Using The “Dash” (Duplicated Answer Sheets) Method In Improving Students' Reading Comprehension

This study aims at finding out to what extent DASH method improves students' reading comprehension and how good the students' improvement regarding their reading comprehension after taught through DASH method. This study was conducted at SMAN 1 Tanete Rilau, Barru Regency. The study used pre-experimental design involving only one class to observe, out of two hundred-eighty population of eleventh-grade students of IPA-II classes at SMAN-1 Tanete Rilau in academic year 2014/2015. The technique sampling was cluster random sampling. The instruments of collecting data used in this study were multiple choice and essay which were used to measure the students' comprehension in reading. Based on the data collected from the students showed that the post-test value is higher than pre-test table, so the null hypothesis is rejected. It means there is an influence of “DASH” (Duplicated Answer Sheets) method on student reading ability. So the students have responsibility and feel enjoy the learning process. It means that can “DASH” (Duplicated Answer Sheets) method be used as one of the alternatives to teach reading. Further study is suggested to conduct the investigation of other teaching method or strategy that can be applied by the teacher to encourage their student in reading comprehension

Cooperative Learning Stad Type Method to Improve the Students Reading Achievement

The objective of the research is to find out the improvement of the students\u27 reading achievement. It is done through cooperative learning STAD type method. It is a classroom action research at the first-grade students of SMP Kartika XX-3 Makassar. The research was conducted in two cycles in which every cycle consisted of four meetings. This research was held at the first year students of SMP KARTIKA XX-3 MAKASSAR. The subject of this research was class VII.B in 2011/2012 academic year. The students\u27 improvement in reading comprehension could be seen in their mean score namely 5,59 in D-test, 6,33 in cycle 1 and then it became 7,29 in cycle 11. The students\u27 literal reading comprehension dealing with the main idea and meaning of the word sentence in reading the text was 5, 65 in D-test 6, 44 in cycle 1 and it became 7, 65 in cycle 11. In D-test in the first meeting, the percentage of students\u27 activeness is 69%, and in the second meeting is 75%, and in the third meeting is 77% while in the last meeting is 82%. And then after the evaluation in the cycle II the improvement of the students\u27 reading comprehension

Double Entry Journal Technique for the Students' Reading Comprehension

The objective of the research is to know the improvement of the students' reading comprehension using double entry journal technique at the second year students' of SMA Neg. 1 Pasui. This research is a classroom action research consist of two cycles, the mean score of the students' reading comprehension for diagnostic-Test is 5.95 which is categorized as poor classification. While the mean score of the students' reading comprehension in cycle I was 6.39. It is higher than the students'' D-Test. But the result was still not significant because it is still categorized as fair and under the KKM 60. So the research is continued to the cycle II and the mean score of the students' reading comprehension of cycle II was 6.82. Having analyzed the data, it can be stated that the students' reading comprehension at the second year in class XI of SMA Neg.1 Pasui is poor level before applying the double entry journal technique, but after applying the technique in the second cycle, the students' reading comprehension is classified as good categories

THE USE OF MISTAKE BUSTER TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL

This research aimed to find out whether or not Mistake Buster Technique is effective to be used in writing a recount composition and find out the extent to which Mistake Buster Technique improve the ability of students in writing a recount composition for the Second Grade Students. A  quasi-experimental design was employed  with two  classes of the  second graders at  one school  in Makassar selected  purposively as a sample.  The data were obtained through a pre-test and a post-test.  The writing  assessment was adopted  from  Depdikbud  (1996)  covering language use and organization.  The findings were analyzed statistically sing independent t-test procedure.The research findings indicated that the use of Mistake Buster Technique could improve the students‘ writing skill in language use and organization in writing recount composition. It was proved by the students’ mean score of experimental class in pre-test was (10.125) and in post-test was (65.5).While the mean score of control class in pre-test was (9.375) and in post-test was (41.125). The findings of this research shows that the value of t-test in the posttest is higher than t table (4.28 2,02). It means that there was a significant difference of the students’ writing skill in language use and organization in writing recount composition before and after being taught using Mistake Buster Technique at the Second Grade of SMPN 33 Makassar. The statistical computation showed that Mistake Buster Technique was likely effective in improving the students’ writing skill on language use and organization in writing recount composition

USING THE “DASH” (DUPLICATED ANSWER SHEETS) METHOD IN IMPROVING STUDENTS’ READING COMPREHENSION

This study aims at finding out to what extent DASH method improves students’ reading comprehension and how good the students’ improvement regarding their reading comprehension after taught through DASH method. This study was conducted at SMAN 1 Tanete Rilau, Barru Regency. The study used pre-experimental design involving only one class to observe, out of two hundred-eighty population of eleventh-grade students of IPA-II classes at SMAN-1 Tanete Rilau in academic year 2014/2015. The technique sampling was cluster random sampling. The instruments of collecting data used in this study were multiple choice and essay which were used to measure the students’ comprehension in reading. Based on the data collected from the students showed that the post-test value is higher than pre-test table, so the null hypothesis is rejected. It means there is an influence of “DASH” (Duplicated Answer Sheets) method on student reading ability. So the students have responsibility and feel enjoy the learning process. It means that can “DASH” (Duplicated Answer Sheets) method be used as one of the alternatives to teach reading. Further study is suggested to conduct the investigation of other teaching method or strategy that can be applied by the teacher to encourage their student in reading comprehension.Keywords: DASH Method, Reading Comprehensio

