JP 3 Volume 3 Nomor 12 Agustus 2014

ISSN 2337-6384
JP3, Volume 3, No. 12, Agustus
2014
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ISSN 2337-6384
2014
IMPROVING READING COMPREHENSION ON NARRATIVE TEXT

USING JIGSAW TECHNIQUE OF THE TENTH GRADE STUDENT
Muhammad Zainullah
(Mahasiswa Jurusan Pendidikan Bahasa Inggris FKIP Unisma)
e-mail: Mzainullah80@gmail.com
Abstract. The purpose of this research is to implement how the reading

comprehension of the tenth grade students of SMA Darul Quran Watugede
Singosari can be improved by using jigsaw technique. This research was conducted
using a classroom action research design through one cycle; consist of four stages:
planning, acting, observing, and reflecting. The subject of this research was the tenth
grade students of SMA Darul Quran Watugede Singosari which consist of 32
students. Jigsaw technique could improve the students achievement. It was shown
by the score from preliminary study, the students mean score was 60 and in the final
test, the students mean score was 78.85. In addition, the percentage of students who
could reach SKM (score 75) increased too, which 85% students had to get score 75.
Finally, it can be concluded that the strategy of jigsaw could improve the reading
comprehension of the tent grade students of SMA Darul Quran Watugede Singosari.
Key words: Jigsaw technique, Reading Comprehension, Classroom Action Research
INTRODUCTION
English as a foreign language in
Indonesia has important function in aspects of
our life, such as developing in education even
in science and technology. Language is a tool
of communication to make human interaction.
People communicate and interact with others
using language. In some community English
has become an international language. Most
of the community in the whole world use
English to communicate with others who have
different languages. Because of that English is
very important to be taught and learned by the
students.
To learn English is not easy, we have
to be patient, hard work. But, to be patient
and hard work is not guarantee that the
learning will be successful. We also need
some more important aspect such as
motivation and good strategies. Generally, the

skills for mastering English are speaking,
reading, listening, writing. Reading is one of
the important factor skill to support the
process other skill and improving knowledge.
Even reading is importance, but not every
individual can learn it well. Nunan (1999)
states that unlike speaking, reading are not
something that every individual learn to do.
The purpose of teaching reading is to
develop student skill of reading so they can
figure out the text well. But in fact, there are
many students hard to comprehend the text.
They need a lot of time to read and
understand the text. Sometime teacher get
some problem in teaching reading such as
inability and low interest of the learners on
reading, the students consider that English is a
subject that very difficult, bored and scares
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because meaning and letters are different, lack

of vocabulary. So, the teacher should give
them motivation to engage students to open
and read their book for increasing their ability
on reading. Kweldju (2008) stated that
motivation is one such effective factor crucial
to successful textbook reading.
Nuttal (1996) stated that defines
reading as a way to get meaning (message)
from the text . It means that people read a
text to understand massage of the text, they
are able to understand and combine the
information from a text then they can be
called as the successful reader. It also
supported by Nunan (2003) that reading is the
most important skill to master in order to
ensure success not only in learning English,
but also in learning in my content class where
reading in English is required Therefore, it is
very important for all people to have a good
skill in reading.. At this juncture, Snow
(2002:11) defined that reading comprehension
as a process of simultaneously extracting and
constructing meaning through interaction and
involvement with written language. It means
to gain an understanding of a text, a reader
should not only be able to read the printed
words but also be able to build meaning by
relating the words.
Specifically,
Mc
Neil
(1980)
explained that reading comprehension is the
search for meaning actively using the
knowledge of the words and of the text to
understand each new thing which has been
read. He also added that this statement
identifies three elements of reading
comprehension: A reader needs knowledge of
the world to understand new things; and a
reader needs to be familiar with the Variety of
the text structure he/she is likely to counter
and a reader needs to seek meaning not
passively for seeking meaning to rise up from
the page. In a short, to understand a text, a
reader should not only read the written or
printed verbal symbol but they also have to
build the meaning actively by linking the
words; combining information from a text and
their own background knowledge; and having
interaction and involvement with written
language. reading comprehension, therefore,
is process of getting information from context

of combining disparate elements into new
whole (Cahyono & Mukminin, 2011). In
comprehending a context, the readers should
take some information by processing the
disparate
elements
into
their
own
comprehension.
Based on the students problem, to
improve the activeness of students reading
comprehension on narrative text, teacher
should use appropriate techniques to make the
reading activities much meaningful. Jigsaw
technique is an appropriate way to solve the
problem because it can manage the task and
activities in teaching reading process much
proper and effective by learning in peers. It is
not necessary for the teacher to explain the
whole theory about type of the text. It is
enough to explain the social function, then to
ask the students to find themselves for further
information. Through this technique, students
work in heterogeneous group or team. Each
student is given the task to read some of part
of the text given sheets consisting of different
topics that become the focus of attention for
each member when they read.
METHOD
The research design employ in this
research is CAR (Classroom Action
Research). According to Latief (2012:144)
Classroom Action Research is an effective
media in improving the quality of English
teachers performance in instruction as well
as students achievement in learning English
classroom. CAR is a reflective process which
helps a teacher to explore and examine
aspects of teaching and learning and to take
action to change and improve his teaching
practice. In this research the researcher will
involve in the action teaching and learning
process, collecting and analyzing data, also
making a conclusion and report. The result of
this research is the description of the process
in teaching reading to the students by using
jigsaw technique. However if the result of the
research fails, the researcher has to revise the
plan of the action.
This research will be conducted at
SMA Darul Quran Watugede Singosari, The
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research is addressed for first year students.

There are two classes for first grade at SMA
Darul Quran Watugede Singosari, but the
researcher takes one of those classes
especially X A which consist of 32 students.
In this study, the researcher used test
as instrument and to obtain the data: (1)
observation, the purpose of his instrument is
to perceive the development of students
during the teaching and learning process. The
observation focused on the student and the
researcher activities during the use of jigsaw
technique in the classroom. The observation
sheet of the researcher activities include preactivities, whilst activities, and post reading
activities. (2) Field note, Field note is
designed to figure out the progress and record
activities, or events in the teaching and
learning process. Field note focused on the
students activities in the classroom. It used to
observe the process of teaching and learning
English using jigsaw and record the activities
or something may occur in the teaching and
learning process such as students response,
behavior, interaction in doing group
discussion, activeness, etc. (3) Test Items, the
researcher
provide
test
of
reading
comprehension to the student to obtain
students scores and to measure the students
result in comprehending the material. There
are 25 questions form of multiple choice
asked about main idea, implicit, explicit,
information, language, objective, and details
information, which were made by the
researcher. Related to the content validity is a
matter of determining whether the sample is
representative of the larger domain it is
supposed to represent.
improve students reading comprehension.

Because this technique made the students
learn each other cooperatively, actively and
effectively. Jigsaw technique is learning
strategy to help the students to be more active
and responsible to their duties, because it was
only work if each students understand on their
own. Meng (2010) stated that jigsaw
cooperative learning approach is one of the
effective ways to teaching reading. In
teaching reading comprehension using jigsaw
technique need well preparation to reach a
good result. Before the researcher conducted
research classroom, the implementation
should be considered well. It was the main
thing to be thought. The teacher should
consider the way to present the strategy. The
text would be learned, the groups member, the
students problem and also possible problem
would happen in teaching learning process. It
is important as a teacher to indicate both
teachers and students problem. Besides that,
both teacher and students must work together
to get a good result. By indicating problems,
the researcher can conduct classroom action
research to improve the quality of teaching
and learning process. Therefore, this is the
opportunity, the researcher, using jigsaw as
the technique in teaching learning. According
to Mengduo & Xiaoling (2010) jigsaw is a
cooperative learning technique that requires
everyones cooperative effort to produce the
final product. It means every the students
should be understand the text and cooperate
during implemented this technique to earn
maximum product.
The data taken during the teaching and
learning process above showed that teaching
jigsaw method had improved the students
reading comprehension. It was proven by the
students
mean
score
of
reading
comprehension improved from 60 in the
preliminary study becoming 77.85 after the
researcher implementing the technique to the
students. In other words, the test result
showed that the technique had helped the
English teacher in optimizing the teaching
and learning process. The researcher also
assumes that the students can improve their
activeness, enthusiasm, and also their low
FINDING AND DISCUSSION

There were several things to be
discussed based on this classroom action
research including some problem that found
by researcher during implementing the
technique. The matters that should be
considered before doing classroom action
research to improve reading comprehension in
learning English. In correlation with research
problem, this research found that one of
cooperative learning, jigsaw technique could
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proficiency of reading comprehension by

using jigsaw technique. The data obtained
from observation checklist and field note
analyzes also support the researcher
statement.
From the data that had been collected
by using the instrument above, the researcher
drew a conclusion that jigsaw technique could
improve the students enthusiasm, activeness,
and reading comprehension score. With the
average score of the best 77.85, the researcher
may say that he had met the criteria of
success. So, the researcher did not need to
continue the next cycle.
REFFERENCES
CONCLUSION AND SUGGESTIONS

Based on the finding research of this
research, the research concluded that jigsaw
technique could improve the students reading
comprehension of text, particularly in
narrative text. Jigsaw technique can organize
the students thought concerning the text they
read. Moreover, jigsaw technique makes the
students more cooperative in learning
English.
The suggestion for the teacher,
regarding reading comprehension, this
research has proved that the using of jigsaw
technique can improve students reading
comprehension. This method provides
collaborate learning that help students to
grasp the information of the text easily and
find the connection every sentences or
paragraph in order to comprehend content of
the text. Moreover, this method also helps the
students enrich their vocabulary and makes
students to be active in the teaching and
learning process.
It is suggested to further researchers to
conduct researchers in teaching English in
different skill for this technique still has a
probability to be applied in other skills,
writing and speaking with various amount of
students. It is also suggested further
researcher also uses questioner will be also
beneficial in collecting data students
perception of this method, whether they joy
this technique and learning process or not.
2014
Latief, M, A. 2012. Research Methods on

Language Learning An Introduction.
Malang: UM Press.
Nunan, D. 1999. Second Language Teaching
and Learning. Boston: Heinle
Cengage Learning Publisher.
Kemmis, S & R, Mc, Taggart. 1992. The
Action Research Planner. Victoria:
Deakin University.
Nuttal, C. (1996). Teaching Reading Skill in a
Foreign
Language.
Oxford:
Heinemann.
Meng, J. (2010). Jigsaw Cooperative
Learning
in
English
Reading.
Qingdao: Qingdao University of
Science and technology.
John D. McNiel. (1980) How to teach
Reading Successfully
Mengduo, Q & Xiaoling, J. (2010) Jigsaw
Strategy as a Cooperative Learning
Technique:
Focusing
on
the
Language Learners. Harbin: Institute
of Technology
Cahyono, B. Y, & Mukminatien, N. (2011)
Technique and Strategies to Enhance
English language Learning
Jacobs, M. G., Lee, S. G., & Ball, J. 1997.
Learning Cooperative Learning Via
Cooperative Learning. San Clemente:
Kagan Cooperative Learning.
Kweldju, S. (2008) Reading in an Extensive
Breading Course
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IMPROVING STUDENTS READING COMPREHENSION

THROUGH THINK-PAIR-SHARE
Naily Inayatul Mahfirah
e-mail: naily.inayatul@yahoo.com
Abstract. Little attention has been paid to the problems about understanding an English
text keeping in reading comprehension. This study aims at investigating the problems
occurred to the second language class of MAN II Batu. Reading is one of the most
important aspects to show the understanding of a text and the meaning of the word,
sentence and paragraph. Reading comprehension is an activity which can improve
critical thinking. Because, reading a text need to think critically to get the idea of a text.
So the researcher chooses Think-Pair-Share (TPS) as the technique. She believes that
TPS technique could improve students mastery in reading comprehension at the second
language class. Then the researcher tried to give students a new thing to make them
comprehend and get the idea of a text as well as possible. The class consists for about
26 students. This study uses collaborative action research design which consists of four
main steps: planning, implementing, observing, and reflecting. The data is taken from
quiz, observation checklist and reading comprehension test. The findings indicate that
using TPS method can improve the students reading comprehension. The students
average score improve from 66, become 82. The data are obtained from the
implementation of TPS method in improving students reading comprehension of a text.
Key words: Reading Comprehension, Think-Pair-Share (TPS) technique.
INTRODUCTION
In the practice of teaching and learning
English, however, the ability to comprehend
English texts seems to be a hard or difficult
work for students. And its fact that teaching
reading sometimes not easy especially in
EFL/ESL context. According to Harmer
(2007: 57) many students seem to learn better
if they are asked to think about the language
they are coming into contact with. However,
the
reading
comprehension
problem
especially for teaching EFL/ESL students is a
serious problem that cannot be ignored.
Reading becomes the essences learning
language, because it is an activity which need
to think critically, and it is one of the most
important aspects to show the understanding

and the meaning of the words or sentence.
How can understand a text, find the idea and
share to other people. Based on those
statements above, the researcher wants to
know deeply about students motivation in
learning English. The second language class
had less motivation in learning English,
especially in reading. It might be seen in
students interaction while they are
responding the teachers explanation and
follow the instruction that given by the
teacher. It can be known that students were
not interesting in teachers method. So they
would feel bored and not enjoy in learning
Reading. However, the problem that
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researcher found was students had low

motivation to understand the reading text, it
made the quality of students reading English
performance was not satisfactory.
In this study, the researcher interested in
using Think-Pair-Share (TPS) as a technique.
This technique introduced by Frank Lyman
and Spencer Kagan in 1985, which invites
students how to think, how they share, how
they deliver their opinion and how they
appreciate to others opinion. This method has
good superiority, it is a simple way but it has
much more meaningful to be used. Because
by using this technique, the learners will be
able to think critically, doing in a pair and
team then share to other friends.
text given, while using Thing-Pair-Share

(TPS) technique.
There are many things available to the
researcher interested in think-pair-share
(TPS). Individual thinking could provide a
detailed analysis of a single person or event,
while pair or group discussion can aggregate
students motivation in learning English.
The subject of this study was the
second language class of MAN II Batu, which
was consists for about 26 students. The
researcher begun this research by conducting
preliminary study. The study was completed
in March-April. In this study, the researcher
who is helped by the English teacher as the
collaborator gather all relevant data during
teaching and learning process.
METHOD
The design of this research is Classroom
Action Research (CAR) since this research
was focused on the teaching and learning
activities in the classroom. This action is
designed to improve the students reading
comprehension through TPS technique.
Before carrying out some steps in finding the
solution, the researcher then determine the
steps in solving the problems.
According to Pelton (2010:3) in the
school site, classroom action research is a
systematic approach which is used to improve
teaching
practice.
Furthermore,
Latif
(2012:143) stated that for English learning,
classroom action research (CAR) has purpose
to improve a certain instructional strategy to
solve problems in the instructional strategy to
solve the problems in the instructional
practice in English classroom.
This study use Think-Pair-Share teaching
as the technique. Firstly the researcher gave
some kinds of text which are prepared by the
researcher. Then the students were asked to
comprehend the text individually. Then, some
of them had to present about the text given.
After presenting, the researcher asked some
questions related to the text given. The
purpose of this activity was to measure
students mastery in reading comprehension
before the treatment given, a text was given to
the individual student at the beginning of this
study, then continued to the discussion of the
2014
FINDINGS AND DUSCUSSIONS

