THE EFFECTS OF ONE STAYS THE REST STRAY AND LOCKSTEP TECHNIQUES ON THE ENHANCEMENT OF STUDENTS READING ACHIEVEMENTS
|
|
- Merry Wheeler
- 6 years ago
- Views:
Transcription
1 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) 2011 THE EFFECTS OF ONE STAYS THE REST STRAY AND LOCKSTEP TECHNIQUES ON THE ENHANCEMENT OF STUDENTS READING ACHIEVEMENTS Tjahjaning Tingastuti Surjosuseno 1 Widya Mandala Catholic University Surabaya, Indonesia mariasurjosuseno@yahoo.com Abstract: This research was based on students need in preliminary research which stated that most students (87%) need a new strategy in teaching and not all students have good achievements in reading texts (37.14%) in EFL classes. The writer used two-group, quasi-experimental, post test only design to investigate two techniques, i.e. one stays the rest stray and lockstep techniques, to increase students achievements in EFL reading. Participants in this study included 61 college students who were taken as two intact groups. The result of statistical computations showed that the reading achievements of the experimental group increased and was significantly different from those of the control group. These students were able to have various competencies which might help keep students working on task, speaking orally, recalling the knowledge, summarizing the passage, and comprehending the text well and happily. Keywords: one stays the rest stray technique, lockstep technique, reading achievement, positive interdependence, individual accountability and interpersonal skills. Abstrak: Penelitian ini didasarkan pada hasil penelitian pendahuluan yang menyatakan bahwa kebanyakan pemelajar (87%) membutuhkan strategi baru dalam pengajaran dan tidak semua pemelajar mempunyai kemampuan yang bagus dalam membaca teks (37,14%) di kelas bahasa Inggris sebagai bahasa asing. Penulis menggunakan desain dua grup, kuasi-eksperimental dan post test untuk mengidentifikasi tehnik one stays the rest strays dan lockstep dalam meningkatkan kemampuan membaca pemelajar di kelas bahasa Inggris sebagai sebagai bahasa asing. Partisipan studi ini adalah 61 mahasiswa yang dibagi menjadi dua grup utuh. Hasil dari perhitungan statistika menunjukkan bahwa kemampuan membaca grup eksperimen meningkat dan berbeda secara signifikan dari grup kontrol. Para pemelajar ini mampu mendapatkan kompetensikompetensi yang mungkin dapat membantu dalam mengerjakan tugas, 1 Tjahjaning Tingastuti Surjosuseno earned her doctoral degree of education from CQU-Australia. She is a lecturer in the Faculty of Teacher Training and Education at Widya Mandala Catholic University Surabaya, Indonesia. Her research interests include language skills, TEFL, as well as Curriculum and Material Development. 129
2 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements berkomunikasi secara lisan, mengingat kembali informasi, merangkum bacaan, dan memahami bacaan dengan baik. Kata kunci: one stays the rest stray technique, lockstep technique, reading achievement, positive interdependence, individual accountability and interpersonal skills. In Indonesia, many institutions of Teacher Training and Education are now developing competence-based curricula which are suited to the needs of the institutions. These institutionbased curricula are locally called Kurikulum Tingkat Satuan Pendidikan and abbreviated as the KTSP. These curricula are aimed at equipping graduates with sufficient knowledge, skills in listening, speaking, reading, writing, and life skills, so that they can become competent English teachers (Agustien, 2007). The achievement of the aim of KTSP has been endorsed by the Indonesian Government s Decree No. 19/2005 (Depdiknas, 2005) which states that students graduating from English language Education should be able to communicate orally, listen to speakers of English, and have the capabilities in reading and writing in English to face the globalization era (Depdiknas, 2004, p.15). One of the English Education in Indonesia which has been trying to develop its KTSP is used as sample. It is located in Surabaya, the second largest city in Indonesia. The English Education Department of this university is responsible for the production of English language teachers who are competent in their English language skills. This research project focuses on one of the English language skills that is reading, and investigated how the reading achievements can be improved by the use of one stays the rest stray technique. Reading skill has been chosen as the focus of this research because the reading skill can be a stepping stone to the development of students knowledge in any subject matters they want. In this university, reading is given as a series of courses. However, in preliminary research the fact pointed out that not all of the students could read well. Based on the preliminary study conducted by the researcher in the Department, it was known that students attending the reading courses were not all good at reading. Here was the evidence, in the academic year of 2009/2010: the average of students scores in Reading II class in the Department was only and the percentage of students who failed (with marks less than 60 out of 100) was 37.14% of 91 students. From the data, the researcher suspected that there might be something wrong in the process of the learning-teaching of reading. The questionnaire given to the students in the preliminary study also revealed that 87% of the students wanted to have new strategies for the teaching of reading since most of the students had got bored of the lockstep technique (a traditional teaching situation where the lecturer controlled the session) which caused them to lose their interests. In the previous curriculum Reading II classes were usually conducted through teachercentered learning activities, named lockstep technique. In a classroom a teacher was very active. The teacher usually asked students to read one paragraph loudly, and then asked some questions about the paragraph. Further, the students were asked to identify problems, to fix the problems, to picture the text, to predict what would happen next, to make comparisons and 130
3 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) 2011 comments, right after they had read the passage. Thus, the students were supposed to think hard to answer the teacher s questions right away after they had finished reading the passage. In the new curriculum of the English Teacher Training and Education Department, Reading II classes use one stays the rest stray in which students work in groups. Each group has different paragraphs and tasks. First, each student reads the paragraphs and does the tasks given silently, and then they (all members of the group) discuss them together. After finishing the discussion, one student stays in their group while others stray to other groups to find out what other groups have done. Then, the strayers return to their base group and one by one, the member of the group, tells what he/she has observed and listened. At last the whole members of each group discuss and write a report of the whole story and tasks. In this research, the writer compares the two techniques since one stays the rest stray technique has the same materials, the same lecturer and the same evaluation rubrics, as the lockstep technique. That is the reason why the two techniques are compatible, but the researcher wonders which technique is good on the enhancement of students reading achievement; lockstep technique or one stays the rest stray technique? This question becomes the problem of this research. Thus, in this research, the researcher wants to investigate whether or not students who are taught using one stays the rest stray technique have a better result of Reading II achievement than those who are taught using the lockstep technique. There are four theories used here: Theory of reading in general and reading comprehension in particular, Collaborative Learning, One stays the rest stray and lockstep techniques. Below these theories, the researcher also describes the relation among the four theories for this research. Fisher, Dennis and Charles (1981, pp ) stated that reading is a term that can be defined in a variety of ways such as: reading is a complex thing, mental activity, discourse and a meaningful interaction. Reading is a complex thing since it involves various processes; perceptions, recognitions, and interpretations. Reading is a mental activity, since it occurs in the mind. As a result, reading cannot be directly observed. All that can be seen are the product as competence of the reading acts, e.g. answering questions, making questions, making word recognition, using new ideas and application of ideas by dramatizing or summarizing the text presented. Consequently, the process used during reading can be identified only by using questions (oral or written). Reading occurs only when a reader interacts with discourse. Reading is more than acquiring information from the printed words. The reader s background knowledge, purpose, perspective, and skills are brought to the text. It is the authors task to make the interacting meaningful by addressing the correct or appropriate audience. Yet, it is the reader s task to make the interaction meaningful by purposely employing knowledge and skills. In the era of globalization, interaction is needed to read and communicate for the sake of a real life exchange. Brown (2001) states that an interaction is a collaborative exchange of thought, feeling and ideas of two or more persons, resulting in a reciprocal effect on each other. Paul (1993, p. 461) defines reading as an active intellectually engaged process in which the reader participates in an inner dialogue with the writer. Here, Paul (1993) considers that reading is a process by which the reader relates the author s ideas or information to their own experience or problems using a process which includes thinking, analyzing, synthesizing, evaluating information and working in groups which actively debate and exchange ideas. 131
