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THE COMPARISON OF USING PARAGRAPH FRAME AND SENTENCE COMBINING STRATEGIES TO IMPROVE THE SEVENTH GRADE STUDENTS’ WRITING SKILL AT SMPN 33 PALEMBANG Ayu Marsela Erda; Yuyun Hendrety
Jurnal Didascein Bahasa Vol 4 Nomor 1, November 2018
Publisher : Jurnal Didascein Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.728 KB)

The objective of this study was to find out whether or not there was any significant improvement on students’ writing skill between students who used paragraph frame strategy and those who used sentence combining strategy of the seventh grade students at SMPN 33 of Palembang. The research method was quasi-experimental method. The design of this study was non-equivalent control group design. The technique for collecting the data was the test. The population of this study was all Seventh Grade Students of SMPN 33 of Palembang, and the sample of this study was VII.1 and VII.2. The experimental group had 33 students; meanwhile, control group had 35 students. The data were collected by giving pretest, treatment and post-test for both groups. The data were analyzed by using independent and paired sample t-test. The result of the data analysis showed that the mean score of post-test of experimental group was 81.36 and post-test of control group was 63.14. Furthermore, it shows that the value of sig, (2-tailed) was 0.00 and it was lower than 0.05 as the significant level. The value of t-obtained was 4.809 which was higher than t-table critical value of 1.996 and the degree of freedom was 66. Based on the result of data analysis, It can be concluded that there was any significant improvement on students’ writing skill between students who used paragraph frame strategy and those who used sentence combining strategy. Keywords: paragraph frame strategy, sentence combining strategy, writing skill.

THE CORRELATION BETWEEN PRONUNCIATION AND LISTENING ACHIEVEMENT OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF TRIDINANTI UNIVERSITY Hotmaida Tampubolon; Yuyun Hendrety
Didascein : Journal of English Education Vol.1 No.2 September 2020
Publisher : Universitas Tridinanti Palembang

The objective of this study was to find out whether or not there was a significant correlation between pronunciation and listening achievement of English education study program students of Tridinanti University and how much pronunciation contributed to listening achievement of English study program students of Tridinanti University. In this study, the researchers used correlation analysis. The population of this study was all English education study program students of Tridinanti University. The researchers used purposive sampling, and the sample was 53 students taken from the 3rd, 5th, 7th, and 9th semester. Pronunciation and listening achievement tests were used as the instruments. The finding showed that the pearson correlation coefficient was 0,086. It means that p-value (0.539) was higher than 0.85 which indicated that there was very low correlation between pronunciation and listening achievement of English education study program students of Tridinanti University. The regression analysis revealed that the significance value (ρ) was 0.284. It was higher than alpha value (α) 0.05 which indicated that students’ pronunciation gave a positive contribution toward their listening achievement and the value of R Square was 0.022. It could be concluded that students’ pronunciation contributed as much as 2.2 % toward their listening achievement.Keywords: correlation, pronunciation, listening achievement.

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH MAKE A MATCH TECHNIQUE TO THE SEVENTH GRADERS OF SMP NEGERI 40 PALEMBANG Yuyun Hendrety; Heru Setiawan; Shelvi Carmelya
Didascein : Journal of English Education Vol.2 No.1 March 2021
Publisher : Universitas Tridinanti Palembang

Vocabulary is learned through focused, conscious study, but even more commonly in an indirect manner through listening, reading and using context clues to figure out the meaning. However, this kind of incidental learning is only possible if the amount of unknown words remains low. The purpose of this study was to find out whether or not Make a Match technique was effective to improve students’ vocabulary mastery. In conducting this study, the researchers used quasi experimental research design. Test was used as the technique for collecting data. The data were analyzed by using paired and independent sample t-test. The population was all the seventh graders of SMP Negeri 40 Palembang in the academic 2019/2020. The researchers used purposive sampling technique and took the classes of VII.9 and VII.10 as the sample of the study. The result showed that make a match was effective to improve students’ vocabulary mastery. It was found that the value of t-obtained was higher than the critical value of r-table or the t-obtained was 6.998 then t-table was 1.999. Based on the result of the analysis, it is claimed that make a match technique was effective to improve students’ vocabulary mastery to the seventh graders of SMP Negeri 40 Palembang. Keywords: Make a match technique, vocabulary mastery