The data was collected by using two
instruments. Those are observation checklist
and reading comprehension test. The result of
the analysis showed that the students
activeness, interest, and attention in reading
activities relatively improved. And they could
follow the classroom activity based ofThree
steps (Think-Pair-Share) which is instructed
by the researcher.
The findings of this research showed
that the implementation of TPS technique in
teaching reading has definitely improved the
students reading comprehension ability.
Moreover, TPS is a reading comprehension
technique that can be used when the students
are expected to read and remember the
content of the text.
Then
the
students
reading
comprehension score were improved from the
average score 66 up to 82, and 88% of the
students got the score more than standard
minimum. Then the lowest score after
implementing TPS technique was 72. All in
all the researcher believe that the
implementation of using TPS technique could
improve
the
students
enjoyment,
understanding the text and also improve the
score of Reading Comprehension test at the
Second Language of MAN II Batu. The data
obtain from the observation checklist also
support the research data. Moreover, the
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researcher didnt need to continue to the next

cycle. Because the criteria of success was
completed and absolutely it was succeed.
While the use of TPS technique was
successful for reading comprehension
implementation.
According to Baier (2011:21) sai that
the reader ought to begin surveying or
browsing from the title and maind heading of
the selection to forms ideas as to the main
points of the materoal.
interesting and matched with the material that

they had to learn at that time. All in all the
activities could raise the students enthusiasm
in learning English, reading.
Suggestion
The researcher provides suggestions to
the teacher and for the next researcher. For
the teacher, he/she should think about using
TPS method. In order to make the students
enjoy and enthusiasm in learning English.
Then the teacher should choose the
appropriate supplementary materials related
to the topic want to be learnt. Then for the
next researcher, considering the TPS
technique, it was a good way to be used to
teach students. It had successfully improved
reading comprehension of the eleventh
language class of MAN II Batu.
CONCLUSION
Based on research findings, this research
has successful target on improving students
reading comprehension through Think-PairShare technique. The students mean score of
second language class in learning reading
comprehension improved from 66 to be more
than 80 of standard minimum. It was done
with a good result. It stated from the result of
the test that the average score was 82. So,
88% of the students passed the minimum
score which was 78. Started from the first
meeting up to the last (test). It was showed
that the students were active, enjoy, and
enthusiastic in the process of learning
English, Reading. They shared their idea in
pair, continued to the group discussion, then
present to the whole class.
Furthermore, in the process of teaching
and learning of English in those activities, the
students of second language class felt
interested and enthusiastic when learning
English, Reading while using Think-PairShare technique. They were not afraid to
share to their partner, group and to the whole
class. Because they had discussed with their
partner and group. TPS technique was
2014
REFERENCES
Copper.
1986.
Improving
Reading
Comprehension. England: Houghton
Mifflin Company
Harmer, Jeremy. 2007. The Practice of
English Teaching Language. Fourth
Edition England: Liz Robert
Lyman, F. T. (1981). The responsive
classroom discussion: the inclusion of all
student.
In
A.
Anderson
(Ed.),
Mainstreaming Digest (pp. 109-113).
College Park: university of Maryland
Press
Baier, K. 2011. The Effect of Think-Pair-Share
on Fifth Grade Students Comprehension
Levels.Thesis. Ohio: Bowling Green State
University
Latif, M. Adnan. 2012. Research Method on
Language Learning: An Introduction
Malang. UM Press.
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IMPROVING READING COMPREHENSION ABILITY

BY USING SMALL GROUP WORK TECHNIQUE
Nely Roidatul Islamiyah

e-mail: nelyroidatul@gmail.com
Abstract. This study is aimed at improving students reading comprehension by using

small group work technique. Small group work is the process of gathering four
students to make the small discussion through guidance from the teacher. This study
used Classroom Action Research as the research design. The subject of this study was
one class of the first grade students of MTs. Al Maarif 01 Singosari that consisted of
45 students. The procedure of the research consisted of four main steps: planning an
action, implementation, observation and reflection. The instruments used to collect
the data were observation sheets, field note and reading comprehension test. The
result of the research showed that the use of small group work technique can improve
the students reading comprehension. From the test, 70% of students got score 75 in
which the mean score was 79.00. Finally, considering that this study had produced
the expected outcome and the criteria of success had achieved, thus the study was
only conducted in one cycle.
Key words: Reading Comprehension and Small Group Work Technique
INTRODUCTION
It has already noted that English is used
by at least a quarter of the population in this
world (Harmer, 2004). It gives the evidence that
English is the universal language that need to be
mastered by the people who want to go abroad
or others want. In Indonesia, English stands as
the foreign language (EFL) and it has very
important function in aspect of life. Harmer
(2004) say that as already seen, a lot of students
of EFL apply English in universal context. The
English also chosen as the required subject in
schools by the government. Indonesia as a
developing country is aware that English very
crucial role in its development. However, in the
globalization era, education has a great function
to make effort for creating delightful studying
and teaching atmosphere to build students

potential to have better personality, great
intelligence, good attitude and skills that useful
for themselves and society.
In learning English, generally, there
are four skills that need to be mastered well.
Those are reading, speaking, writing and
listening. It is known that those four skills are
having correlation each other and it cannot be
separated. The reading and listening refer to
the receptive skills, while speaking and
writing refer to productive skills.
Healy (2002) defines reading as the
skill that most critical in reaching the school
success as well as life passing. It is clear that
when the students want to be success in
school, the main key to open the success is by
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reading. The position of reading can be seen

from much view.
Alyousef (2005) mentions that reading
can be viewed as a process interactively
between both the reader and a text that lead to
reading fluency or automaticity. In other
word, the interactive process that occur in
reading would involve the reader and the text
that written by the author.
According to Smith (2004) reading is
depend on several information which is gotten
from the eyes to the brain. It means that the
two items that mostly used in reading the text
is eyes which function is to receive the
message, then it will be transferred to the
brain and the brain has to work out the
significance of these messages.
Astutik (2011) states that reading is
the first most important factor that can
support the processing of mastering the other
skills and improving knowledge. But the fact
shows that not every student learns it well,
especially in reading comprehension. Reading
comprehension problem is a serious problem
especially for English foreign language or
English second language and it must be found
the solution.
Based on the observation at the first
grade students of MTs Al Maarif 01
Singosari, especially on seventh F class (VII
F). The researcher found in the teaching and
learning process especially in reading skills,
the teacher only gives the explanation and
never makes the students get involved in
learning process of reading (teachercentered). The way how the teachers teach
also the same in every meeting, the teacher
just asked the students read and answered the
question. So, it makes the students havent
progress at all.
This situation is showed when the
researcher did the practice teaching in that
school last month. The researcher found that
almost the students got low in the English
subject especially in reading skill. The
reasons that make the students got low in
reading because they are less enthusiastic in
reading books. The students score of reading
was very low when the teachers give the
reading task for them. The mean score of the
First Grade students of MTs Al Maarif 01

Singosari is under the school standard. The
mean score is 54.20, while the expected score
according the school standard is 75.00.
The way in solving those problems,
indeed the teacher must have the best method
in teaching reading. In this research, the small
group work technique is used in developing
the low scores of MTs Al Maarif 01
Singosari.
Small group work contains four
students that work together in doing the task.
Meador (2013) in his online article argues that
the small group is the teacher work with the
students in small group on learning objection
specifically. It can be proved that small group
work technique is the best way in helping the
students to develop their ability in
comprehending the text. Accordingly, in
groups, the students tend to be more
enthusiastic than work in individual. They
have high degree of interaction with their
members that make the learning process is
interesting, and they enjoy to do all activities.
METHOD
The design of this research is
classroom action research (CAR). Accor-ding
to Latief (2011), the objection of Classroom
Action Research is to discover the strategies
in teaching and learning that appropriate with
the learners want and the way in learning
English. In the Classroom Action Research
impact the two things that are the problems to
be solved and the ways to be developed in
solving the problems. In the Classroom
Action Research, there are four steps which
are planning, acting, observing, and
reflecting. Each of those cycles is repeated on
the following cycle if the result is not
satisfactory yet.
This research was conducted at the
MTs Al Maarif 01 Singosari especially at the
first grade. The location is at Jl. Masjid no. 33
Singosari Malang. The class will be in VII F
and the amount of the students is 45 students,
24 male students and 21 female students. The
instruments used to collect the data were
observation sheets, field note and reading
comprehension test.
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The researcher also prepared the criteria of

success are: 70 % of the students are able to
reach the minimum standard of the school and
the mean of students score 75.
The implementation of this strategy
will be stopped if the criterion of success is
reached, as mentioning above the criteria of
success are: 70 % of the students are able to
reach the minimum standard of the school and
the mean of students score 75 that it
indicates the expected score based on the
school standard is reached, but if it didnt
meet the criteria of success so the next cycle
will be continued.
interaction among the members of the small

group work.
McKimm (2009) argued that the role
of the teacher in small group work technique
is only as the facilitator who guides the
teaching process in the classroom. It tends to
be focused on the students activeness
(students centered). The role of the teacher is
typically that of facilitator of learning: leading
discussions, asking open-ended questions,
guiding process and task, and enabling active
participation of learners and engagement with
ideas. Thus, in the implementation of small
group work technique, the students were more
active involved in the classroom activities
especially in reading.
From the statement above, it could be
concluded that the use of small group work
technique not only improved reading
comprehension skill of the first grade
students of MTs Al Maarif 01 Singosari but
also enhance actively their involvement in the
From the positive improvement above,
it could be concluded that all of the criteria of
the study had been achieved that were: 70 %
of the students are able to reach the minimum
standard of the school, and the mean score of
the students 75. Therefore, the researcher
did not need to continue the next cycle
because the steps were done successfully. The
steps included some points, they were:
Leading questions related to the topic as the
brain storming, grouping the students into
small group that consist of four members,
giving the material or a text, then the teacher
is giving explanation about the material
generally, asking the students to discuss the
material with their groups and giving the task
for the students individually.
Based on the findings, it was proven
that teaching reading using small group work
technique improved students reading
comprehension which one the mean of the
score is 79.00. The improvement of the
students reading comprehension by using
small group work technique has been
successful at the first grade students of MTs
Al Maarif 01 Singosari. Therefore, the next
cycle is not necessary.
FINDINGS AND DISCUSSIONS

The research findings present about
the data that the researcher found during the
implementing the strategy in the teaching and
learning process.
The implementation of the action was
done in four meetings. The three meetings
were used to teach reading comprehension by
using small group work technique and one
meeting was to administering the reading
comprehension test. All of the data taken
from the observation sheet, field notes, and
reading test, were analyzed and reflected.
The result of the observation sheet
showed that the student attention was
increasing since the first meeting of small
group work technique implemented. The
students quality of learning activity in this
class was improved day by day. They have
positive attitude toward the implementation of
the researcher strategy, such as the
improvement of the students activity to ask
and answer the question toward both the
researcher and their friends, and they enjoyed
to do all activities of the small group work
technique.
According to Armenth (2009) Smallgroup learning is active learning; it
significantly increases a classs energy level
in a way that traditional lecturing does not. It
is clear that the use of Small Group Work
technique will be more active in the
classroom than the use of traditional teaching
because this strategy involves high degree of
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CONCLUSSIONS AND SUGGESTIONS

Based on the result of this research, it
can be concluded that the implementation of
small group work technique in this research
was success. The implementation of small
group work technique manages to the
students low motivation of the first grade of
MTs Al Maarif 01 Singosari. The students
low motivation, the lack of self-confidence
and the feeling bored in learning is caused by
teacher centered technique of teaching. By
applying small group work technique it make
the students centered, so the student more
active in learning in the classroom.
The implementation of small group
work managed to improve the students
reading achievement. It can be seen from the
improvement score achievement from the test
of the cycle. After the treatment the students
mean score improved to 79.00. As the result
of the small group work technique was the
best cooperative strategy. The strategy that
make the students feel free and enjoyed when
they learning the materials. Based on the
finding, some suggestion is necessary to be
put in order to improve the quality of teaching
and learning process.
The teachers are recommended to use
small group work technique to teach reading
skill. Here the teachers are suggested to more
selective in choosing the topic that will be
used in teaching and learning process. By
selecting the appropriate topic the teaching
and learning process will be more interesting.
In addition, the teacher also suggested when
organize the students into group it is better to
grouping students into heterogeneous group.
It makes the low students learn to the smart
students and motivated the low students to
become smart students. The teacher should
monitor the group discussion whether they
work and learning together. The teacher also
should give chance to the students to share
about the difficulty when they learning then
gave feedback at the end of the lesson. It is
very useful to solve the problem occur in the
teaching learning process.
The implementation of the small
group work technique improved the students
reading comprehension of first grade of MTs
Al Maarif 01 Singosari. It is clear that the

small group work technique is one of the best
cooperative strategies that can be used in the
teaching and learning process. The future
researcher may conduct the same procedure
of small group work technique that used in
this research. The future researchers can make
any improvement in order to make the better
research. The future researchers are also
suggested to conduct a similar study on other
skills like listening, writing, and speaking at
other level of students for the improvement
quality of teaching English.
REFFERENCES
Armenth, Francine. 2009. A Teaching for
Success Win-Win Quick Study. How to
Make Small Group Learning Work.
Harmer, Jeremy. 2004. The practice of
English Language Teaching (fourth
Edition). UK: Longman
Latif, Muhammad Adnan. 2012. Research
Method on Language Learning: An
Introduction. Malang: UM Press
Mckimm, Judy. 2009. Clinical Teaching
Made Easy. Small Group Teaching, vol.
70, no 11.
Alyousef, Hesham Suleiman. 2005. Teaching
Reading Comprehension to ESL/EFL
Learners. Vol. 5, No. 2, 143-154,
September 2005.
Armenth, Francine. 2009. A Teaching for
Success Win-Win Quick Study. How to
Make Small Group Learning Work.
Healy, Cathy. 2002. Reading: What the
Expert Say.Springfield, VA 22150:
PEATC
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THE USE OF PICTURE SERIES TO IMPROVE STUDENTS SPEAKING

