Beberapa Teknik dalam Statistik

Rujukan Skripsi - Ada beberapa teknik yang digunakan dalam statistik. Pemilihan teknik harus disesuaikan dengan karakter penelitian yang dilakukan, sehingga tidak sembarangan dalam menggunakan teknik statistik. Penggunaan teknik statistik yang tidak tepat bisa menyebabkan kesalahan dalam menyimpulkan hasil penelitian. Untuk itu, maka akan dibahas tentang Beberapa Teknik dalam Statistik.

Agar dapat memahami statistik dengan benar, baca juga tentang Pengertian Statistik, Statistika, dan Data. Selain itu, dalam statistik juga selalu berhubungan dengan instrumen penelitian. Pelajari tentang apa yang dimaksud dengan Instrumen Penelitian.

Berikut ini beberapa teknik statistik yang sering digunakan:

1.       Teknik t-test (Uji-t)

Uji-t adalah teknik statistik yang  digunakan untuk mengetahui apakah ada perbedaan antara nilai yang diperkirakan dengan nilai hasil perhitungan statistik. Dengan kata lain untuk menunjukkan seberapa jauh pengaruh satu variabel bebas terhadap variabel terikat berdasarkan variasi data yang ada. Uji-t digunakan untuk mengukur perbedaan mean dan keragaman dari dua kelompok data yang berbeda secara statistik satu sama lain serta percobaan dirancang  secara acak.

Ada beberapa rumus uji-t untuk pengujian hipotesis yang menggunakan uji-t, yaitu sebagai berikut:

a.       Rumus uji-t Separated Varians

Rumus Separated Varians digunakan dengan ketentuan:

ü Jumlah anggota sampel kesatu dan kedua sama (n₁=n₂) serta data berdistribusi normal dan varians homogen, maka derajat kebebasan yang digunakan adalah dk = n₁+ n₂ – 2.

ü Jumlah anggota sampel kesatu dan kedua sama (n₁=n₂) serta varians tidak homogen, maka derajat kebebasan yang digunakan adalah dk = n₁ – 1 atau dk = n₂– 1.

ü Jumlah anggota sampel kesatu dan kedua tidak sama (n₁ ≠ n₂) serta varians tidak homogen, maka derajat kebebasan yang digunakan adalah selisih harga t tabel dengan dk = n₁ – 1 dan dk = n₂ – 1 dibagi dua kemudian ditambah dengan harga t yang terkecil.

ü Taraf signifikansi 1% atau 5%.

ü Kriteria pengujian adalah terima H₀ dan tolak H₁jika t_hitung ≤ t_tabel, tolak H₀dan terima H₁ jika t_hitung > t_tabel.

Berikut adalah rumus uji-t separated varians:

rumus uji-t separated varians

b.      Rumus uji-t Pooled Varians

Rumus Pooled Varians digunakan dengan ketentuan:

ü Jumlah anggota sampel kesatu dan kedua sama (n₁=n₂) serta data berdistribusi normal dan varians homogen, maka derajat kebebasan yang digunakan adalah dk = n₁+ n₂ – 2.

ü Jumlah anggota sampel kesatu dan kedua tidak sama (n₁≠n₂) serta varians homogen, maka derajat kebebasan yang digunakan adalah dk = n₁ + n₂ – 2.

ü Taraf signifikansi 1% atau 5%.

ü Kriteria pengujian adalah terima H₀ dan tolak H₁jika t_hitung ≤ t_tabel, tolak H₀dan terima H₁ jika t_hitung > t_tabel.

Berikut adalah rumus uji-t pooled varians:

rumus uji-t pooled varians

c.       Rumus uji-t untuk sampel berpasangan/related sample

Rumus sampel berpasangan/related sample digunakan dengan ketentuan:

üRumus uji-t untuk sampel berpasangan/related sample digunakan jika sampel berkorelasi/berpasangan. Misalnya untuk membandingkan keadaan objek penelitian sebelum dan sesudah diberikan perlakuan/treatment.

