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Kumpulan Abstrak Tesis Semester Gasal 2010/2011 Pendidikan Bahasa Inggris (ING) The Effect of Applying Dictoglos on Students' Listening Comprehension at
Faculty of Teacher Training and Education Jember University Eka Wahjuningsih Wahjuningsih, Eka. 2011. The Effect of Applying Dictoglos on Students'
Listening Comprehension at Faculty of Teacher Training and Education
Jember University. Unpublished Thesis, Graduate Program in English
Language Education of State University of Malang. Abstract Listening is one of the skills that is badly needed for everyone
including those who are studying English. It is due to the fact that they
spend much of their time in school listening. Besides, research demonstrate
that people spend 60% of their time listening. Yet, students have not got
good result yet in the subject of Listening Comprehension. This study was
conducted to answer the research problem that is "Is there any effect of
applying dictogloss on students' Listening Comprehension achievement"?
Thus, it is intended to obtain reliable information whether there was a
significant difference in the students' Listening Comprehension between the
Experimental Group and the Control Group.
The design of the study was a quasi-experimental study. The samples of
the study were taken from the students of Faculty of Teacher Training and
Education Jember University whoo took Listening 2. The experimental group
was taught Listening Comprehension by using Dictogloss while the control
group was taught by using the conventional activity. After that, both
groups were given a post test. In collecting the data, test was used as the
primary instrument which needs the students to listen to the text
containing explicit and implicit information. Besides, a questionnaire was
also utilized as a secondary instrument. It was given only to the
experimental group to evaluate the application of dictogloss in their
listening comprehension.
The data of the test which were in the form of the gained score was
analyzed by using t-test with the significance level of p=5%. It was found
that the mean score of the experimental group was 10.53. Meanwhile, the
mean score of the control group was 8.65. Then, the statistical computation
on the gained score revealed that the t value was 3.26 while the t table
value at p = 5% is 2.00. It shows that the obtained t value was much
greater than that of the critical one. Thus, it is clear that the
difference of the two means gained score was significant. Therefore, it can
be concluded that the application of dictogloss on students' listening
comprehension achievement was much more effective than the conventional
one.
Then, based on the result of this research, it is suggested to the
English teachers to apply this method in the listening class. Meanwhile,
the writer hopes that other researchers can use the findings as the basis
to conduct other research designs. Keywords: dictogloss, listening comprehension achievement. The Effect of Applying Dictoglos on Students' Listening Comprehension at
Faculty of Teacher Training and Education Jember University Eka Wahjuningsih Wahjuningsih, Eka. 2011. The Effect of Applying Dictoglos on Students'
Listening Comprehension at Faculty of Teacher Training and Education
Jember University. Unpublished Thesis, Graduate Program in English
Language Education of State University of Malang. Abstrak Listening (menyimak) adalah salah satu skill yang sangat diperlukan
oleh setiap orang termasuk mereka yang sedang mempelajari bahasa Inggris.
Hal ini terjadi karena kita menghabiskan sebagian besar dari waktu kita di
sekolah untuk menyimak. Selain itu, penelitian juga menunjukkan bahwa
manusia menghabiskan 60% dari waktu mereka untuk melakukan kegiatan
menyimak. Meskipun demikian, banyak siswa yang belum mendapat hasil yang
memuaskan dalam mata pelajaran Listening Comprehension.
Penelitian ini dilaksanakan untuk menjawab pertanyaan "Apakah
penerapan dictogloss mempengaruhi prestasi siswa dalam bidang Listening
Comprehension?". Jadi, penelitian ini dilaksanakan untuk memperoleh
informasi apakah ada pengaruh yang signifikan dalam hal mata pelajaran
Listening Comprehension antara mahasiswa yang termasuk dalam kelompok
experimen dan mahasiswa yang termasuk dalam kelompok control.
