EDITING AND PUBLICATION ASSIGNMENT
WANDA PRATIWI – A12117026
TITLE AND
NO. RESEARCH PROBLEM
AUTHOR
Students in junior high school
often find problems in learning
reading narrative text. Students
are facing this problem when
they hardly find appropriate
The Use of Picture book for their age and struggle
Book in Teaching to understand a narrative text
Reading for Junior (Marchand-Martella & Martella,
1 picture book, which are: I like
High School Student 2010). Brown (2004, p.180)
points out that using a variation
Maulana Restanto of media will rise the chance that
the learners will learn more and
recall better what they learn in
developing the performance of
ability they are projected to
improve.
2 An Analysis of Teaching and learning process
Teachers’ between teacher and student in
Questioning the classroom need a method
Strategies During and strategy. Teachers have
Interaction in The applied strategy to make student
Classroom: A Case enjoy and active in teaching
Of The Eight Grade learning process, unfortunately
SMP PGRI 01 sometimes student do not
Semarang understand whether topic was
given by the teacher. This study
A.B. Prabowo K.A., thoroughly examined the
Alfiyanti teachers ‘questioning strategies
during the classroom
RESEARCH METHOD FINDING AND DISCUSSION
In this research, observation data
was elaborated descriptively while
questionnaire data was elaborated
statistically since it provided the
calculation results from student's
answer. There were four statements
in the questioners related to
students' responses to the use of
Qualitative Research
(Descriptive Method)
learning to read English books with
pictures, I like learning to read
English using "The Lorax", The use
of "The Lorax" book to learn
English vocabulary is more
interesting, the use of "The Lorax"
book expand my English
vocabulary.
Qualitative Research Based on interview result, teacher
(Descriptive Method) applied teacher’s questioning as
guide line in implementation of
curriculum. The teacher was trained
previously by teacher training on a
simulation teacher’s questioning
that was held by the Rule and
Regulation Ministry of Education.
But there are several mistakes when
observation the implementation of
teacher’s questioning in teaching
learning process made by teacher
that she forgot to apply in teaching
CONCLUSSION
The result of the research
revealed that picture book
helped the teacher and
students in reading narrative
activities. The use of picture
book was observed during
the lesson in A and B
classrooms in which students
achieved better
comprehension to the
narrative story in the reading
activities. The use of "The
Lorax" book as the tool of
picture book facilitated
teacher and students to carry
out all of the steps in reading
narrative activities.
The fear of the teachers and
some people that teacher’s
questioning changes will
never give any significant
differences toward the
student might be happened
but it might also be not.
Because it goes to the
teachers again, if they can
change their mindset and
views through changing their
old views of teacher’s
questioning with the new
 interaction.This study aimed to
describe teacher’s questioning
strategies during the classroom
interaction. The reason why the
writer would like to analyze
teachers questioning strategies
are student still confusing about
the topic that teacher given, the
student are shy to ask question
and sometime student feel so
silent when teacher explain the
topic.
3 An Analysis of The purpose of teaching
Student Ability In writing is that students can
Writing Descriptive write what is in their
Text thinking creatively. Students
can interact with academic
Yusri Apriani
writing, especially
Margaretha Turnip
descriptive texts. In
descriptive writing, students
can master the generic
structure, language features,
vocabulary and mechanics.
Students are able to
understand the
function of writing.
Researchers concluded that
students' ability to write
descriptive text at ten grade
students of SMAN 11 Jambi
is good. Another research
conducted by Siahaan
(2013), the results found by
researchers some students
those are teacher were not present one that is modern
the real object when explaining the pedagogic dimension, it is
materials about recount text, teacher sure that they would be able
were not guide the students to to teacher’s questioning and
perform their experiment and conduct the teaching and
teachers were not giving feedback learning process by using
and appraisal for students writing teacher’s questioning in a
recount text. correct way of
implementation.