ü Taraf signifikansi 1% atau 5%.

üKriteria pengujian adalah terima H₀ dan tolak H₁ jika t_hitung ≤ t_tabel, tolak H₀ dan terima H₁ jika t_hitung > t_tabel.

Berikut adalah rumus uji-t sampel berpasangan/ related sampel:

rumus uji-t sampel berpasangan/ related sampel

2.       Teknik Analisis Varians (Anava) dengan uji-F

Analisis varians (analysis of variance, ANOVA) adalah suatu metode analisis statistikyang termasuk ke dalam cabang statistik inferensi. Dalam literatur Indonesia metode ini dikenal dengan berbagai nama lain, seperti analisis ragam, sidik ragam, dan analisis variansi. Ia merupakan pengembangan dari masalah Behrens-Fisher, sehingga uji-F juga dipakai dalam pengambilan keputusan. Analisis varians pertama kali diperkenalkan oleh Sir Ronald Fisher, bapak statistika modern. Dalam praktik, analisis varians dapat merupakan uji hipotesis(lebih sering dipakai) maupun pendugaan (estimation, khususnya di bidang genetika terapan) (www.wikipedia.org).

Analisis varians digunakan untuk menguji dua varians (ragam) yang berangkat dari hipotesis nol bahwa kedua varians adalah sama, dimana varians pertama adalah varians antarcontoh (among samples) dan varians kedua adalah varians di dalam masing-masing contoh (within samples). Selain itu, analisis varians juga membutuhkan prasyarat yaitu data berdistribusi normal, varians atau ragamnya normal, masing-masing contoh saling lepas, dan komponen-komponen di dalam modelnya bersifat aditif (saling menjumlah).

Dalam analisis varians, statistik yang digunakan adalah uji-F. Statistik uji-F dapat ditentukan dengan rumus berikut.

 

Rumus Uji F

Berdasarkan F_hitung yang diperoleh kemudian dibandingkan dengan F_tabel dengan derajat kebebasan dk_{(kelompok – 1, n total – kelompok)} dan taraf signifikansi 1% atau 5%. Kriteria  pengujian hipotesisnya adalah terima H₀ dan tolak H₁ jika F_hitung ≤ F_tabel, tolak H₀dan terima H₁ jika F_hitung > F_tabel.

3.       Teknik Korelasi dengan Product Moment Correlation

Teknik korelasi merupakan teknik statistik inferensial yang digunakan untuk mencari hubungan/korelasi antara dua atau lebih variabel. Pada dasarnya kofisien korelasi tidak menujukkan adanya hubungan sebab akhibat, melainkan hanya gejala hubungan arah baik positip atau negatif.

Teknik korelasi yang sering digunakan dalam penelitian adalah korelasi product moment dari Pearson. Teknik ini sangat cocok digunakan untuk menganalisis data berbentuk interval dan rasio. Dalam menggunakan teknik korelasi ini, ada beberapa persyaratan  yang harus dipenuhi yaitu:

üPemilihan sampel dari populasi yang ada harus secara random (acak).

üData harus berskala interval atau rasio.

üSkor  kedua variabel harus memiliki variasi homogen.

üSkor kedua variabel harus berdistribusi normal.

üHubungan antara variabel bebas (x) dan terikat (y) hendaknya linier.

Berikut adalah rumus korelasi Product Moment, yaitu:

a.      Korelasi Product Moment dengan simpangan

Rumus yang digunakan adalah:

Rumus Korelasi Product Moment dengan simpangan

b.      Korelasi Product Moment dengan Angka Kasar

Rumus yang digunakan adalah:

Rumus Korelasi Product Moment dengan Angka Kasar

Sebagaimana telah dijelaskan di awal bahwa kofisien korelasi tidak menujukkan adanya hubungan sebab akhibat, melainkan hanya gejala hubungan arah baik positip atau negatif, maka sebagai pedoman untuk memberikan interpretasi koefisien korelasi product moment dapat dilihat pada tabel berikut.