PERFORMANCE
Noris Ardianto
e-mail: noris_ardianto@ymail.com
Abstract. The aim of this study is to find out the improvement on the ability of the
second grade students of SMAN 1 Malang in speaking by the use of picture series.
The subjects were 34 students of the second grade, particularly XI-IPA 2. Classroom
Action Research was used in order to attempt to solve the problems faced by the
students in the classroom. The procedure of the research consisted of four main
stages: planning of the action, implementation, observation, and reflection. The study
was done only in one cycle that consists of four meetings. The data in observation
was obtained from observation checklist, field note, and test. The data analysis found
that the implementation could reach the improvement of the students speaking
performance. The finding of the research showed that the use of picture series could
improve the students speaking performance. The students average score improved
from 72.76 to 81.62. In addition, there were 25 students (73.53%) could pass the
minimum learning mastery of English subject in speaking which is 78. Finally,
considering that this study had produced the expected outcome and the criteria of
success had been achieved, thus the study was only conducted on one cycle.
Key words: Improve, Picture Series, Speaking Performance
INTRODUCTION
Nowadays, English is one of
international language that should be
mastered by everyone if they do not want to
be left behind. English is a language that is
mostly used in all aspects of daily life such as
in technology and education. English is also
as communication tool that can be a connector
among people in the world. Most people in
this world use English when they would like
to talk to another people from different
country. Nunan (1991) explained that
mastering the art of the speaking is the most
important aspect of learning a second or
foreign language and success is measured in
term of the ability to carry out a conversation

in language.
In some countries, English has become
a second language and it is usually called
English as Second Language (ESL). While in
Indonesia, English becomes a foreign
language (EFL). Even though English is a
foreign language, it has been spread out in
many aspects in Indonesia, and one of those
aspects is Education. English, as a
compulsory subject, is taught in every level of
education in Indonesia. Every student should
learn all English skills such as receptive skills
and productive skills. Receptive skills involve
listening and reading, while productive skills
involve writing and speaking. Brown and
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Yule (1983) stated that learning to talk in the

foreign language is often considered being
one of the most difficult aspects of language
learning for the teacher to help the students.
It implies that teaching and learning process
does not seem happen simply in speaking
class. The teacher should have a good way
and a good media to help students improve
their speaking.
When the researcher gave the spoken
test to the students as the preliminary study,
the researcher found that the students of
SMAN 1 Malang, particularly at the second
grade of science 2, were still deficient in
speaking performance point of view. The
students average score was 72.76. This score
didnt meet the minimum learning mastery
which is 78. They have to achieve at least 78
if they want to pass the minimum learning
mastery. It was very hard for them to speak
up because they did not have any ideas to
speak. They got difficulty in getting the ideas.
Besides, the students were still confused
in using correct grammar in their speaking
performance. They often used inappropriate
tenses, for example they often used present
tense to express their past activities.
In addition, the students were lack of
motivation in joining speaking activities.
They were not interested in doing such kind
of speaking activities. It was very difficult to
get them to speak in class. They were not
confident enough to speak in front of the
class. It happened because they were not
accustomed to practice speaking with their
friend. Therefore, the students made less
contribution in speaking activities.
Due to this case, the researcher believed
that using picture, especially picture series,
can be a solution to stimulate the students and
to
improve
the
students
speaking
performance.
Underhill (1987) argued that a good
picture is able to encourage the students to be
more confident and easier in speaking. It
shows that picture series is able to make
contribution in solving the students problem
related to their confidence in speaking.
Picture series can build their confidence to
speak in front of the class. Picture series also
can be a media that can make the students

easier to get the ideas and feel interested in
speaking activities.
METHOD
The design of this study was Classroom
Action Research (CAR). McNiff &
Whitehead (2006) explained that action
research is seen as practitioners way that is
designed to improve the quality of education
by using new technique or method on
teaching. Tomal (2010) also said that action
research is a kind of systematic process which
aims to solve the problems and to improve
everything related to the education.
According to Latief (2012), Classroom Action
Research for English subject is to develop a
strategy or English learning technique in the
learning and teaching process in order to help
the students get success in learning English.
Therefore, the procedure of classroom
action research applied in this study was a
cyclical process adapted from the model
proposed by Kemis and Taggart in Latief
(2012). It covers four steps first, planning
was made before the teaching and learning
process was conducted. In this stage, the
researcher planned the research focusing on
the use of Picture Series to improve students
speaking performance. The researcher
prepared the lesson plan, the picture series,
the material, and the criteria of success.
Before attending the class, the
researcher made a lesson plan for each
meeting in order to make the teaching and
learning speaking process can be performed
effectively and efficiently. The lesson plan
contains of several points, such as the
material, time allotment, teaching goals,
technique of teaching, the procedure of
teaching, sources, and evaluation. In the
lesson plan, the procedure of teaching is
divided into three parts, which consist of preactivities, whilst-activities and post-activities.
After designing the lesson plan, the
researcher prepared the picture series for
teaching and learning process. The picture
series can stimulate and encourage students to
be interested in teaching and learning process.
It is important to establish a good atmosphere
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in the classroom. There are procedures to

teach English by using picture series: a) the
researcher introduces the picture series to the
students and then explains to the students the
use of picture series, b) the students are
divided into groups and discuss what story the
picture is telling, c) when the students have
discussed about the picture in their own
group, they have to share to another group
about the information they get.
Next, the researcher took the material
based on the program of the second semester
of the second grade students of SMAN 1
Malang. The material given was narrative
text. In this study, the researcher used
handbook from the school, another source,
and the picture series in teaching and learning
process that can support the material.
In addition, the criterion of success was
prepared. The criterion of success is the point
that the researcher must achieve in conducting
a Classroom Action Research. The criterion
of success determines whether the research is
successful or not in English learning process,
especially in teaching speaking performance
using picture series. The criteria of success in
this study are the students average score
should be 80, and 70 % of the students
could pass the minimum learning mastery
which is 78.
Second, the researcher implemented the
actions in the class. The researcher taught
speaking by using picture series for the
students of SMAN 1 Malang. In the first
cycle, there were 4 meetings; 3 meetings for
research implementation in teaching and
learning English speaking by using picture
series, and the last meeting was only for test.
In the first meeting, the researcher
taught about narrative text and gave an
example of the text. The students worked in
group to identify the generic structure of the
text and the language feature. After discussing
about the text, the students were asked to
retell the story by using picture series in front
of their classmates. In the second meeting, the
researcher showed the picture series in the
form of video. Then, they were asked to
answer the question and retell the story by
using picture series with their group. In the
next meeting, the students were divided into

five groups. Each group has different picture
series. Then, they were asked to discuss what
information that was in the pictures with their
own group. After that, every member of the
group should tell to the other groups about the
information they got. In the last meeting, the
researcher took the score of the students
speaking performance. Before the researcher
took the score of each student, the researcher
gave the students fifteen minutes to prepare.
Finally, they should speak one by one based
on the picture series given.
Third, the researcher used the
instruments to evaluate the process of
teaching and learning and to collect the data
that consist of observation checklist, field
note, and test. The aim of using observation
checklist is to know the strength and the
weakness about the activities during the
teaching and learning process. Besides, field
note is used to record any important data and
the neccessary information during teaching
and learning process. It focuses on students
progress in teaching and learning process. The
researcher prepares a field note to know how
the use of picture series works in the subject.
Then, the researcher used test to measure the
students speaking performance and to get the
score. The researcher gives test to the students
in preliminary study and in the end of the
cycle. The students should speak up based on
the picture series. The test is appropriate with
the material that has been taught to the
students. It is conducted in the end of cycle.
Fourth, reflection is effort to appraise
whether action of teaching and learning
process has already been successful or not. If
it is still not successful, reflection is the way
to develop the next cycle. If the result of the
study meets the criteria of success then the
classroom action research will be stopped. If
it does not work, the researcher will revise the
strategy, go to the next cycle, and do the same
order until the action meets the criteria of
success.
In this study, the criteria of success are
the students average score is 80, and 70 % of
the students can pass the minimum learning
mastery which is 78. When these criteria can
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be reached, it means that the study is

successful. Otherwise, if the students cannot
get 80 for the average score, and 70 % of
them cannot pass the minimum learning
mastery, the researcher should revise the
strategy. New strategy should be used in the
next cycle to achieve the criteria of success.
knew the generic structure of narrative text.

Most of them said that narrative text is talking
about fable or story legend. The students
looked serious to identify the text and answer
the questions. Most of them were able to
answer the questions correctly. In retelling the
story, the students still used inappropriate
tenses. In the second meeting, the students
were enthusiastic in discussing the topic and
retelling the story with their own group. In the
third meeting, the students looked very
interested in the activities provided by the
researcher. In the last meeting, the students
did spoken test. None of them were absent.
In addition, the observation checklist
was filled by the collaborator. The first
observation was conducted on Saturday, 5th of
April 2014. The collaborator found that the
researcher still needed to improve in
reviewing the previous material, involving a
variety of students, and also demonstrating
awareness of individual student learning
needs. Otherwise, the points such as
overviewing the course content, employing
non-learning activities, soliciting the students
input, and explaining concept clearly were
good enough. The second observation
checklist result showed that the researcher
was still lack of demonstrating awareness of
individual student learning needs. In addition,
the points related to the class structure, the
methods, and the content were good enough.
In the third observation, the collaborator
observed that the researcher was getting
worse in directing student preparation for next
class and employing other tools or
instructional aids (i.e. technology, computer,
video, overheads). On the contrary, the
collaborator observed that the researcher was
good in the case of content and teacherstudent interaction.
While, field note result showed that the
students, in the first meeting, did not answer
completely the teachers leading questions,
lack of time in discussing, the students could
use picture series at sudden, the class
atmosphere was a little bit noisy, the students
were more responsive in using picture series
as stimulus, and the students speaking was
better. The collaborator also noted that the

The preliminary study was done by
giving a test to the students. In the test, the
students were asked to speak by telling the
story legend they had already known. They
had to speak one by one in front of the class.
In this case, the researcher focused on
students oral production using the target
language.
In this section, the researcher found
some problems dealing with the students
speaking performance. The problems faced
were the students still found difficulties in
expressing the idea, they sometimes forgot
what to speak so they were silence in a
moment to think, and they were also confused
in speaking by using correct grammatical.
They often used inappropriate tenses in their
speaking. They were not confident enough to
speak in front of their friend. Sometimes it
was difficult to get them to speak in front of
the class.
In this test, the students speaking
performance was assessed by using analytic
scoring rubric by Hughes which consisted of
five aspects: pronunciation, grammar,
vocabulary, fluency, and comprehensibility in
a 1-10 scale.
The result of the test in preliminary
study showed that the students speaking
performance still needed to be improved
because not all of the students could pass the
minimum learning mastery. The average
score of the students speaking performance
was 72.76, while the minimum learning
mastery is 78. Only 35.29% (12 students)
could pass the minimum learning mastery.
After doing test in preliminary study,
the researcher implemented the action. In the
first meeting, the researcher found that most
of the students had already known about
narrative text but only some of them who
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methodology aids was better than classical

way. In the next meeting, the result of field
note showed that the students were very
responsive when the teacher explained the
material,
they
discussed
the
topic
interactively, they had good response when
the teacher used picture series in teaching
speaking, they also sometimes used
inappropriate tenses in their speaking, but
they spoke with varying interpretation. In
addition, the class atmosphere was good
enough and the picture series made students
easier in speaking. In the third meeting, the
class atmosphere was very interesting. The
students gave very good response when the
teacher explained about narrative text and
when the teacher used picture series in
teaching speaking. They also discussed the
topic enthusiastically and their speaking
performance was getting better. The
collaborator suggested that the researcher
should give more attention to each student.
After implementing the actions, the
researcher gave the test to the students. The
students were given the picture series which
told about The Frog Prince. In the test, the
student spoke one by one in front of the class.
The researcher was helped by the collaborator
to assess the students speaking performance.
So, there were two raters in the test: the first
rater was the researcher and the second rater
was the collaborator.
The criteria of success of the students
speaking performance are the students
average score should be 80, and 70% of the
students could pass the minimum learning
mastery which is 78.
The result of the test showed that
picture series had improved the students
speaking performance. It could be seen from
the result of the test that 73.53% of 34
students got score above the minimum
learning mastery, 78. The mean score of the
test was 81.62 with the lowest score 65 and
the highest score was 91.5.
Thus, the
students speaking performance had met the
criteria of success. Considering that this study
had produced the expected outcome and the
criteria of success had been achieved,
therefore the next cycle was not necessary. In
other word, this action was stopped because

all the criteria of success had been fulfilled.
In this study, the students were
stimulated by using picture series to make
them easier in exploring the ideas orally.
Asnawir & Usman (2002) stated that media
can be stimulus and give information to the
students so that it is really helpful in teaching
According to Bailey (2005), pictures
can give some information to discuss and can
be used in various lesson. It meant that
pictures can provide any information such as
someones activities, stories or processes of
making something. It also implied that
pictures can be used in various activities. In
teaching and learning process, it also can be
applied in pair or group.
Finally, the use of picture series had
successfully improved students speaking
performance. The improvement could be
examined from the result of students
speaking performance in the end of the cycle.
CONCLUSION AND SUGGESTION
Based on the findings of this research,
the researcher sum up that picture series was
an effective way in improving students
speaking of the second grade at SMAN 1
Malang. The students could handle their
difficulties in exploring the ideas. The
students could express the ideas in many
ways. They could make some variation stories
by using picture series.
In this research, the researcher applied
the procedures to teach English speaking by
using picture series as follows: 1) The
researcher introduced the picture series to the
students and then explained to the students
the use of picture series, 2) The students were
divided into groups and discussed what story
the picture was telling, and 3) When the
students had discussed about the picture in
their own group, they had to share to another
group about the information they got.
Meanwhile, the researcher used various
teaching procedures for each meeting. In the
first meeting, the researcher gave the text to
the students and asked them to identify both
the generic structure and language feature of
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the text. Then, they were asked to retell the

story based on the text given by using picture
series. In the second meeting, the researcher
gave the picture series to each group which
consisted of three students. They had to make
such kind of story circle with their own group
and perform in front of the class. In the third
meeting, group discussion was applied to
teach speaking by using picture series. The
various teaching procedures were used to
create good class atmosphere and make the
students feel interesting.
In short, this study was carried out in
one cycle because it could be said that picture
series had successfully improved the students
speaking performance of second grade of
SMAN 1 Malang, especially second grade of
science 2. In preliminary study, the students
average score was 72.76 and 35.29% of the
students could not pass the minimum learning
mastery which is 78. It improved since the
picture series was used in teaching speaking.
The result of spoken test showed that the
students average score was 81.62 and
73.53% of the students could pass the
minimum learning mastery. Based on the
result of the study, it could be concluded that
the use of picture series could improve the
students speaking performance of second
grade of SMAN 1 Malang.
Since the picture series could improve
the students speaking performance, it is
highly recommended that the English teacher
should use this visual media to stimulate the
students in speaking and to help them in order
to be easier in expressing the ideas. It is also
possible to use picture series in other English
skills such as writing and listening.
Related to future research concerning
with the use of picture series as visual media,
it is recommended that the future researchers
are able to explore this research in order to be
more useful both for students
and teachers in teaching and learning process
by using picture series. The future researchers
are also suggested to conduct a similar study
on other English skills such as writing and
listening at any level of education.
REFERENCES
Asnawir & Usman, B. 2002. Media
Pembelajaran. Jakarta: Ciputat Press.
Bailey, K. M. 2005. Practical English
Language Teaching: Speaking. New
York: McGraw-Hill.
Brown, G. & Yule G. 1983. Teaching the
Spoken Language: An Approach Based
on the Analysis of Conversational
English.
Cambridge:
Cambridge
University Press.
Hamalik, O. 1986. Media Pendidikan.
Bandung: Alumni.
Harmer, J. 2001. The Practice of English
Language Teaching (3rd ed). Cambridge:
Pearson Education Limited.
Latief, M. A. 2012. Research Methods on
Language Learning. Malang: UM Press.
McNiff, J. & Whitehead, J. 2006. All You
Need to Know about Action Research.
London: SAGE Publications Ltd.
Nunan, D. 1991. Language Teaching
Methodology.
Hemel
Hempstead:
Prentice Hall.
Tomal, D. R. 2010. Action Research for
Educators. Plymouth: Rowman &
Littlefield Education.
Umbarawati, R. 2013. Improving the
Speaking Skill of Seventh Grade Students
at SMPN 2 Gemarang Using Series of
Pictures. Malang: Universitas Islam
Malang.
Underhill, N. 1987. Testing Spoken
Language.
Cambridge:
Cambridge
University Press.
Ur, P. 1991. A Course in Language Teaching:
Practice and Theory. Cambridge:
Cambridge University Press.
Yuliana. 2011. Improving Students Speaking
Skill by Using Pictures as Instructional
Media of Eighth Grade Students at SMP
Negeri 1 Karangploso Malang. Malang:
Universitas Islam Malang.
Zulaikah. 2012. Improving the Students
Speaking Ability of the Tenth Grade
Students of SMAN 2 Genteng through
Picture Series. Malang: Universitas Islam
Malang.
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THE DIFFERENCE IN THE EFFECTIVENESS OF INDONESIAN AND ENGLISH

