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AN ERROR ANALYSIS OF STUDENTS’ RECOUNT TEXT ON SIMPLE PAST TENSE AT THE EIGHTH GRADE OF SMP NEGERI 4 GUNUNGSITOLI UTARA Afore Tahir Harefa
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 1 No. 1 (2018): Volume 1 Nomor 1 Desember 2018
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v1i1.640

Abstract

The researcher conducted qualitative research used descriptive qualitative method. The researcher concluded that the types of error that were made by the students of the second year of SMP Negeri 4 Gunungsitoli Utara in their English writing from the highest frequency and percentage to the lowest are: error of misformation 257 (67%), omission 60 (16%), misordering 49 (13%) and addition 20 (5%). Meanwhile, the source of students error from the highest frequency and percentage to the lowest are interlingual 44 (44%), intralingual 43 (43%), context of learning 8 (8%) and communication strategy 5 (5%). In other words, most of the students were still influenced by their Indonesian language thinking. Besides, errors occurred because the students generalized the rule and applied it incompletely. Then, the errors occurred because of the the teacher explanation and the errors also occurred because of the students’ learning techniques. Based on the result, the usage of simple past tense in writing recount text is difficult for the students. Then, the researcher also suggests the other researchers to do the research in the future because analysis research gives the evidence and support the next action.
Pengaruh Strategi Daftar-Grup-Label tentang Interpretasi Membaca Siswa Pemahaman Afore Tahir Harefa
INTELEKTIUM Vol 2 No 1 (2021): INTELEKTIUM
Publisher : Neolectura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37010/int.v2i1.371

Abstract

Reading at the level of interpretive understanding is a student activity to respond, get information and meaning by making inferences and reading between the lines of the reading text. This study reveals the problems, namely: students are not able to identify content words such as verbs, nouns, adjectives, and adverbs from the text, students lack vocabulary, students are not able to answer comprehension questions from the text by applying the List-Group-Label Strategy in the teaching and learning process. reading narrative text. The purpose of this study was to determine whether or not there was a significant effect of List-Group-Label Strategy on Students' Reading Comprehension in Narrative Text. This research is a quasi-experimental design. The population in this study were junior high school students and the sample was class VIII students which consisted of two classes as the experimental class and the control class. Each class consists of 30 students. Researchers selected samples using saturated sampling technique. The instrument used in data collection is a written test. Next, the researcher gave a pretest and posttest to the experimental group and the control group to determine the normality of the data and the homogeneity of the sample. After conducting the research, the researcher analyzed the data and produced hypothesis testing, the t-count was 5.067 and the t-table was 2.002. While t-count (5.067) > t-table (2.002), it can be concluded that Ho is rejected and Ha is accepted. In conclusion, there is a significant effect of the List-Group-Label Strategy on students' reading comprehension in narrative texts
Jigsaw Cooperative Learning to Improve Critical Reading Skills Afore Tahir Harefa
Edumaspul: Jurnal Pendidikan Vol 4 No 1 (2020): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.345 KB) | DOI: 10.33487/edumaspul.v4i1.2124

Abstract

This research aims to analyze (1) the design of learning planning for critical reading comprehension of English through jigsaw-type cooperative learning in Critical reading courses; (2) the implementation of learning the understanding of critical reading of English through jigsaw type cooperative learning in critical reading courses; (3) the evaluation system of learning critical reading comprehension of English through jigsaw type cooperative learning; and (4) improved students' critical English reading comprehension skills through jigsaw-type cooperative learning on Critical reading courses. The research method used is Classroom Action Research which is carried out in three cycles. The subject of this study is students who take Critical Reading courses in the even semester of 2020. The data collection techniques used in this study are assessment sheets, observations, and tests. The data analysis used is the analysis of description. The conclusions of this study are (1) the learning design used in preparing the lesson plan is ASSURE. The preparation of SAP in critical reading learning is based on competency standards, basic competencies, indicators, learning objectives, subject matter, methods, and sources, as well as a cooperative learning approach consisting of four activities, namely critical reading, expert group discussions, home group discussions, and quizzes; (2) the implementation of learning is an activity carried out by students and lecturers in learning critical reading comprehension using jigsaw type cooperative learning. The observed student activities include activeness, attention, cooperation, and responsibility. Lecturer activities observed include lecturer activities from preliminary activities, presentation and closing of learning; (3) the evaluation system is the result of analysis of critical reading comprehension questions in the form of multiple choices with four choices using an interest which includes validity, reliability, discriminatory power, and level of difficulty of the questions, and; (4) Jigsaw cooperative learning can improve critical reading comprehension skills, namely the ability of students to understand and answer questions about the basics of critical reading comprehension and the ability to conclude reading or text content.