4 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements According to Linse and Nunan (2006, p. 86), reading is a set of skills that involves making sense and deriving meaning from the printed words. In order to read, we must be able to make out the printed words and also comprehend what we read. For second language learners, there are three different elements which affect reading: the students background knowledge, the students linguistic knowledge of the target language, and the strategies or techniques the students uses to tackle the text (Peregoy & Boyle, 2005, p. 266). Smith, Banton and Robinson (1980, p. 205) state that reading comprehension means the understanding, evaluating, and utilizing of information gained through an interaction between the reader and the author. Further, Shepherd (1973, p. 79) confirms that reading comprehension is the ability of the student to think about the information presented by the author. Reading is a mental process. According to Nuttal (1983, p.5), it means that we can find out the writer s message by reading their text. Below the writer has a summary of some reading s definitions to facilitate a consideration of the similarities and differences. Table 1 summarizes the main definitions of reading. TABLE 1: Summary of Reading Definitions Summary of reading definitions Author Definitions Fisher, Dennis F. Reading is a term that can be defined in a variety of ways such as: and Charles W.,P., reading is complex, mental activity, discourse and meaningful (1981, pp ). interaction. Paul (1993, p. 461). Reading as an active intellectually engaged process in which the Linse and Nunan (2006, p. 86) reader participates in an inner dialogue with the writer. Reading is a set of skills that involves making sense and deriving meaning from the printed text. In order to read, we must be able to make out the printed words and also comprehend what we read. Peregoy & Boyle (2005, p. 266) Smith, Banton and Robinson (1980, p. 205). Shepherd (1973, p. 79). Nuttal (1983, p. 5). Reading needs the students background knowledge, the students linguistic knowledge of the target language, and the strategies or techniques the students use to tackle the text. Reading comprehension means the understanding, evaluating, and utilizing of information gained through an interaction between the reader and the author. Reading comprehension is the ability of the student to think about the information presented by the author. Reading is a mental process. Synthesizing the above definitions, the present study claims that reading causes readers to participate with the writer and comes as close as possible to the writer s point of view by looking at the key words, main ideas, supporting details and details of the written text. Readers might also able to draw conclusion, give evidence, analyze the passage, make 132
5 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) 2011 prediction, solve problems encountered, give opinion and evaluate the value of the material. These ideas are in line with Fisher et al. (1981) s definition of reading which is really a complex thing, mental activities, discourse and meaningful interaction Another theory used in this research is a collaborative teaching. It is a way of transferring knowledge to others. In which students work together in groups on a structured activity and students become the centre of the learning activities. In collaborative teaching students are guided by clear objectives so that they can engage in numerous activities that improve their understanding of the subjects explored. Students and teacher may reflect and learn about improving lessons. They work by considering problems encountered and resolved. Johnson (2003) stated that over 600 studies had been conducted on increasing students achievement in college using various techniques of collaborative teaching. There are various popular techniques of collaborative teaching such as Jigsaw, Summer, Round-table, Round Robin, Write-Pair-Share, Think-Pair-Share, Folded Value Lines, Talking Chip, Inside- Outside Circle and Student Team Learning (STAD) techniques, technique of questionings, one stays two stray and the most innovative one is one stays the rest stray techniques. It is interesting to discuss the similarities and the differences between the last two techniques. The similarities of the two techniques, one stays two stray and one stays the rest stray techniques give the members of the team an opportunity to find out what other groups have done. Besides, only one of the members remains staying in their base group and hold up his/her sign, both techniques kept the name of each group in collaborative skills. The differences between the two techniques are stated below: In one stays two stray, which was proposed by Jacobs et al. (1996), they stated that in one stays two stray the group only consists of three, six or nine students and there are three, six or nine paragraphs in one passage. On the contrary in one stays the rest stray, the members are not limited such as in one stays two stray. The members of the group can be the same as the amount of the paragraphs in a text. After their 10 minutes discussion, each group only one member stays in their based group. He/she holds up their sign. He/she will welcome the strayers from other groups and share his/her discussion. He/she will also listen to other strayers (from other groups) who share their group discussions. This will be carried out for 5 minutes. Meanwhile, the other two members (if one group consists of three) stray or leave their group individually, not in pair, to other groups they like. These strayers look at the sign of other groups or find out what other groups have done. These strayers also explain what their base groups have discussed. Other members of another groups may ask questions or give suggestions or comments on the explanation of strayers. This is carried out in 5 minutes (the time limit should be mentioned: otherwise they will talk about other things). Then, after 5 minutes the two strayers of each group return to their base group, discuss and make a report for their group. Regardless of the variety, all techniques in collaborative teaching, based on Johnson et al. (2003), have stated five competent characteristics in common as they required: (a) positive interdependence, (b) individual accountability, (c) interpersonal skills, (d) face to face interaction, and (e) group processing. To be collaborative, the groups must have clear positive interdependence. This means that each team members are obliged to rely on one another to achieve the goal. If any of the members fail to do their parts, everyone in that team will suffer. Each group member receives the same reward when the group achieves its goal. 133
6 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements The second characteristic is individual accountability/personal responsibility, meaning that everyone has to do his/her fair share of the work. Each student needs responsibility by group members for contributing his/her fair share for the group success. The third characteristic is developing interpersonal skills, meaning that the members of the groups (students) should get to know and trust each other, to communicate accurately, to accept and support each other, and to resolve conflict. This third characteristic is very difficult especially for the members who do not have social skills. The third characteristic needs students with high social skills so that they can enhance their achievements easily. The fourth characteristic is face to face interaction in which no room exists for stars in each team. Each team needs talented people and each member of the team cannot reach the goal alone, so he/she has to get help. Even though some of the group-work will be done individually, some must be done interactively providing one another with a conclusion and reasoning and perhaps with a feedback. The last characteristic is the group processing where the teacher should periodically assess what they are doing as a team. The teacher might also identify changes the students will make, to reach the goal and function more effectively in the future. Success in face to face interactions usually means success in interpersonal skills and in group processing Johnson et al. (2000, p. 2). Each member might have a sense of sink and swim together in learning. He has to contribute something in discussions, and to learn something from others. Besides, he has to communicate, to trust, to lead and to do the conflict resolutions with members in his group. These five essential components of a collaborative technique must be present for a group learning to be truly cooperative and it is used in this research using the propose technique. As Panitz (2005) believes, working in groups help keeps students on task and helps them speak orally, recall the knowledge, and comprehend the texts well and happily. In this occasion the researcher created something new for this research since using one stays the rest stray the class might be small or big groups and the passage might be three, four paragraphs or more, besides using one stays the rest stray, one group might consist of more than three students. This technique needs less time than Zig Saw since the members pursue the content of paragraphs faster than in Zig Saw. When each group does his/her task from the teacher, each member does a different task or the same task, it does not make any different. Then, they (all members of each group) discuss the task and take a conclusion to put it into one idea as the answer to the teacher s task. Furthermore, Johnson et al. (2000) suggests teachers to use collaborative learning techniques in different style. The teacher in this research (using one stays the rest stray ) is only functioning as a facilitator and as a motivator. As a facilitator, the teacher should facilitate students to read various types of texts such as hands out, journals, compulsory and suggested books before the class. As a motivator the teacher might motivate students by giving attention to students when they study, giving relevant material, supporting them to study hard checking the students work before they submit to the teacher or present it in front of the class, building students confidence to reach the highest marks, and giving reward. 134
7 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) 2011 Further, Jacobs et al. (1996) confirm that using collaborative learning techniques will cause students to continue using good strategies of answering questions, making questions, and summarizing when the students read alone later on, after they graduate. One stays, the rest stray technique is completely students centered since the students may change the teacher s roles to suit their particular situation. Here, not only the teacher/lecturer can speak and explain in front of students, but the students have opportunities to speak and explain in front of their friends, too. This means that each student has the chance to contribute and to learn something which causes each student develops his/her accountability. Meanwhile, engaging students in competency based class need employing one stays the rest stray technique since using this technique students will have a chance to answer, ask questions, apply the knowledge they have acquired and gain feedback from group members while they are socializing in groups. Learning in such instances will build students self esteem as they gain confidence in them and lead to additional enjoyment of the learning process. The teacher does not always work with the students and he/she doesn t control all students activities such as in lockstep. In summary the writer thinks that this suggested technique, one stays the rest stray, is worth considering to be used in experiment group and hopefully, using quantitative research it can improve the students achievement in reading In reading comprehension using lockstep technique, the students are working together tightly with the teacher and following the teacher instruction. Here, the students are asked to read the text, stop at the stop points and answer questions from their teacher right away, immediately after he/she stops reading as a part of the text. This enables the teacher to see the first-hand process of task completion. The teacher is able to detect objectively what the students say/respond to those questions. This technique is really a teacher centered technique since the questions come from the teacher or friends. The students compete each other when they are doing their tasks or answering the teacher/lecturer s questions. The teacher may take notes of everything that the students say and correct the students mistakes by asking other students to correct the mistakes. Then, the teacher might be able to deliver other good questions for the students. The success of this technique lies on how the teacher uses this technique which means choosing appropriate texts and questions, listening carefully to students answers, determining students abilities and adapting the technique to the students needs and abilities in order to be successful. The process of how to score students in lockstep technique is the same as in the collaborative techniques (the evaluation ranges from 1-100); 15% of students daily activities in the class-room and 15 % is the attendance lists. 