The Effectiveness of Using Flash Card in Teaching Vocabulary to the Second Year Students of SDI Qurrota A’yun Ngunut – Tulungagung (PBING-36)

The uses media are important in teaching and learning process, especially in English media help teacher to be easier to teach and also help students to be easier to learn. By using media, hopefully the students get spirit when they study, so they would easy to improve their vocabulary mastery. Improving vocabulary mastery is very important, because by having many vocabularies they would easy to master four skills, they are; listening, writing, reading and speaking.

Although the use of media are important, but not all teachers use them when they teach. It can be caused by the limited in the school, or may be the teachers have no time to create. This research is done to show the media that are easy, and interesting; the media are flash card. By using flash card, hopefully the students can be easier to improve vocabulary mastery.

The research problems were formulated as follows:  (1) How is the students’ mastery on vocabulary before taught by using flash card? (2) How is the students’ mastery on vocabulary after taught by using flash card? (3) is there any significant difference score between student’s mastery on vocabulary before taught by using flash card and after taught by using flash card?

The purposes of the study are: (1) To know the students’ mastery on vocabulary before using flash card. (2) To know the students’ mastery on vocabulary after using flash card. (3) To know the significant difference of students’ mastery on vocabulary between before and after taught by using flash card.

The research is experimental design. This research intended to investigate the effectiveness of flash card as media in teaching vocabulary for the second year students of SDI Qurrota A’yun Ngunut- Tulungagung. The research design used by the researcher is pre-experimental design in the form of one- group; pre-test, treatment and post-test.

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The Study of Derivational Words Used in Argumentative Texts in “THE NEW YORK TIMES (PBING-35)

Bahasa adalah sebuah sistem yang terdiri dari beberapa unsur yang dapat di kombinasikan dengan mengikuti peran tertentu. Salah satu unsur bahasa adalah kata. Morphologi adalah ilmu yang mempelajari  proses pembentukan kata. Elemen terkecil dari sebuah kata yang mempunyai makna disebut morfem. Morfem dibagi menjadi morfem bebas dan morfem terikat. Morfem terikat adalah morfem yang hanya dapat muncul bersama-sama dengan morfem lain untuk membentuk sebuah kata dan pada umumnya cenderung affix. Affix (imbuhan) terkadang infleksional dan derivasional. Derivational affixes adalah sebuah kata yang dibentuk (diperoleh) dari kata yang lain yang dapat merubah klas kata dan/atau makna.

Masalah penelitian: 1) Apa tipe dan pola-pola  derivational words yang digunakan pada teks-teks argumentatif  di “The New York Times”? dan 2) Berapa frekuensi kejadian dari tipe dan pola-pola derivational words yang digunakan pada teks-teks argumentatif di  “ The New York Times”?

Tujuan pembahasan: 1) menemukan tipe dan pola-pola  derivational words yang digunakan pada teks-teks argumentatif  di “The New York Times” dan 2) mengetahui frekuensi kejadian dari tipe dan pola-pola derivational words yang digunakan pada teks-teks argumentatif di  “ The New York Times”.   

Metode penelitian: 1) desain penelitian pada pembahasan ini adalah deskriptif dengan pendekatan quantitatif, 2) populasinya adalah semua derivational words yang digunakan pada teks-teks argumentatif  di “The New York Times pada  bulan Januari sampai Desember  2010, 3) samplenya adalah  duabelas teks-teks argumentatif di "The New York Times" pada bulan Januari sampai Desember 2010,  4) metode pengumpulan data menggunakan library study, 5 ) analisis data yaitu dengan mengamati dan mengidentifikasi secara langsung teks-teks argumentatif yang terdapat pada pada sample.

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Students’strategies in Learning Vocabulary at MTsN Aryojeding (PBING-34)

In learning a foreign language, vocabulary plays an important role. It is one of the elements of language that links the four skills, speaking, listening, reading and writing all together. In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately. But, learning vocabulary is not simple. Because the students  must understand not only the meaning of the words, but also must know how to pronounce and use it contextually. The biggest problem in learning vocabulary is most of the students are easier to forget what they have learned. In other words, they have problem in vocabulary retention. Besides that, every student has different characteristics, interest, and ability. Consequently, they have different learning strategies that are suitable with them. That’s why learning strategies in learning vocabulary is very important. It is needed by students to help themselves understand and remember vocabulary in easier, and joyful ways by using their own ways. So, the learners can take more control of their own learning so that they can take more responsibility for their own learning. Consequently, they can become good language learners.

