Rosnani Sahardin
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A study on improving students’ reading comprehension using the Numbered Heads Together Technique Sahardin, Rosnani; Mukarramah, Mukarramah; Hanafiah, Anwar
Studies in English Language and Education Vol 2, No 2 (2015)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.39 KB) | DOI: 10.24815/siele.v2i2.2696

Abstract

This study deals with improving the reading comprehension of junior high school students through the Numbered Heads Together (NHT) technique. The objective is to find out if cooperative learning using NHT can improve the reading comprehension of the students. The data for this research was obtained from a field study using an experimental research design at a middle school in Aceh Besar with a one group time series design. From the study, it was found that the students’ mean scores from the pre-test and the post-test were different. The mean score of the students’ post-test was higher than the pre-test scores. To find out if the two mean scores were significantly different, they were tested using the t-test statistical procedure.  The result showed that they were significantly different (df = 8, alpha 0.05, t-table 17.550 > 2.0452). This indicated that Ha was accepted and Ho was rejected as hypothesized. Thus, cooperative learning using the NHT technique can improve the reading comprehension skills of middle school students.
Using Think-Pair-Share for writing descriptive texts Sahardin, Rosnani; Hanum, Cut Salwa; Gani, Sofyan A.
Studies in English Language and Education Vol 4, No 1 (2017)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (534.019 KB) | DOI: 10.24815/siele.v4i1.7004

Abstract

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.
A Study of Error Analysis from Students’ Sentences in Writing Ananda, Rizki; A. Gani, Sofyan; Sahardin, Rosnani
Studies in English Language and Education Vol 1, No 2 (2014)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (622.232 KB) | DOI: 10.24815/siele.v1i2.1828

Abstract

This study was to investigate the types of  sentence errors and their frequency  made by  first grade students from  a high school in Banda Aceh in their writing  of English. The participants for  this study were 44 first graders chosen by random sampling. The research method used was quantitative as the data was analyzed with a statistical procedure. The data was  obtained  from written tests  for  a descriptive text entitled “My school” of 120-140 word length. This study found that three out of four sentence errors in the students’ writing were fragmented sentences whilst nearly a quarter of the errors were run-on or comma splice sentences. There were only a few  choppy sentence  errors and no  stringy sentence  errors. The data revealed five  types  of fragmented  sentences:  these were  the absence of  a  subject, the absence of  a  verb, the absence of  both  a  subject and  a  verb, the absence of  a verb in a dependent clause, and the absence of an independent clause.