Qualitative Research The Way Teacher Teach Writing From the results of the
(Descriptive Method) Descriptive Text in the Class. study there were three
The data classifications of students'
generated by researchers through writing abilities, namely
observing the way English the low, medium and high
language teachers categories. there are still
teach the process of writing many
descriptive text and researchers students who have
get information on the difficulty in writing
condition and situation of descriptive text in
students learning in class. The accordance with a good
Way Teacher Teach Writing and correct generic
Descriptive Text in the Class. structure so this should be
The data generated by a concern for teachers at
researchers through observing school,
the way English language and students also need to
teachers teach the process of improve their vocabulary,
writing descriptive text and as well as a lot of
researchers get information on exercises to
the condition and situation of write descriptive text
students learning in class. fter 20 properly and correctly, not
minutes, the researcher collects only at school but at home
 student work, then the researcher
asks any difficulties and
constraints in writing descriptive
text. The Second Grade
Ability in Writing
DescriptiveText. The data
generated by researchers based
on analysis and assessment of
scores on student worksheets
after researchers collected the
worksheets. In this study, many
have been able to write a students write texts but are not
semantic structure of coherent between one
descriptive text using sentence with the next sentence,
appropriate linguistic so the conversation sentences
and
features. But taken by students
other courses.
there are still students who have no meaning. 10% of
are confused, so that it is students who are able to write
needed to improve their skills appropriately, 13% of
to write descriptive text. students who are able to write at
a moderate level, and receive
more than 77% of
students fail to write about
sapher coherence. Based on the
results of the study, the
researchers concluded that there
were
still many students who had
difficulty writing descriptive
texts properly and
correctly.
An Analysis of In teaching and learning Qualitative Research The researcher has 15 Teacher questioning is
4
Teachers’ process, sometimes teacher (Descriptive Method) interviewees and asked 6 one of the keys to
Questioning only teach without
Strategies in ELT questioning. Some factors for
(English Language it because they are in hurry,
Teaching) The they do not well understand
Classroom the material, they do not care
Interaction At about the students or they are
Eleventh Grade lazy. Based on the experience
SMA of the researcher when doing
Muhammadiyah 1 a Magang III, a researcher
Unismuh Makassar found that students will more
interactive when their teacher
ask more question. That the
reason why researcher will try
to do the research in SMA
Muhammadiyah 1 Unismuh
Makassar. According to Inan
& Fidan in Prasetyawati
(2015) asking questions to the
students is an important
part of the teaching and
learning process because it
can stimulate students to
learn, gain knowledge and
improve their critical
thinking.
question related to the teacher
questioning strategies in ELT
classroom interaction. From the
student, the researcher found that
some of the students agree with
the researcher question which is
asked. The researcher asked a
close question but with an
addition in some part of the
question, so the interviewing
form consists of an open and
close question. The result
revealed that display question
was the most common and
frequently asked questions in the
2 class with one meeting each
class. First problem statement
reveals in the observed in this
research, there was a tendency
for the teacher to employ more
display question (74%) than
procedural (13%) and referential
(13%) question. Therefore, the
case is eliciting language from
the student. Is not merely about
asking display, procedural or
referential question but how to
getting the student speak up in
the interaction at class.
Additionally, in terms of
question types, this study
suggests that display question
can increase the students'
knowledge because all the
obtaining a successful
teaching and learning
process, this study was set
out to identify the types of
teacher question, ask at
SMA Muhammadiyah 1
UNISMUH Makassar. In
this case,eleventh-grade
students were chosen for
observation. It is
checking students
understanding, arousing
interest and curiosity
concerning a topic,
eliciting information and
controlling the class.
Meanwhile the effect of
student response in
interaction class analyzed
by the percentage of agree
nd disagree with a student
toward some interviewing
form that researcher ask to
them. And the result is the
question can affect the
interaction of the
classroom.

5 The Use of Small In the pre-research at the ninth
Group Discussion to grade students of SMP Negeri 1
Improve Students' Wuryantoro, the researcher
Reading could identify problems faced by
Comprehenssion the ninth grade students of IXB
in learning reading
Fibrina Hanung comprehension. The researcher
Siswanti, Ngadiso, also directly asked the classroom
Endang Setyaningsih teacher whether reading is a real
problem in her classroom
activity. From the students'
competence aspect, they still got
difficulties in five aspects of
reading comprehension as
follows: (1) the students got
difficulty in finding the main
idea; (2) the students got
question related to the material
that their teacher provided and
also most of the students like if
the teacher asks something
related to the material. For the
third problem statement, the
result of this study reveals that
from 15 interviewing students
they are like for answering the
teacher ask but some of them
also dislike. Based on the
response the student afraid if
their teacher asks because they
not confidently about the
correctness of their answer,
however, the teacher did not
nominate or point certain
students to answer her question.