COOPERATIVE LEARNING STAD TYPE METHOD TO IMPROVE THE STUDENTS READING ACHIEVEMENT

The objective of the research is to find out the improvement of the students’ reading achievement. It is done through cooperative learning STAD type method. It is a classroom action research at the first-grade students of SMP Kartika XX-3 Makassar. The research was conducted in two cycles in which every cycle consisted of four meetings. This research was held at the first year students of SMP KARTIKA XX-3 MAKASSAR. The subject of this research was class VII.B in 2011/2012 academic year. The students’ improvement in reading comprehension could be seen in their mean score namely 5,59 in D-test, 6,33 in cycle 1 and then it became 7,29 in cycle 11. The students’ literal reading comprehension dealing with the main idea and meaning of the word sentence in reading the text was 5, 65 in D-test 6, 44 in cycle 1 and it became 7, 65 in cycle 11. In D-test in the first meeting, the percentage of students’ activeness is 69%, and in the second meeting is 75%, and in the third meeting is 77% while in the last meeting is 82%. And then after the evaluation in the cycle II the improvement of the students’ reading comprehension. Key Word: Reading, STAD type

LEXICAL ERROR IN WRITING ENGLISH WORDS MADE BY STUDENTS OF THE JUNIOR HIGH SCHOOL

The objectives of the research are to find out: The lexical error in writing English noun made by the eighth-grade students of SMP Unismuh Makassar. The lexical error in writing English adjective made by the eighth-grade students of SMP Unismuh Makassar. What lexical error in writing English verb is made by the eighth-grade students of SMP Unismuh Makassar. The result of this research gives information caused by the lexical error of the student’s ability in writing English noun and adjective especially. For the teacher:  the result of this research can be a knowledge and references to all teacher why their students have low ability in writing vocabulary, and also find out the solution so that can create students whose more quality. For students: make students realize their mistake in learning vocabulary, and they can repair their mistake by changes their way in study vocabulary. For researcher: it can be known and references for researcher about the cause of lexical error in writing English words, it also becomes a description of some problem that faces in the school especially to students. Moreover, it can make research have more knowledge how to be a good teacher in the next future.Keyword: Lexical, writing, Junior high school, vocabulary, erro

DOUBLE ENTRY JOURNAL TECHNIQUE FOR THE STUDENTS’ READING COMPREHENSION

The objective of the research is to know the improvement of the students’ reading comprehension using double entry journal technique at the second year students’ of SMA Neg. 1 Pasui. This research is a classroom action research consist of two cycles, the mean score of the students’ reading comprehension for diagnostic-Test is 5.95 which is categorized as poor classification. While the mean score of the students’ reading comprehension in cycle I was 6.39. It is higher than the students’’ D-Test. But the result was still not significant because it is still categorized as fair and under the KKM 60. So the research is continued to the cycle II and the mean score of the students’ reading comprehension of cycle II was 6.82. Having analyzed the data, it can be stated that the students’ reading comprehension at the second year in class XI of SMA Neg.1 Pasui is poor level before applying the double entry journal technique, but after applying the technique in the second cycle, the students’ reading comprehension is classified as good categories.   

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH, IKLIM ORGANISASI DAN KOMPETENSI GURU TERHADAP KINERJA GURU SMP NEGERI 1 PALLANGGA KABUPATEN GOWA

This research aims to determine whether there is an influence of Leadership, Organizational Climate, and Competence on the Performance of First Middle School Teachers (SMP) Negeri 1 Pallangga. This research is an ex-post facto research which is correlational in nature. The population of this research is SMP Negeri 1 Pallangga in Gowa Regency which consists of 75 people. This study uses a questionnaire instrument of Leadership, Organizational Climate, Teacher Competence, and Teacher performance. The statistical analysis used is descriptive analysis and inferential analysis. The results of the analysis show that the leadership of the principal at SMP Negeri 1 Pallangga is categorized as high, with an average score of 32,85 and a standard deviation of 7,86 and located in the 20 - 65 interval. Teacher competence is categorized as high, with an average score of 22,44 and a standard deviation of 4,29 and located at intervals of 10-30 and the work climate of teachers is categorized as high, with an average score of 21,75 and a standard deviation of 3,27 and located at intervals of 14 - 31 While teacher performance is categorized as high, with an average score of 23,45 and a standard deviation of 4,29 and is located at the interval 13-30 and categorized as high.Keywords: Principal Leadership, Organizational Climate, Teacher Competence and Teacher Performanc

Politeness Principles Used by EFL Teachers in Classroom Interaction during Teaching-Learning Process

Politeness is one of the main factors to achieve character education. The teacher should pay attention, show politeness, and consider themselves as part of parents. The purpose is to make some middle school teachers recognize how to criticize appropriately. This research was carried out to identify the types of politeness principles used by the EFL teachers during the classroom interaction, andto find out the effects of politeness principles in the classroom interaction during teaching-learning process. The researcher has chosen English teacher on the seventh and eighth grade at Lab School of UNISMUH Makassar. The researcher joined in the class and recorded the activities when teachers were teaching. The researcher applied descriptive qualitative method to analyze the data, by doing data reduction, data display and conclusion. The researcher used the theory of politeness by Geoffrey Leech (2016) about politeness principle, which consists of six maxims, namely tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. The result of the observation showed that the EFL teachers used five maxims, namely tact maxim, generosity maxim, approbation maxim, agreement maxim, and sympathy maxim.Furthermore, the results of the interviews showed that the principle of politeness could create togetherness between teachers and students, build respect for students, create cooperative interactions between teachers and students, help students to have positive feelings towards lessons, motivate them to participate actively in class and also shapes the character and self-development of students to local culture