20 % of students last project and 50% will be taken from the midterm and final test. Both techniques, lockstep and one stays the rest stray, will use the same materials and the same teacher. That is the reason why the two techniques are comparable to be used for this research. In this research this lockstep technique causes the teacher controls the students activities as in the traditional technique. This technique uses teacher-centre. The teacher thinks all of the activities, while the students work together with the teacher, so all students are locked up the same activity, rhythm and pace with the teacher. In using this technique, the teacher doesn t think that the students as the centre of the learning but he/she instead (Harmer, 2007, p.161). The relation of the three theories above in this research pointed out that Reading is more than acquiring information from the printed words. Reading is a complex thing, mental 135
8 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements activity, discourse and meaningful interaction. The reader s background knowledge, purpose, perspective, and skills are brought to the text. It is the authors task to make the interacting meaningful by addressing the correct/appropriate audience. Yet, it is the reader s task to make the interaction meaningful by purposely employing knowledge and skills. In collaborative technique, the readers are groups of students who become the center of the learning activities. The students will perceive positive interdependence, individual accountability, face to face interaction, interpersonal and group processing. By using one stays the rest stray technique, each member of the group has his/her own share/ individual accountability; he/she becomes stronger individual in his/her own right. Students will develop their positive interdependence. They easily sink and swim together to reach the goal or they have positive interdependence, each member of the groups will receive the same reward when the groups achieve the goal, perceive different portion of resources/materials necessary for the task to be completed, be assigned complementary and interconnected roles that specify responsibilities that the groups need in order to complete the joint task, have a personal responsibility, have the ability to deal with people, have the ability to take care of each other, and never feel alone to get the job done. METHODOLOGY The design of this study was a quantitative research using two groups (control and experiment). It is a quasi-experimental research employing the post-test only design. It was categorized as a quantitative research as it was based on testing a theory composed of variables, measured with numbers, and analyzed using statistical techniques; the goal of which is to determine whether the predictive generalizations of a theory holds true. The type of study was a quasi-experimental, since the researcher only used the real situation of the classrooms without arranging them: the researcher did not randomize the samples but used the existing classes as they were. There were two types of variables examined in this study. Those variables were independent and dependent variables. The independent variables were the lockstep and the one stays the rest stray techniques. The dependent variable was the students reading achievement which includes these following areas: main idea, supporting details, factual information and inference information (see Table 2 below). TABLE 2: Two Groups, Quasi-Experiment, Post Test Only Design Group Independent variable Post test/dependent variable Experiment X1 Y2 Control X2 Y2 136
9 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) 2011 Before the research study the writer used 92 students of the third semester students to see whether the instrument is good or not and to see whether the students of the two classes (experiment and control classes) statistically have more or less the same competence. Since quasi experiment was conducted so the classes were used as they were. Randomization was conducted to determine which of the classes would be the pilot group, the control group, and the experimental group. The subjects before the experiment are: Class A as the pilot group (31 students), Class B as the control group (30 students) and Class C as the experiment group (31 students). The average scores of the Reading I summative tests in class A, B and C were as follows: (Class A, that was used as the pilot group), (Class B, as the control group), and (Class C, as the experimental group). The conclusion of the similarity of the three classes was based on the result of comparison of their mean scores on the Reading I summative test conducted in the previous semester (see Table 3 below). The writer determined 5% or 0.05 as the level of the significance of the test. It meant that the chance of making a wrong decision was maximally 5%. The comparison using ANOVA showed that f value (0.05) was less than the f table ( ), or f table >0.05. Accordingly, Ho was accepted, meaning that there was no significant difference between the three groups. This meant that at the beginning of the experiment (before the treatment), the reading achievement of the three groups was statistically equal since the result of statistical counting of the three classes (pilot, control and experiment) using ANOVA test with 0.05 as the level of significant pointed out that post test only design was applied since there were no significant differences among the three classes, and the pre test was not necessary to be used. TABLE 3: Comparison of Mean Scores of Summative Reading Tests Prior to Treatment Group Mean Variance F Class A (the pilot group) 68, ,6504 Class B (the control group) 70, ,1109 Class C (the experimental group) 73, ,7856 0,94542 An instrument of this study which consists of 30 objectives test (close ended type test items) could be used in this research if the instrument was a good instrument (Cohen, Lawrence and Keith, 2000). This meant that the instrument should have been practical, valid and reliable prior to the treatment. The instrument is practical when it is (a) economical, (b) easy to administer (c) easy to score, and (d) easy to interpret. This instrument was economical since it had only one page of multiple choice test with answer keys for the teacher. It would take a few minutes to check. Besides, it was also easy to administer as the divisions of each passage were clearly indicate. The instrument began with general instructions, then each passage began with a roman number followed by specific instruction which was typed in capital letters e.g.; READ THE PASSAGE CAREFULLY!. The directions or instructions of the test were clear and they were written using simple English. This instrument was also easy to score as it was provided with answer keys and a clear direction for scoring so that the teacher could score the test easily and objectively without requiring any judgment on every item. The result of using this instrument test was easy to interpret so that different scorers would produce the same mark to the same responses. 137
10 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements Validity is only concerned with what a test measures and how it is supposed to measure. Since the test developed for this study was used to determine students reading achievement at the end of the course, content validity was commonly used, Content validity is defined as the extent to which a test measures a representative sample of domain task under consideration (Cohen et al, 2000, p, 105). This meant that the items in the instrument should be representative samples of the course given. After the researcher discussed with other Reading II lecturers in that university, it turned out that this instrument had suited the curriculum used there. It contained a representative sample of the course and there was a relationship between the test items and the course objectives. The form of questions in this instrument was 30 objective questions. The researcher determined that the items should have content validity in order to accomplish the purpose of learning. The items should coincide with the level of reading comprehension ability of Reading II since the teacher is a reading expert and she has been teaching reading for more than twenty years; therefore, the questions should be appropriate for them, and suit their curriculum. In this study, the validity of test items was considered valid. It was because the test items were suitable with the curriculum used and they also suited students reading comprehension achievement. Thus, the researcher concluded that the validity of the instrument is valid. Meanwhile, reliability refers to the consistency of test scores; that is, how consistent they are from one measurement to another (Cohen et al., 2000, p. 117). For estimating the reliability of this study, Kuder-Richardson Formula 21 was used (Gronlund, 1981, p. 100, Arikunto,1983, pp ), with interpretation of reliability varying from very low (< 0.2), low ( ), moderate ( ), high ( ), to very high (0.8-1). This study found that the reliability for the instrument test was 0,7330. It meant that the reliability for the post-test was high or it was able to achieve a high degree of consistency or reliability. Hence, the data expected would be accurate for a post test. To complete the evaluation of the reliability of the instrument, the researcher investigated the level of difficulty and the level of discrimination power. The level of difficulties was used to express the percentage of test to answer each item correctly. It also showed how easy or difficult a particular item was in the test. Based on the table of the item difficulty, it could be concluded that this try out had easy, moderate and good items, 15 items were easy, 13 items were moderate, meanwhile 2 items were good. The item discrimination indicated whether a particular item had the power of discriminating good students from poor students. An item is good if the good students tend to do well on a test as a whole, and the poor students tend to do badly on a test as a whole. The criteria for discriminating power vary from poor means (0-0.20), satisfactory means ( ), and good means ( ). Based on the analysis of the item difficulty the researcher found that 5 items were poor, 22 items were satisfactory and 3 items were good. From the analysis of the reliability the researcher also confirmed that the instrument had a high reliability of 0.73; the items consisted of 15 easy items, 13 moderate items, and 2 good items. Moreover the items difficulty stated that there were 5 poor items for the poor students, 22 satisfactory items for the average students and 3 good items for the smart students. Thus, the researcher concluded that this instrument which consists of a reading text with 30 objectives type test 138