The Researcher used two The finding of the research shows The result of the research
kind of data collection. that the use of small-group shows that the use of SGD
There are Qualitative discussion can improve all improve students' reading
Research which contain indicators of students' reading comprehension skills. The
of Inteview, Observation comprehension. SGD can improve proof of students' reading
and Questioner. And the student's skill findin main idea. comprehension improvement
Quantitative Research The students' achievement in can be found from the
which contain pretest and finding main idea improves. It can computation of the test
post test. be seen from the result of test. The scores. It shows a significant
average score increases from 53.75 increase. The students' main
in pre-test, 75 in post-test of cycle score in the test which is
1, 78.33 in post-test 2. In addition, only 58.50 turns into 71.40
the results of interview and in the first post-test. Then, it
questionnaire also show gets higher again in the
improvement on the students' skill second post-test that reached
in finding main idea. 78.45. Their main score of
five indicators are above the
 difficulty in finding meaning of
certain word; (3) the students got
difficulty in finding detail
information; (4) the students got
difficulty in locating reference;
(5) students got difficulty in
understanding text organization
(social function and generic
structure of text).
Reading is one of the important
language skills. By reading,
people may get a lot of
information. In order to gain
specific information, students at
Correlation Between school should be taught how to
Quantitative Method and
Students' Vocabulary read effectively and efficiently.
Mastery and Their Another way to help the students
Design with Achievment
6 Reading to understand the text without
Comprehenssion knowing all the vocabulary in
the text is by finding the key
Fajar Furqon words. By doing this strategy,
students can cover their
vocabulary weaknesses since
vocabulary knowledge is one of
the major factors that influence
reading comprehension.
7 Improving The From the researcher experience,
Students' Vocabulary it was found that most of student
Achievment through could not answer the question in
Intensive Reading English. Beside that, the other
reason that cause the problem
Eva Mayang Sari, was that the teacher did not use
Ujang Suparman, the appropriate technique in
Huzairin learning vocabulary. The teacher
just asked the students to read
the material and to find the
KKM (70). It means that all
students are successful in
understanding of five
indicators of reading
comprehension.
Referring to the findings and
After calculating the data, the discussions that have been
researcher was found that the elaborated in the previous
correlation coefficient (r) is 0.7205, chapter, it is found that there
and then it was necessary to find is strong correlation between
out its strength to follow Arikunto students' reading
(2003). The correlation coefficient comprehension and their
Correlational Research
is 0.7205, it could be considered as vocabulary mastery.
a strong correlation since the result Although the scores of
Test Data Collection
was included into strong category reading and vocabulary test
Technique
(Arikunto, 2003). In addition to are different but the
ability students' vocabulary correlation is strong. It may
mastery, the strategy and be caused by the difficult
background knowledge of the text vocabulary in test items.
help students comprehend the text. Students who have high
scores in reading also have
high score in vocabulary.
Quantitative Research After conducting the pretest and Based on the results of the
which used one group three times treatments, the data analysis and discussion,
pretest and posttest researcher administered the posttest. the researcher concludes that
research design The posttest was administered to there was a significant
measure the students' vocabulary improvement of the students'
mastery after the treatments by vocabulary achievement
using Intensive Reading. From the from the pretest and posttest
statistical calculation by using SPSS after they were taught by
20, it was also found that the lower using Intensive Reading.
value is positive and the upper

meaning from the dictionary. It
made the students feel bored in
learning English vocabulary.
Considering the fact above, the
teacher should provide the
interesting technique to develop
the students' activity in learning
vocabulary. One important way
to develop vocabulary
knowledge is through intensive
reading.
Language learning strategies are
very important because they can
help students learn the language.
Students may find that some of
Students' Thingking language learning strategies are
Style and It's relevant for their learning and
8 Relation to Their some may not. The students’
Language Learning preferences may be influenced
Strategy by their own thought. In other
words, students’ ways of
thinking can determine their
choice of language learning
strategies.
9 The Correlation The importance of grammar and
positive too. So, it means that this
technique gives significant
difference after the treatment was
implemented. The result of
hypothesis testing showed that the
significant 2 tailed is p=0.000 and
the level of significant is if p<0.05
so it's means that there is a
significant improvement of
students' vocabulary achievement
after they were taught by using
Intensive Reading.
