ahlis qoidah noor

This research’s goal is to identify the students’ ability in analyzing the expression of Intention in Reading text and to  analyze the students’ capability in writing the expressions  through letters and develop their abilities in Reading through pictures and RAFT method. The data showed that there were only 21 % of students  able to identify the expression of Intention and the rest was 17 % able to write correctly in their simple sentences. The expression of intention using will, be going to,, intend to, need, want to had the various use and it made them got confused. This research integrated the Reading and Writing skill. The Reading competence analyzed through 5 M. The researcher then compared the result of both activities in Reading and Writing and analyzed the effectiveness of the response again. The result showed that there was a significant increasing of competence and performance in Reading and Writing . The data analyzed showed that there were 75 % students got development ...

This Classroom Action Research ( CAR ) focused on how to develop students’ skill in Reading through visualizing the text of recount in the frame of Task Based Learning. The subject of the research was students of Grade X Aph 1 of SMK N 6 Semarang. The goal of the CAR is to identify the students’ skill in Reading and after having it then to develop them using the method Visualizing of recount text in the frame work of Task Based Learning (TBL). TBL is one type of the Student Centered Learning . The activities which were done in TBL were classified into the real task with their categories. Prabu ( 1987 ) suggested that there are 3 main categories from a task (1) information-gap, (2) reasoning-gap, and (3) opinion-gap. Whereas Willis ( 1996, pp. 135-136) informed that TBL consisted of the pre-task, the task cycle, and the language focus  then the writer did a range of activities as a manifestation of  TBL. As the component are goal and objectives, input, activities, teacher role, learn...

The new Syllabus at 2013 Curriculum for vocational high school created many problems to apply in the class. Based on the Need Analysis, the writer develops a Synergistic Syllabus for teaching Reading in vocational high school. It contains the syllabus combined from Task- Based Learning, Situational Syllabus, Program of International Student Assessment ( PISA )item test and Character Building. It is a R and D research uses three phases of Observation, Developing and Try Out. It is in a True Experimental Research. The main findings are Reading Skill cannot be taught effectively for some reasons. There is no appropriate syllabus for teaching Reading; most teachers need some models in a syllabus. The results are the Synergistic Syllabus for teaching Reading, a set of Reading Material for Teaching Reading and a set of the lesson plan for one semester at Grade X of Tourism VHS. It is measured through mean, median and t- Test. To Sum up Synergistic Syllabus can develop many aspects, the sy...

The new Syllabus at 2013 Curriculum for vocational high school created many problems to apply in the class. Based on the Need Analysis, the writer develops a Synergistic Syllabus for teaching Reading in vocational high school. It contains the syllabus combined from Task-Based Learning, Situational Syllabus, Program of International Student Assessment (PISA)item test and Character Building. It is a R and D research uses three phases of Observation, Developing and Try Out. It is in a True Experimental Research. The main findings are Reading Skill cannot be taught effectively for some reasons. There is no appropriate syllabus for teaching Reading; most teachers need some models in a syllabus. The results are the Synergistic Syllabus for teaching Reading, a set of Reading Material for Teaching Reading and a set of the lesson plan for one semester at Grade X of Tourism VHS. It is measured through mean, median and t-Test. To Sum up Synergistic Syllabus can develop many aspects, the systematic and meaningful activities in the class, motivation and good attitude. The standardized item of assignment, and a sense of competition in Reading activities and the Synergistic Syllabus assist teachers in teaching Reading using 2013 curriculum in the class effectively.

Abstrak This Classroom Action Research (CAR) focused on how to develop students' skill in Reading through visualizing the text of recount in the frame of Task Based Learning. The subject of the research was students of Grade X Aph 1 of SMK N 6 Se-marang. The goal of the CAR is to identify the students' skill in Reading and after having it then to develop them using the method Visualizing of recount text in the frame work of Task Based Learning (TBL). TBL is one type of the Student Centered Learning. The activities which were done in TBL were classified into the real task with their categories. Prabu (1987) suggested that there are 3 main categories from a task (1) information-gap, (2) reasoning-gap, and (3) opinion-gap. Whereas Willis (1996, pp. 135-136) informed that TBL consisted of the pre-task, the task cycle, and the language focus then the writer did a range of activities as a manifestation of TBL. As the component are goal and objectives, input, activities, teacher role, learner role, and setting. The CAR was done in two cycles where each cycle was in 2x2x45 minutes. It was for students of Grade X Aph1 .The result showed that the Reading skill increased from 15 % to 25 %. It was not satisfying result. In the second cycle, It developed to be 65 %. There was a little effort showed by the students with personal problem or family problem but at least the competence of the students increase from 15 % to 65 %. The rest of 35 % students consist of 25 % in big problem and 10 % students need some remedial assignment. After all activities done, the final skill in Reading was that there were 85 % students were skillful in Reading.