GLOSSARIES IN READING COMPREHENSION
Noviana Amiati
Abstract: Reading is one of the prime modes of receipting learning but it will only be
functional learning, tool if readers are both critical and discriminating. The sample of this
study was thirty two students of grade eleven at SMA Islam Al Maarif Singosari . To
achieve the purpose, one shoot experimental design was suitable to be used in this research
because the data was taken by using post test only. Thirty two students divided into two
groups which use lottery. Sixteen students got a text with Indonesia glossary, and sixteen
students got a text with English glossary. The data was tested by Independent t-test.The
result of the analysis indicated that there was significant effect Indonesia glossary group
than English glossary. The t critical was 2.25 and the t table in 0.05 level was 1.697. It mean
that the t critical was higher than t table. The result shows that the Indonesia glossary is
helper students in comprehends the text than English glossary. To sum up, the researcher
concluded that there was significant different effect of Indonesia glossary and English
glossary on reading comprehension. It means that, an Indonesia glossary is more needed
than English glossaries. It showed that glossary can reduce students difficulties in
understanding the text.
Key word: Indonesian Glossary, English Glossary and Reading Comprehension.
INTRODUCTION
Learning English as foreign language
is very important. Since English is the key to
the international currencies of technology and
commerce (Hutchinson & Waters, 1989). In
this case, the researcher focuses in education,
in common knowledge there are four skills in
English, there are: listening, reading, speaking
and listening. In this case, the researcher only
focused on reading.. In this case the
researcher would like to observe the
relationship between increasing vocabularies
in reading comprehensions by using glossary.
Basically, teaching reading should also
cover vocabulary building because vocabulary
is the important part to mastering English.
Block et al. (2002) stated that to comprehend
written text a reader need to be able to decode
accurately and fluently and to have a wide and

appropriate vocabulary.
Learning vocabulary is not easy because
learner has to memorize. So teacher must be
more creative when in the leaning process.
Teaching English vocabulary for Indonesia
students to understand the concept of
unfamiliar words, gain a greater number of
words, and use words successfully for
communicative
purposes
(Cahyono,
2009:47).
Moreover Ko (2005:125) said that
Glosses have various functions in helping to
decode the text by providing additional
knowledge in specific content, skill,
strategies, and definitions of difficult words.
Based on the explanation above, the research
problem is do the students who are getting
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Indonesia glossary have better score than the

students who are getting English glossary to
reading comprehension in students grade XI
XI SMA Islam Al Maarif Singosari.?
Table 4.1 summary of means and standard

deviation of the test.
N
Mean Standard
Deviation
XI (Indonesia 16 15.5
1.51
Glossary)
X2 (English 16 12.0
2.45
Glossary)
Total
32 27.5
3.96
METHOD
To conduct research, many research
designs can be used. The researcher was
selecting experimental research design. One
shoot experiment was suitable for this study.
This study involved experiment group where
the group was divided into two groups which
give post test to measure the effect of
independent variable on dependent variable.
Since it was applied on single group, there
was no c ontrol group in this study.In this
research the population was students grade XI
in SMA Islam Al Maarif Singosari
The researcher got one class as the
sample, that is XI IPS 2 because the English
teacher already choose grade XI IPS 2 for the
researcher done the research. The researcher
applied random assignment from the sample.
In that class there are 32 students which
consists of 10 male students and 22 female
students. The researcher did lottery for
applying the test. There were 16 students who
had the test with Indonesia glossary and there
were 16 students who had doing the test with
English glossary.
FINDING AND DISCUSSION
After analyzing the data, it was found that
the average score of each group was different.
The mean score of Indonesia Glossary group
was 15.5 and the mean score of English
Glossary group was 12.0 (see table 4.1)
The finding reported in this chapter was
based on the analysis of data and the
procedures of data collection described in the
previous chapter. Means and standard
deviation of the correct answers. The
independent t- test was used to analyze the
data collected with a significant level set at
.05. The calculations of the data were
calculated by manual computation below:
2014
The result of the analysis indicated

that there was significant effect Indonesia
glossary group than English glossary. The t
critical was 2.25 and the t table in 0.05 level
was 1.697. It mean that the t critical was
higher than t table. The result showed that the
Indonesia glossary is helper students in
comprehends the text than English glossary.
To sum up, the researcher concluded
that there was significant different effect of
Indonesia glossary and English glossary on
reading comprehension. It means that, an
Indonesia glossary is more needed than
English glossaries. It is proved that glossary
can reduce students difficulties in
understanding the text.
CONCLUSSION AND SUGESTION
As stated in research problem that
researcher wanted to investigate that was the
difference in the effectiveness of Indonesia
glossary and English glossary on the score in
the reading comprehension. The researcher
presented the result of the finding in this
study by answering the research problem
stated in the chapter 1. After analyzing the
data, the researcher found the result as
follows:
First, the mean of the students score who
got Indonesia glossary was 15.5. Second, the
mean of the students score who got English
glossary was 12.0. From the result above, it
showed that the mean score was different. The
students who read with Indonesia glossary
answered more corrects questions. Than the
students who read the text with English
glossary answered less corrects questions.
The data were analyzed by using
dependent t test which showed that in point
.05 levels. From that computation, it was
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2014
known that the value of the observed t critical

was 2. 25 and the critical value was 1.697 it
could be said that the observed t critical was
higher than the critical value.
Based on the explanation above it can be
concluded that there is significant different
effect of Indonesia glossary and English
glossary on reading comprehension. It means
that, Indonesia glossaries is more needed than
English glossaries.
Therefore, the researcher has some
suggestion for the teachers in senior high
school who is teaching grade XI and for
further researchers. For the teachers, it should
make or show the glossary when in reading
section because the students can comprehend
the text better. For further researchers, it is
suggested to give different test but the level of
the test is the same. It is also hoped that the
further researchers add more research
problem. It is also recommended to carry out
a research by differentiating subject based on
their English proficiency.
Nunan, D. (1999). Second Language

Teaching and Learning. Australia:
Cambridge University.
Walter, C. (2001). Transfer of Reading
Comprehension Skill to L2 is Linked to
Mental Representation of text. London:
Oxford University Press.
THE REFERENCES
Cheng at al. 2009. L1 glosses: Effect on EFL
learners reading comprehension and
vocabulary
retention,
(online),
(http://nflrc.hawaii.edu/rfl/october2009/ar
ticles/cheng.pdf, accessed in May 5,
2014)
Cahyono, at all. 2011. Theqniques and
Strategies to Enhance English Language
Learning. Malang State University of
Malang Press.
Cahyono, B. Y. 2009. Teaching English with
sight from Linguistics. Malang State
University of Malang Press
Cruse, Alan. 2006. Glossary of Semantic and
Pragmatic.
Finland.
Edinburgh.
University Press.
Ko, M. H. (2005). Glosses, comprehension,
and strategies use. Reading in Foreign
Language,
(online),
(http://nflrc.hawaii.edu/rfl/october2005/ar
ticles/ko/ko.pdf, accessed in May 5,
2014)
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2014
THE CORRELATIONAL STUDY BETWEEN INTEREST IN WATCHING ENGLISH

MOVIE AND LISTENING ACHIEVEMENT
Nur Hayati
e-mail: Nurhayati@unisma.ac.id
Abstract. This article presents the result of a correlation between students interest
in watching English movie and listening achievement. The subjects for this study
were 51 students of second semester of English department of UNISMA. The
instrument in this study was questionnaire to measure students interest in watching
English movie. The data of the students listening score in midterm test were also
collected asa documentation. The two set of data were analyzed by using the
formula of Pearson Product Moment in order to know the correlation between
interest in watching English movie and students listening achievement.The result
of this study indicates that there is a significant correlation between students
interest in watching English movie and listening achievement. Finally, it can be
concluded that there is significant correlation between watching English movie and
listening achievement. It means that the students interest in watching English movie
give possitive effect on the student listening achievement. It is then suggested that
students use English movie is one way to increase and support to learning English.
Key word: correlation, students interest, students achievement.
INTRODUCTION
The success of learning English is not
only determined by one skill but all of the
four skill. From all the four skill, listening
was a skill that difficult to be mastered
because it needs more concentration to
comprehend the sounds and to understand the
message. Listening was a receptive skill of
language and it was important element in the
language performance. And it categorized as
an active process because it took attention or
requires concentration to the problem.
According to Turner (1995:2),listening was
not acquired like speech through social
interaction nor was it learned through formal
instruction like reading and writing, it appears
to be something everyone can do right from
birth. It can says listening was much more

than hearing. It involved both physical and
mental processes, hearing and interpreting.
There are some problems faced by the
students in listening. Usually the teacher uses
tape recorder as a media for the material
which read by the native speaker and it is
difficult for the students to understand the
native speaker. Last, the contents of the
material are not familiar with the students. So
they cannot understand the material or they
may misunderstand the meaning.
Kartikawati (1995:1) stated that
interest is an attitude that makes people feels
good to the object or situation that the
individual trying to obtain a favored object
and draw attention. Interest is one of factors
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that will influence students English

achievements or performance.
Based on the definitions, the teacher
should be creative using the media and the
way to teach to make the students interest in
learning process, especially in listening skill.
One of them is by using movie as a media.
Yusoep (2011:2) stated that the purpose of
using film as a media of learning that must be
achieved is to make the students familiar with
the English language.
Based on the statement above, the
researcher is interested in knowing the
correlation between interest in watching
English movie and students listening
achievement.
RESULT AND DISCUSSION

Based on the objective of the study,
the researcher wanted to find out the
relationship between interest in watching
English movie and listening achievement.
Two variables mentioned above are the
students interest in watching English movie
as variable X and listening achievement as
variable Y. After calculated the data, the score
of students interest in watching English
movie was 3721. And the mean of students
interest was 72.96.
Based on the result of the computing
correlation between students interest in
watching English movie and listening
achievement by using Pearson Product
Moment formula above, it was found that the
coefficient correlation between students
interesting watching English movie and
listening achievement of second semester
students at English department of FKIP
UNISMA is 0.64. According to the table of
significance, the coefficient of correlation
obtained from the computation is significant,
because the r is higher than r critical value
both 0.1 and 0.5, so the alternative hypothesis
is accepted.
Based on the result of the finding, the
null hypothesis (H0) which states that there is
no significant correlation between the
students interest in watching English movie
and listening achievement of second semester
UNISMA is rejected. While the alternative
hypothesis (H1) stated that there is a
significant correlation between the students
interest in watching English movie and
listening achievement of second semester
UNISMA is accepted, because r-observed
was higher than r-critical.
After conducting a process of
computation on the influence of students
interest in watching English movie (X) and
students listening achievement (Y), the
researcher found that the value of r is 0.64. It
is, then, compared with the value of r in the
table with N=51, either at 5% or 1% level of
significant. While it is checked with the value
of r at the table with N=51, it was found that
METHOD
The researcher used correlation
research as a research design. In this study,
the subject is the students of second semester
of English Department of UNISMA. The
researcher used cluster random as a sampling
technique. In this case, the researcher took
two classes randomly and got class A and B
to be selected as a sample. The number of the
students of second semester of English
department of UNISMA is 51 students.
In this study, the researcher used
questionnaire
and
documentation
as
instruments and to collect the data. The
questionnaire used to measure the students
interest in watching English movie. The
questionnaire divided into three types, the
students interest in watching English movies,
the perception of advantages of watching
English movies, and the frequency in
watching English movies. Second, the
documentation was used to know the students
listening achievement. In this research, the
documentation was taken from the result of
mid-term test of listening.
This kind of analysis is to know
significant correlation between students
students listening achievement, so the
researcher analyzed the data by using the
formula of Pearson Product Moment.
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the value of the computed r was greater than

the value of r at the table either at 5% level of
significant (0.273) or 1% level of significant
(0.354).
The fact that the value of coefficient
of the correlation (r) is greater than that of the
table means that there is high correlation
between students interest in watching
English movie and students listening
achievement. It can be said that students
interest in watching English movie influences
the students listening achievement.
After conducting this research, it was
found that most of the students have high
interest in watching English movie. It has
shown from the result of the questionnaire
that the mean was 72.96. Most of the students
like and enjoyed watching movie especially
English movie because it could increase the
interest and motivation in learning English
and also it didnt make the students bored.
The students have to use the interest and

develop it for the use of English learning.
They should keep or increase their English
ability so they can reach the good
achievement. It is also expected that the
students are more active in listening while
they are watching movie so they can improve
their listening ability.
It is recommended that they conduct
further research by implementing and relevant
teaching and learning strategies to involve the
existing problems revealed in this study.
Therefore, this study will contribute
reasonable background of the further studies.
CONCLUSION
From this study, the writer can conclude
that there is significant correlation between
listening achievement. It showed from the
result of the computation between interest in
watching English movie and listening
achievement was 0.64. Motivation, aptitude
and desire to learn are part of interest and the
three of them have different purpose that
influence the students achievement but it also
have the same purpose to influence the
achievement of the students.
During teaching learning process the
teacher should keep the students interest by
presenting interesting materials as much as
possible. The teacher is expected to be more
creative and to create a good atmosphere in
the class by applying appropriate method in
teaching learning process which causes the
students have high motivation and interest in
English subject especially listening skill. The
teacher give stimulus to the students in order
to be more active in studying English
especially listening skill by giving an
enjoyable material, for instance watching
English movie.
2014
REFERENCES
Burnett, Mark. 2004. Learn English With
Movies.Retrieved December 22, 2008,
from http://freesearch.co.uk/dicnionary/
movielearn).
English Language Teaching. Fourth
Edition. England. Ashford Colour Press.
Moses, Dian Claudia. (2008) Porfolio artikel
bahasa inggris tentang Tv dan Film.
From
http://dianclaudiamoses.
blogspot.com/2008/09/porfolio-artikelbahasa-inggris-tentang.html
Turner, Karen. 1995. Listening in a Foreign
Language. Centre for Information on
Language Teaching and Research, 20
Bedfordbury, Covent Garden, London
WC2N
4LB.
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USING MIND MAPPING TECHNIQUE

TO IMPROVE STUDENTS WRITING ABILITY
Nur Islami
e-mail: nur.islami26@yahoo.com
Abstract. This research aims at knowing the effect of using mind mapping technique
to improve students writing hortatory essay. The population of this research was the
eleventh (XI) social science grade of MAN Malang 1 that consisted of 28 students
with difference level categories low achiever, middle achiever, and high achiever.
The research design in this study is classroom action research.Mind mapping is
regarded as the most appropriate one since it can train the students to produce more
ideas in pre writing stage. The researcher and the collaborator worked together in
planning the strategy, implementing the action, observing the implementation. The
implementation of mind mapping technique was started by reading and discussing
the issue that will be written, drawing a mind mapping, making an essay, and
comparing to writing checklist. The results of this research shows that mind mapping
can improve students writing ability specifically hortatory exposition text.
Key Words: Classroom Action Research, Mind Mapping, Writing Hortatory Essay.
INTRODUCTION
Among the four skills to be taught,
writing is regarding to be the most difficult
subject to learn. As Arini (2012:1) noted that
students need to have a certain amount of L2
background knowledge about the rhetorical
organizations, appropriate language use or
specific lexicon with which they want to
communicate to their readers. Kendall
(2006:37) also stated that writing is all about
making meaning. Teaching writing to English
language learners can be a challenge because
they frequently get confused about what they
want
to
say
as
they
work.
Handini and Amrin (2013:2) stated
that there are some factors why students
thought that writing seems more difficult than
other skills. First, they find difficulties in
gathering and organizing ideas. Second, they

have no idea what to write and how to start
writing. Third, they are afraid of making
errors. As a matter of fact they waste too
much time thinking about what they are going
to write instead of freewriting. Then, Quinley
(2005:6) stated that every pieces of writing
from a short to a long essay is written for a
reason. Perhaps, the writers aim is to tell a
story or to describe a person or a place. Or, it
may be explain why an event happened, or to
urge the reader to take action. So that students
need to think accurately before starting to
write.
Regarding
problems mentioned
above, the researcher choose concept
mapping, also called mind mapping, semantic
mapping, webbing or clustering, to solve
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those problems. Mind mapping can be applied

by the teacher in teaching writing. There are
some reasons why these method should be
tried by the teacher. (1) mind mapping
succeed
improving
students
writing
achievement in many countries, (2) mind
mapping is creative tool and flexible to be
applied for different level of age, theme,
subject, group and individual, (3) in foreign
language teaching and learning, mind
mapping can improve memory recall of facts,
words or images, (4) mind mapping is
creative note taking method, which ease
students to remember much information. It is
also colorful, use pictures, symbols that lead
students interesting in subject (Deporter,
Readon, and Nourie, 1997:175). Mapping
involve making a visual record of invention
and inquiry. It helps writer think and explore
about topic and its details. It also shows the
relationship between ideas and allow the
students develop them into passage more
easily.
Gould (in Handini, 2013:4) stated that
mind mapping is a method of teaching basic
writing that applicable across grade levels and
curriculum areas and can be applied for
writing narrative, descriptive, expository and
persuasive text. This technique is expected to
help the students in generating ideas before
writing. So that, they can write smoothly
based on the mapping that they made.
Therefore, the researcher wants to
conduct classroom action research to improve
students writing ability in hortatory essay.
And the statement of the problem is: How
can mind mapping improve writing ability of
XI Social Science 2 of MAN Malang 1?
Implementing, Observing and Reflecting.

