Abstract Reading is considered as an important aspect for students because of its valuable benefit in developing knowledge. There are approaches of teaching reading such as top-down, bottom up, and interactive approach. Some studies was conducted in applying interactive strategy such as Jigsaw learning method. For the purpose of teaching narrative text, the researcher try to observe and analyze the effectivenes of Jigsaw learning method by using an experimental research. The study was conducted on the tenth grade students in SMA Darussalam in the academic year 2018/2019. The writer used testing instrument, pre-test and posttest. The result of the data analysis are as follows: (1) the student’s reading comprehension before being taught by using jigsaw learning model is fair, (2) the student’s reading comprehension after being taught by using jigsaw learning model is good, (3) there is significant difference of the reading comprehension for the students before and after being taught by using jigsaw learning model. So, the writer conclude that, teaching reading comprehension using jigsaw learning model is effective in increasing students’ reading comprehension on narrative text.
The general aims in this research are to find out the students perceptions in learning speaking through picture media at the eleventh grade students of MA Roudlotul Muta�alimin in academic year 2019/2020. Furthermore, the aims can particularly be formulated to know what students perceptions in learning speaking through picture media. This research was categorized as survey research with the descriptive quantitative approach. The subject of this research is the eleventh grade students of MA Roudlotul Muta�alimin in academic year 2019/2020 as the participants totally 18 students. The questionnare was used to collected the data about students perceptions in learning speaking through picture media. And documentation was used to collected a description of the school and respondent. And the result is the eleventh graders of MA Roudlotul Muta�alimin had high integrative motivation to develop English speaking. They also had a high expectation that picture media could help them develop their English speaking skill. They also �strongly agreed� and �agreed� that English speaking mastery will help them to be more confident and courageous in speaking English, express their idea and motivate themselves even reached more than 80%. The response more than 85% of them �strongly agreed� and �agreed� that their mastery of English speaking will able to motivate themself to improve their ability to speak in English and make it easier for them to talk about anything in English by using picture media. In addition, the teacher also has an interesting method in learning English and often to use picture media in learning English.
The reading comprehension skill of the First Semester class of English Education Department of Islamic Institute of Darussalam Blokagung Banyuwangi in Academic Year 2018/2019 was low. It could be seen based on the result of preliminary study that was conducted by the researcher. Therefore, the researcher tried to use group work strategy to solve the problems. Since the study aimed to improve the students’ reading comprehension skill, the researcher used a Classroom Action Research as a research design. This research was conducted at the First Semester class of English Education Department of Islamic Institute of Darussalam Blokagung Banyuwangi that consists of 25 students. To measure their improvement in reading comprehension, the lecturer had determined the criteria of success. It was if the students reached the score above 70. The researcher found that group work strategy could improve students’ reading skill. The students reading skill increased from 24%, 64%, to 92% (preliminary study, the first cycle and the second cycle).
Language is often considered one of the most difficult aaspects of language learning. For most foreign language learners, English has become the most important language in this world a fact that cannot be denied. all the human in the world that use language. Students need to be able to compered and produce spoken and writing. And also, meaning in a key word was speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts. Role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations.This research goal is to describe the process of how the use of role play method to improve speaking skills in the communicative class of ASYEE (as-syafi'iyyah english excellent) course Darussalam boarding school in the academic year 2021/2022. The researcher limited the scope of the research only on the student’s speaking skillss. Especially the imitative speaking. The researcher only focuses on seven students. There were those whose average scores were 60,00 less than the KKM standard determined at the institution. This research method used the classroom action method (CAR), And in this research contains one cycle which every single cycle contains two meetings. Moreover, this research carried out according to classroom action research process. Steps such as: a preliminary study, planning, implementing, observing, and reflecting. This classroom action research involved 23 students. but There are seven students in the research, because of their scores less than the KKM standard that has been determined at the institution. Based on analysed data, the score in the preliminary study was 28% student’s getting a minimum score of KKM. And then, it was decreased in the cycle 1 that 8%. And in cycle 2 was 0% students minimum of KKM. Therefore, the role play technique can significantly improve students' problems in speaking skills. Speaking skill can increase when they try to focus and relax on the material that the teacher has conveyed. If students have focused on the material, then understanding the material will be easier and students are not easily bored with the teacher's explanation. Based on Student Speaking Score from teacher in cycle 1, after using Role Play Method. The students speaking score of ASYEE (Assyafiiyyah English Excellent) in academic 2021/2022 after using the role play method being increased 80%.
The researcher as the lecturer at the Third Semester Students in English Education Department, Faculty of Education and Teacher Training, Islamic Institute of Darussalam Blokagung Banyuwangi in academic year 2019/2020 found the problem in students’ understanding in writing recount text. Although The students had got the material about writing recount text in the previous semester, they were still got difficulties on it. Here, the researcher interested to analyze students’ error in writing recount text deeply. The purpose of this research was to find out the students’ problem in writing recount text, so that the researcher can decide the appropriate method in teaching writing in the third Semester. The researcher used descriptive qualitative method. The data was taken from the students’ writing test in third semester of English education department that consist of 30 students. To collect the data, first, asking the students to write a recount text with the topic given. Second, analyze the result of students’ task. Third, Finding and marking the errors in students’ writing task. Fourth, divide the errors based on the types of errors. The result of the test had been analyzed and then classified into four types of the errors, those were mis-formation, omission, addition and mis-ordering. Based on the finding in this research, there were 70 errors made by the students in writing recount text. The errors were 13 errors or 15.71% in mis-formation, 16 errors or 22.85% at omission, 37 errors or 52.85% at addition and 6 or 8.57% errors in mis-ordering. From the result of the data, it could be concluded that students still find difficulties in writing recount text. It could be seen from the errors they made. The errors cover mis-formation, omission, addition and mis-ordering.
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