11 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) 2011 was good since it was practical, valid and reliable. And then, the researcher used the instrument as a post test after the treatment was carried out. For the treatment, the researcher only examined the teaching learning activities of English for fourteen sessions of 100 minutes and discussed the kinds of language teaching techniques applied by the reading teacher. Since the writer taught the two classes in Reading II of the third semester, the researcher then decided to take the two classes as a classroom research in English Department of the university as the samples under her research project. They are expert in teaching reading with more than twenty years of experience. Only Reading II class was discussed in this research project, other Reading classes were not discussed and the researcher compared students taught in classes using lockstep and one stays the rest stray techniques from the same reading material. The treatment of Students in the experiment group had the same amount of teaching periods as the control group (14 sessions of 100 minutes). Meanwhile, the language instruction was the same in the experiment and control group. The material was assumed to be well selected to suit the basic need of both groups since the materials had been available and stated in the Reading II curriculum. The amount of the passages was the same in both groups. The teacher and the rubric were the same. Only the techniques of both groups were different. The participants of this study were 61 students of the third semester students of the English study programmed who were enrolled Reading II in the academic year of 2009/2010. The treatments were divided into two parts, the treatments for the experimental group and treatments for the control group. The treatments were fully conducted by one expert of reading teacher who had been teaching reading for more than 20 years at the university in Surabaya- Indonesia. She carried out the treatment for the experiment group and the same teacher from this university taught in control group. The treatment was carried out for fourteen 100 minutes. Each treatment was conducted using the ways below.(see Table 3 below). Table 3: Treatments for the Experiment and Control Groups. Activities Experimental group Control group Lecturer Students Lecturer Students Pre- Reading Activities (5minutes) -Explained the Purpose of the division into groups to the students. Whilst- Activities -Gave the triggering questions -Discussed the content of the reading -Listened to the explanation of the purpose of the division of the students into groups. -Answered the triggering questions -Listened to the explanation of -Explained the Instruction of the passage and asked if they had ever come across the same problems as the main characters in the story. Gave the triggering questions Explained the reading passage -Listened to the explanation of the instruction, answered the questions and asked the teacher if they didn t understand. Answered the triggering questions Listened to the explanation of the 139
12 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements (45 minutes) passage briefly (through question - answer) -Explained the key vocabulary in the Passage -Asked students of each group to discuss their tasks. Each group discussed different paragraphs. -Walked in each group and helped them in case they found difficulties (as a facilitator). the reading passage briefly and participated in the discussion. -Listened and jotted down the explanation of the key vocabulary briefly. -Each group discussed different paragraphs about the reading passage in English using question and answer. -Had discussion together with their friends and the teacher (whenever it s necessary) in each group thoroughly Explained the key vocabulary in the passage Asked each student to answer the questions about the paragraph right away after he/she had read the passage. Explained the answer and gave corrections of their mistakes. reading passage thoroughly Listened to the explanation of the key vocabulary and jotted them down briefly Answered the questions orally about the paragraph right away after they read the passage. Listened and gave response to the explanation. Activities Experimental group Control group Lecturer Students Lecturer Students -Asked each group to discuss different paragraphs. -Asked one of the members to stay in their group while the rests strayed to other groups to ask the information about other paragraphs. -Discussed their tasks in each group. After that one of the members stayed in their group while the rests strayed in other groups to ask the information about other paragraphs. -Asked some students to read different paragraphs and right after they finished reading it, the teacher would ask students some questions orally. If the students could not -Read different paragraphs at different times and after they finished reading them, the students would answer the questions given orally. If the students could not answer them the teacher would give the 140
13 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) Asked students to return to their base group or to their previous group, after they had already got the information from other groups about the content of other paragraphs. -Asked students to discuss the results of their strayers to other groups and to wrap up the content of the passage. -Listened to the report of each group about the content of the passage. -Returned to their previous group/ based group after they had already got the information from other groups about the content of other paragraphs. -Returned to their base group and discussed the results of their strayers to other groups. (each student had a chance to speak in front of his friends in his/her group). -Made a report of their discussion on the passage. answer it orally, the teacher would give the turn to other students. -Asked students to answer questions orally right away after they finished reading one paragraph. -Gave the assessment related to the passage to the whole class while the teacher was moving around the class and helping students who were not able to do it well -Checked the students work together by asking each student to read the answer turn to other students. -Answered questions right away after they finished reading one paragraph. -Did the assessment, if they were not able to do it they would ask the teacher suggestion. -Listened to their friends reading the answer of the assessment. orally. Activities Experimental group Control group Lecturer Students Lecturer Students 141
14 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements (10 minutes) Post- Reading Activities (40 minutes) -Gave some assessments (could be to summarize, dramatize the passage or do similar comprehension questions) to all the groups. The teacher asked students who knew the answers to share them with the other members of the group. -Reviewed on the material by giving summary of the lesson and asked the difficult words through questions and answers. -Asked each student to find a text of the same genre and created various questions for the text given. Then, he/ she presented in a class /submitted to the teacher. Sometimes the Activities vary: (usually in post test the students perform individually) -Shared the answers with the other members of the group. -Listened to the teacher s review through questions and answers. -Searched a text of the same genre which was explained by the teacher in a class. Created questions for the text given and presented them in a class/submitted to the teacher -In each group presented his group -Asked each student to write the answer on the board. Meanwhile, the teacher checked the students work on the board and explained it when their work was not correct. -Reviewed the material given by giving Summary of the lesson and asked the difficult words through questions and answers. -Asked students to do some assignments individually. -Answered the questions by writing the answer on the board.. -Listened to the teacher s review through questions and answers. Each student did the assessment individually and submitted it to the teacher after doing it. 142
15 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) Asked students to work in groups to find out a text of the same genre text and created various questions for the text given, performed a drama, summarized a text or dialogue and created questions for the text given. -Asked students to have a discussion in groups and performed it in a class-room or in an open air. Evaluated the learning process and gave comment on it. discussion (in the form of a drama, dialogue, summary or making questions). in front of their friends to obtain comments from their teacher. After the treatment, the researcher gave post test to the two classes using a good reading instrument which had been practical, valid and reliable. The researcher calculated students post test scores of both classes (control and experiment classes) using independent T test to know whether there was a significant difference between the two groups. The test scores were analyzed using a statistical calculation. Since this study compared two means, the statistical tool used in this study was the independent t-test. FINDINGS AND DISCUSSION During the treatments, the researcher taught the topics of the study in the first to the fourteenth meeting. Then, she determined the level of the significance of the test. It is 5% or It meant that the chance of making a wrong decision was maximally 5%. It was used for measuring the t. obtained whether Ho was accepted or rejected. Ho was accepted if the value of t. obtained was less than the t. table at the 0.05 level. After that, the researcher calculated the students scores from the post-test in order to get the mean scores, the standard deviations, and the t. observed. From the t. observed, the researcher determined whether Ho was accepted or rejected. This study showed that the difference between groups was significant, and that the experimental group was greater. After the treatment to both groups, group A and group B, the students were given the post-test. The data showed that the mean of the experimental group was 22,93 and the mean of the control group was 19,67. The t obtained was 3,3 and t. table at level of significance was 2,660. The result indicated that the t. obtained was greater than the t. table. Since to (3.3)> t.table (2.66), thus Ho was rejected means that Ha was accepted. Hence the researcher concluded that there was a significant difference in the reading achievement of the students 143