 The reseach problems in this study : 1) What are the strategies used by students who are good in vocabulary mastery at MTsN Aryojeding ?, 2) How are the strategies used by students who are good in vocabulary mastery  at MTsN Aryojeding contributive to their vocabulary mastery ? the purposes of this study are : 1) Describe the strategies used by students who are good in vocabulary mastery at MTsN Aryojeding in learning vocabulary. 2) Know the contribution of students’ strategies used in their vocabulary mastery.

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The Effectiveness of Using Movie as Authentic Material to Improve Students’ Speaking Ability of the Eleventh Grade Students of GOC (Global Oriented Class) XI IPA 2 of MAN 2 Tulungagung (PBING-33)

Speaking is one of language skills that considered difficult to be learned. Especially for the students who learned English, sometimes students got difficulties in expressing their ideas because of they feel shy or lack of confidence to speak up. Based on this problem, authentic material; in this case is movie is used in teaching speaking in order to help the students to improve their speaking ability, and of course to encourage the students in speaking class to be an active learner. In this study, teacher and students cooperated together in teaching and learning process. Teacher gave clear instruction about what the students should do when they watched the movie. This study is aimed at enabling the students to explore their original thought by themselves             .

            The formulations of the study were: 1) How is students’ speaking ability before being taught by using movie? 2) How is students’ speaking ability after being taught by using movie? 3) Is there any significant different score before and after being taught by using movie?

            The purposes of the study were: 1) Find out the students’ speaking ability before being taught by using movie. 2) Find out the students’ speaking ability after being taught by using movie. 3) Find out significant different score before and after being taught by using movie.

            The research design of this research was experimental research with quantitative approach. It was intended to find out any significant effect of using movie in improving speaking ability on eleventh grade students IPA 2 of GOC class MAN 2 Tulungagung. The research used purposive sampling technique which took 31 students as sample. The method of collecting data was administering test. The data was analyzed using statistical analysis, using t-test.

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A Study on Ability and Problems in Writing Narrative Essay of the Second Semester Students of English Department STAIN Tulugagung (PBING-32)

            English is very important subject in the human life to learn today. However, it has become the second language in our country. That is why; learning foreign language should be given to Indonesian’s youth. English teaching and learning is aimed to prepare youngest Indonesia in facing the rapid progress of science and technology .Become more confident to get involved in international relation as part of the world. College students should write more, because they are generation who will give contribution to the future by writing their knowledge and skills.

This study investigated on the second semester student of English Department of STAIN Tulungagung in writing narrative essay. The research problem of this study is (1) How are the students of second semester of English Department program of STAIN Tulungagung’s achievement in writing narrative essay? And (2) what problem faced by students of second semester of English Department program of STAIN Tulungagung in writing narrative essay? Furthermore, the objectives of this research are (1) To know the students of second semester of English Department program STAIN Tulungagung’s achievement in writing narrative essay and (2) To know problem faced by students of second semester of English Department program STAIN Tulungagung in writing narrative essay.

            Research design of this study is descriptive in quantitative approach. The subjects of the research are second semester students of English Department STAIN Tulungagung. The method of collecting data used was documentation and interview. And then those data will be analyzed by using SPSS 16 for windows. And then the value is compared with the Heaton’s theory to find the conclusions of the analysis.

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Communication Strategies used by English Teacher in Teaching English in Acceleration Class at MTsN Kanigoro Kras Kediri (PBING-31)

   Communication is the most basic one in human relationship. Through communication, one can change ideas, share experiences with others, help, and understand others, furthermore, can maintain a good social relationship with others. In teaching and learning activities, communication happens between the teachers and the students. In the interaction, the teacher usually plays as the information giver and the students play as information seeker. In achieving their target in teaching learning, the teacher and the students have their own strategies in doing communication. Moreover, the problems may be greater when the communication is designed to be conducted in foreign language. Hence, some strategies in communication ought to be utilized by them in order to make successful communication.

