Collaborative Classroom Action Research Research Articles

Improving Students’ Listening Skill Through Shadowing

Listening is the first part of language skills that everyone gets when learning a language. It comes before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn listening of a foreign language, especially English. That is why shadowing was applied in the listening class as one of the solutions to make the learners of English listening easy to understand what the speaker says. This collaborative classroom action research was generally to know whether or not shadowing could improve the students listening skill. It was also specifically to know: (1) the lecturer’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of shadowing in the listening class. The subjects were 18 students of the third semester of English department of education faculty of Hasyim Asy’ari university (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the observations got from the notes written by the collaborator and the listening test. The students’ listening skill improved after the implementation of shadowing. It could be seen in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be concluded that shadowing could improve students’ listening skill.

THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA

Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties to teach listening to students since students are not able to express what is on their minds because of their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating a fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of the text. The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by a group which consisted of teacher and researcher from the educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research

SMART STRATEGY TO BOOST STUDENTS’ READING COMPREHENSION

Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking) strategy. This study is developing SMART strategy to boost the reading comprehension achievement of the ninth grade students. The research applies a collaborative classroom action research design in which the researcher and the collaborative teacher work together in preparing a suitable procedure of SMART strategy, designing the lesson plan, determining the criteria of success, implementing the action, observing, and doing reflection. The finding indicated that SMART strategy was successful to enhance students‘ motivation to be actively involved in the instructional process. The improvement on the students‘ participation was 75% in Cycle 1 and 87% in Cycle 2.Keywords: Reading Comprehension, SMART strategy

Penggunaan Gambar Berseri sebagai Media untuk Meningkatkan Ketrampilan Menulis Teks Prosedur pada Siswa S1 Keperawatan STIKes Patria Husada Blitar

English become the most important things in facing the issue of Asean Economic Community (AEC) especially in the health sector since English is one of the international language use in asean. So, preparing medical employees with English become a great issue to be solved. This study was intended to apply picture Series as the media to improve students writing skill. The research design used was collaborative Classroom Action Research. The collaboration was done with three English teachers in STIKes Patria Husada Blitar. This Classroom Action Research was implemented in one cycle only which involved four stages namely planning, implementation, observation, and reflection. The researcher gained the data in the form of students’ involvement during teaching learning activity and the writing product. To get those data, the researcher used several instruments; those were students writing product and field notes. The finding of this study showed that by using picture series as the media, the students could write procedure text much better than they were taught using traditional grammar translation method. In terms of the students’ individual writing product, in preliminary study, the number of students who passed the minimum passing grade (64) was only 2 students (9.1%). On the other hand, in Cycle 1, all of the 22 students (100%) could pass the minimum passing grade (64). The improvement of students’ writing skill was due to the use of picture series as the media in teaching writing which consisted of several activities for the students so that they were enthusiastic in joining the class. In addition, it was suggested for the lecturers and/ or teacher to apply and modify this technique in their classes.

DEVELOPING THE STUDENTS’ ABILITY IN READING THROUGH SPEED READING TECHNIQUE

This study was designed to improve the Students’ Ability in Reading through Speed Reading at the first year of SMKN 1 Watunohu. The writer formulated a study question “How can speed reading developing the students’ ability in reading at the second year of first year of SMKN 1 Watunohu?” In addition, the objective of the study was generally aimed to improve the students’ reading ability through speed reading at the first year of SMKN 1 Watunohu. The design of this study was collaborative Classroom Action Research (CAR). It means that when doing the study, the writer collaborated with the English teacher of first year of SMKN 1 Watunohu. The subject of this study was the first year of SMKN 1 Watunohu in academic year of 2014/2015. This study was conducted in two cycles. The development of students’ ability in reading at the first year of SMKN 1 Watunohu supported by some evidences. First, it could be seen from the improvement of the average students’ value which showed from preliminary study the students only reached average 43.56 or only 32% or 6 from 26 students got the score greater than or equal to 72. Second, the average of the students’ value was 58.74 in the first cycle where only 44% or 8 from 26 students got the score greater than or equal to 72. Meanwhile in the second cycle, the average value of the students’ reading ability through speed reading became 87.42, there were 88.00% or 24 from 26 students got the greater than or equal to 72. Third, the students were actively involved in the teaching and learning process. It can be seen from the result of analysis of observation sheet. So it can be concluded that speed reading can improve the students’ reading ability at the first year of SMKN 1 Watunohu

Improving the Second Year Students Ability in Writing Narrative Paragraphs by Using Picture Series

This collaborative classroom action research was directed to obtain information about how the second grade students ability in writing a narrative paragraph improved by using picture series. Specifically, it was intended to develop the strategy of using picture series to improve the students ability in writing narrative paragraphs. The result shows that the appropriate model of using picture series in the teaching of writing narrative paragraphs contains some procedures and has some strengths in improving the students ability in writing narrative paragraphs. The improvements resulted from the use of series of pictures in the form of cartoon and series of questions related to the pictures.

