Digital Library: No conditions. Results ordered -Date Deposited. 2024-03-29T14:37:39ZEPrintshttp://digilib.unila.ac.id/images/sitelogo.pnghttp://digilib.unila.ac.id/2016-01-26T05:03:03Z2016-01-26T05:03:03Zhttp://digilib.unila.ac.id/id/eprint/20481This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/204812016-01-26T05:03:03ZTHE IMPLEMENTATION OF SIMULATION TECHNIQUE IN
ENGLISH SPEAKING CLASS AT FIRST GRADE OF SMA
NEGERI 2 METROTeaching English stated in KTSP is particularly to enable the students to master the
four language skills; listening, reading, speaking and writing. The ability to
communicate is the primary goal of foreign language instruction that speaking is put
ahead on the other skills.
This Classroom Action Research was conducted to find out how the implementation
of Simulation Technique (ST) can increase the students’ speaking achievement and
improve the teaching learning process. The subject of the research was the first grade
students of SMAN 2 Metro consist of 32 students.
The result of the research shows that Simulation Technique (ST) improves the
students’ speaking ability. The indicators of the research concern with the learning
product and learning process. It was shown from the result in the learning product is
80% of the students pass the passing grade which is 65 while the learning process is
80% of the students active during the lesson and the teacher can get score 80 for
teaching performance. In the first cycle, students did not achieve the indicator
because the results were 17 students or 46.87% who achieved speaking score target
and 24 students or 75% for the students’ involvement, while the teaching
performance got 70. While in the second cycle, both of the indicators of the research
that were for learning product and learning process were achieved. In students’
speaking score, there were 27 or 84.37% students passed the passing grade. In
teaching learning process, there were 28 or 87.50% students were actively involved
and the teacher got 82 for teaching performance.
Based on the data, the researcher concludes that the implementation of Simulation
Technique improves students’ speaking achievement and teaching learning process. It
can be seen from the gain in the both cycle. Therefore, ST is recommended to be used
by teachers to improve their students speaking ability.Arik Suryawan 06130420182016-01-04T05:45:48Z2016-01-04T05:45:48Zhttp://digilib.unila.ac.id/id/eprint/16545This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/165452016-01-04T05:45:48ZAnalysis of Sentence Structure Errors
in Students’ Descriptive Paragraph Writing
at Mts Muhammadiyah 1 Sekampung Udik East LampungThe objectives of this research are : (1) to investigate whether or not there are
sentence structure errors in students’ descriptive paragraph writing, (2) to identify
the sentence structure errors in writing descriptive paragraph, and (3) to find out
the number of proportion (frequency and percentage) of the errors.
In doing the research, the researcher used descriptive method. The researcher
analyzed and described students’ errors based on surface strategy taxonomy and
communicative effect taxonomy. The subjects of this research were third grade
students of MTs Muhammadiyah 1 Sekampung Udik. The instrument for
collecting the data was writing task with clear direction. The focus of the research
is on sentence structure errors. In analyzing the data, the researcher used several
steps as follows : (1) recognizing the errors, (2) interpreting the errors, (3)
reconstructing the errors, (4) classifying the errors and (5) computing the errors
based on surface strategy taxonomy and communicative effect taxonomy.
The result of the analysis of sentence fragment, the comma splice, the run-on or
fused sentence, and the dangling modifier in students’ descriptive paragraph
writing shows that not all of them were used correctly in their paragraph. The
highest frequency of errors is local error (55.04 %), followed by omission errors
(51.17 %), global errors (44.96 %), misformation errors (18.60 %), misordering
error (17.05%), and addition error (13.18%).
Based on the results above, it can be suggested that the teacher use the result of
this study as a guidance to evaluate the weakness or progress of students’ ability
in learning English, particularly in terms of writing a descriptive paragraph. In
other hand, the students should pay more attention to the sentence structure rules
since it becomes the important aspect in language learning, especially in
composing good paragraph.Arik Suryawan 0613042018