Unsiah, Frida (2011) Improving students' understanding to solve math story problems writen in english thourgh aktivation, exposure, repetition, and producyion (AERP) strategy at public junior high school 8 Malang / Frida Unsiah. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Graduate Program in English Language Education State University of Malang. Advisors (1) Prof. Drs. Bambang Yudi Cahyono M.Pd M.A. Ph.D. (2) Dr. Gunadi Harry Sulistyo M.A. Key Words Math story problems AERP Strategy This study was conducted on the basis of the problems faced by the bilingual students of grade seven at Public Junior High School 8 Malang dealing with solving Math story problems written in English. The basic problems were mostly on students lack of English vocabularies on technical Math words phrases sentences and expressions and students lack of learning experiences in a bilingual program which made it difficult for them to solve Math story problems written in English. In overcoming the problems a strategy for teaching Mathematics written in English called AERP strategy comprising four stages Activation Exposure Repetition and Production was implemented. Therefore the problem of the study was formulated as follows How can students understanding to solve Math story problems written in English be improved through the AERP Strategy at SMPN 8 Malang This study was collaborative action research which was intended to implement AERP strategy to improve the students understanding to solve Math story problems written in English. The AERP strategy was chosen as the strategy since through the AERP strategy students understanding can be improved significantly because they are provided with schemata activation that will help them to construct their understanding in the present topic. They also get so much exposure on English language focusing on mathematical words and expressions and the basic concept of a particular topic followed by drilling their pronunciation repeatedly on English words in order to let them produce correct pronunciation. At last they are equipped with tasks on Math story problems which require them to produce Math problem solving both in oral and written forms. The subjects of the study were 32 bilingual students of grade 7 at Public Junior High School 8 Malang in the 1st semester. Two cycles were conducted in this study applying the procedures of the classroom action research planning implementing observing and reflecting. The first cycle of this study encompassed three meetings and the second one required four meetings. The data of the study were collected through observation checklists field notes Math story problem tests (written and oral forms) and questionnaire. The findings of the study revealed that the implementation of the AERP strategy was successful to meet the objective of the study after the revision and the modification were made to conduct Cycle 2. The stages of the AERP strategy in Cycle 1 were Activation Exposure and Repetition in meeting 1 Production in written form in meeting 2 and Production in oral form in meeting 3. It was different from the one in Cycle 2. In Cycle 2 Exposure and Repetition were done twice in meeting 1 and meeting 2. Some good points in the implementation of the AERP strategy in Cycle 2 could be noticed from the students active participation in joining the activities in every stage of the strategy and achievement in doing the Math story problems either in written or oral form. It was due to the fact that they got much more time in getting exposure on the language and content and they had experienced in the learning process that they had not gained before. As a result these learning activities were very helpful for the students to improve their understanding to solve Math story problems written in English. It was shown by their score improvements that in Cycle 1 the average score of the students was 71 that was still below the minimum passing grade and it increased to be 78 in Cycle 2 that passed the minimum passing grade. Furthermore this is supported by the results of the questionnaire showing that most of the students agreed that learning Mathematics written in English as well as learning English simultaneously introducing English Mathematical terms and basic concept of the materials by providing examples or illustration as activation modeling and drilling pronunciation on English words make them able to solve Math story problems written in English better. They also agreed that after having learned Math through the AERP strategy their understanding to solve Math story problems written in English improved. Referring to the findings above the following suggestions are proposed. First Math teachers are suggested to apply the AERP strategy collaboratively with English teachers by following the stages Activation Exposure Repetition and Production since these stages have successfully worked in this study. Second considering the limitation in the current study and that the AERP strategy can be employed not only in Math written in English but also in other content subjects such as Science written in English the future researchers are suggested to conduct research on the other content subjects with some modifications or developments. It is because the AERP strategy has been proven to be useful to improve the quality of the teaching and learning process focusing on content subjects written in English.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 08 Sep 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58551 |
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