16 Tjahjaning Tingastuti Surjosuseno The effects of one stays the rest stray and lockstep techniques on the enhancement of students reading achievements who were taught by means of one stays the rest stray - technique and those who were taught using lockstep technique. Table 4: The Post-test Score Group Mean SD Df t-obtained Σ-table (0.05) Experimental group 22,93 3, ,3 2,660 Control group 19,67 3,689 Since the value of the t. obtained was greater than the value of t table at 0.05 levels of significance, the alternative hypothesis was accepted or the null hypothesis was rejected. Therefore, this study proved that teaching reading by means of one stays the rest stray technique was more effective than teaching reading using lockstep technique. In addition, the teaching reading by means of one stays the rest stray technique, almost all students followed the lesson with full enthusiasm, and spirit, and they found that the lesson was interesting and fun. They did not find difficulties when they did the post-test after they had got the treatment with the comfortable and relaxing situation of learning in which they could learn in a small group, and consequently they got higher scores than the control group. Johnson et al. (2000) stated that by using collaborative technique ( one stays and the rests stray ), the students positive interdependence, individual accountability, interpersonal skills, face to face interaction and group processing aroused which may help students keep on task, speak orally, recall the knowledge, and comprehend the text well and happily. It can also cheer up and brighten up the classroom and bring more variety and interest into language lesson such as giving students opportunity to answer questions, making dialogue, summarizing and dramatizing the material given. From the findings, the researcher is able to draw a conclusion that the use of one stays the rest stray technique in teaching reading to the third semester students has a significant effect on the students achievement in mastering English reading. CONCLUSION This research issue was made to determine whether the use of one stays the rest stray technique to teach reading to the third semester students of one of the universities in Surabaya, Indonesia, was more effective than the use of lockstep technique. The result of this research pointed out that the students who were taught using one stays the rest stray technique have higher reading achievements than those taught using lockstep technique since t. obtained (3.3) > t.table (2.66); thus Ho was rejected, meaning that the experiment plays a significant role in improving the students achievement. The researcher believes that her research would give some contributions to the teaching of EFL reading, especially the usefulness of one stays the rest stray as a new technique in collaborative learning for EFL readers to be used in fun reading classes to increase students reading achievement. Based on the result of the study, reading teachers became creative and innovative in varying their teaching so that students would not easily get bored with the lessons in class and 144
17 CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. I No. 1 (July 2011) The Author(s) 2011 their reading achievements would increase. One stays the rest stray technique is very compatible to enhance students reading achievement. Students are able to enhance their interdependence, individual accountability, interpersonal skills, face to face interaction and their group processing when they work in group. Using one stays the rest stray the researcher hopes that the result of this research will give some contribution in teaching Reading to the tertiary education. Further more, using this technique might help keep students working on task, speaking orally, recalling the knowledge, and comprehending the text well and happily. Implementing one stays the rest stray technique could also give students opportunities to answer and raise questions, to dramatize and to summarize the materials given during the teaching- learning process of reading. It is expected that reading teachers can apply this technique in their reading courses since they are happy doing their tasks and comprehend the text well. It is important to note that in this study, only 61 students were involved and the treatments were given only 14 times to both of the groups. For better results, future researchers might involve more students and classroom meetings. Having these limitations, the researcher realizes that this research is far from being perfect, but the readers will know a new technique in collaborative learning which can be used to enhance the students reading achievement. It is more practical, takes less time to enhance their knowledge in acquiring the content of the texts. The researcher also hopes that other researchers who are interested in this topic will do the same research in longer time for treatments, hold in many universities in Indonesia and use many teachers which have the same competence statistically.. REFERENCES Agustien, H.I.R. (2007). Widya Mandala Syllabus Design. Proceedings of the A2 Seminar on Syllabus Design, University of Unika Widya Mandala, Surabaya, Indonesia Arikunto, S. (1983). Prosedur Penelitian Suatu Pendekatan Praktik. pp Jakarta: Bumi Aksara. Brown, D,H. (2001). An Interactive Approach to Language Pedagogy. San Fransisco: Wesley Longman. Cohen, L., Lawrence, M., and Keith, M., Research Methods in Education. p.117. London: Routledge Falmer Depdiknas.(2004). Kurrikulum Pedoman Umum Pengembangan Sillabus Berbasis Kompetensi SMA. Jakarta: Department Pendidikan Nasional. Depdiknas (2005). Peraturan Pemerintah Republik Indonesia Nomer 19 Tahun 2005 Tentang Standart Nasional. Jakarta: Department Pendidikan Nasional Fisher, D., and Charles W.,P., (1981). Comprehension and the Competent Reader: Inter- Specialty, New York: Praeger Publisher. Gronlund, N.E. (1981). Measurement and Evaluation in Teaching. p New York: Mac Millan. Harmer, J. (2007). Grouping Students in the Practice of English Language Teaching (Fourth Eds), pp Cambridge: Pearson Longman. Jacobs, G.M., Gan, S.L., & Ball, J. (1996). Learning Cooperative Learning Via Cooperative Learning: A Sourcebook of Lesson Plans for Teacher Education on Cooperative Learning. Singapore: SEAMEO Regional Language Centre. 145
INCREASING STUDENTS ABILITY IN WRITING OF RECOUNT TEXT THROUGH PEER CORRECTION
INCREASING STUDENTS ABILITY IN WRITING OF RECOUNT TEXT THROUGH PEER CORRECTION Jannatun Siti Ayisah, Muhammad Sukirlan, Budi Kadaryanto Email: Ishaaisha@rocketmail.com Mobile Phone: +6285367885479 Institution:
Research Journal ADE DEDI SALIPUTRA NIM: F
IMPROVING REPORT TEXT WRITING THROUGH THINK-PAIR-SHARE Research Journal By: ADE DEDI SALIPUTRA NIM: F42107085 TEACHER TRAINING AND EDUCATION FACULTY TANJUNGPURA UNIVERSITY PONTIANAK 2013 IMPROVING REPORT
Dian Wahyu Susanti English Education Department Teacher Training and Education Faculty. Slamet Riyadi University, Surakarta ABSTRACT
IMPROVING STUDENTS READING COMPREHENSION THROUGH LITERATURE CIRCLES STRATEGY FOR THE ELEVENTH GRADE OF SMK NEGERI 8 SURAKARTA IN 2015/2016 ACADEMIC YEAR Dian Wahyu Susanti English Education Department
THE EFFECT OF USING SILENT CARD SHUFFLE STRATEGY TOWARD STUDENTS WRITING ACHIEVEMENT A
THE EFFECT OF USING SILENT CARD SHUFFLE STRATEGY TOWARD STUDENTS WRITING ACHIEVEMENT A Study at Eight Grade Students of SMP N 10 Padang By : Heni Safitri*) Advisors : **) Riny Dwitya Sani dan M. Khairi
DESINGING TASK-BASED INSTRUCTIONAL STRATEGY ON RECYCLING NEWSPAPER IN READING PROCEDURE TEXT
DESINGING TASK-BASED INSTRUCTIONAL STRATEGY ON RECYCLING NEWSPAPER IN READING PROCEDURE TEXT SittiAtika, Ikhsanudin, EniRosnija English Education Study Program, Language and Arts Education Department,
CHAPTER III RESEARCH METHOD
CHAPTER III RESEARCH METHOD A. Research Method 1. Research Design In this study, the researcher uses an experimental with the form of quasi experimental design, the researcher used because in fact difficult
By. Candra Pantura Panlaysia Dr. CH. Evy Tri Widyahening, S.S., M.Hum Slamet Riyadi University Surakarta ABSTRACT
THE EFFECTIVENESS OF MIND MAPPING TECHNIQUE IN TEACHING LEARNING WRITING ON RECOUNT TEXT (An Experimental Study in the Tenth Grade Students of MAN 2 SurakartaIn 2015/2016 Academic Year) By. Candra Pantura
TEACHING WRITING DESCRIPTIVE TEXT BY COMBINING BRAINSTORMING AND Y CHART STRATEGIES AT JUNIOR HIGH SCHOOL
TEACHING WRITING DESCRIPTIVE TEXT BY COMBINING BRAINSTORMING AND Y CHART STRATEGIES AT JUNIOR HIGH SCHOOL By: Rini Asrial *) **) Herfyna Asty, M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris
Syamsul Rizal Vera Fitria
134 At-Ta lim, Vol. 15, No. 1, Januari 2016 THE USE OF DICTOGLOSS TECHNIQUE IN TEACHING STUDENT S LISTENING SKILL Syamsul Rizal Vera Fitria Abstrak: Tujuan penelitian ini adalah untuk mengetahui efektifitas
USING STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) METHOD TO IMPROVE STUDENTS WRITING ABILITY
USING STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) METHOD TO IMPROVE STUDENTS WRITING ABILITY Dieni Rahmawati 1 Dede Pertamana, Dra., M.Pd 2 Dienirahmawati07@gmail.com ENGLISH DEPARTMENT FACULTY OF EDUCATIONAL
Novi Riani, Anas Yasin, M. Zaim Language Education Program, State University of Padang
THE EFFECT OF USING GIST (GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT) AND STUDENTS READING INTEREST TOWARD STUDENTS READING COMPREHENSION AT FIFTH SEMESTER STKIP YPM BANGKO Novi Riani, Anas Yasin,
An Investigation into Teacher Practice of Jigsaw Technique in Teaching Narrative for Eight Graders of SMPN 1 Menganti
An Investigation into Teacher s Practice of Jigsaw Technique in Teaching Narrative for Eight Graders of SMPN 1 Anggi Aisaturida English Education, Faculty of Language and Art, State University of Surabaya
The Effects of Jigsaw and GTM on the Reading Comprehension Achievement of the Second Grade of Senior High School Students.
The Effects of Jigsaw and GTM on the Reading Comprehension Achievement of the Second Grade of Senior High School Students Yullia Rossiana Abstract. The aim of this study is to compare the effectiveness
Towards Teachers Communicative Competence Enhancement: A Study on School Preparation for Bilingual Programs
Towards Teachers Communicative Competence Enhancement: A Study on School Preparation for Bilingual Programs Heny Hartono, Mursid Saleh, Warsono, Dwi Anggani English Department, Faculty of Language and
THE USE OF WEB-BLOG TO IMPROVE THE GRADE X STUDENTS MOTIVATION IN WRITING RECOUNT TEXTS AT SMAN 3 MALANG
THE USE OF WEB-BLOG TO IMPROVE THE GRADE X STUDENTS MOTIVATION IN WRITING RECOUNT TEXTS AT SMAN 3 MALANG Daristya Lyan R. D., Gunadi H. Sulistyo State University of Malang E-mail: daristya@yahoo.com ABSTRACT:
IMPROVING STUDENTS SPEAKING ABILITY THROUGH SHOW AND TELL TECHNIQUE TO THE EIGHTH GRADE OF SMPN 1 PADEMAWU-PAMEKASAN
IMPROVING STUDENTS SPEAKING ABILITY THROUGH SHOW AND TELL TECHNIQUE TO THE EIGHTH GRADE OF SMPN 1 PADEMAWU-PAMEKASAN M. Darrin Zuhri Universitas Madura (UNIRA) Pamekasan E-mail Address : darentzuhri@gmail.com
Teachers Prior Knowledge Influence in Promoting English Learning Strategies in Primary School Classroom Practices
p-issn: 2477-3859 e-issn: 2477-3581 JURNAL INOVASI PENDIDIKAN DASAR The Journal of Innovation in Elementary Education http://jipd.uhamka.ac.id/index.php/jipd Volume 2 Number 2 June 2017 45-52 Teachers
Aas Samrotul Faidah¹ Metty Agustine Primary².
