Achievement in Learning English

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THE USE OF VISUAL MEDIA TO IMPROVE THE STUDENT’S MOTIVATION AND ACADEMIC ACHIEVEMENT IN LEARNING ENGLISH AT THE SECOND YEAR OF SMK MUHAMMADIYAH 3 GEMOLONG IN 2009 / 2010 ACADEMIC YEAR.

THE USE OF VISUAL MEDIA TO IMPROVE THE STUDENT’S MOTIVATION AND ACADEMIC ACHIEVEMENT IN LEARNING ENGLISH AT THE SECOND YEAR OF SMK MUHAMMADIYAH 3 GEMOLONG IN 2009 / 2010 ACADEMIC YEAR.

SMK Muhammadiyah 3 Gemolong is one of the senior high schools that teaches English to the students without using media. From an interview with the teacher before the research, it was found that there are several problems that are faced by the teacher and the student at SMK Muhammadiyah 3 Gemolong. Firstly, the teachers only used the text book and they do not use media to help them in teaching - learning process so that the student’s motivation and achievement in learning English is not satisfactory.

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THE CORRELATION OF SELF-ASSESSMENT AND ACHIEVEMENT IN LEARNING ENGLISH AT SMP PAWIYATAN SURABAYA.

THE CORRELATION OF SELF-ASSESSMENT AND ACHIEVEMENT IN LEARNING ENGLISH AT SMP PAWIYATAN SURABAYA.

learner-centered curriculum, learners are encouraged to not only be test takers, but also to be active participants in the assessment process. 22 By incorporating self-assessment into classroom learning, students as well as teachers acknowledge assessment as a mutual responsibility, and not as the sole responsibility of the teacher. Furthermore Dickinson tells, a number of empirical studies indicate the presence of increased productivity and autonomy, higher motivation, less frustration, and higher retention rates among learners when development-oriented self- assessment is utilized. 23 Though the findings of these studies make the implementation of self-assessment sound plausible, issues regarding the validity and reliability of the assessment need to be addressed. For example, when self- assessment is implemented in a portfolio project, the students engage in multiple assessments, a cycle of self- assessment and feedback, throughout the semester. Because the final product is influenced by feedback from a teacher, a peer, or even a parent, the completed portfolio might not be an accurate measure of the
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o'The Influence of Students' Educational Background to Their Achievement in Learning English

o'The Influence of Students' Educational Background to Their Achievement in Learning English

Empiricists maintained that all knowledge derives from experience. Thus John Locke, a late seventeenth-century English philosopher, believed children were born with a blank slate for a mind and all learning and experiences filled it up. He advocated individualized instruction and control of self through reward and punishment. In addition, Watson claimed that he could teach a child anything. It can be said that you can teach a child to be what you want. Pavlov and Watson used the concept of classical co nditioning to explain children’s behavior. Thus, According to them that classical conditioning, where new signals are acquired for existing responses, could be managed to create associations or learning. For example teacher instructs pupils to work quietly while putting his finger to her lips (unconditioned stimulus), pupils work quietly on task (unconditioned response), in other times the teacher puts her finger on her lips without say anything (conditioned stimulus), and the pupils work quietly (conditioned response). It can be concluded that when conditioning is already built, the pupil can directly associate the signal with the instruction in the previous event. 24
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THE EFFECT OF USING TEACHING MEDIA ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF USING TEACHING MEDIA ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

For the proofs and reasons mentioned above, some linguists state that success of teachers in teaching is often measured through the accuracy of media, method or technique they apply. So teachers should be able to choose a suitable media and model of learning in order to create a better, interesting and communicative teaching and learning process. For this condition, linguists never stop to explore some good media, method or technique to teach English in order to increase the students’ achievement in learning English (Anthony, 1963).
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Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Based on the statement of the problem, the main objectives of the research are as follows; (1) find out and describe the teachers’ expectation on the students’ achievement in learning English, (2) find out and describe the teacher do to reach and realize their expectation for their students, and (3) find out and describe teachers’ low expectation factors on students’ achievement as the gap.

