The Effects of “One Stays the Rests Stray” and “Lockstep”on the Enhancement of Reading Achievements  

Oleh:

Surjosuseno, Tjahjaning Tingastuti

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: Classroom Practices; 1.“one stay the rests stray” technique; 2. “lockstep” technique; reading achievements; 3. positive interdependence; 4. individual accountability and 5. interpersonal skills.
Fulltext: Tjahjaning Tingastuti Surjosuseno.pdf (168.55KB)

Isi artikel

Not all of students have good achievements in reading texts in English as a foreign language (EFL). (1 & 2 ). The writer was using two groups, quasi-experimental study, post test only design to investigate two techniques designed, “one stay the rests stray” and “lockstep” technique, to increase students’ achievements in EFL reading. Participants in this study included 60 college students in Indonesia who were taken as two intact groups. (3) The result of statistical computations showed that the reading achievements of the experimental group increased. These students were able to have competencies of working in groups, (4 & 5).to have positive interdependence, individual accountability, interpersonal skills, face to face interaction and group processing, which might help keep students work on task, speak orally, recall the knowledge, and comprehend the text well and happily. The application of the “one stays the rests stray” technique could also give them opportunities to answer questions, raise questions, make dialogues, summarize and dramatize materials given during the teaching of reading.

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