English in elementary schools in the implementation of learning is still not effective until now. Actually, there are many problems related to the implementation of the development of English learning. In fact, the development of learning English itself is very beneficial for elementary school students, so they can improve their abilities. The research method used in this classroom action research is an experimental method with a Factorial Group Design (FGD) design with 2 categories. The data analysis technique in this study used two way ANOVA, with the help of computers, namely: SPSS for Windows version 24 program. The results of the study can be concluded that there are differences in English learning outcomes between learning by conversation methods and conventional methods for grade 4 students. Madrasah Ibtidaiyah Nu Sumber Agung. Then, there is no difference in English learning outcomes between grade 4 students of Madrasah Ibtidaiyah Nu Sumber Agung with high self-confidence and low self-confidence. And the last, there is no interaction of methods with self-confidence on learning achievement in English.
The main problem of this research was focused on the effective teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. The objective of this thesis is to know the effectiveness of teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. In writing this research, the researcher used experimental method. The researcher used two groups of students namely control group students at SMP Negeri 1 Bumi Agung in academic year 2013/2014 with total students were 108 from three classes. The form three classes the researcher took two classes as sample. It was 36 students of VII.A as experimental group and it was 36 students of VII.B as control group which chosen by using cluster random sampling. The data obtained from the test analyzed by using SPSS 19 paired sample t-test. Based on the study, the students in the experimental group who used paragraph shrinking have higher achievement in finding the main idea than the students in control group who did not use paragraph shrinking method. Learning reading thorough paragraph shrinking encourages students to learn more about main idea. It could be seen from their enthusiasm during the teaching learning process. Based on the calculation above, the researcher got the average score in control group was 58.83 and experimental group was 73.34. The standard error of control group was 1.43 and experimental group was 1.78. Meanwhile, its critical value at 5% (1.99) significant with df = 68 was 6.363, t-obtained 1.99 was higher than t-table as a critical value. In other words, Ho was rejected and Ha was accepted, it means that paragraph shrinking was significantly effective in teaching reading. Based on the finding discussed above, it could be concluded that it was significantly effective to applied paragraph shrinking method in teaching reading.
Guru memiliki tugas dan tanggung jawab yang besar dalam melaksanakan proses pembelajaran dan proses pembentukan karakter peserta didik, untuk melaksanakan proses pembelajaran tentulah guru harus mengawalinya dengan menyiapkan administrasi perencanaan pembelajaran yang sistemis agar proses pembelajaran terlaksana dengan efektif dan efisien. Salah satu unsur administrasi perencanaan pembelajaran yang perlu disiapkan oleh guru dalam menyelenggarakan pembelajaran adalah menyusun silabus dan RPP. Berdasarkan pengamatan di lapangan, didapatkan data bahwa masih banyak ditemukan guru yang belum memahami bagaimana penyusunan silabus dan RPP oleh sebab itu dengan bimbingan berkelanjutan diharapkan kemampuan guru dalam menyusun silabus dan RPP dapat dipahami dan ditindaklanjuti oleh guru. Tindakan penelitian ini dilakukan dengan metode penelitian tindakan sekolah yang berlangsung selama 2 siklus. Setiap siklus akan melakasanakan 2 kali tatap muka. Pada siklus I materi bimbingan adalah pengembangan silabus, sedangkan materi bimbingan padaa siklus II adalah penyusunan RPP. Masing-masing siklus terdiri dari tahapan perencanaan, pelaksanaan, observasi dan refleksi. Metode penelitian yang dilakukan peneliti adalah deskripti kuantitaif dan kualitatif. Melalui penelitian dilapangan diperoleh data tentang penerapan bimbingan berkelanjutan menunjukkan data yakni pada siklus I rata-rata hasil aktivitas dan kompetensi guru dalam menyusun silabus dan RPP adalah 75 dan pada siklus II rata-rata hasil aktivitas dan kompetensi guru dalam menyusun silabus dan RPP mengalami peningkatan yakni sebesar 83,89. Ketuntasan kompetensi meningkat dari sklus I dan II yaitu masing-masing 72,5 dan 77,5. Hal ini berarti dimana apabila silabus dan RPP yang disusun oleh guru mata pelajaran minimal mencapai nilai kualitatif B (Baik) maka bisa dikatakan bahwa penelitian telah berhasil.
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