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THE COMPARATIVE STUDY BETWEEN THE STUDENTS ACHIEVEMENT IN LERNING ENGLISH SPEAKING WITH AUDIO LINGUAL METHOD AND DIRECT METHOD AT THE SECOND GRADE STUDENTS OF MTs N CIREBON 1 - IAIN Syekh Nurjati Cirebon

THE COMPARATIVE STUDY BETWEEN THE STUDENTS ACHIEVEMENT IN LERNING ENGLISH SPEAKING WITH AUDIO LINGUAL METHOD AND DIRECT METHOD AT THE SECOND GRADE STUDENTS OF MTs N CIREBON 1 - IAIN Syekh Nurjati Cirebon

The thesis entitled, “ THE COMPARATIVE STUDY BETWEEN STUDENTS ACHIEVEMENT IN LEARNING ENGLISH SPEAKING WITH AUDIO LINGUAL METHOD AND DIRECT METHOD AT MTsN CIREBON 1 ” is presented to fulfill as one of requirements to achieve the graduated degree of Tarbiyah Faculty in English Education Department of Syekh Nurjati The State Institute for Islamic Studies.

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ENHANCING STUDENTS’ MOTIVATION ON LEARNING ENGLISH THROUGH STUDENT TEAMS-ACHIEVEMENT DIVISIONS METHOD | H.Y | English Education 7937 16664 1 SM

ENHANCING STUDENTS’ MOTIVATION ON LEARNING ENGLISH THROUGH STUDENT TEAMS-ACHIEVEMENT DIVISIONS METHOD | H.Y | English Education 7937 16664 1 SM

team recognition. Some researchers find the strength of STAD. Hashemian, Jalilifar, & Parisa Shariatipour (2007) found that Students in STAD receive peer encouragement and personalized support from their more competent partners. Their partners are available to help them when they need acustomized answer to a question or solution to a problem. Furthermore, they also found that STAD can improve students’ reading skill. Adams in Hashemian, Jalilifar, & Parisa Shariatipour (2007) That founds that normal progressing learners and mildly handicapped in the group instructed through STAD had significantly higher levels of academic achievement in reading comprehension. Contrary to the former studies, this study confirmed the effectiveness of STAD that cast doubt over the nature of earlier studies.
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Students' Learning Style In English Departement And Their Achievement In Vocabulary At The First Semester of IAIN Sultan Thaha Saifuddin Jambi

Students' Learning Style In English Departement And Their Achievement In Vocabulary At The First Semester of IAIN Sultan Thaha Saifuddin Jambi

According to guide of evaluation (1993), evaluation is asset of activities used to gain, analyse, and interpret data about the student’s progress and learning outcomes that are done systematically and continuously so that the result will become meaningful information for decision making, in teaching learning vocabulary. There are two kinds of evaluation procedures for this course: procedure of evaluating learning achievement. The evaluation of learning progress is intended to get three aspects, such as: (a) get information about students learning progress, (b) obtain feed backs for remedial teaching and enrichment, and (c) get feed backs for improvement of teaching and learning strategies. This kind of evaluation is usually conducted after having completed six or seven instructional material. This kind of evaluation is well known as mid semester test or formative test (Ujian Tengah Semester). The scores of this test are combined with those obtained from the end of six-month terms evaluation (semester) to determine grades for the students report achievement for each scores he joined.
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THE RELATIONSHIP BETWEEN MOTIVATION IN LEARNING ENGLISH TOWARDS STUDENTS’ LEARNING ACHIEVEMENT AT THE ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

THE RELATIONSHIP BETWEEN MOTIVATION IN LEARNING ENGLISH TOWARDS STUDENTS’ LEARNING ACHIEVEMENT AT THE ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

learning achievement because the score of the SPSS analysis has positive sign (+) on the table. The fact shows that students who got a high grade point average (GPA) in English course for the individual reasons. Individual reasons here mean students focus on improvement English based on the purpose of students to learning English. The researcher can conclude that the motivation of students at batch 2012 shows very high level of motivaton in learning English as a foreign language. In addition, the final result of students at batch 2012 at the English Education Department of Universitas Muhammadiyah Yogyakarta is distinction level. Finally, there is a strong and significant relationship between motivation in learning English towards students’ learning achievement.
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INTRODUCTION  The Role Of Parent In Increasing Student English Learning Achievement In SMP Negeri I Weru.

INTRODUCTION The Role Of Parent In Increasing Student English Learning Achievement In SMP Negeri I Weru.