IMPROVING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT OF THE TENTH GRADE STUDENTS OF SMA NEGERI 11 PALEMBANG USING GIST Yulia Anggraini; Yuyun Hendrety
Didascein : Journal of English Education Vol.1 No.1 March 2020
Publisher : Universitas Tridinanti Palembang

This study aimed to find out whether or not there was any significant difference in students’ reading comprehension in narrative text between students who were taught by using GIST strategy and those who were not. Quasi experimental research was used in this study. The experimental group was taught by using GIST strategy meanwhile the control group was taught by using Discussion strategy. This study used purposive sampling. The samples of this study were 78 students of the tenth grade students of SMA Negeri 11 Palembang. Reading comprehension test was given as the technique for collecting data. To analyze the data, the researcher used paired and independent t-test. The finding of the study revealed that GIST strategy was more effective to help the students to understand the meaning of narrative text and improve their reading comprehension. There was also significant difference on reading comprehension between students who used GIST strategy and those who did not. It can be stated that GIST strategy can be an effective strategy to teach reading comprehension. It was also found that the students’ reading achievement of narrative text at the control group also improved significantly. However, the improvement achieved by the experimental group was higher than the control group.Keywords: reading comprehension, GIST, narrative text.

THE CORRELATION BETWEEN PAST TENSE MASTERY AND WRITING SKILL IN PERSONAL RECOUNT TEXT Dewi Agustini; Yuyun Hendrety; Farnia Sari
Didascein : Journal of English Education Vol.2 No.2 September 2021
Publisher : Universitas Tridinanti Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36767/d.v2i2.829

Past tense mastery supports the students’ writing skill in personal recount text. Considering the importance of past tense in the text construction, the investigation concerned on the correlation between past tense mastery and writing skill in personal recount text of the tenth grade students of SMA Arinda Palembang. The objective of this study was to find out whether there was a significant correlation between past tense mastery and writing skill in personal recount text of the tenth-grade students of SMA Arinda Palembang. The sample of this study was 62 students taken from X1 and X2 of SMA Arinda Palembang by using purposive sampling technique. The method used in this study was a quantitative method with a correlational research. The data collected were writing test and past tense mastery test. The result of this study showed that there was no a significant correlation between students’ past tense mastery and writing skill in personal recount text in low category. It was proved by correlation coefficient between students’ past tense mastery and writing skill was 0.633 (rxy ) at the significance level 0.062 was higher than 0.05. On the basis of the finding, the writers concluded that there is no a significant correlation between students’ past tense mastery and writing skill. It means that when students have minimum level of past tense mastery, it did not mean that they also get poor achievement in writing.Past tense mastery supports the students’ writing skill in personal recount text. Considering the importance of past tense in the text construction, the investigation concerned on the correlation between past tense mastery and writing skill in personal recount text of the tenth grade students of SMA Arinda Palembang. The objective of this study was to find out whether there was a significant correlation between past tense mastery and writing skill in personal recount text of the tenth-grade students of SMA Arinda Palembang. The sample of this study was 62 students taken from X1 and X2 of SMA Arinda Palembang by using purposive sampling technique. The method used in this study was a quantitative method with a correlational research. The data collected were writing test and past tense mastery test. The result of this study showed that there was no a significant correlation between students’ past tense mastery and writing skill in personal recount text in low category. It was proved by correlation coefficient between students’ past tense mastery and writing skill was 0.633 (rxy ) at the significance level 0.062 was higher than 0.05. On the basis of the finding, the writers concluded that there is no a significant correlation between students’ past tense mastery and writing skill. It means that when students have minimum level of past tense mastery, it did not mean that they also get poor achievement in writing.Keywords: past tense, writing skill, personal recount text

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