This study was conducted in order to investigate the communication strategies that are used by The English teachers of Acceleration Class of MTsN Kanigoro and to describe how the teachers apply the communication strategies in teaching learning process. It was aimed to answer the research problem : 1) what kind of communication strategies do the teachers in teaching and learning interaction use? 2) how do the teachers apply the communication strategies in teaching learning process?

In this study , the researcher uses descriptive qualitative research. The subject of this study were three English teachers of Acceleration class of MTsN Kanigoro. The data of this study were the utterances of the teachers. However,  the utterances spoken by students are considered as complements of data. Hence, it is also called as a conversational analysis. In collecting data, the writer employed several instruments, and the key instrument was the researcher himself.

In collecting data, the researcher employed several instruments, and the key instrument was the  researcher himself. After data were collected completely, the researcher analyzed the data. In analyzing data, the writer selected, transcribed, and organized the raw data. Then, the data were displayed. In the last procedure, the researcher concluded and verified the data that were transcribed.

Based on the result of the study, the researcher found several kinds of communication strategies that were used by the English teachers. They are repetition, mime, circumlocution, translation, language switch, and appeal for assistance. The other strategy that are not proposed in the theory were also employed by the teachers, they are spelling the word and write the word that could not be understood by students on the white board. The teachers applied the strategy to overcome communicative problem during interaction in the classroom. Sometimes the teacher applied several strategies in one utterance jointly. The  researcher found that three teachers have different strategies when they communicate with the students. The use of strategy was based on the teaching technique that they employ. However, researcher found that the most frequent strategy that was used by the teachers was repetition.

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Improving Speaking Ability of the First Year Students of Al Kamal Islamic Boarding School by Using Role-Play Technique in Academic (PBING-30)

Role-Play is a teaching technique where the students get tasks from tutor to dramatize a social situation that contains a problem. So, they can solve the problem that appears in social situation. Role-Play Technique is used to overcome the teaching and learning speaking process in the classroom. This technique is based on the principles of behavior psychology. The material is presented in the form of a conversation role-play. Based on the principle, that language learning is habit formation. From this technique, the students get the benefits and improvements.

This research was proposed to improve the students speaking ability of first year students of Al Kamal Islamic Boarding School. Al Kamal was designed as bilingual community and the aim of teaching and learning English in Al Kamal is to supply the students by speaking skill. The students are expected to be able speak English in the second year of their living in Al Kamal and more based on the findings of preliminary study conducted, there was found some problems in teaching and learning English process in classroom. Such as The teacher less have appropriate technique in teaching speaking, the students less get the opportunity to practice the target language directly, the English teacher gave them only the theory of the target language, so most of students get difficulties to use English orally, Most of students were passive and irresponsive in participating teaching learning process in classroom, and when the researcher gave the speaking test just 5 students could pass KKM (70).

The formulation of the problems were be proposed by researcher based on the background above. The problem was as follows: “How can the improved Role-Play Technique improve the students’ achievement on speaking skill at the first year students of Al Kamal Islamic Boarding School Kunir Wonodadi Blitar?” The study was done from May 04^th, 2012 to May 23^th, 2012 and the researcher took the first year students that consist of thirty six students.

This research objective was to improved Role-Play Technique improve the students’ achievement on speaking skill at the first year students of Al Kamal Islamic Boarding School Kunir Wonodadi Blitar.

 The research design in this study was classroom action research. This study had two Cycles, namely Cycle 1 and Cycle 2. Each cycle consisted of planning, implementing, observing, and reflecting. In implementing consisted of three meetings. This study was done to reach the criteria of success. It consisted of 85 % of students were able to speak English with score ≥ 70 (equal or above KKM score), and 75 % of students got the good mark in implementing of students’ questionnaire. In this study, the data were collected through test, observation and questionnaire. The researcher used a test to know the students’ English speaking achievement in the preliminary study and the end each Cycle. While, questionnaire was used to know the students’ comfort. Interview and observation sheet were used as complementary the instrument to know the students’ comfort. The procedures of data analysis were conducted: data classification, data presentation, and conclusion.