The limited time of meeting between children and parents will diminish family harmony. Sochib (2003:8) argues that the inter-family members relationship is not well-maintained, the communication is poor between father, mother, and child so that it does not give the children the secure feeling. The members of family feel confused and feel having shared family. On the contrary, the children sustainability in communication with parent and consistent procedure give the family the secure feeling. At home, parents motivate the children to study because they have expectation of their children to have high learning achievement.
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THE INFLUENCE OF THE STUDENT’S INTEREST AND PARENT’S SUPPORT TOWARDS ENGLISH ACHIEVEMENT AT THE SECOND YEAR OF SMP NEGERI 3 JIKEN-BLORA IN 2007-2008 ACADEMIC YEAR.

THE INFLUENCE OF THE STUDENT’S INTEREST AND PARENT’S SUPPORT TOWARDS ENGLISH ACHIEVEMENT AT THE SECOND YEAR OF SMP NEGERI 3 JIKEN-BLORA IN 2007-2008 ACADEMIC YEAR.

Professionals and parents readily understand the need for high standards and quality curriculum and pedagogy in school (Klem, 2004:1). Similarly, the concept of teachers working together as professionals to ensure student success is not an issue. But the urgency to provide a personalized learning environment for students especially with schools struggling to provide textbooks to all students, hot meals, security, and janitorial services is not as great in many quarters. While parents would prefer their children experience a caring school environment, Research suggests it does. For students to take advantage of high expectations and more advanced curricula, they need support from the people with whom they interact in school.
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THE EFFECT OF APPLYING COMMUNITY LANGUAGE LEARNING METHOD ON THE STUDENTS ACHIEVEMENT IN SPEAKING.

THE EFFECT OF APPLYING COMMUNITY LANGUAGE LEARNING METHOD ON THE STUDENTS ACHIEVEMENT IN SPEAKING.

In learning English there are four skills which are necessary to be mastered by the learners. They are listening, speaking, reading and writing. Referring to the title, the writer limits the explanation to the speaking only. Speaking skill is very important skill that must be mastered by every language learners, because one is called mastering a language when he/she is able to demonstrate the speaking skill. .Teacher’s duty is not only to explain the materials, or select suitable materials,

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THE USE OF LIST GROUP LABEL (LGL) STRATEGY IN DEVELOPING STUDENTS’ ACADEMIC VOCABULARY MASTERY

THE USE OF LIST GROUP LABEL (LGL) STRATEGY IN DEVELOPING STUDENTS’ ACADEMIC VOCABULARY MASTERY

The writer conducted this study by using quasi experimental research. The sample of the study was two groups of 32 students who enrolled English subject in the cross interest program in XI MIPA 4 and XI MIPA 8 of SMAN 1 Pati in the academic year of 2015/2016. Both groups had to take a pre-test, before the treatment was given. One of the groups received the treatment by using List- Group-Label (LGL) strategy and the other group was taught by using regular method. After getting the treatment, both groups had to do a post-test. In order to find out whether there was a significant difference in the students‟ achievement between the experimental and the control groups, t-test statistical analysis was applied by using Statistical Package for the Social Science (SPSS) 16.0 application. Meanwhile, normalized learning gain formula based on Meltzer (2002: 1260) was used to find out how effective List-Group-Label (LGL) strategy contributed to the students‟ academic vocabulary mastery.
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THE CORRELATION BETWEEN STUDENT’S MISBEHAVIOR WITH ENGLISH LEARNING ACHIEVEMENT OF THE EIGHT GRADE STUDENTS

THE CORRELATION BETWEEN STUDENT’S MISBEHAVIOR WITH ENGLISH LEARNING ACHIEVEMENT OF THE EIGHT GRADE STUDENTS

Abstract: This research was conducted to verify the previous research finding shown by Wini Miaryuna (2008). The number of Year-8 students of “SMP Negeri 16 Pontianak” are 331 people. The sample is year -8 B, which consist of 32 students. This research using direct and indirect technique. To gather the data, checklist item, tally, daily score,mid score and final score are used in order to observe the data. The research found out that the typical misbehavior in the classroom was looking outside,beside, back and front. The average degree of students’ achievement who doing misbehaviour in learning English is 5.7 and the average degree of students’ achievement who do not doing misbehavior is 7.2. The degree of the correlation between students’misbehavior and the students’ English learning achievement is ( - 0.77) it is categorized strong correlation. This result showed that there is a n egative correlation between students misbehavior and students’ English learning achievement.
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THE INFLUENCE OF THE APPLICATION OF COLLABORATIVE LEARNING ON THE SUDENTS’ ACHIEVEMENT IN ENGLISH VOCABULARY AT THE EIGHTH YEAR STUDENTS OF MTsN JALAKSANA KABUPATEN KUNINGAN - IAIN Syekh Nurjati Cirebon