Those stages were preceded by preliminary
study as a means of identifying the problem.
This classroom action research was
conducted at MAN Malang 1. The subject of
study were 28 of Eleventh grade students of
MAN Malang 1 majoring Social science. The
class was made up of 17 girls student and 11
boys student. They were formed into different
English proficiency group whereas low
achiever, middle achiever and high achiever.
The lower achiever group were 24 students.
Then, the middle achievers were 2 students.
And the rest of students were high achievers
that consisted of solely 2 students.
The procedure of the research include
preliminary study reconnaissance prior to
analyzing and identifying problem as the
preparation, followed by action planning,
implementing, observing, and reflecting as a
real cycling action. The preliminary study was
conducted prior to real classroom action
research in order to obtain data about
students problem in writing achievement. It
was done by giving writing test to the
students. Besides, the researcher also
interviewed the English teacher activities
employed
in
teaching
writing.
The researcher made a careful
preparation prior to the implementation of the
action based on the result of the preliminary
study. The activities in this stage included: (a)
preparing the lesson plan, (b) preparing the
instructional media, (c) preparing the
instrument, (d) preparing the criteria of
success.
In this study, the researcher prepared
the example of mind mapping picture which
used as the media in teaching learning
process. Then, researcher used textbook to
complete the material, LCD projector, video,
power point and quiz.
The researcher used some instruments
to collect the data to obtain further
information. Observation checklist was used
to monitor the students performance and
participation during the implementation of
mind mapping technique. Field notes was
used to record what the observer heard and
saw of the stage in collecting and reflecting
METHOD
The research design was a Classroom
Action Research for improving the
instructional practice in the classroom.
Classroom Action Research (CAR) is
research that held by teacher to repair
students obstacle in specific subject the class
and school where he or she taught. Kemmis
and Mc Taggart (2000) proposed CAR as the
spiral of self-contained cycles consisting of
four
independent
steps;
Planning,
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the data. It dealt with performance of both

students observation toward teacher and
students activities in the classroom. It covered
strengths,
weaknesses
and
classroom
atmosphere descriptively. The researcher gave
the written test to measure students writing
achievement in the end of research cycle. The
theme had been told in previous meeting so
that, students had background knowledge of
what should they write on the test day. They
need to write an argumentative essay which
was starting by made a mind mapping. After
that, they went on to write some paragraphs
that consisted of thesis, arguments and
recommendation. The writing checklist was
used as an instruction of writing step in order
to easier students in writing process. The last
was questionnaire which is used to get
information about students response or
opinion about learning teaching process by
implementing mind mapping.
The criteria of success was that 75%
of students are expected to be successful by
achieving 70 as the passing grade with the
different levels preferences: high achiever
should achieve 85, middle achiever achieve
80, and low achiever achieve 70. The score of
product based on writing scoring rubric.
using field notes, it was found some strength

and weakness when the researcher
implemented the actions. The strengths of the
researcher were the used of slide to explain
the material, beside it save the time, it also
made students interest. Then, the researcher
could manage the class well. However, the
weakness of the researcher was in providing
the material. The researcher should find more
sources for developing students background
knowledge. Based on the analytic scoring
result in the first cycle, it was found that there
were 15 students or 60,71% of the students
achieved the criteria. It was known that the
students ability in writing argumentative text
could not be improved by using mind
mapping technique. The students lacked of
background knowledge and were afraid of
making mistakes. There were also found some
error in their writing. They did not write
based on the generic structure of
argumentative text. Then, they forgot to put
the punctuation in the sentences. This can be
concluded that the results of students writing
had not achieved the criteria of success.
The results of observation in the cycle
2 showed significant improvement. Students
actively involved in learning process. Most of
them (80,33%) participated in learning
activity by using mind mapping technique.
They had fulfilled the indicators being
observed. It means that the second cycle
observation classroom results achieved the
expected target. The results of writing test
also showed the improvement. It increased
from 60,71% in the first cycle up to 78,57%
in the second cycle. This means that the
results of writing test in cycle 2 had fulfilled
the criteria of success that was 79% of the
students joined the test got expected score. It
also followed by the improvement of the
observation result. In cycle 1, there were
69,85% students who were actively involved
in teaching learning process. While in cycle 2
were 80,33% students were motivated in
teaching learning activities. It showed that
this research had successfully achieved the
criteria of success. Due to the research were
regarding as successfully as expected, the
action was not continued to the next cycle.
FINDINGS AND DISCUSSION

In the preliminary study, the
researcher gave writing test to measure up the
ability students in writing argumentative
essay. The numbers of students in the class
were 28, only 26 of them did the test. The rest
of them were absent. The result showed that,
the mean score were 59,66 while the standard
minimum is 70. Students who reached
standard minimum score were only 15,3% of
26 students. Then 84,6% of them reach score
70.
Based on the observation in cycle 1, it
was revealed that 69,85% of students were
actively participated during the teaching and
learning process by using mind mapping
technique. The rest of the research subjects
(30,15%) were categorized as passive
students in joining the lesson. Some students
were still unexcited doing the assignment
given. Based on the observation results by
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From
the
explanation
above,
De porter and Hermacki (2008:172) argued
that there were some advantages of using
mind mapping technique: (1) flexible, (2)
concentrate on topic, (3) increasing
comprehension and (4) enjoyable. Mind
mapping could be an alternative technique in
teaching writing. Due to the fact that mind
mapping technique could improve students
ability in writing argumentative essay.
Furthermore, Mind map is an
important media to: (1) note, (2) recall, (3)
encourage creativity, (4) solve problems, (5)
planning something and (6) presenting
something (Warseno and Kumorojati,
2011:83). It could assist students to overcome
their obstacles in writing that dealt with
generating
and
organizing
ideas.
Dealing with previous studies that was
conducted by Musafik (2011), the research
finding showed that the implementation of
mind mapping strategy enhanced students
argumentative writing. The average score
before the implementation of technique was
58,94. After the implementation of technique,
the score became 68,16. Then the second
cycle, the score became 74,34. Then,
Soemantri (2012) that study purposed to find
how effective mind mapping strategy to
improve students in writing recount text. The
result showed that, the percentage of students
writing test score in the first cycle was
73,08% of the students who got score 77 or
more. In the second cycle, the result of
students writing test increased to 80.77%.
Mind mapping used as prewriting
activity not only assisted students to emerge
more ideas but also improved their
vocabulary. Before the writing started,
students should draw a creative mind
mapping that consisted of topic or title on the
center, circles, arrows, boxes and related ideas
as supporting details. Then, they put some
arguments as much as possible. Those
arguments should be shaped into three parts
of paragraph; thesis, arguments, and
recommendation in the next step of writing. It
could be stated that the mind mapping
technique not only focused on generating
ideas but
vocabulary
also
enriched
the
2014
students
CONCLUSIONS AND SUGGESTIONS

Based on the finding of study, it is
concluded that the implementation of mind
mapping technique as a part of process
writing improved the students writing ability
in writing argumentative essay. The technique
is effective in helping the students to produce
more ideas through writing essay. It also
successfully encourages them to actively take
part in teaching and learning process.
Furthermore, it helps students to think more
critically in delivering and developing
arguments. The students writing achievement
had met the criteria of success that low
achievers got above 70 score, middle
achievers got above 80 score, and high
achievers above 85 score. The percentage of
students writing score in the first cycle was
60,71%. Then, in the second cycle the
percentage of students writing achievement
improved become 78,75% based on their
ability. In addition, in terms of the students
involvement in teaching and learning process,
participation, interest and enthusiasm in
overall activities of the teaching and learning
process were very good.
It will be much better if the teachers
have a discussion session before writing. So
that, students could share their arguments
about the issue and they could write smoothly
due to they have much ideas.
The
future
researchers
are
recommended to carry out the technique of
mind mapping by employing more interesting
follow up activities so that the students can
improve their ability in attractive ways. It also
can be conducted at the same or higher level
of education to verify the advantages of this
strategy in teaching of writing with other text
types such as descriptive, narrative or
example essay.
REFERENCES
Azar, Betty S. 1999. Understanding and
using English Grammar: Third Edition.
NY: Pearson Education.
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2014
Coffin.et al. 2003. Teaching Academic

Writing. London: Routledge.
Deporter, Bobbi; Mark Readon; Sarah Singer
Nouri.
2011.
Quantum
Teaching:
Mempraktikkan Quantum Learning di
Ruang Ruang Kelas. Bandung: Kaifa.
Deporter, Bobbi; Mike Hernacki. 2002.
Quantum
Learning:
Membiasakan
Belajar Nyaman dan Menyenangkan.
Bandung: Kaifa.
Emilia, Emi. 2010. Teaching Writing:
Developing Critical Learners. Bandung:
Rizqi Press.
Kendall, J; Outley Khuon. 2006. Writing

Sense: Integrated Reading and Writing
Lessons for English Language Learners.
Portland: Stenhouse Publisher.
Latief, M.A 2012. Research Methods on
Malang: UM press
McCarthy, M; Felicity ODell. 2008.
Academic Vocabulary in Use. UK:
Warseno, A; Ratih Kumorojati. 2011. Super
learning. Jogjakarta: DIVA Press
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2014
IMPROVING STUDENTS LISTENING SKILL

BY USING VIDEO OF ENGLISH SONG OF THE XI GRADE
Nur Kamila
Iam_kamila@yahoo.co.id
Abstract. This article aims to improve students listening skill at tenth grade of
MAN SOOKO Mojokerto through video of English song. It used Classroom Action
Research (CAR) which consisted of planning, implementing, observing, and
reflecting. The subject of this study was26 studentsof class IX IPA 3of MAN
SOOKO Mojokerto.The data were collected using Listening test, observation
checklist and field notes.The research was implemented in one cycle that consisted of
four meetings. The findings of this study indicated that implementation of using
video of English song improved the students listening skill. The result of the test
showed that the students mean score was 87 and 96.2% of the students achieved the
school standard minimum learning mastery after the implementation using video of
English song. The students also showed their activeness and enthusiasm toward the
implementation of video of English song.
Key Words: Classroom Action Research, Listening skill, and video of English song.
INTRODUCTION
Every country has their own mother
tongue to communicate among people
including Indonesia. Obviously, every
country has different language. Therefore, it
needs an international language which can be
used in every country. It means that, the
world need one language to be used as a
means of communication among people from
different country.
As we know that English is already
become an international language. English
can be the first, second or foreign language in
its use (Harmer, 2007:13). In Indonesia,
English is considered as the foreign language
and is taught formally start from the young
learners until the high level of learners.
English has four skills to be mastered:

Listening, Speaking, Reading and Writing. In
language learning, listening is believed as the
first skill to be mastered. As the language
learned, it is also English start from listen.
Even a baby learns his/her mother language
for the first time start from listening sound
around them.
Vandergrift (2014) stated that
listening is an active skill that the process is
complex. In the process, the listeners need
actively pay attention and concentrate to
understand and interpret what they hear and
match it with what they already know.
Therefore, listening is a difficult skill to be
mastered.
In teaching and learning listening,
teachers and students often face many
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problems. Students often face some problems

such as difficulty of understanding the
material and lack of vocabulary. Teachers
also often face some problems in choosing
media or strategies to be used in the class.
Some teachers still teach with the
conventional method or even without any
strategies in their teaching.
Hamouda (2012:4) stated that it is
natural when students listen a foreign
language, they will face some problems.
Therefore, English teachers should understand
students problems and find an effective
strategy to solve the problems. The teacher
also should look for some activities to
increase students interest in learning English
especially listening.
After observing and giving a listening
test to the students at XI grade of class IPA 3
of MAN SOOKO Mojokerto, the researcher
found that in mastering listening skill,
sometimes, students found it difficult to
understand listening materials. They also
often confused with the sentences or
unfamiliar words. Usually, the English
teacher give them songs as the listening
material. The teacher means to make the
students understand the meaning of the song
and introduce them the way to pronounce
word in English. However, it caused on the
problem that the students get bored and less
interest in learning English since the songs
were not popular and too slow. Therefore, it
influences their score. The researcher found
that the students listening score is still low. It
was showed by their score in listening skill.
The mean of their listening score is 62. 88.5%
of the students get score below 78 (based on
the school minimum learning mastery).
For the problem above, the researcher
is interested in the implementation of video of
English song to teach Listening. Harmer
stated that we can also have students listen
while they watch film clips on video, DVD or
online (2007:308). In this case, the
researcher uses video of English song in
teaching listening skill in hope students not
only hear the song but also understand what
the meaning of the song by seeing the plot of
the story or people expression in the video of

English song.
Potos, Loaiza and Garcia stated that
Using television or videos in the classroom
allows the learners to
access to more
information when listening. That is, the
learners can listen and see what is happening
at the same time (2009:12). While listening
to the song, the students also can get more
information about the story when they also
wacth the video (clip). Even the students can
understand more about kind of the story in the
song such as sad, happy, etc.
In order to this case, the researcher
concerns on improving students listening
skill by using video of English song at XI
grade of class IPA 3 of MAN SOOKOMojokerto.
METHOD
The design of this research is
Classroom Action Research. According to
Latief (2012:143) statement that the major
aim of Classroom Action Research is to solve
practical instructional problems in English
classrooms through the development of a
certain instructional strategy.In this study, the
researcher found out the classroom problems
at MAN SOOKO-Mojokerto on listening skill
so that it is useful to solve the problem with a
certain research methodology that fits with
the students need in learning English.
The research was conducted at MAN
SOOKO-Mojokerto which located on Jl. RA.
Basuni no. 306 Mojokerto.The subjects of this
study were the students of XI grade of class
IPA 3 of MAN SOOKO-Mojokerto that
consisted of 26 students.
The first thing that the researcher did was
conducting a preliminary study. The
researcher conducted a test and observed the
class. The researcher found some problems as
explained in introduction before.
This study was conducted in the form of
cycles using the research design proposed by
Kemmis & McTaggart (1988) in Latief
(2012:146).It
covered
planning,
implementation, observation, and reflection.
The first stage is planning. In this stage, the
researcher planned lesson plan, instructional
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media (video of English songs) and criteria of

success. The criteria of success in this study is
80% of the students in the class got score at
least 78.
The second stage was implementation.
In this study, one cycle consisted of four
meetings. First, second and third meeting
were the action to implement video of English
song. The last meeting was used to conduct
the test. In the three meetings of the
implementation, the researcher taught in the
three stages of teaching listening such as preListening, while-Listening and follow up
stage. In pre-Listening activity, the students
were given brainstorming and some
vocabulary in order to introduce them the
video of English song. In the while-Listening
activity, the students watched the video three
times and completed the task given. After
that, they swapped their works and discussed
it together. In the follow up stage, the students
were divided into pairs/groups to discuss the
story in the video and chose one of the
member to retell in front of the class.
The next stage was observing. In this
stage, the researcher used some instruments as
follows: (1) Observation sheet to observe and
record the implementation of the video of
English song. It was filled by the English
teacher as the observer. (2) Field notes to
complement the record of teaching and
learning activities. (3) Listening test, the
score indicated whether or not the students
made improvement in their listening skill.
The worksheet was the lyric of the song in the
video. The lyric has three forms task. The first
was filling the blank (8 numbers), second was
choose the right word (8 numbers) and the
last was true-false questions (4 numbers) and
the total was 20 numbers.
The last stage was reflection which
related to evaluation of the data collection
after the observation. This action research
stops when the criteria of success are fulfilled.
In the contrary, next cycle will be continued if
the result does not meet the criteria success.
of the employment of video of English song.

