This article aims to explore learning strategies used by students in speaking performance. To identify the types of learning strategies were adopted by the students of English department in learning to speak, the authors prepared journal logs with specific questions related to learning strategies. The researchers used qualitative design in this research. The result of this research showed that students of the third semester of English department frequently used memory strategies in learning speaking. The second was metacognitive strategies followed by social strategy in the third rank. The fourth was affective strategies and compensation strategies in the fifth rank and followed by cognitive strategy in the sixth rank. Furthermore, the other factors also influence students' learning strategies in learning speaking such as psychological factor, the role of teacher, task, environment and social factors. The roles of the lecturer as a feedback provider, a participant, and a prompter.
This article aims at providing students’ oral communication in speaking class. There were two specific purposes to gain the data namely to find out the effects of Communicative Language Teaching (CLT) in teaching oral communication especially in speaking ability and to disclose the responses of students in the learning process by using Communicative Language Teaching (CLT). In order to obtain the comprehensive data, the writers used performance test and questionnaire with 32 respondents on speaking class. This research was applied in quantitative method. The writers used the design of interact group comparison. The result showed that there was a significant effect on the use of CLT approach. It was proven that t observation was bigger than t table; t observation was 2.98 while t table was 2.021 (2.98> 2.021). Most of the students agreed if CLT was applied in teaching-learning activites, especially in speaking class because it could help them in improving their ability in oral communication. The results of their opinion towards the application of CLT were expressed by chosing option 4 (agree) and 5 (strongly agree) in every indicator. For indicator 1 and 10, students tent to choose option 5 (strongly agree) with the percentage of 56.3 and the mean of 2.8. In indicator 2 and 4, the students tent to choose option 5 with the percentage of 59.4 and the mean of 3.0. In indicator 3 and 7, the students tent to choose option 4 (agree) with the percentage of 62.5, and mean score of 2.5. For indicator 5 and 6, the students chose option 5 with the percentage of 50.0 and mean score of 2.5. For indicator 8 and 9, most of the students tent to choose option 5 (strongly agree). The percentage and mean score were different. In indicator 8, the percentage was 56.3 with the mean score of 2.3 whereas in indicator 9, the percentage was 68.8 which the mean score of 2.8 more of the respondents were strongly agree with the application of CLT approach in speaking class. It made the students interestend in following speaking class and the students have confidence to speak with other friend or lecturer inside or outside the classroom.
This study was carried out to find out whether or not team word-webbing technique can improve students’ reading comprehension on expository reading text comprehension, description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017. In this study the writer used pre-experimental study. Pre-experiment or pre experimental, the design used in this study was the one group pretest-posttest design, the writer only teaches in one class because the school only has one class for each grade. This design includes a pre-test measure followed by a treatment and a post-test for a single group. From the statistical analysis by using paired sample t-test on SPSS 16.00, the output of statistical computation showed that the score of t-count was 6.749 with the df 18. The score of t-table for standard significant 5% (0.05) and df 18 was 2.101. Thus, the score of t count was higher than ttable (6.749 > 2.101), it can be clearly concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that team word-webbing technique can improve students’ on reading expository text in comprehension description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017.
This research was a research development which produced the product of evaluation media used LMS Moodle. This research was conducted at SMA Muhammadiyah Al-Amin of Sorong city with the subject of the research were students of grade XII IPA.The model of development chosen was the model which developed by Alessi and Trollip. The result showed that (i) result of media evaluation on learning has valid because validation result was on interval 2,5 ≤ M < 3,5. Based on all average score 3,3it means that, the component which validated including on category "Valid". (ii) learning device has practiced because of the average of questionnaire percentage was 90% which means the teacher responds "High Positive" towards evaluation media which developed. (iii) evaluation media on learning has effective because the result of all students' respondsincluding expected criteria.
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