Desain penelitian ini adalah kuasi eksperimental. Sampel penelitian
adalah mahasiswa Fakultas Keguruan dan Ilmu Pendidikan Universitas Jember
yang menempuh Listening 2. Kelompok eksperimen diajar dengan menggunakan
dictogloss sedangkan kelompok control diajar secara klasik. Setelah itu,
post test diberikan kepada kedua kelompok tersebut. Dalam hal pengumpulan
data, instrument utama yang digunakan adalah tes, dimana mahasiswa diminta
untuk mendengarkan teks yang mengandung informasi eksplisit dan implicit.
Selain itu, kuesioner juga digunakan sebagai instrument sekunder, yang
hanya diberikan kepada kelompok eksperimen untuk mengetahui pendapat mereka
tentang pelaksaan dictogloss dalam kelas Listening Comprehension 2.
Data yang diperoleh berupa skor dan dianalisa dengan menggunakan t-
test dan tingkat signifikansi 5%. Dari hasil analisa dapat diketahui bahwa
score rata-rata kelompok eksperimen adalah 10.53 sedangkan skor kelompok
control 8.6. Hasil komputerisasi menunjukkan bahwa t test = 3.26 sedangkan
t table pada tingkat signifikansi 5% = 2.00. Hal ini menunjukkan bahwa t
test lebih tinggi daripada t table. Dengan demikian, dapat disimpulkan
bahwa penerapan dictogloss lebih efektif daripada pelaksanaan pengajaran
konvensional. Selanjutnya, penulis menyarankan kepada guru bahasa Inggris
untuk menerapkan metode ini dalam pembelajaran Listening Comprehension di
kelas mereka. Penulis juga berharap agar penemuan ini dapat dijadikan dasar
untuk mengadakan penelitian lebih lanjut dengan menggunakan desain
penelitian yang berbeda. Kata kunci: dictogloss, listening comprehension achievement.
Improving the Reading Comprehension Ability of the Fourth Semester Students
of STIT Raden Wijaya Mojokerto through Webbing Strategy Suud Purnomo Purnomo, Suud. 2010. Improving the Reading Comprehension Ability of the
Fourth Semester Students of STIT Raden Wijaya Mojokerto through
Webbing Strategy. Thesis Graduate Program in English Language
Education, State University of Malang. Advisors: (I) Dr.
Suharmanto, M. Pd, (II) Dr. Johannes A. Prayogo, M.Pd, M.Ed Abstract This study was designed to improve the students' reading comprehension
ability through webbing strategy. It was conducted in order to find a
strategy of teaching and learning that occurs, especially, in the teaching
of reading skills. The strategy was selected because it was believed to be
able to stimulate or activate the students to be more involved in the
reading activities and to facilitate the students to comprehend the texts,
especially expository texts. Thus, this study was directed to solve
practical problems in the teaching and learning process. The research
problem was formulated as follows: "How can the reading comprehension
ability of the fourth semester students of STIT Raden Wijaya Mojokerto be
improved through webbing strategy?
The study employed a collaborative classroom action research design in
which the researcher and the collaborator as research team 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 fourth semester students of STIT Raden Wijaya Mojokerto in the
2009/2010 academic year. This research study was conducted in two cycles by
following the procedure of action research, i.e. planning, implementing,
observing, and reflecting. Each cycle of the research study encompassed
three meetings of the strategy implementation and one meeting for the
reading comprehension test. The data of this research study were obtained
through reading tests, observation checklist and field notes at the end of
the cycle and the implementation of webbing strategy in teaching-learning
process.
The findings of this research study indicated that the webbing
strategy was successful in improving both the students' ability in
comprehending expository texts and the students' involvement in reading
activities. The improvement can be seen from the increase of students' mean
scores and the students' individual score percentage from preliminary study
to Cycle 2. The students' mean score had improved greatly from 64.83 to
78.17 or the students' individual score percentage had achieved to a great
extent from 42.50% to 85% equal or greater than 70% of 40 students. The
mean score and the students' individual score indicated higher than
predetermined criteria of success that was 70% of 40 students who got score
of 70. Based on the result of the Cycle 2, the next cycle did not need to
be conducted because the students' individual scores that the predetermined
criteria of success have been met in the second cycle. Dealing with the
students' involvement, it also seemed that most of students