THE INFLUENCE OF USING DIALOGUE JOURNAL ON STUDENTS WRITING ABILITY IN RECOUNT TEXT (An Experimental Study at the Eighth Grade of SMPN 3 Sukaratu Tasikmalaya) Aas Samrotul Faidah¹ Metty Agustine Primary²
THE IMPLEMENTATION OF TEACHING ENGLISH TO THE TENTH GRADE STUDENTS AT SMK NEGERI 8 SURAKARTA IN 2015/2016 ACADEMIC YEAR
THE IMPLEMENTATION OF TEACHING ENGLISH TO THE TENTH GRADE STUDENTS AT SMK NEGERI 8 SURAKARTA IN 2015/2016 ACADEMIC YEAR Syilvia Mustanuri Jannah State Vocational High School 8 Surakarta Jl. Sangihe, Kepatihan
1. Drs. Agung Wicaksono, M.Pd. 2. Hj. Rika Riwayatiningsih, M.Pd. BY: M. SULTHON FATHONI NPM: Advised by:
ARTICLE Efektifitas Penggunaan Multimedia terhadap Kemampuan Menulis Siswa Kelas VIII Materi Teks Deskriptif di SMPN 1 Prambon Tahun Akademik 201/2016 The Effectiveness of Using Multimedia to the Students
DEVELOPING ENGLISH MATERIALS FOR THE SECOND GRADE STUDENTS OF MARITIME VOCATIONAL SCHOOL
LINGUISTIKA AKADEMIA, Special Edition, May 2016 ISSN: 2089-3884 accredited by DGHE (by DGHE (DIKTI), Decree No: 51/Dikti/Kep/2010 87 DEVELOPING ENGLISH MATERIALS FOR THE SECOND GRADE STUDENTS OF MARITIME
Students Argumentation Skills through PMA Learning in Vocational School
The International Journal of Social Sciences and Humanities Invention 4(7): 3619-3624, 2017 DOI: 10.18535/ijsshi/v4i7.08 ICV 2015: 45.28 ISSN: 2349-2031 2017, THEIJSSHI Research Article Students Argumentation
THE INFLUENCE OF ENGLISH SONG TOWARD STUDENTS VOCABULARY MASTERY AND STUDENTS MOTIVATION
77 THE INFLUENCE OF ENGLISH SONG TOWARD STUDENTS VOCABULARY MASTERY AND STUDENTS MOTIVATION By Eva Faliyanti Muhammadiyah University of Metro evafaliyanti1980@gmail.com Abstract Learning vocabulary is
IMPROVING STUDENTS CREATIVE THINKING ABILITY THROUGH PROBLEM POSING-GEOGEBRA LEARNING METHOD
IMPROVING STUDENTS CREATIVE THINKING ABILITY THROUGH PROBLEM POSING-GEOGEBRA LEARNING METHOD Tressyana Diraswati Novianggraeni Mathematics Education, Faculty of Mathematics and Natural Sciences, State
THE EFFECT OF DEMONSTRATION METHOD ON LEARNING RESULT STUDENTS ON MATERIAL OF LIGHTNICAL PROPERTIES IN CLASS V SD NEGERI 1 KOTA BANDA ACEH
THE EFFECT OF DEMONSTRATION METHOD ON LEARNING RESULT STUDENTS ON MATERIAL OF LIGHTNICAL PROPERTIES IN CLASS V SD NEGERI 1 KOTA BANDA ACEH Iqbal Basic Education Study Program, Graduate Program. State University
DESIGNING NARRATIVE LEARNING MATERIAL AS A GUIDANCE FOR JUNIOR HIGH SCHOOL STUDENTS IN LEARNING NARRATIVE TEXT
DESIGNING NARRATIVE LEARNING MATERIAL AS A GUIDANCE FOR JUNIOR HIGH SCHOOL STUDENTS IN LEARNING NARRATIVE TEXT Islamic University of Nahdlatul Ulama, Jepara Email : apriliamuzakki@gmail.com ABSTRACT There
IMPROVING STUDENTS READING COMPREHENSION USING FISHBONE DIAGRAM (A
IMPROVING STUDENTS READING COMPREHENSION USING FISHBONE DIAGRAM (A Classroom Action Research at the Tenth Grade of MAN 2 Surakarta in 2015/2016 Academic Year) Sifti Riana Astuti Fara Dr. Ch. Evy Tri Widyahening,
DEVELOPING A PROTOTYPE OF SUPPLEMENTARY MATERIAL FOR VOCABULARY FOR THE THIRD GRADERS OF ELEMENTARY SCHOOLS
DEVELOPING A PROTOTYPE OF SUPPLEMENTARY MATERIAL FOR VOCABULARY FOR THE THIRD GRADERS OF ELEMENTARY SCHOOLS Dian Lailaningrum and Sri Rachmajanti State University of Malang Email: lailaningrum@gmail.com
THE ROLE OF ENGLISH TEACHERS ON HELPING PASSIVE LEARNERS IN CLASSROOM (A Study at The Ninth Grade Students of SMP N 31 Andalas Padang)
THE ROLE OF ENGLISH TEACHERS ON HELPING PASSIVE LEARNERS IN CLASSROOM (A Study at The Ninth Grade Students of SMP N 31 Andalas Padang) Wewen Muthia *) (Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat,
COOPERATIVE LEARNING TIME TOKEN IN THE TEACHING OF SPEAKING
COOPERATIVE LEARNING TIME TOKEN IN THE TEACHING OF SPEAKING Rachda Adilla English Education, Languages and Arts Faculty, State University of Surabaya rachdaadilla@gmail.com Prof. Dr. Susanto, M. Pd. English
THE ROLES OF INTEGRATING INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN TEACHING SPEAKING AT THE FIRST SEMESTER OF ENGLISH STUDENTS OF FKIP UIR
THE ROLES OF INTEGRATING INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN TEACHING SPEAKING AT THE FIRST SEMESTER OF ENGLISH STUDENTS OF FKIP UIR Betty Sailun 1), Andi Idayani 2) *1)*2) Universitas Islam
IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER
IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER Mohamad Nor Shodiq Institut Agama Islam Darussalam (IAIDA) Banyuwangi
IMPROVING VOCABULARY ABILITY BY USING COMIC Randa Wijaksana banigau Fakultas Sastra, Universitas Udayana. Abstrak
IMPROVING VOCABULARY ABILITY BY USING COMIC Randa Wijaksana banigau Fakultas Sastra, Universitas Udayana Abstrak Masalah dari penelitian ini adalah bagaimana meningkatkan kemampuan berbicara mengunakan
IMPROVING THE STUDENTS ENGLISH VOCABULARY MASTERY THROUGH PUZZLE GAME AT THE SIXTH GRADE STUDENTS OF SDN 1 SODONG GUNUNGHALU
IMPROVING THE STUDENTS ENGLISH VOCABULARY MASTERY THROUGH PUZZLE GAME AT THE SIXTH GRADE STUDENTS OF SDN 1 SODONG GUNUNGHALU ABDUL ROSMAN e-mail:rosman_28@yahoo.co.id English Education Study Program Language
THE EFFECTIVENESS OF INTERNET MEDIA AS LEARNING SOURCE TO IMPROVE SELF-CONFIDENCE AND LEARNING INDEPENDENCE OF STUDENTS
The Effectiveness of Internet Media (Niken Dyah Permatasari) 1 THE EFFECTIVENESS OF INTERNET MEDIA AS LEARNING SOURCE TO IMPROVE SELF-CONFIDENCE AND LEARNING INDEPENDENCE OF STUDENTS EFEKTIFITAS PENGGUNAAN
Laporan Penelitian Unggulan Prodi
Nama Rumpun Ilmu : Ilmu Sosial Laporan Penelitian Unggulan Prodi THE ROLE OF BAHASA INDONESIA IN FOREIGN LANGUAGE TEACHING AT THE LANGUAGE TRAINING CENTER UMY Oleh: Dedi Suryadi, M.Ed. Ph.D NIDN : 0504047102
THE INFLUENCE OF MIND MAPPING IN TEACHING READING COMPREHENSION TO THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 1 RAWA BENING
Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol. IX No. 2, Halaman: 66 71, 2017 THE INFLUENCE OF MIND MAPPING IN TEACHING READING COMPREHENSION TO THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 1 RAWA BENING
CHAPTER II REVIEW OF RELATED LITERATURE. together and language learning is supposed to happen. As stated by
A. Review of Related Literature 1. Classroom Interaction CHAPTER II REVIEW OF RELATED LITERATURE The classroom is the place where lecturers and learners come together and language learning is supposed
The Implementation of Interactive Multimedia Learning Materials in Teaching Listening Skills
English Language Teaching; Vol. 8, No. 12; 2015 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education The Implementation of Interactive Multimedia Learning Materials in
KONTRIBUSI GAYA KOGNITIF, KECERDASAN LINGUISTIK DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR BAHASA INGGRIS SISWA KELAS VIII DI SMPN 2 KUBUTAMBAHAN
KONTRIBUSI GAYA KOGNITIF, KECERDASAN LINGUISTIK DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR BAHASA INGGRIS SISWA KELAS VIII DI SMPN 2 KUBUTAMBAHAN Gede Eka Puja Dyatmika Dosen Tetap Jurusan Dharma Acarya
DEVELOPMENT OF WORKSHEET STUDENTS ORIENTED SCIENTIFIC APPROACH AT SUBJECT OF BIOLOGY
Man In India, 95 (4) : 917-925 Serials Publications DEVELOPMENT OF WORKSHEET STUDENTS ORIENTED SCIENTIFIC APPROACH AT SUBJECT OF BIOLOGY Muhammad Khalifah Mustami and Gufran Darma Dirawan This study is
Renny Afni Juita Mahdum Syafri. K