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The Effectiveness on the Teaching Speaking skill by using Inquiry Method to the Second Grade Students at MTs Sunan Ampel Ringinrejo (PBING-29)

It is a fact that there are many students at class VIII in Junior High School who can not use English as a means of communication. One of the reasons, they are shy to express the ideas, and they also are each of speaking. It is solution by Inquiry Method. The researcher uses inquiry method because it trains the students to critical thinking and solve problem and the students be able to more adult solve problem in around areas. For that reason, the writer tries to apply method in teaching English, especially in teaching speaking by using Inquiry Method to overcome the problem.

The research problems are formulated as followed as follows (1) how is the students’ speaking skill before being taught by using inquiry method? (2) How is the students’ speaking skill after being taught by using inquiry method? (3)Are there any significant different scores before and after being taught by using inquiry method? The purposes of the study are: To know the students’ speaking achievement before being taught using inquiry method; To know the students’ speaking achievement after being taught using inquiry method; To know significant different scores before and after being taught using inquiry method;

This research uses: Experimental research design. It is intended to find out any significant difference on speaking before and after used inquiry method in teaching speaking skill to the Second Grade Students at MTs Sunan Ampel Ringinrejo Kediri Academic Year 2011/2012. The method of collecting data is administering test. The technique of data analysis is using T-test.

The finding of the research was that the t _count = (7.727). Whereas, t _{table significance} at 5% = (2.042), it is significant difference. It is known from the t _{count is} smaller that t _{table =} 7.727< 2.042 is means that there was significant difference T-test and t _table.  Difference between the students’ speaking score before and after being taught by using Inquiry Method. In other word, the use of this method is effective to improve the students in teaching speaking skill to the Second Grade Students at MTs Sunan Ampel Ringinrejo Kediri Academic Year 2011/2012. It is effective because inquiry method can be trained well by students at MTs Sunan Ampel Ringinrejo

The finding of the research score showed that there was significant difference on the students’ score in test before they were taught by using inquiry method and after using inquiry method.

Based on the research finding: The researcher suggests that (1) English teacher should use a suitable method to the students in teaching and learning process. (3) The students should improve their English skill, especially in mastering speaking by  a interest method, for example using inquiry method, and (4) the next researchers is suggested to use inquiry method in teaching speaking in other research on the same field.

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Using Storytelling Technique to Improve Speaking Skills of the Students of MTs Al-Ghozali Panjerejo (PBING-28)

            One of the techniques used in teaching speaking is storytelling. Storytelling is an activity that enables the students to understand the story and able to tell the story with their own language development. When the writer conducted preliminary study in MTs Al-Ghozali Panjer, there were many students who got problem in speaking. Most of them were difficult to speak because they are afraid of making mistakes and have less confidence. It came from their vocabularies that are still low. From this statement, the writer believes that storytelling can make students active. In this technique, the students are given a printed story and asked to tell it in front of the class by their own words.

The formulation of the problems is “How can storytelling technique to improve speaking skills of the students of MTs Al-Ghozali Panjer?”. Therefore, the purpose of this study is to find out how storytelling technique improves speaking skills of the students of MTs Al-Ghozali Panjer.

Research method applied in this study is collaborative classroom action research with the setting of this study is at MTs Al-Ghozali Panjer and the subjects of this study are the students of the second year of Mts Al-Ghozali Panjerejo in the academic year of 2011/ 2012. Meanwhile, the research instruments are observation sheet, list of students’ names, questionnaire sheet, and test.

The result of data analysis shows that the speaking skills of the students improves after being taught by storytelling technique. The students were more imaginative and feel free to show their understanding about the story. It made they motivate to learn and they could improve their speaking skills. The score of mean of the students before implementing of storytelling was 65, 37. And the score of mean of the students after implementing storytelling was 75, 9. It can be concluded that there was an improvement in speaking skills of the students of MTs Al-Ghozali Panjer. The result of questionnaire shows that most of the students are quite interested in implementation of storytelling technique. Those mean that storytelling technique is effective to improve speaking skills of the students of MTs Al-Ghozali Panjer.

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