This research aimed to improve students’ ability to comprehend narrative text by using Story Face as the strategy, especially to improve students’ ability in identifying details of story elements, and understanding the meaning. The writer applied Classroom Action Research for this research. This research was conducted in three cycles of meetings and the subject of this research was the eighth grade students of SMPN 3 Sambas, in Academic Year 2018/2019. There were 24 participants attending the process and during the process, it was found out that the students were excited and active in the class. The data revealed that the students improved their ability to comprehend the reading elements of narrative text in identifying details of story elements and understanding the meaning. Students avarage score in the first cycle was 73.75 mean score then improved to 83.04 in second cycle, and then became 83.47 in third cycle.The conclusion is that the use of Story Face Strategy improved students’ ability to comprehend narrative text, especially in identifying details of story elements and understanding the meaning of text. Beside that, the use of Story Face Strategy also increased student activities in reading process.Keywords: Story Face Strategy, Narrative Text, Reading Comprehension
This research, entitled “Correlation Between Vocabulary Mastery and Fluency in Speaking” was carried out to the fifth semester students of English Education Study Program. The population of this research is fifth semester students of English Education Study Program of Teacher Training and Education Faculty at Tanjungpura University with the sample size of 30. The result of data analysis revealed the correlational between both variable from the samples is showing the correlational coefficient (r) value of 0.19. This value showed vocabulary mastery has low correlation with fluency in speaking. The contribution of vocabulary mastery to fluency in speaking is 3.6% which is almost non-existent. The hypothesis was tested by comparing the r value with r table, with the degree of freedom (df = n-2) of 28 and 1% level of significance. The r value (0.19) is lower than r table (0.463). It means, the alternative hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted. With this research done, students should improve their speaking ability and remember more vocabularies to become a more and better speaker. The writer hopes this research may be beneficial to the readers and might resulting in newer research with different aspect and better concepts.
The goals of this research were to identify the allomorph of morpheme {buN-}, describe its affixation process, and determine the function of the allomorphs. The qualitative method was applied to gather the data from an informant who was done by recording technique on the field research. The informant was a Bidayuh-Somu language native speaker. The collected data included the derivational words derived from free morpheme that was root, base, and bound morpheme. The free and bound morpheme were then sorted into nominal and verbal class, as well as described qualitatively. Affixation as one of the morphological processes to derive complex derivational word in Bidayuh-Somu Language involved free and bound morpheme. Morpheme {buN-} was chosen as an example to describe the process of affixation in deriving complex derivational word of the language. It is found that the morpheme {buN-} is a prefix and verbal, affixed to the verb, and noun and adjective. Therefore, it functions both as class-maintaining and class-changing. Moreover, it is identified that the morpheme {buN-} has five allomorphs, namely /bu-/ with its alternant /bur-/ and /b-/, and /bum-/, /bun-/, /buN-/ and /bu-/. The morpheme {buN-} is affixed to free morpheme which is initiated with all consonant and vowel phonemes. The morpheme {buN-}also bears meanings
This study focused on analyzing the use of Rosetta Stone Language Learning Software in teaching listening comprehension. Based on three previous journal from different universities in Indonesia the writer found that selected institutional repository website in Indonesia discusses about using Rosetta Stone Language Learning Software in teaching listening comprehension. The data described the facts on the use of Rosetta Stone based on the results of research by three researchers which have been published in three scholarly publications in Indonesia. This research is to find out the effectiveness of Rosetta Stone Software in teaching listening comprehension, this study had two data, the primary data (research journals) and secondary data (books). The conclusion that can be taken based on these research reports is the use of Rosetta Stone Software in improving students’ listening skills is effective. There are significant differences in learning listening comprehension between those who had been taught by using Rosetta Stone media and those who had not been taught by using Rosetta Stone media in terms of the scores the students got in the pre-test and post-test.
The purpose of this research was to discover what strategies used by the English teacher and what strategies frequently used by the teacher in teaching reading comprehension Immanuel 2 Sungai Raya, Academic Year 2019/2020 by using questionnaire and depth interview. The subject of this research was an English teacher who has been teaching English since 2002 at the school. Besides being an English teacher, he is also a vice headmaster at the school. The type of this research was case study. The data were collected by using questionnaire and interview. The questionnaire was distributed to the students as the supported participants by google form meanwhile the interview had been done by phone. From the result of questionnaire and interview that was analyzed, it showed that the strategies used by the teacher were 71% scaffolding, 78.8% think aloud and 79.4% QAR strategy. From this result, it is noticeable that the teacher cannot rely on only single teaching strategy. As a conclusion, the teacher frequently used QAR strategy.Keywords: reading comprehension, teaching reading comprehension.
This research is aimed to identify and describe morphemes and allomorphs applied in nominal affixation process of Bidayuh-Somu Language. The research is field linguistics implementing recording technique to collect the data. Utterances containing nominal morphemes and allomorphs were collected from the language speaker informants and sorted accordingly to word class. The research found that the nominal morphemes of the language is both class-maintaining and class-changing. To form word, the nominal morpheme is affixed to nouns, verbs, and numbers. The nominal morpheme of Bidayuh-Somu Language comprises prefix, infix, and circumfix. Key words: affixation process, morpheme, allomorph, class-maintainng and class-changing.
This study aimed to develop local folktales content for junior high school students based on local folktales from the Sanggau regency. To achieve the aim, this research was done by focusing on knowing what kind of a picture book was developed, how a picture book was done, and how appropriate the product was. The book was to facilitate class VIII students in reading literacy programs. This research used Design and Development by Branch. There were 20 students in the eighth grade and an English teacher of SMP Anak Negeri Sanggau as the objects. Design and development based on ADDIE consist of analysis, design, and development. The data collection of this research was done through interviews, questionnaires, and documentation. The findings of this study revealed the needs analysis at the student level, product needs, product topics, and product design. Thus, it was found that the product was appropriate for the students through the validations.
This is a research on linguistics field, that is Nasalization Process of Bidayuh-Somu language. Nasalization is is a process of affixation as one of word formation processes. The Nasalization is one of processes to derive verb, that is transitive verb. Result of the research shows, the Nasalization Process in the Bidayuh-Somu language is applied through affixation of Nasalization morpheme and its variants comprising allomorphs and homorganic nasals to root word. Analysis on structure shows, Nasalization in the Bidayuh-Somu langauge applies by replacing and/or adding root word with the allomorphs and homorganic nasals. Therefore, the Nasalization in the Bidayuh-Somu language functions both as class-maintaining and class-changing. As class-maintaining, the Nasalization is prefixed to root word that is verbal. Meanwhile as class-changing, the Nasalization in this Bidayuh-Somu language is prefixed to root word that is nominal. Besides, it was also found out that the Nasalization is functioned to derive active verb, that is transitive verb. Keywords: Nasalization Process, Morpheme and Nasalization Allomorph, Repalcive and Additive Nasalization.
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