IMPROVING THE STUDENTS SPEAKING ABILITY BY USING THEMATIC MATERIALS (A CLASSROOM ACTION RESEARCH TO THE FIRST YEAR STUDENTS OF MTSN. MODEL MAKASSAR)

The objective of this study was to improve the speaking ability of the students at the first grade of MTsN. Model Makassar. The method of this research was Classroom Action Research (CAR) that is conducted to the first grade students of MTsN. Model Makassar in academic year 2014/2015. The subject of the research consists of twenty five students; there are twelve boys and thirteen girls. The instruments are spoken test and observation guidelines. The research design applied in this study was a collaborative classroom action research consisting of 2 cycles covering 3 meetings for each cycle. The findings of this study showed improvement of the students’ speaking ability from the first to the second cycle have improve highly. Where the mean score ofvocabulary terms was 2 for the pre-cycle test become 3.28 for the second cycle post-test. Besides that, the mean score of grammar in the pre-cycle test wa 1.84 increase 3.08 in the second cycle post-test. Same as the pronunciation term, the students score from pre-cycle test to the second cycle test came up from 1.96 to 3.04. Furthermore for the students speaking accuracy and fluency, their score also increase from 1.44 became 2.92. This research was successful to improve the students speaking ability by using thematic materials.

IMPLEMENTATION OF INTENSIVE-EXTENSIVE READING STRATEGY TO IMPROVE READING COMPREHENSION

The study is aimed at developing the Intensive-Extensive Reading Strategy (IERS) to improve the students’ reading comprehension. The study employed Collaborative Classroom Action Research. The subjects of the study were 32 students of the second semester of English Education Study Program of STAIN Palangka Raya in the 2010/2011 academic year. The data were gained from reading comprehension test, observation, field notes and questionnaire. The findings show that the implementation of IERS with the appropriate procedures developed can improve the students’ reading comprehension. It is indicated by the improvements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the reading activities during the implementation of IERS in Cycles I and II. Consequently, the improvement of the students’ reading comprehension can be reached but it should follow the appropriate procedures of the implementation of IERS having been developed.

IMPROVING THE READING COMPREHENSION ABILITY THROUGH WEBBING STRATEGY

This study was designed to improve the students’ reading comprehension ability through webbing strategy which is designed to find a strategy of teaching reading skills in expository texts. The study employed a collaborative classroom action research design in which the researcher and the collaborator worked together designing the lesson plan, implementing the action, observing the action, and reflecting the action. The subjects of this research were 40 students the eleventh grade students of SMA PGRI Mojosari in the 2010/2011 academic year. The webbing strategy was successful in improving both the students’ ability in comprehending expository texts and the students’ involvement in reading activities. The strategy increased students’ mean scores and the students’ individual score percentage from preliminary study to Cycle 2 ranging from 64.83 to 78.17 or the students’ individual score percentage extended from 42.50% to 85% equal or greater than 70% of 40 students. The results of the second cycle indicated higher scores in which predetermined criteria of success met in the second cycle. The majority students showed active involvement (92.50%) in the third meeting of Cycle 2.

APPLICATION METHODS GUIDED DISCOVERY IN THE EFFORT IMPROVING SKILLS OBSERVING STUDENT LEARNING IPA IN THE FOURTH GRADES IN PRIMARY SCHOOL

The purpose of this research was to improve improve the skills of observing in science learning by using guided discovery. This type of research is a collaborative classroom action research with teachers and research subjects Elementary School fourth grade students in SD Lempuyangan 1, Yogyakarta. The results showed that the percentace of students who has score B on pre- action of 23.53%; in the first cycle increased to 38.24%; and 91.18% in the second cycle. Thus in the first cycle an increase of 14.71%, 52.94% in the second cycle, and the accumulated increase of 67.65%. It shows that guided discovery method can improve the skills of observing students and enables students to find their own concepts of science so that learning will be more meaningful.

Using Information Gap Activity to Increase Students' speaking Skill at the Twelve Grade of MAN 1 Pamekasan

Based on the researchers’ observation on the preliminary study on the teaching of speaking, the problem was found that the students’ speaking skill in the teaching and learning was very low. It was because the class was heterogeneous and the teacher used monotonous teaching activity. To cope of this problem, the researcher employed the Information gap activity. This study tries to prove how the Information-gap activity can increase students’ speaking skill at the third grade of MAN 1 Pamekasan. The study was design to increase the students’ speaking skill by using Information gap activity at MAN 1 Pamekasan. The study was collaborative classroom action research in which the researcher and the collaborator worked together, the researcher acted as the teacher while the collaborator observed the students during the implementation of the strategy. This study was conducted in one cycle consisting of six meetings using the following procedures; planning, implementing, observing and reflecting. The data of the study were collected through the observation checklists, field notes, and questionnaires. The subject of the study were 41 students of third grade on science 3 program MAN 1 Pamekasan.