Corresponding author. Email: rennymanullang@ymail.com Phone Number: 081362355988 Accepted on June 2013 Academic Journal THE APPLICATION OF COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE TO IMPROVE
DEVELOPING READING AND WRITING ASSESSMENT FOR SEVEN GRADE STUDENTS OF SMP IN MERANGIN DISTRICT BASED ON SCHOOL-BASED CURRICULUM
ISBN: 978-602-74437-0-9 ISELT-4 DEVELOPING READING AND WRITING ASSESSMENT FOR SEVEN GRADE STUDENTS OF SMP IN MERANGIN DISTRICT BASED ON SCHOOL-BASED CURRICULUM Ira Maisarah NIDN. 1025058404 (Lecturer in
UNIVERSITI PUTRA MALAYSIA RELATIONSHIP BETWEEN LEARNING STYLES AND ENTREPRENEURIAL COMPETENCIES AMONG STUDENTS IN A MALAYSIAN UNIVERSITY
UNIVERSITI PUTRA MALAYSIA RELATIONSHIP BETWEEN LEARNING STYLES AND ENTREPRENEURIAL COMPETENCIES AMONG STUDENTS IN A MALAYSIAN UNIVERSITY CHAI FOONG TENG FPP 2013 30 RELATIONSHIP BETWEEN LEARNING STYLES
THE USE OF ENGLISH MOVIE IN TEACHING AUSTIN S ACT
THE USE OF ENGLISH MOVIE IN TEACHING AUSTIN S ACT Rahmatika Kayyis English Education Departmen of STKIP Muhammadiyah Pringsewu email: middlenigtrain@gmail.com Abstract The purpose of this research is to
What is PDE? Research Report. Paul Nichols
What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized
A STUDY OF REFUSAL STRATEGY USED BY ENGLISH TEACHERS IN MADIUN REGENCY IN DECLINING AN INVITATION, AN OFFER AND A SUGGESTION
A STUDY OF REFUSAL STRATEGY USED BY ENGLISH TEACHERS IN MADIUN REGENCY IN DECLINING AN INVITATION, AN OFFER AND A SUGGESTION Maya Hartuti Graduate Program of Language Study Muhammadiyah University of Surakarta
-Journal of Arts, Science & Commerce
E-ISSN9-4686 ISSN31-417 DOI : 10.18843/rwjasc/v6i4/11 DOI URL : http://dx.doi.org/10.18843/rwjasc/v6i4/11 A TEXT BOOK OF POETRY THEORY WITH CONTEXTUAL APPROACH (RESEARCH AND DEVELOPMENT IN ENGLISH DEPARTMENT,
The Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh
The Effect of Discourse Markers on the Speaking Production of EFL Students Iman Moradimanesh Abstract The research aimed at investigating the relationship between discourse markers (DMs) and a special
Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION
STUDYING GRAMMAR OF ENGLISH AS A FOREIGN LANGUAGE: STUDENTS ABILITY IN USING POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES IN ONE JUNIOR HIGH SCHOOL IN JAMBI CITY Written by: YULI AMRIA (RRA1B210085) ABSTRACT
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY TO IMPROVE THE ABILITY OF THE SECOND YEAR STUDENTS
Corresponding author. Email: irmanesya08@gmail.com Phone Number: 083186877373 Accepted on June 2013 Academic Journal USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY TO IMPROVE THE ABILITY OF THE
Developing Students Research Proposal Design through Group Investigation Method
IOSR Journal of Research & Method in Education (IOSR-JRME) e-issn: 2320 7388,p-ISSN: 2320 737X Volume 7, Issue 1 Ver. III (Jan. - Feb. 2017), PP 37-43 www.iosrjournals.org Developing Students Research
Carolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
Perspektif Pendidikan dan Keguruan, Vol V, No. 9, April 2014 ISSN
AN ANALYSIS OF SCHOOL-WIDE TOKEN ECONOMY SYSTEM ON CHALLENGE BEHAVIOR OF MENTAL RETARDATION STUDENTS AT SLBN PENBINA PEKANBARU (Analisis School-Wide Token EconomySystem pada Tantangan Perilaku Siswa Keterbelakangan
TEACHING MATERIALS MODEL FOLKLORE IN LEARNING INDONESIAN BASED ON THEMATIK APPROACH ABSTRACT
, 27-34 Available online at http://pps.unj.ac.id/journal/ijlecr PPs UNJ Publisher TEACHING MATERIALS MODEL FOLKLORE IN LEARNING INDONESIAN BASED ON THEMATIK APPROACH Satinem 1, Achmad HP 2 1 STKIP-PGRI
Ack now ledgem ents. Neverthless, any possible deficiency and laxity are the responsibility of the JEELL managements.
Ack now ledgem ents The Editor and Administrative Management of JEELL would like to express gratitude and appreciation to the following language expert for their scrupulous work in reading and reviewing
TEACHING ENGLISH PRONUNCIATION AT THE SIXTH YEAR OF SD NEGERI KAUMAN BLORA
TEACHING ENGLISH PRONUNCIATION AT THE SIXTH YEAR OF SD NEGERI KAUMAN BLORA PUBLICATION ARTICLES Submitted as a Partial Fulfillment of the Requirements for getting the Bachelor Degree of Education in English
DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY?
DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty (itaw75123@yahoo.com) Istanti Hermagustiana (dulcemaria_81@yahoo.com) Universitas Mulawarman, Indonesia Abstract: This paper is based
The Journal of Educational Development
JED 2 (1) (2014) The Journal of Educational Development http://journal.unnes.ac.id/sju/index.php/jed MODEL DEVELOPMENT OF CREATIVE DRAWING TRAINING MANAGEMENT WITH THE TOPIC OF CONSERVATION FOR KINDERGARTEN
ILLOCUTIONARY ACTS FOUND IN HARRY POTTER AND THE GOBLET OF FIRE BY JOANNE KATHLEEN ROWLING
1 ILLOCUTIONARY ACTS FOUND IN HARRY POTTER AND THE GOBLET OF FIRE BY JOANNE KATHLEEN ROWLING By: AA. ISTRI GINA WINDRAHANNY WIDIARTA ENGLISH DEPARTMENT FACULTY OF LETTERS UDAYANA UNIVERSITY ABSTRAK Bahasa
CHAPTER III RESEARCH METHODOLOGY. A. Research Method. descriptive form in conducting the research since the data of this research
42 CHAPTER III RESEARCH METHODOLOGY A. Research Method This research uses a descriptive-qualitative method. The researcher applies descriptive form in conducting the research since the data of this research
THE IMPLEMENTATION OF SPEED READING TECHNIQUE TO IMPROVE COMPREHENSION ACHIEVEMENT
THE IMPLEMENTATION OF SPEED READING TECHNIQUE TO IMPROVE COMPREHENSION ACHIEVEMENT Fusthaathul Rizkoh 1, Jos E. Ohoiwutun 2, Nur Sehang Thamrin 3 Abstract This study investigated that the implementation
Improving Student s Listening Skill Using Task- Based Approach in EFL Classroom Setting
4th Asia Pacific Education Conference (AECON 2017) Improving Student s Listening Skill Using Task- Based Approach in EFL Classroom Setting Heri Kuswoyo, S.S., M.Hum Faculty of Arts and Education Universitas
The Effectiveness of Realistic Mathematics Education Approach on Ability of Students Mathematical Concept Understanding
International Journal of Sciences: Basic and Applied Research (IJSBAR) ISSN 2307-4531 (Print & Online) http://gssrr.org/index.php?journal=journalofbasicandapplied ---------------------------------------------------------------------------------------------------------------------------
5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
Perception of Student about Character Teacher s Mathematics on Senior High School Semarang Central Java Indonesia
International Journal of Education and Information Studies. ISSN 2277-3169 Volume 7, Number 1 (2017), pp. 1-12 Research India Publications http://www.ripublication.com Perception of Student about Character
ADDIE MODEL THROUGH THE TASK LEARNING APPROACH IN TEXTILE KNOWLEDGE COURSE IN DRESS-MAKING EDUCATION STUDY PROGRAM OF STATE UNIVERSITY OF MEDAN
International Journal of GEOMATE, Feb., 217, Vol. 12, Issue, pp. 19-114 International Journal of GEOMATE, Feb., 217, Vol.12 Issue, pp. 19-114 Special Issue on Science, Engineering & Environment, ISSN:2186-299,
CHAPTER IV RESEARCH FINDING AND DISCUSSION
CHAPTER IV RESEARCH FINDING AND DISCUSSION In this chapter, the writer presents research finding and discussion. In this chapter the writer presents the answer of problem statements that contained in the
THE USE OF SERIES PICTURE AS A TECHNIQUE TO IMPROVE STUDENTS MASTERY SIMPLE PRESENT CONTINOUS TENSE OF SMP AL-HILAL AMBON. Saidna Zulfiqar Bin Tahir