There was significant
Based on the result of the analyses
correlation between TS and
of the questionnaires, the External
LLS. Findings of correlation
TS and Metacognitive LLS are the
analysis showed that most of
prefered and most often used by
the category of TS had
students. It means that learning
significant correlation with
processes are more likely to be
each category of LLS.
influenced by External TS rather
Among thirteen categories of
than by other TS and by
TS, there is Monarchic TS
Metacognitive LLS rather than by
Quantitative Method and and Compensation LLS
other aspects of LLS. Some of the
Correlational Research which did not have
correlation coefficients are above
Design significant. A further
0.5, it means that there are strong
analysis using stepwise
correlations. In addition, the
procedure for the multiple
probability values higher than than
regression analysis revealed
the alpha level .05 suggested that
that TS gave contribution
significant correlation between each
38.5% to LLS. It means that
of category of students’ TS and
there must be other factors
their language learning category
besides TS that can explain a
existed.
lot of variations in the
students’ LLS.
Descriptive Quantitative From the application of the Pearson Based on the research

writing cannot be overstated.
While certain parts of a society
may adapt their own dialectal
variations as a part of their
cultural identity, a failure to also
be able to follow
Between Students’
conventional grammar rules will
Grammar
greatly limits a person's
Knowledge and
opportunity to communicate
Writing Ability
with a wider audience. Someone
may be a very talented writer
with a lot of great ideas, but if
they have poor grammar, they
will have trouble communicating
those ideas to other people.
10 Using Mind Reading is an important role in
Mapping Technique human being context. In learning
to Improve Reading reading comprehension the
Comprehension of students are expected to be able
The Second Year to get meaning from the written
Students language and enhance their
English. However, teaching and
learning reading is not easy
because there is some factors
which influence it. Mind
mapping technique is one of the
techniques that can improve the
r formula in analyzing the
correlation between the students’
grammar and writing ability it is
found in moderate correlation.
Namely 0, 43 which lies between 0,
40 – 0, 60. To investigate whether
this value (r) is significant or not,
the writer consulted with the (r
the
table) of critical value (r) product
Research and
moment of this 5% of the standard
Correlational Research
significance, with sample (N) =23,
Design
it is found that the critical value of
(r table) is 0,413. The coefficient
correlation that is, r=0, 43 and r
table is 0,413 it means that, r is
greater than r table (r > r table) it is
stated that there is a significant
correlation between the students’
grammar ability and their writing
skill in learning English.
Pre-Experimental Before giving treatment, the
Research Design researcher examined the students’
ability in reading comprehension
using a test called pre-test. It was
applied to measure the students’
reading comprehension before they
got treatment. The result of the pre-
test above shows that the highest
score is 76.67 and the lowest score
is 33.33. After conducting the
treatment to students, the researcher
gave post-test in order to know their
findings and discussions in
previous chapter, the
following conclusions are
presented:
1. The students have well of
grammar ability and good
writing skill, it was proved
by the result of the mean
score which stays 66, 00 and
74, 69 of the test referenced.
2. There was a significant
correlation between the
students’ grammar and their
writing ability. Since the two
variables correlates
significantly, the position of
their significant is moderate
which lies between 0, 40 – 0,
60. It showed that the
mastery of compound
sentence supports the
students to produce a
grammatically correct in
paragraph.
After analyzing the data
descriptively and
statistically, the researcher
draws some conclusions.
Firstly, the result of the data
analysis shows that the use
of mind mapping technique
can improve students’
reading comprehension of
the second year of SMP
Negeri 2 Kasimbar
especially year XIII B.

english ability of the students.
Mind mapping itself is
popularized by Buzan in 1964.
Buzan (2007:19) states, “Mind-
map is the chosen instrument
that could help a person to sharp
the memory.” It is a useful
technique that help the students
learn more effectively, improves
the way that we record
information.
progress as well as to find whether
or not the students’ ability in
reading comprehension can be
improved through the use of mind
mapping technique. The result of
the above calculation showed that
there was significant difference
between the students’ mean score
on pre-test and post-test. The
students’ mean score on pre-test
59.52 was lower than that of on the Secondly, the researcher
post-test 68.88. In other words, the concludes that the
students’ achievement got hypothesis of the research
improved. After counting the was accepted. This case
students mean score of both pre-test shows there is significant
and post-test, the researcher difference between the pre-
calculated the deviation and square test and post-test result. The
deviation of the students’ scores on last is, the students responses
pre-test and post-test as shown in are the students involve in
the following table. comprehending the idea and
The result of research above shows the meaning context of
that the students’ ability in reading reading and they acquire
comprehension can be improved by information explicitly stated
using of mind mapping technique. in the text.
In other words, the results can be
found that there was significant
difference between this research
with previously research. It has
been found that mind mapping
technique was effective to improve
the students’ reading
comprehension of the second year
students of SMP Negeri 2
Kasimbar.