The result of the test showed that 7.7% of the
students (2 students) got score 78, 88.5% of
the students got score above 78 and the total
was 96.2% of the students achieved the
standard minimum score. It increased from
the result of the preliminary study that 88.5%
of the students got score below 78. Thus, the
researcher concluded that the study had
reached the criteria of success. Therefore, the
researcher did not need to continue to the next
cycle.
The result also came from observation
sheet and field notes that the students
interested in the media used. That was good
enough to be a motivation to actively
involved in teaching and learning process.
Since the students could watch while listen,
they were easier in understanding the story of
the song. The expression and gestures of the
singers in the video also helped the students
to understand the theme of the story and the
vocabulary in the lyric. Therefore, most of
students were actively involved in the
discussion, and they were interested and
enthusiastic in teaching learning process.
They also actively gave various answer and
statement for the teachers questions.
Moreover, the students actively worked the
assignment and cooperatively did their group
discussion.
The result of this study was supported
by Andrades (2006:12) statement that video
is better than audio material since the students
can see people speak and through their
expressions, gestures and content. The use of
video of English song gave chances to the
students to watch and listen at the same time
to a better understanding of the content.
After all, the researcher concluded that
using media video of English song in teaching
and learning process was successfully
improved students listening skill at class XI
IPA 3 of MAN SOOKO Mojokerto

The students listening score at the last
meeting was the main indicator of the success
2014

After discussing findings of this study,
it is concluded that the use of video of
English song can improve students listening
skill. It is also motivates the students to attend
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2014
the lesson and pay much attention during the

lesson. After the implementation of teaching
listening using in one cycle, it is concluded
that the appropriate strategy of teaching
listening skill by using video of English songs
comprised of three process steps and
procedures, namely: (1) pre-Listening
activity,
the
students
were
given
brainstorming and some vocabulary in order
to introduce them the video of English song.
(2) while-Listening activity, the students
watched the video three times and completed
the task given. After that, they swapped their
works and discussed it together. (3) follow up
stage, the students were divided into
pairs/groups to discuss the story in the video
and chose one of the member tore tell in front
of the class.
Based on the result of analyzed data, it
is concluded that teaching listening by using
video of English songs improves students
listening skill. It was signed that there are
7.7% of the students (2 students) got score 78,
88.5% of the students got score above 78 and
the total was 96.2% of the students achieved
the standard minimum score.
Another conclusions that can be drawn
in this study that this media video of English
song can increase students activeness and
enthusiasm. It proved by the researchers
observation during teaching and learning
process that they interested in the media used.
That was good enough to be a motivation to
actively involved in teaching and learning
process.
To follow up the findings, some
suggestions are proposed that probably can
help the English teachers and further
researchers since the research has proven that
the use of video of English songs in teaching
listening can improve the students listening
skill and create their positive attitudes toward
classroom activity.
The suggestion for the teacher, it is
suggested to uses more video of English
songs because it has the possibility to create
enjoyable learning experience for the students
and to keep the classroom alive. Besides, it is
also can create students internal and external
motivation by watching certain video of

English song.
For further researcher, it is suggested
that the next researchers can improve the
quality of teaching English using video of
English songs for different language skills as
speaking, writing, and reading. The researcher
also expects that the further researchers can
find another possible effective teaching
strategy that can be applied with video of
English song to improve students listening
skill in teaching and learning activity.
REFERENCES
Andrade, M. E. A. D. 2006. Improving How
Listening Skills Are Taught in the EFL
Classroom,
(Online),
(http://www.portaldoconhecimento.gov.c
v/bitstream/10961/2440/1/Monografia%2
0de%20Miguel%20Andrade.pdf,
accessed on 19th June 2014).
Hamouda, A. 2012. Listening Comprehension
Problems Voices from the Classroom.
Language In India, (Online), Vol 12,
ISSN
1930-2940,
August
2012.
(http://www.languageinindia.com/aug201
2/arafatlisteningproblemsfinal.pdf,
accessed on 11st June 2014).
Language Teaching. Fourth Edition. UK:
Pearson Longman.
Latief, M. S. 2012. Research Methods on
Malang: UM Press.
Oxford, R. L. 1993. Research Update on
Teaching L2 Listening. System, Vol 21
(2), 205-211.
Potos, L. J. A, Loaiza, E. A. G. and Garcia A.
C. L. 2009. Using Video Materials as a
Teaching
Strategy
for
Listening
Comprehension,
(Online),
(http://repositorio.utp.edu.co/dspace/bitstr
eam/11059/1936/1/371333A786.pdf,
accessed on 14th January 2014).
Stiviani, R. and Hayati, N. 2011. Using
Animation Clips to Improve the Listening
Ability of the Eighth Graders of SMP
NEGERI 21 Malang, (Online),
(http://jurnalonline.um.ac.id/data/artikel/artike
lBC3FB08453722E29E147C9A08F00FE
245
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2014
C8.pdf, accessed on 07th November

2013).
Vandergrift, L. 2004. Listening: Theory and
Practice in Modern Foreign Language
Competence,
(Online),
(https://www.llas.ac.uk/resources/gpg/67,
accessed on 19th June 2014).
Villada, C. I. C. 2009. The Use of Music
Videos for the Development of EFL Preservice Teachers Listening Skills at a
Columbian
University,
(Online),
(http://repositorio.utp.edu.co/dspace/bitstr
eam/11059/1917/1/371335C355u.pdf,
accessed
on
18th
June
2014).
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2014
IMPROVING STUDENTS VOCABULARY MASTERY BY USING MAKE A MATCH

GAME IN THE SEVENTH GRADE
Nur Luli Chusnaini
Abstract. The primary focus of this study is to improve students vocabulary mastery
by using make a match game in the seventh grade at Mts. Nurun Nabawi Sukorejo
Bululawang. Hamid (as cited in Pratiwiningsih, 2013) says Make a Match technique
is interesting technique which used to review the material given before. But, the new
material can also be taught in this strategy with note, the students given exercise to
study the topic that be taught first, so when enter the class they had knowledge. In
addition, Make a Match is an effective way for teacher to teach vocabulary. Make a
Match technique that could be used by teacher to improve their teaching vocabulary in
teaching English to the students. And the steps of implementation were; first, the
researcher prepares some card, one about question cards and one about answer cards to
the students related the topic. Second, each student gets cards. Third, the students who
got the question must describe three or two sentences. Fourth, each student holds
answer and question cards. Fifth, each student matched the card with their partner.
Sixth, if the students are able to match the cards before the deadline should be given
points until the game is complete. The design of this study is Classroom Action
Research. The subject of this study is seventh grade students that consist of 7 students.
The finding of this study showed that the use of make a match game as the teaching
technique could enhance the students vocabulary mastery. The score of the students
vocabulary test showed that the mean score of the students was 96.28 while in the
preliminary study get the mean score of the students was 61.24. And the students
could follow the teaching and learning well. Considering that this study had produced
expected result and the criteria of success had achieved, thus this study was only
administered in one cycle.
Key words: Vocabulary Mastery, Make a Match
INTRODUCTION
One important aspects in learning
English is mastering the English language
skills that are listening, speaking, reading,
writing. Yet, to communicate in English,
people should have enough vocabulary.
Schmitt (as cited in Wardani, 2000) says,

One of the key element in learning a foreign
language is mastering the L2 vocabulary. It
means that if people want to improve their
foreign language, they should master the
vocabulary of the language. Learning
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2014
vocabulary can help the learners to master the

four language skills. Thus, the learners should
learn the vocabulary as one part of language
components. In communication, students need
vocabulary which can support them to
produce and use meaningful sentences
because vocabulary provides organ of
sentence. That is why vocabulary is very
important to be mastered. Harmer (as cited in
Wardani, 2011) says, then it is vocabulary
that provides the vital organs and flesh. For
that reason the students have to develop their
vocabulary and master it in order to be able to
communicate with other well.
According to the concept and function
of English states in 2006 curriculum the
teaching English aims to develop the four
skills, they are, listening, reading, speaking
and writing. To support the developing of
four language skills, English language
component, vocabulary, grammar and
pronunciation or spellings are also taught.
Besides that in constructing a sentence, we do
not need just grammar and pronunciation
correctly but also the appropriateness of
choosing vocabulary.
The problems arise in teaching
vocabulary in the classroom especially in
junior high school that caused by many
factors. First, the vocabulary of the students
still low. Second, the students are difficult to
remember the vocabularies. Thirdly, the
students have low motivation and they feel
bored. Fourth, the students feel difficult when
they want to make a sentence. Next, they
could not speak English. The researcher
conducts the study at the seventh grade of
Mts. Nurun Nabawi Sukorejo Bululawang
because the students of that class have low
scores in vocabulary 30 % of the students get
score < 60 whereas the minimum standard of
the school (SKM) is 70 and the mean score of
the students is 61.42.
A teacher should be creative in
choosing media to teach the students in order
to make the students are motivated to learn
English especially in vocabulary game.
According to Curran (1994) there are some
advantages of Make a Match Technique, they
are:
1. Students are directly involved in

answering questions submitted to him
through the card.
2. Increase creativity in student performance.
3. Avoid saturation of the students in the
following teaching and learning activities.
4. Learning more fun because it involves
learning media created by teacher.
Moreover, make a match game are very
useful for the students especially to improve
vocabulary by descriptive text.
So, the
researcher use make a match technique as the
teaching and learning media to help the
students to remember some new vocabulary
and to create new atmosphere and situation in
order to make the students more interested in
vocabulary game. Besides, the researcher
believes that this technique will increase
vocabulary of the students and also to create a
new variation of teaching and learning
activity in the classroom.
Based on the explanation above, the
researcher conducts an action research in
improving students vocabulary mastery by
using make a match game in the seventh
grade at Mts. Nurun Nabawi Sukorejo
Bululawang.
METHOD
The researcher used Classroom Action
Research (CAR). According to Wallace
Action Research as one of the way in which
teacher can solve professional problems and
improve their practice through reflection-onaction. In action research this reflection is
done through the systematic collection and
analysis or relevant data and by applying the
result of these investigations of classroom
practice.
The subject of the study is the students
at class VIII. There are 7 students in the class
that consist of 4 male students and 3 female
students. Class VIII becomes the subject of
this study because the students in that class
have problem in vocabulary mastery.
The researcher conducted the study
that consists of only one cycle. The cycle
consist of four meetings, three meeting for
research implementation and the last meeting
was for conducting vocabulary test. The
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researcher used three instruments those are

observation sheet, field note, and vocabulary
test to obtain the data.
The data analysis in this observation
used quantitative data. The quantitative data
was obtained from vocabulary test that
conducted in the fourth meeting (las meeting).
involved in the classroom activities. The

result of the vocabulary test shows that 96.28
of the students got score 70.00, and the
average score of this class increased from
61.42 to 96.28. It means that after the
implementation of Make a Match Method in
teaching vocabulary, the students score were
improved and most of them could reach the
standard minimum of the school, and the
average score of this class also increased. It
indicated that the cycle was success.
The score of the students vocabulary
test showed that the mean score of the
students was 96.28 while in the preliminary
study get the mean score of the students was
61.24. It indicated that the criteria of success
had been reached.
Based on the improvement of the
students vocabulary score, it indicated that
make a match game as the teaching techinique
could help the seventh grade students at Mts.
Nurun Nabawi enhanced their vocabulary to
remember new vocabulary.

The findings of this study showed that
the implementation of make a match as the
teaching technique had enhanced the students
achievement. Hamid (2011) says Make a
Match technique is interesting technique
which used to review the material given
before. But, the new material can also be
taught in this strategy with note, the students
given exercise to study the topic that be
taught first, so when enter the class they had
knowledge. In addition, Make a Match is an
effective way for teacher to teach vocabulary.
Make a Match technique that could be used
by teacher to improve their teaching
vocabulary in teaching English to the
students. Furthermore, according to Curran
(1994) there are some advantages of Make a
Match Technique, they are:
1. Students are directly involved in
answering questions submitted to him
through the card.
2. Increase creativity in student performance.
3. Avoid saturation of the students in the
following teaching and learning activities.
4. Learning more fun because it involves
learning media created by teacher.
All the data were taken from
observation sheet, field notes, and vocabulary
test were analyzed and evaluated, reflected,
and compared. The result of the observation
sheet shows that the students attention in the
classroom activities of vocabulary was
relatively increasing, and the researchers
activities during the implementation of Make
a Match were relatively good because the
students could follow it. The result of the field
notes shows that there were no problems
occurred during the teaching and learning
process by using Make a Match Method
because the most of the students actively
2014
CONCLUSIONS ANDSUGGESSTIONS
Based on the result of the research that
was conducted in the seventh grade of Mts.
Nurun Nabawi. This study was classroom
action research design. In general, the
researcher successfully achieved the criteria
of success of the research. The criteria of
success were achieved when 70% of the
students of this class get score in vocabulary
achievement are equal to or above 61.42 and
when the average score of this class in
vocabulary achievement is equal to or above
61.42. This study was completed in one cycle,
the criteria of success had been achieved. It
was clear that the cycle was success.
Suggestion for the teacher, by using
cooperative learning especially Make a
Match, teacher has effort to motivate the
students interest in English especially in
vocabulary mastery. It is suggested that the
English teacher use Make a Match as a
method of teaching material. Besides, make
sure students enjoy with the lesson and they
are able to be active in the classroom activity.
Hopefully, the teacher has to be able to get
involve more in teaching and learning
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activity, especially in implementing Make a

Match Method, and the teacher has to always
keep monitoring the students in order to
create successful teaching and learning
activities.
Suggested to the future researcher, this
classroom action research managed improves
the students vocabulary achievement.
However, the result of this study cannot be
able to generalize because it may only happen
in this class. This study is benefit to other
researcher and it can be continued for the next
research because this method make students
enjoy when study English especially in
vocabulary. Further researcher, should make
similar studies. It could be better to use
different instruments and different subject
from other junior high school. They should
conduct the research in a longer span of time
and enrich the treatments for the subject of the
study.
Deesri, Angkana. 2002. Games in the ESL

and EFL Class, (Online), Vol VIII, No.
9,
September
2002.
(http://iteslj.org/Techniques/DeesriGames.html, accessed in 18 May 2014)
Delmayanti. 2013. Teaching Vocabulary to
Junor High school Students Through
Snake-Word Game. Unpublished Thesis.
Padang
Fadillah, Misrah. 2011. The Effectiveness of
Teaching Vocabulary Through Physical
response Method. Unpublished Thesis.
Jakarta
Lely, Irma. 2013. Improving Students
Vocabulary Achievement in Writing
Descriptive Text Through Make a Match
Method. Unpublished Thesis. Medan.
Setianingsih, Arisa. 2010. The Use of
Matching Game To Improve Students
Understanding on Irregular Verb Of
Simple Past Tense. Unpublished Thesis.
Semarang
Pratiwiningsih, Asri. 2013. Make a Match
Technique
in
Teaching
Reading
Comprehension
Report
Text.
Unpublished Thesis. Jombang
Wulandini, Inten. 2013. Pengertian dan
Sejarah
Perkembangan
Game.
http://intenwulan.blogspot.com/2013/03/
pengertian-dan-sejarah-game.html.
Accessed in 06 June 2014.
REFERENCES
Brown,
H.,Douglas.
2003.
Language
Assessment: Principles and Classroom.
San Fracisco State University
Curran, Lorna. 1994. Model Pembelajaran
Make
a
Match,
(Online),
(http://wyw1d.wordpress.com/2009/11/0
6/model-pembelajaran-make-a-matchlorna-curran-1994/, accessed in 06 June
2014)
2014
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2014
USING INFORMATION GAP TO IMPROVE STUDENTS SPEAKING ABILITY