THE USE OF SERIES PICTURE AS A TECHNIQUE TO IMPROVE STUDENTS MASTERY SIMPLE PRESENT CONTINOUS TENSE OF SMP AL-HILAL AMBON Saidna Zulfiqar Bin Tahir Universitas Iqra Buru, Ambon To Cite The Article: Bin
STUDENTS SATISFACTION LEVEL TOWARDS THE GENERIC SKILLS APPLIED IN THE CO-CURRICULUM SUBJECT IN UNIVERSITI TEKNOLOGI MALAYSIA NUR HANI BT MOHAMED
STUDENTS SATISFACTION LEVEL TOWARDS THE GENERIC SKILLS APPLIED IN THE CO-CURRICULUM SUBJECT IN UNIVERSITI TEKNOLOGI MALAYSIA NUR HANI BT MOHAMED AN ACADEMIC EXERCISE INPARTIAL FULFILMENT FOR THE DEGREE
Empowering Students Learning Achievement Through Project-Based Learning As Perceived By Electrical Instructors And Students
Edith Cowan University Research Online EDU-COM International Conference Conferences, Symposia and Campus Events 2006 Empowering Students Learning Achievement Through Project-Based Learning As Perceived
The Impact of Formative Assessment and Remedial Teaching on EFL Learners Listening Comprehension N A H I D Z A R E I N A S TA R A N YA S A M I
The Impact of Formative Assessment and Remedial Teaching on EFL Learners Listening Comprehension N A H I D Z A R E I N A S TA R A N YA S A M I Formative Assessment The process of seeking and interpreting
Building Critical Thinking Behaviour of Middle School Students through Project Based Learning. Abstract
Building Critical Thinking Behaviour of Middle School Students through Project Based Learning Rahmawati Khadijah Maro, M.PEd, Laela Hikmah Nurbatra, M.EdLead, M.A Universitas Muhammadiyah Malang Abstract
Textbook Evalyation:
STUDIES IN LITERATURE AND LANGUAGE Vol. 1, No. 8, 2010, pp. 54-60 www.cscanada.net ISSN 1923-1555 [Print] ISSN 1923-1563 [Online] www.cscanada.org Textbook Evalyation: EFL Teachers Perspectives on New
USING VOKI TO ENHANCE SPEAKING SKILLS
USING VOKI TO ENHANCE SPEAKING SKILLS Michelle Manty, Melor Md Yunus, Jamaludin Badusah, Parilah M. Shah Faculty of Education, Universiti Kebangsaan Malaysia ABSTRACT This paper introduces Voki as one
AN ANALYSIS OF THE FIRST YEAR STUDENTS ABILITY TO COMPREHEND NEWS ITEM TEXT AT SMAN 7 PADANG.
AN ANALYSIS OF THE FIRST YEAR STUDENTS ABILITY TO COMPREHEND NEWS ITEM TEXT AT SMAN 7 PADANG. SiskaFebri Nuriza 1, Welya Roza 2, Khairul Harha 2 1 The Student of EnglishDepartment, The Faculty of Teacher
SURAT PERMOHONAN PUBLIKASI
UN IVERSITAS M U HAMMADIYA H SURAKARTA rl A' Yanirromor 0"" o-o;l?;iri;ff:inj'"f.;j""jjl,1l,'.1;j,1,?l,llj.ii :7ts44' surakarta s7102 Surakarta.6 Maret 2015 SURAT PERMOHONAN PUBLIKASI Saya yang bertanda
English Education Journal
EEJ 2 (2) (2012) English Education Journal http://journal.unnes.ac.id/sju/index.php/eej APPRAISAL: RADAR FOR CATCHING MEANING AN ANALYSIS OF MICHAEL JACKSON S EARTH SONG, WE ARE THE WORLD, AND HEAL THE
Procedia - Social and Behavioral Sciences 209 ( 2015 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 209 ( 2015 ) 503 508 International conference Education, Reflection, Development, ERD 2015, 3-4 July 2015,
Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach
Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Krongthong Khairiree drkrongthong@gmail.com International College, Suan Sunandha Rajabhat University, Bangkok,
A COMPARATIVE STUDY BETWEEN NATURAL APPROACH AND QUANTUM LEARNING METHOD IN TEACHING VOCABULARY TO THE STUDENTS OF ENGLISH CLUB AT SMPN 1 RUMPIN
A COMPARATIVE STUDY BETWEEN NATURAL APPROACH AND QUANTUM LEARNING METHOD IN TEACHING VOCABULARY TO THE STUDENTS OF ENGLISH CLUB AT SMPN 1 RUMPIN REZZA SANJAYA, DR. RITA SUTJIATI Undergraduate Program,
CHAPTER I INTRODUCTION
CHAPTER I INTRODUCTION A. Background of the Study English is one of the international languages that is used by many people in the world and in many areas of everyday life. Therefore, using English is
TU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
Study Group Handbook
Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting
AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES
AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES Yelna Oktavia 1, Lely Refnita 1,Ernati 1 1 English Department, the Faculty of Teacher Training
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS ELIZABETH ANNE SOMERS Spring 2011 A thesis submitted in partial
Corresponding Author, Phone Number: Accepted on April 25, 2013 Academic Journal
Corresponding Author, elvi.wahyuni@gmail.com Phone Number: 081268915520 Accepted on April 25, 2013 Academic Journal USING MUSIC BOX TO IMPROVE LISTENING ABILITY OF THE SECOND YEAR STUDENTS OF SMPN 8 PEKANBARU
CHAPTER II LITERATURE REVIEW
CHAPTER II LITERATURE REVIEW A. The Theoretical Framework 1. Nature of Writing Writing is an important skill in English besides listening, speaking and reading. Writing is a medium in which someone can
TEACHING SPEAKING USING COMMUNICATIVE APPROACH AT THE SIXTH GRADE STUDENTS OF SDN 1 SODONG GUNUNGHALU
TEACHING SPEAKING USING COMMUNICATIVE APPROACH AT THE SIXTH GRADE STUDENTS OF SDN 1 SODONG GUNUNGHALU ABDUL ROHMAN e-mail:rohman.abdul1@roketmail.com English Education Study Program Language And Arts Department
USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH
USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH By: ULFATUL MA'RIFAH Dosen FKIP Unmuh Gresik RIRIS IKA WULANDARI ABSTRACT: Motivation becomes an important part in the successful
Lecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
Analysis of Students Incorrect Answer on Two- Dimensional Shape Lesson Unit of the Third- Grade of a Primary School
Journal of Physics: Conference Series PAPER OPEN ACCESS Analysis of Students Incorrect Answer on Two- Dimensional Shape Lesson Unit of the Third- Grade of a Primary School To cite this article: Ulfah and
The International Baccalaureate Diploma Programme at Carey
The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma
STUDENTS NEEDS ANALYSIS IN THECONTENT OF VOCATIONAL HIGH SCHOOL ENGLISH TEXTBOOK. Sri Supiah Cahyati Cynantia Rahmijati, S.
STUDENTS NEEDS ANALYSIS IN THECONTENT OF VOCATIONAL HIGH SCHOOL ENGLISH TEXTBOOK Sri Supiah Cahyati Cynantia Rahmijati, S. Siska Rizkiani STKIP SILIWANGI srisupiahcahyati02@gmail.com Abstract Learning
English for Specific Purposes World ISSN Issue 34, Volume 12, 2012 TITLE:
TITLE: The English Language Needs of Computer Science Undergraduate Students at Putra University, Author: 1 Affiliation: Faculty Member Department of Languages College of Arts and Sciences International
PHYSICAL EDUCATION LEARNING MODEL WITH GAME APPROACH TO INCREASE PHYSICAL FRESHNESS ELEMENTARY SCHOOL STUDENTS
PHYSICAL EDUCATION LEARNING MODEL WITH GAME APPROACH TO INCREASE PHYSICAL FRESHNESS ELEMENTARY SCHOOL STUDENTS Iyakrus. Lecturer of Physical Education Sriwijaya University Email: iyakrusanas@yahoo.com
Teachers preference toward and needs of ICT use in ELT
Volume 19, Number 1, 2017 WIETE 2017 Global Journal of Engineering Education Teachers preference toward and needs of ICT use in ELT Nurdin Noni, Riny Jefri & Nasrullah Universitas Negeri Makassar Makassar,
Why Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
CHAPTER III RESEARCH METHODOLOGY. A. Research Type and Design. questions. As stated by Moleong (2006: 6) who makes the synthesis about
30 CHAPTER III RESEARCH METHODOLOGY A. Research Type and Design This research applies descriptive qualitative method. Qualitative research is all about exploring issues, understanding phenomena, and answering