Tabel 1

Pedoman Interpretasi Koefisien Korelasi

Product Moment

Interval Koefisien	Tingkat Hubungan
0,00 – 0,199	Sangat rendah
0,20 – 0,399	Rendah
0,40 – 0,599	Sedang
0,60 – 0,799	Kuat
0,80 – 1,000	Sangat kuat

   (Sumber: Sugiyono, 2008:184)

Selanjutnya, untuk menguji signifikansi korelasi product moment dapat dilakukan dengan 2 cara, yaitu:

1)       Membandingkan nilai r_hitungdengan nilai r_tabel product moment dengan n adalah jumlah responden dan taraf signifikansi 1% atau 5%. Kriteria uji signifikansinya adalah terima H₀ dan tolak H₁ jika r_hitung≤ r_tabel, sebaliknya tolak H₀ dan terima H₁jika r_hitung > r_tabel.

2)       Menggunakan rumus uji signifikansi korelasi product moment dengan dk = n – 2 dan taraf signifikansi 1% atau 5%. Kriteria uji signifikansinya adalah terima H₀ dan tolak H₁ jika t_hitung ≤ t_tabel, sebaliknya tolak H₀ dan terima H₁ jika t_hitung> t_tabel. Rumus uji signifikansi korelasi product moment ditunjukkan sebagai berikut.

Rumus uji signifikansi korelasi product moment

Selanjutnya, untuk mengetahui kontribusi variabel bebas (x) terhadap variabel terikat (y) dapat dihitung menggunakan koefisien determinasi dengan cara mengkuadratkan koefisien korelasi yang telah didapat kemudian dikalikan dengan 100%. Koefisien determinasi menunjukkan bahwa seberapa besar prosentase pengaruh variabel bebas (x) terhadap variabel terikat (y), sedangkan sisanya dipengaruhi oleh faktor lain. Koefisien determinasi dapat dirumuskan sebagai berikut:

Rumus Koefisien Determinasi

4.       Teknik Analisis Regresi

Teknik analisis regresi berhubungan dengan teknik korelasi. Analisis regresi merupakan teknik statistik yang digunakan sebagai dasar untuk mengadakan prediksi terhadap variabel-variabel penelitian. Variabel penelitian yang diprediksikan disebut sebagai variabel terikat atau kriterium, sedangkan variabel yang digunakan untuk memprediksi disebut variabel bebas atau prediktor. Apabila terdapat korelasi yang signifikan antar variabel, maka suatu variabel dapat diprediksikan dari variabel lainnya. Dengan kata lain, untuk memutuskan variabel terikat apakah naik dan menurunkannya dapat dilakukan dengan menaikkan atau menurunkan variabel bebasnya.

Persamaan umum analisis regresi dapat dinyatakan dengan rumus berikut.

Rumus Analisis Regresi

5.       Teknik Analisis Chi Kuadrat

Teknik analisis chi kuadrat adalah teknik statistik yang digunakan untuk menilai kemungkinan memperoleh perbedaan frekuensi yang diobservasi (fo) dan frekuensi yang diharapkan (fh) dalam katagori tertentu sebagai akhibat dari kesalahan sampling. Teknik chi kuadrat berguna untuk: (1)  menguji ada atau tidak adanya perbedaan yang signifikan antara fodan fh dalam populasi. (2)  Menguji ada atau tidak adanya korelasi yang signifikan dua variabel atau lebih tetapi bukan untuk mencari koefisien korelasi. (3)  Menguji normalitas data. (4) Sangat tepat digunakan pada data diskrit/nominal pada bentuk statistik non-parametrik.

Rumus Uji Chi Kuadrat

 Kriteria uji hipotesis adalah terima H₀dan tolak H₁ jika t_hitung ≤ t_tabel, sebaliknya tolak H₀ dan terima H₁ jika t_hitung ≤ t_tabel. Derajat kebebasan dk = K – 1 atau dk = K – 3 dan taraf signifikansi 1% atau 5%.

Daftar Pustaka

Sugiyono. 2008. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta. Dapatkan bukuya di sini