Nuril Milla
email: nurilmillafkipunisma@yahoo.com
Abstract. The aim of this study was to improve the students speaking ability by using
Information Gap technique. The result of preliminary showed that the students of tenth
grade of MAN Malang I, especially X-G, had some problems with speaking ability had
lack vocabulary and the students score of reading comprehension was 63.33 which was
below minimum mastery learning standard, 75. This study employed Classroom Action
Research (CAR) as the research design. The criteria of success was 75% students got score
75. The result of the students score of speaking ability improved from 63.33 in the
preliminary study and 71.67 in cycle I to 76.67 in average in cycle II after implementing the
information gap technique. The percentage of students who got above criteria of success, 75,
improved from 38.15% in cycle I to 76.19% in cycle II. Moreover, the students showed
positive attitude during teaching and learning process. Thus, the result of the cycle had been
fulfilled the criteria of this study. As the rule, the research was carried out on two cycles.
Since PQ4R strategy improved the students speaking ability, it was suggested to be applied.
Key words: Classroom Action Research, Information Gap and Speaking Ability
INTRODUCTION
Language is the system of human
communication which consists of the
structured arrangement of sound, means that
people normally use it to exchange their
ideas, news and information (Richards and
Schmidt, 2002;283). In Indonesia, English is
foreign language. Thus, English becomes one
of the important subjects taught in any level
of education field in Indonesia. It is starting
from beginning level (elementary school)
until highest level (senior high school) of
education in Indonesia.
In fact that speaking is very useful and
helpful in communicating ideas. In Indonesia,
it is rarely happening that students are able to
communicate their ideas orally through
dialogue, discussion, interview, and even
monologue. Therefore, the researcher has
turned to increase the speaking ability to

understand spoken language.
Based
on
preliminary
study,
researcher found problem of the students at
the tenth grade of MAN 1 Malang, especially
X-G (religion class). When the teacher asked
them to speak in front of the class they refuse
it. There was no practice in the class; it can
make students be passive. Students easily got
bored in English learning process; they were
not enthusiastic to learn English. The
difficulties of the students can be seen in their
result of the preliminary speaking test. The
score does not reach KKM 75 and the average
of the students score in MAN Malang I in the
first semester is 63.33.
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2014
RESEARCH METHOD
The research design of this study is
Classroom
Action
Research
(CAR).
According to Latief (2012: 144) stated that
Classroom Action Research is an effective
media in improving the quality of English
teachers performance in instruction as well
as students achievement in learning English
in classroom. The researcher conducted the
research in term of cycle which each cycle
consist of three meetings. This study was
conducted at MAN Malang I. It is located in
Jl. Baiduri No. 40, Malang. Of tenth class of
MAN Malang I, the researcher took one class,
X-G. The subject of class X-G is 21 students.
The number of male students is 5, and the
number of female students is 16.
The class was chosen because the
students had difficulty in speaking ability.
The students had lack vocabularies which
made them difficult in understanding the
meaning and how to pronoun. The research
concerns in teaching students by using
information gap technique in order to solve
the problem.
After identifying the problem, the
process of action procedure followed those
steps. In the planning stage, the concern of
this step was designing lesson plan, the
criteria of success and research instruments.
Lesson plan was design in order to make
teaching and learning process run well
consisted of the objective of teaching and
learning process, instructional media and
material, learning activities, and evaluation.
Meanwhile, the criteria of success were used
to determine whether the cycle is stopped or
continued. In this study, the criteria of success
is 75% of students can get score 75 during
The goal of the action is to improve
the students speaking skill using Information
Gap technique. In the implementation, the
researcher teaches the subject using
Information Gap technique at MAN Malang I.
In this activity the researcher need the
teachers hand to be collaborator in order this
process run well. There were three meetings
in one cycle. From the first to the second
meeting, the researcher implementation in
teaching learning process by using

Information Gap for the activity. The last
meeting was for taking score or test. The test
was used to know whether the students
improve their speaking skill or not.
Information Gap technique was
conducted in three steps:
Stage
Pre
Speaking
Procedure
1. The researcher opened the lesson
by explaining the objective of the
lesson.
2. The researcher gave brainstorming
to the students.
Whilst
speaking
1. The leader of the students divided

the students into some group or
pair.
2. The leader of the students gave
some news item text that missing
information to the students.
3. The students found the missing
information in a group or pair by
asking some question to their pair
related to the pictures.
Post
speaking
1. The researcher asked the students

one by one to present their
information that they get.
2. Other students must pay attention to
the presenter
Collect the data for analysis in the

observation stage. All information during
teaching and learning process was collected
by using field note, observation checklist and
test. A field note is an instrument to record
activities and event during teaching and
learning process in order to check.
Observation checklist was to know the
improvement of the students speaking skill
during teaching learning process and know
the improvement of the research while the test
is to measure students achievement in
speaking test in third meeting.
In the last stage, the reflection stage
makes a sense of the data and judge whether
the study is successful or not. If 75% of
students can get score 75 the research was
stopped. In contrast, if the students score
doesnt increase from 63.33 to 75 and
research was continued to the next cycle until
meet the criteria of success.
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The data was analyzed used by

qualitative and quantitative data. Qualitative
data was derived from field note whereas
quantitative data is derived from the reading
comprehension test. The data from the test
was analyzed by using mean. To get the mean
score ( ), the researcher divides the summing
up all the score ( ) with the number of
subject or student (N).
All students had practiced speaking

through information gap in front of the class
in their each group. The researcher had given
feedback about the correct pronoun about the
word or phrase from the students mistake that
happen if their doing conversation. The
researcher closed the class and hopes them
practicing their speaking with their friends.
During the implementation, the observer
filled the field note and observation checklist
to know the classroom activity and the
weakness that found in meeting I.
The second meeting was conducted on
April 26th, 2014 at 07.00 oclock. The
researcher found a problem in the meeting I
that they got difficulty in say the new
vocabulary, so they were given the clue with
body movement or gesture. To overcome this
problem, the researcher gave explanation
which had explained in meeting I. Thus, the
researcher reviewed it and continued about
the new text of news item entitled seven
killed in accident on Jalan Sultan. The next
activity was continuing the steps of
implementation of information gap technique.
The third meeting was conducted the
speaking test. It was conducted on April 29th,
2014 at 08.30 a.m. It consisted of speaking
test that scoring rubric namely; delivery,
comprehension, content, fluency, and
accuracy.
The students responses were good.
The students paid attention and did the
teachers instruction and explanation. Beside
the students got difficulty in giving
instruction to their partner. It showed students
that 25% of the student good interaction of
their partner. Some of the students complete
the missing information, but there is peep
each other. All students involve the activity
and come forward to speak English with his
or her friend. They were very busy to prepare
of their clue and questions using information
gap. They almost of the students asked
questions if they had a problem of the text.
Almost the students response the teacher
feedback.
The researcher used test to assess the
students speaking ability. The test was
conducted on April 29th, 2014 (3rd meeting). It

Cycle I was conducted on April 22nd,
2014. The researcher implemented the
information gap technique to improve
speaking ability of tenth grade, X-G, of MAN
Malang I. The material was a text of news
item entitled Man Jailed for striking RI
maid which was taken from look ahead for
senior high school student year X book,
written by Eudia Grace and M. Sudawarti.
The researcher conducted the research based
on the lesson plan that had planned which had
90 minutes for teaching and began at 08.30
a.m.
For the first, the researcher grated and
checked the student attendance. There were
two students who were absent. After that, the
researcher asked the leader of the class to
divide the students into A-B pair. The class
was consisted of 21 students. They were
divided into 10 groups to implement
information gap activities. One group
consisted of two students. In the process,
there was one students remain who had to
practice it with student that had practiced
before. There was one student who practiced
twice. However, the researcher just took the
first score. After giving some instruction
divided into 10 groups, and each group
consisted of two students, then the researcher
gave the material in text form to the students ,
in each group gave different text between
student A and B, but in content had similar.
After giving the text, the researcher
that given time to construct the questions or
clue how to ask some information and give
information in simple past tense of news item
text. Then, the researcher ordered students to
come forward group by group. Every student
got some opportunity to practice..
2014
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2014
consisted of scoring rubric of speaking test,

namely; delivery, content, fluency, accuracy,
and comprehension. The teacher asked the
students to answer and give questions to
complete of their missing information. From
the result of the test, the researcher found that
the number of students who get score above
75 was 8 students. It meant that only 38.16%
of 21 students who passed the test.
Unfortunately, this score did not reach the
criteria of success that was 75% students got
score 75. Thus, this research was continued to
the next cycle.
The first meeting of cycle II was
conducted on May 3th, 2014. The material
was a text of news item entitled Tornado
Wreaks Havoc in Semarang. The researcher
conducted the researcher based on the lesson
plan that had planned which had 90 minutes
for teaching and began at 08.30 a.m. For the
first, the researcher grated and checked the
students attendance. The students made a
group by themselves to implement
information gap. The implementation of
information gap technique started by asking
the students about what they thought about
the news today in Jakarta Post. The next step,
the students was given time by teacher to
found the phrase in randomly. After that, the
students come forward to share the
information each other. Then, each group
must know about the differences and the
similar of the text of their partner.
The second meeting was conducted on
th
May 6 , 2014 at 07.00 a.m. The material was
text of news item entitled Earthquake. The
second meeting focused on share the different
and the similar of the text. The third meeting
was the last of the researcher which was used
to conduct the test. It was conducted on April
29th, 2014 at 08.30 a.m. It consisted of
speaking test that scoring rubric namely;
delivery, comprehension, content, fluency,
and accuracy.
The students responses were very
good. There was no peep between their
partners. The students looked braver and more
confident to speak up. They were very
enthusiastic to follow the teaching learning
process. When the researcher gave worksheet,
the students were full concentration, so the

material could be absorbed optimally.
The test was conducted on May 10th,
2014 (3rd meeting). It consisted of scoring
rubric of speaking test, namely; delivery,
content,
fluency,
accuracy,
and
comprehension. The teacher asked the
students to answer and give questions to
complete of their missing information.
The
indicators
of
successful
implementation that the researcher had
determined in advanced stated that 75%
students speaking ability reached score 75 or
more. Based on the indicators of successful
implementation above, the second cycle
carried out undoubtedly matched with that of
mentioned above. It was reflected through the
score of the students achievement after being
implemented by information gap activities,
the average score on speaking ability in the
second cycle was 76.67. Students who got
target was 76.19% (16 students out of 21
students).
Most of the students involved the
discussion actively, shared their missing
information and looked interested to speak up
or answer the questions of their partner. The
students score of speaking ability improved
from 63.33 in the preliminary study and 71.67
in cycle I to 76.67 in average in cycle II after
implementing the information gap technique.
The percentage of students who got above
criteria of success, 75, improved from 38.15%
in cycle I to 76.19% in cycle II.
Based on the result of the observation,
the researcher evaluated the students
speaking ability as well as the action
procedures of teaching and learning process
that was carried out. The result implied that
the students got more significant progress in
teaching speaking using information gap.
They were braver, easy to understand, easy to
memorize, full of concentration and
confident. So in this case researcher
concluded that by using information gap
activities could improve students speaking
ability.
The result of this study are in line with
Ur (1996) statement that information gap is a
particularly interesting type of task which is
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based on the need to understand or transmit

information finding out what is in a partner.
Furthermore, Son (2009) argued that the
benefit of using information gap such as the
students talk a lot or produce more speech,
give students reason to talk, gathering
information and build students confidence.
According Abbas, et al (2014) revealed that
information gap is highly recommended as
effective technique in the improvement of
students speaking proficiency.
Regarding the result of speaking test,

the researcher recommend to English teacher
to implement Information Gap technique in
teaching speaking ability by following the
procedure in this study. Information Gap is
suggested to be applied since it involves
activities which improve the students
speaking through the sharing the information.
Moreover, Information Gap technique also
help
students
confident
gathering
information, give students reason to talk, and
produce talk a lot for students. It has proved
that use of Information Gap technique can
improved the students speaking ability.
For the future researcher suggested to
conduct the researcher in different subject or
chapter of book and age due to this technique
has a probably to be applied in all different
age, one subject or many subjects and either
whole book or a chapter. It is also suggested
to future researcher to make better research
and use the best instrument for measuring
speaking ability which high validity. The
researcher suggested for the future researcher
is suggested to implement to validate the test
to get the valid score.

Based on the research findings the
researcher concluded that the use Information
Gap technique could improve the students
speaking ability in news item text. The
Information gap technique could help
students confident gathering information,
give students reason to talk, and produce talk
a lot for students. During teaching speaking
by using Information Gap technique, most of
the students involved the actively, shared their
information and looked interested speak in
pair.
The result showed that ability of the
students speaking ability was improved. It
was proved by the students average score of
speaking improved from 63.33 in preliminary
study and 71.67 in cycle I to 76.67 in average
cycle II after implementing the Information
Gap technique. The percentage of students
who got above the criteria of success, 75,
improved from 38.15% in cycle I to 76.195 in
cycle II.
The steps of this were follows. The
researcher explained about Information Gap
technique to the students. After that, the
researcher asked students to divide into 10
groups; each group consisted of student A and
B. Then, researcher gave different missing
text of student A and B. Next step, the
researcher gave time about 5 minutes to
construct the questions or clue. The last step,
the students come forward to share the
information that they had with their group.
Some suggestions are proposed to the
teacher and further researcher in improving
students
speaking
ability
through
Information Gap technique.
2014
REFERENCES
Azeem, M., et al. 2001. Factor effecting
Students English Speaking Skills. British
Journal of Arts and Social Sciences.
Chastian, K. 1976. Developing SecondLanguage Skills: Theory to Practice.
USA: Houghton Mifflin.
Coleman, A, J. and Klapper John. 2005.
Effecting Learning & Teaching in
Modern Languages. USA and Canada:
Routledge.
Country, Duval. 2001. Scoring Rubric for
Speaking.
(Online).
www://ebookbrowse.com/rubricspeaking-wl-a180-pdf-d299788575.html,
accessed April 5, 2014.
Gholami Javad and Watamni Kazem. 2012.
The Effect of Implementing Informationgap tasks on EFL Learners Speaking
Ability. MJAL.
Language Teaching. London and New
York: Longman.
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2014
Harmer, J. 2007. The Practice English

