Communicative Approach: An Alternative Method Used in Improving Students’ Academic Reading Achievement

Irmawati, Noer Doddy

doi:10.5539/elt.v5n7p90

Cited by 11 publications

(9 citation statements)

References 6 publications

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“…(Bisse, 2017) Classroom action research is a form of systematic reflective study by action actors to improve the conditions of learning undertake. (Irmawati, 2012). According to Kemmis and Taggart, which is spiral from one cycle to the next.…”

Section: Methodsmentioning

confidence: 99%

“…c) The lecturer makes observation guidance instruments for observe learning conditions in the classroom during the learning process takes place. d) Making the final test instruments of cycles I and II to determine student learning outcomes after the self-peer-assessment method is applied in the teaching and learning process (Irmawati, 2012).…”

Section: B) Develop and Develop A Learning Planmentioning

confidence: 99%

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The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

Hasnani¹

2019

CER

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Self-Peer-Assessment (SPA) is one of the learning methods that can be used to improve speaking ability in English Speaking ability is one of the important skills in English and it is very encouraging for students to learn, especially for students who use an ESP because it will be an added value in developing their capabilities. The purpose of this research is to explain the ability of students of ESP D3 Medical Laboratory Technology (TLM) at the Megarezky University through self-peer-assessment (SPA). This research is a Classroom Action Research (CAR), with planning for each class action research cycle carried out through four (4) stages which include: planning, implementing actions, observing/collecting data, and reflecting. Quantitative data collection techniques were obtained by tests (pre-test, interview, discussion, and post-test), as well as through observation, field notes and documentation in the teaching and learning process. The results of this study indicate that the use of SEF assessment and peer assessment in cycle I was at 56.6%, while in cycle II there was a significant increase of 96.6%. This proved that the speaking ability of ESP students increased by using self assessment and peer assessment.Abstrak.: Ketik abstrak bahasa indonesia. tidak boleh lebih dari 200 kata, dalam satu alinea tanpa acuan (referensi) tanpa singkatan/akronim, dan tanpa footnote. Abstrak ditulis bukan dalam bentuk matematis, pertanyaan, dan dugaan. Abstrak berisi: tujuan penelitian, metode penelitian, teknik analisis dan hasil penelitian. Diketik dengan font Times New Roman, spasi tunggal, dan dicetak miring. Self-Peer-Assessment (SPA) adalah salah satu metode pembelajaran yang dapat digunakan untuk meningkatkan kemampuan berbicara dalam bahasa Inggris. Kemampuan berbicara adalah salah satu keterampilan penting dalam bahasa Inggris dan sangat mendorong bagi siswa untuk belajar, terutama bagi siswa yang menggunakan ESP. karena akan menambah nilai dalam mengembangkan kemampuan mereka. Tujuan dari penelitian ini adalah untuk menjelaskan kemampuan mahasiswa Teknologi Laboratorium Medis ESP D3 (TLM) di Universitas Megarezky melalui penilaian sejawat (SPA). Penelitian ini adalah

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Section: Methodsmentioning

confidence: 99%

Section: B) Develop and Develop A Learning Planmentioning

confidence: 99%

The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

Hasnani¹

2019

CER

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“…The teachers/researchers took into consideration the needs of the student and based their teaching on the Communicative Approach, which in turn is based on the assumption that language teaching and learning should not be treated as individual grammatical structures but as a communication code (Bouniol & Zouganeli, 2004). The aim of the Communicative Approach is for students to acquire language through procedures that promote the use of the language for communicative purposes (Irmawati, 2012).…”

Section: The Teaching Approaches and Methods Which Were Appliedmentioning

confidence: 99%

The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

Zafiri¹,

Vakalopoulou²,

Pliogou³

2019

IJLD

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In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

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“…This institution applies the Kumon method for learning English. However, this method is not only applied to reading material but can be applied to general service company journal material, research conducted by Irmawati (2012).…”

Section: Introduction Backgroundmentioning

confidence: 99%

The Effectiveness of the Application of the Kumon-Based English Learning Model to Improve Student Reading Ability

Oktariyani

Oktariyana

2020

jip

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The purpose of this study was to determine the effectiveness of the application of Kumon-based English reading learning models compared with conventional methods of English reading skills of PGSD students and Management classes at Trilogy University 2018/2019 school year. This study uses a post-test-only control group design. The focus under study is the process and learning outcomes of students' reading comprehension (cognitive) results. This research uses documentation, observation, and test data collection techniques and analyzed with percentage descriptive techniques, and statistical tests. The ability of experimental class students viewed from the overall learning process is more capable (73.3%) compared to the control class (70%). Based on the percentage of students' post-test results, the control class obtained a percentage of (86.9%) in the excellent category, while in the control class the percentage of post-test scores was (68.33%) in the sufficient category. Thus the Kumon-based learning model is effective in improving students' reading ability in English both in terms of process and results compared to conventional methods.

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Communicative Approach: An Alternative Method Used in Improving Students’ Academic Reading Achievement

Cited by 11 publications

References 6 publications

The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

The Improving Speaking Ability Of ESP Students Through Self-Assessment and Peer-Assessment

The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

The Effectiveness of the Application of the Kumon-Based English Learning Model to Improve Student Reading Ability

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