The Use of Improvisations Technique to Improve the Speaking Ability of EFL Students

The objective of the study was to implement the improvisations technique to improve the student’s speaking ability. In conducting the research, there were two components expected to be improved, they were improving the students’ speaking score and increasing the quality of classroom atmosphere of teaching speaking. This study employed the collaborative classroom action research and it was done in two cycles. Each cycle consisted of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. There were five meetings in each cycle; four meetings for the implementation of improvisations in the teaching of speaking and one meeting for conducting speaking test. The instruments used to collect the data were: (1) observation checklist, (2) field-note, (3) a score sheet, and (4) a questionnaire. The result of the research showed that the criteria of success had been reached. There were two aspects determined as the success criteria of the implementation of improvisations in the teaching of speaking; score improvement and classroom atmosphere. The result of speaking test presented that the students had made some progress, the average scores raised from 2.72 in the pre-test, 3.09 in cycle 1 and 3.76 in cycle 2. These scores indicated an increasing ability from being ‘fair’ to being ‘good’. The classroom atmosphere were also increasing positively; the students were actively involved in the teaching and learning process, indicated by 64% participated in cycle 1 and 73.79% participated in cycle 2. The students were also highly motivated in joining the teaching learning process. They cooperated, asked, responded, and expressed spontaneously.

THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA

Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties in teaching listening to students since students are not able to express what are on their minds because their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of text.The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by group which consisted of teacher and researcher from educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research

USING STORYTELLING TO INCREASE SPEAKING PERFORMANCE OF PAI STUDENTS OF MUHAMMADIYAH UNIVERSITY OF METRO

The study is intended to increase speaking performance of PAI students of Muhammadiyah University of Metro by using storytelling. The design of the research is collaborative classroom action research which involves a collaborator in whole process of the research. The instruments of the research are observation sheet, field notes, and speaking test. The criteria of success of the research are 100% from thirty students are active in the classroom and get score equal to or more than 70. The result shows that twenty two students get score 70 in Cycle 1 and thirty in Cycle 2.

SOAL CERITA DENGAN BAHASA KOMUNIKATIF UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA SEKOLAH DASAR

: Problem-solving Mathematics Using Communicative Language to Improve Mathematics Teaching and Learning at Elementary Schools. This collaborative classroom action research was car­ried out to improve teachers' competence in developing problem-solving mathematics items using com­municative language and to increase students' competence in solving them. Involving teachers of the fourth, the fifth, and the sixth years of eight elementary schools, the study suggests that teachers' using communicative language in developing problem-solving mathematics items can improve the mathemat­ics teaching and learning. The communicative language employed in this study refers to paraphrasing and making analogies, accompanied with the provision of the story characters, the setting, and the themes which are of students' interests. At the end of the study, the students can deal with mathematics items better.

COMIC STRIPS:A STUDY ON THE TEACHING OF WRITING NARRATIVE TEXTS TO INDONESIAN EFL STUDENTS

Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedures included planning, implementing, observing, and reflecting. The results show that teaching writing using comic strips through Process-Genre Based Approach (PGBA) could successfully improve students' ability in writing. The findings also reveal that comic strips' effective implementation requires proper stories as well as sufficient teacher's guidance during the writing process.

IMPROVING THE TENTH-YEAR STUDENTS’ WRITING ABILITY AT MA MAMBAUS SHOLIHIN GRESIK THROUGH MIND MAPPING

This study is aimed at developing mind mapping strategy to improve the tenth-year students’ writing ability at Madrasah Aliyah (MA) Mambaus Sholihin Gresik and focused on solving the problem of how the students generate and organize ideas for writing a topic. The design of the study is collaborative classroom action research. Both the researcher and his collaborator work together in cyclic activities – planning, implementing, observing and reflecting on the data gained from the teaching and learning process – which runs into three cycles, each of which covers four meetings. The findings show that by implementing mind mapping with the proper model developed, the students’ ability in writing a descriptive text improves. It is indicated by the improvement of the percentage of the students achieving the score greater than or equal to 65 and of the percentage of the students’ involvement in the writing activities during the implementation of mind mapping in the instructional process in Cycle I, II, and III. The improvement of the students’ ability in writing a descriptive text can be reached but it should follow the procedures of the proper model of mind mapping developed.