THE INFLUENCE OF THE APPLICATION OF COLLABORATIVE LEARNING ON THE SUDENTS’ ACHIEVEMENT IN ENGLISH VOCABULARY AT THE EIGHTH YEAR STUDENTS OF MTsN JALAKSANA KABUPATEN KUNINGAN - IAIN Syekh Nurjati Cirebon

The writer know that English have been learned when we are still early age, because memory and comprehension of a child is still good. According to Alec Templeton in http://www.englishidea.net/teenagers.html “ 12-13 year-olds have a deep desire to develop their capacity to make logical judgments sharpening w hat they might already have‖.

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THE EFFECT OF APPLYING THINK TALK WRITE STRATEGY ON THE STUDENTS ACHIEVEMENT IN WRITING SPOOF TEXT.

THE EFFECT OF APPLYING THINK TALK WRITE STRATEGY ON THE STUDENTS ACHIEVEMENT IN WRITING SPOOF TEXT.

One kind of languages that we learn as a foreign language is English. English is considered as a global lingua franca which means English as a first language, as a second language, and as a foreign language. English is officially admitted as the first international language. Our government realise that by learning English as a foreign language, students are able to communicate well in all international activities such as; diplomacy, global tender, tourism, education, and so forth. In formal education, people, in Indonesia, have generally learnt English from elementary school until university and at present in some kindergartens.
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The Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading) | Muslem | Proceeding of International Conference on Teacher Training and Education 7614 16055 1 SM

The Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading) | Muslem | Proceeding of International Conference on Teacher Training and Education 7614 16055 1 SM

language acquisition and learning. Immersion program has been succeeded particularly when compared with second language subject teaching. Language immersion is a method of teaching a second language (L2) in which the target language is used as both curriculum content and media of instruction (Pacific Policy Research Center, 2010). The need to have immersion program for L2 or foreign language as a result of students’ achievement a re not significantly satisfied. Many students have studied English at school, but their ability to use the target language still far from the expectation. The focus of teaching learning process nowadays is on grammar, memorization, and drill had not provided them with sufficient skill to work in English or to socialize with English speakers (Johnson & Swain, 1997; Cummins, 1998; Tallin, 2005). They may have some or no exposure to the L2 outside school. Immersion programs were first instituted in Montreal, Canada, in 1965. The programs were created to provide English-speaking students in Quebec an opportunity to acquire Canada’s two official languages – English and French. It is important to understand that English speakers are a minority in Quebec that comprise only 15% of the population of the province. Since 1965, immersion programs have been developed in a variety of other languages (e.g., Hebrew- English; Hawaiian-English; Mohawk-English; Japanese-English; Basque-Spanish; Swedish- Finnish) and for a variety of purposes (Johnson & Swain, 1997). In the context of Indonesian students, English language is considered as a first foreign language introduced at primary school up to tertiary level.
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THE INFLUENCE OF PARENTS’ INVOLVEMENT IN ENGLISH LEARNING TO THEIR CHILDREN ENGLISH ACHIEVEMENT AT THE THIRD YEAR OF SD AL AZHAR SYIFA BUDI SOLO IN 2007/ 2008 ACADEMIC YEAR.

THE INFLUENCE OF PARENTS’ INVOLVEMENT IN ENGLISH LEARNING TO THEIR CHILDREN ENGLISH ACHIEVEMENT AT THE THIRD YEAR OF SD AL AZHAR SYIFA BUDI SOLO IN 2007/ 2008 ACADEMIC YEAR.

(Hopkings, 1997: 2). Despite its background, like income and culture, each family is a “home learning environment” which has the strength to encourage as well as develop the children’s learning process and achievement at school. Parents as part of family, have the capability to improve their children’s schooling since they have “intimate knowledge” of their children, like their skills, needs and interest. It will be a good thing if parents can keep their involvement until the children in high school.

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