Language Teaching. Third Edition
Completely Revised and Update.
Malaysia: Pearson Education.
Kayi, Hayriye. 2006. Teaching Speaking:
Activities to Promote Speaking As a
Second Language. Vol XII. No. 11.
Latief, Moh. Adnan. 2012. Research Methods
on language Learning an Introduction.
Malang: State University of Malang
Press.
Littlewood, william. 1981. Communicative
Language Teaching An Introduction.
Britain: Cambridge University Press.
M. Sudarwati and Eudia Grace. 2005. Look
Ahead: An English Course for Senior
High School Students Year X. Jakarta:
Erlangga.
Miftahulqum. 2012. Using information gap
activity to improve the speaking ability of
the second year students of MtsN
Kiringan Magetan. Unpublished Thesis.
Malang: FKIP Universitas Islam Malang.
Richards C, J. 2006. Communicative
Language Teaching Today. New York:
Richards C, J. 2008. Teaching Listening and
Speaking From Theory to Practice. New
York: Cambridge University Press.
Richard C, Jack. and Schmidt Richard. 2002.
Longman Dictionary of Language
Teaching & Applied Linguistics. Third
Edition. London: Pearson Education.
Sadiyah, Hanifatus. 2011. Improving
speaking ability of the 8 grade students of
natural science program of SMA
almunawwariyyaah
in
2010/2011
academic year using information gap.
Unpublished Thesis. Malang: FKIP
Universitas Islam Malang.
Soleimani, H., et al. 2014. The Effect of PreTask Planning Through Information Gap
on Speaking Skill of Foreign language
Learner. International Journal of
Language
Learning
and
Applied
Linguistics World.
Son, Tran Lam. 2009. Using Information Gap
Activities to Promote Communicaton in
EFL
Classes.
(Online).www.britishcouncil.org/tram_la
m_son.doc, accessed April 5, 2014.
Ur, Penny. 1996. A Course in Language
Teaching Practice and Theory. New
York: Cambridge University Press
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2014
IMPROVINFG STUDENTS LISTENING SKILL

OF THE FIRST GRADE STUDENTS OF MA
Nurnaningsih
e-mail: nurnaningsihunisma@yahoo.com
Abstract. The objective of this study was to improve listening skill by using English
song of the first grade students of MA Al Ittihad Tawangsari Mojokerto. This study
deals with the presence of the researcher who brought new technique in improving
listening. Based on the preliminary study observation, some problems were found on
the teaching and listening process in the classroom of the first grade students at MA
Al Ittihad Tawangsari Mojokerto. The students got the difficulties in listening
materials which were given by the teacher. It made the students feel difficult and
bored in listening activities. This condition influenced their score. The mean of
students score was 51.27, whereas the minimum standard of school for listening was
78. Therefore the researcher needed to implement this method to improve their
listening skill. The criteria of success had been fulfilled in Cycle I. It meant that the
students listening skill improved by using songs. It was related to the students
active participation, their motivation and enjoyment during the English teaching and
learning process by using songs. The result showed that in pre-test, the students
mean score was 51.27. This score was categorized as low achievement. In post-test,
the students mean score 80.
Key Words: English Song, Listening skill
INTRODUCTION
Teaching English at senior high
school is not easy to think and also to do.
Teachers need to be creative thinking in
teaching the students in senior high school
and they have to be more spirit when they
give the material to the students. But in this
case, many teachers think that it is a challenge
to teach in senior high school.
Generally, teaching English has five
skills of learning, such as Speaking,
Listening, Reading, Writing, and also
Grammar or Structure. Here, the researcher
wants to discuss about Listening skill.
According to Hoppe (2006:5), there are

several Traditional Chinese Character
Symbols for Listening:
Ear
= what you use to listen
King
= Pay attention as if the

other person were king
Ten and Eye = be observant as if you had
ten eyes
One
= Listen with individual
attention
Heart
= Listen also with your heart
(in addition to ear and eye)
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2014
From the five characters above, we

can see that listening is not only listening by
our ear, but also use such words as king to
pay attention, ten and eye that have a
meaning of deep concentration of what we
look or we listen to, then one that have
meaning attention with yourself or individual,
and the last is heart, it means that we also
use heart to listen to the voices or recording,
because by using heart we like use our deep
concentration with ear and eye.
According to Brown (1994: 235)
listening is not one way street, it is not merely
the process of a unidirectional receiving of
audible symbols. One facet the first step
of listening comprehensions is the physic
motor process of receiving sound waves
through the ear and transmitting nerve
impulses to the brain. In this discussion, the
researcher wants to improve students
listening skill in the first grade students of
senior high school through English songs. As
Harmer (2007: 320) states that one of the
most useful kinds of text for students to work
with is song lyric, especially where the song
in question is one which the students are very
keen on.
According to Arvalo (2010:5), there
are various ways of using songs in the
classroom. The level of the students, the
interests and the age of the learners, the
grammar point to be studied, and the song
itself have determinant roles on the procedure.
Apart from them, it mainly depends on the
creativity of the teacher. From this opinion, it
can be summarized that the teacher needs to
be creative when using songs in the
classroom. She/he also needs to be pay
attention to the students level or age and their
need in the classroom.
There are two reasons why the
researcher wanted to improve the students
listening skill; first, the students difficult to
understand about the native speakers of
English say on the recorder, second, the
students feel bored for listening to recorder
that they think is difficult to get the meaning.
Then they also loose of motivation listening
on the recorder. So they were not relaxed and
lose the opportunity to fulfill their
assignment. It can be seen from their scores.

Most of them get lower scores in the listening
subject; the mean score of the students was
51.27.
But by implementing songs the
students easier to fulfill their assignment,
because song is an interesting media that can
make them interest and relax on it.
According to Lopera (2003:136), there
are different reasons why teachers should take
a song in teaching context. First, music has to
do with social context. Second, it may change
students mood. Third, it provides stimulation
and entertainment as well as challenge and
pleasure. Fourth, music may be associated
with happiness because it brings peoples
remembrances and dreams. Finally, most
teachers agree that music is a powerful tool to
learn English.
Form the statement above, it can be
concluded that using songs is very helpful for
teacher and also the students who often get
the difficulties or problems while listening to
the recording such as conversations or
monolog. Thus, most teachers use music as
the media or tool to teach English, especially
in listening skill.
This researcher focused on teaching
listening by using English songs, which was
used to improve the students listening skill.
Thus the students have to fill in the missing
words, and then they have to understand
about the words of the song lyrics. This study
was a classroom action research; it was
conducted at the first grade students of class
X of MA Al Ittihad Tawangsari-Mojokerto in
academic year of 2013/2014.
Due to of limited time, the researcher
did not make the lyrics by herself, because if
she makes it by herself, it would make
misunderstanding of the song. So the lyrics
were taken from the internet which has the
right in that writing. In addition, this study is
concerned primarily on developing English
songs to improve the students listening skill
at the first grade students of class X of MA Al
Ittihad Tawangsari-Mojokerto.
Listening skill is the students ability
to understand the words meaning of English
song.
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The mean score of students listening

skill was very law, and the researcher
improved their mean score up to minimum
standard of the school. The score was from
51.27 to 80.
English song is a media for teaching English
to the students listening skill. In this case, the
popular English song was used by the
researcher in order students easier to
understand about the meaning of the words.
relevant data during the teaching and learning

process. All the information was collected by
using observation sheet, field notes, and test
of listening skill.
Observation and reflection are also
important to do when we implement the
technique in teaching and learning process.
Thus, if are success in the first cycle, we can
stop the research. Because it means that the
technique is able to improve the students
listening skills. But if the implementation is
failed, the research will be conducted in next
cycle until the implementation of the
technique succeed.
The indicator of success was a sign
that the use of songs technique has already
successful in solving the problems in the first
year students of MA Al Ittihad. There is one
important indicator of success in this strategy
during the teaching and learning process. The
criterion of success of this study was the
improvement of the students mean score
from 51.27 to 78, on the basis of the school
standard of learning mastery. But the mean
score of students was up to 78, it was 80, so it
more than the target of the researcher. In
addition, the students have to understand, be
active in listening activity and not feeling
bored and they would be relaxed in teaching
METHOD
The research design for this research
was Classroom Action Research. It was aimed
to improve listening skill by using English
song of the first grade students of MA Al
Ittihad Tawangsari-Mojokerto. According to
Latief (2013: 143) Classroom Action
Research for English learning aims at
developing a certain instructional strategy to
solve practical instructional problems in
English classrooms. Thats statement showed
that the classroom action research can help
the teacher to solve the problem that he/she
got while teaching and learning process in the
classroom. The description of the process of
teaching listening to the students by using
songs was the result of this research.
However, if the researcher faced the fails of
his/her action, she/he has to revise the plan
and the action of this study, in order to get the
proper solution for the problem that the
students faced in the classroom.
This study was conducted at MA Al
Ittihad Tawangsari Mojokerto. This is located
in Tawangsari-Mojokerto. In MA Al Ittihad
has two classes, it was in first grade. But in
this study, the researcher only chose one class
that was containing 33 students, that was class
B.
Using song was the strategy of the
teacher to teach the students, especially in
listening skill. Thus, the researcher conducted
the study to solve the problem in the
classroom, and the subject was the first grade
students of MA Al Ittihad TawangsariMojokerto.
The activities in teaching and learning
process were observed systematically. The
researcher and collaborator gathered all
2014

Based on the observation and
evaluation, the researcher reflected the
implementation of teaching by using songs.
The students were interested and enthusiastic
in teaching learning process by using English
song. The students also were active asked
about the words or the meanings that they did
not know. It was proven that most of them
were very enthusiastic asked about the
meaning of the song. Even there were
students asked about the purpose of the song,
then for whom that song. They also have the
motivation to be expert in understanding the
meaning of the song. Furthermore, the
students listening score had met the target
success. It was proven that the average score
of their listening test was 80. It was clear that
teaching English by using English songs can
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2014
improve students listening skill and they were

motivated and more relaxed in listening
process. Considering the data presented and
the research finding, the researcher had met
the criteria of success. First, the mean score of
students listening test was 80 based on the
standard minimum was 78, but the result was
more than the standard minimum. Next, the
students were motivated and interested in
listening process. Beside that, the students
also more active and relaxed in teaching and
learning process. This means that the
researcher did not revise the plan and stopped
the research because the criterion of success
has been fulfilled.
The findings of this research were
presented based on the data found in cycle 1.
From cycle 1, the data were obtained from the
test, observation, and field notes during the
action in the classroom.
Teaching English by using songs can
also help students easier to understand the
meaning of the recorder says. As Harmer
(2007: 320) states that one of the most useful
kinds of text for students to work with is a
song lyric, especially where the song in
question is one which the students are very
keen on.
Music is a great motivator: songs
enable learners to actively participate in the
learning experience. Because music helps to
enhance learner involvement, they therefore
develop improved attitudes toward class
itself. This also improves their overall view of
the language and their feelings about learning
English, as they are more willing and able to
take in new information.
From the statements above, teaching
by using song can help students easier to
understand what the speaker said in the
recorder. Song is also a great motivator for
the students, because their feelings are
happier and relax to listen to the song as the
material in teaching and learning process.
Thus, from the good feelings and
moods of the students, they easier to do the
test with the right answer. The findings of the
research showed that the strength of the
application of teaching listening by using
songs was that it could improve the students

listening skill.
Before the action was implemented,
the students average score was 51.27.
However, when the action was implemented,
the students score started to improve. The
mean score of students was 80. It means that
the students score had fulfilled the school
standard.
Based on the result of analyzed data, it
is concluded that teaching listening by using
songs increased the students listening skill. It
was signed that more than 80% students
actively participate during the lesson and
students mean score of the first grade in
listening skill was 80. It indicated that the
students listening skill was improved through
the use of English songs. In other words, it
can be said that such method was successfully
applied at MA Al Ittihad Tawangsari
Mojokerto because the students score
reached above the target score 78.
Finally, this technique implied that it
can be used to teach listening skill to develop
and the students listening ability with the help
other activities and learning style based on the
students interest. The use of English songs in
teaching and learning process was considered
to be effective ways of improving students
listening ability.
The suggestion for the teacher, It is
better for the teacher to implement the method
as one of the alternative that can be used in
teaching and learning process because song
have powerful stimulus for student
engagement directly to emotions and can
create students motivation. The teachers are
suggested to invite and encourage the students
to do the activities as: getting involved in the
class discussion, reporting the result of their
works to the class, giving a comment and
response that report. It is suggested to uses
more English songs, because it has the
possibility to create enjoyable learning
experience for the students and to keep the
classroom alive.
The suggestion for further research, it
is suggested that the next researcher can
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improve the quality of teaching English using

English songs for different language skills as
speaking, writing, and reading. The researcher
expected that the next researcher can find
another possible effective teaching strategy
that can be applied for the students skill in
teaching and learning activity. Thus, the
strategy can improve the listening skill of the
students that have the difficulties in the
listening process.
Brown, H, Douglas. 2001. Teaching by

Principles an Interactive Approach to
Language. Pedagogy. San Francisco
State University.
English Language Teaching. Harlow
Longman.
Hoppe, M. H. 2006. Active Listening:
Improve Your Ability to Listen and
Lead. Center for Creative Leadership,
(Online),
(http://www.ccl.org/leadership/pdf/com
munity/alpresentation.pdf, accessed on
June 11 2014
Lopera, S. 2003. Useful Ideas when Taking
Songs to a Class. kala, (Online), Vol
08 (14), September 2003.
http://aprendeenlinea.udea.edu.co/revist
as/index.php/ikala/article/viewFile/3182
/2946, accessed on 11 November 2013).
REFERENCES
Arvalo, E. A. R. 2010. The use of songs as a
tool to work on listening and culture in
EFL classes. (online),
(dialnet.unirioja.es/descarga/articulo/
673475.pdf, accessed on November 11
2013)
2014
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2014
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ISSN 2337-6384

JP3, Volume 3, No. 12, Agustus

JP3, Volume 3, No. 12, Agustus

IMPROVING READING COMPREHENSION ON NARRATIVE TEXT

Abstract. The purpose of this research is to implement how the reading

motivation and good strategies. Generally, the

JP3, Volume 3, No. 12, Agustus

because meaning and letters are different, lack

is process of getting information from context

JP3, Volume 3, No. 12, Agustus

research is addressed for first year students.

improve students reading comprehension.

FINDING AND DISCUSSION

JP3, Volume 3, No. 12, Agustus

proficiency of reading comprehension by

CONCLUSION AND SUGGESTIONS

Latief, M, A. 2012. Research Methods on

JP3, Volume 3, No. 12, Agustus

IMPROVING STUDENTS READING COMPREHENSION

important aspects to show the understanding

JP3, Volume 3, No. 12, Agustus

researcher found was students had low

text given, while using Thing-Pair-Share

FINDINGS AND DUSCUSSIONS

JP3, Volume 3, No. 12, Agustus

researcher didnt need to continue to the next

interesting and matched with the material that

JP3, Volume 3, No. 12, Agustus

IMPROVING READING COMPREHENSION ABILITY

Nely Roidatul Islamiyah

Abstract. This study is aimed at improving students reading comprehension by using

and teaching atmosphere to build students

JP3, Volume 3, No. 12, Agustus

reading. The position of reading can be seen

First Grade students of MTs Al Maarif 01

JP3, Volume 3, No. 12, Agustus

The researcher also prepared the criteria of

interaction among the members of the small

FINDINGS AND DISCUSSIONS

JP3, Volume 3, No. 12, Agustus

CONCLUSSIONS AND SUGGESTIONS

Al Maarif 01 Singosari. It is clear that the

JP3, Volume 3, No. 12, Agustus

THE USE OF PICTURE SERIES TO IMPROVE STUDENTS SPEAKING

term of the ability to carry out a conversation

JP3, Volume 3, No. 12, Agustus

Yule (1983) stated that learning to talk in the

can be a media that can make the students

JP3, Volume 3, No. 12, Agustus

in the classroom. There are procedures to

next meeting, the students were divided into

JP3, Volume 3, No. 12, Agustus

be reached, it means that the study is

knew the generic structure of narrative text.

FINDINGS AND DISCUSSIONS

JP3, Volume 3, No. 12, Agustus

methodology aids was better than classical

other word, this action was stopped because

JP3, Volume 3, No. 12, Agustus

the text. Then, they were asked to retell the

JP3, Volume 3, No. 12, Agustus

THE DIFFERENCE IN THE EFFECTIVENESS OF INDONESIAN AND ENGLISH

accurately and fluently and to have a wide and

JP3, Volume 3, No. 12, Agustus