TEACHING WRITING THROUGH LESSON STUDY AT THE SIXTH SEMESTER STUDENTS OF PALOPO COKROAMINOTO UNIVERSITY

This research deals with the effective way to apply lesson study effectively in teaching writing at the sixth semester students of Palopo Cokroaminoto University. This research applied Classroom Action Research method by using four stages, such as planning, action, observation, and reflection.The population of this research was the sixth semester students of English Language Education Study Program in CokroaminotoPalopo University in academic year 2016. The total number of population was 15 students. The researcher applied the purposive sampling technique. The instrument is writing test and observation.In collecting the data, the researcher has done three cycles. Every cycle comprises four steps, namely planning, acting, observation and reflection. Based on the findings and discussion in the previous chapter, the researcher concludes that applying lesson study is effective in teaching writing at the sixth semester students of CokroaminotoPalopo University. It can be proven by students’ mean score in the first cycle 43, in the second cycle 60 and improve became 79 in the third cycle

Students’ Perception of Mind Mapping in Learning Vocabulary

This research deals with the sixth year students’ perception of mind mapping in learning vocabulary at PalopoCokroaminoto University. The population of this research was the primary school teacher education study program in PalopoCokroaminoto University in academic year 2021/2022. The total number of population was 10 students. The researcher used the purposive sampling. Based on the findings and discussion in the previous chapter, the researcher concludes that the English students give positive perception mind mapping in PalopoCokroaminoto University. It is supported by students’ answer about mind mapping that “mind mapping is good and appropriate to be used in learning vocabulary

Teachers Perceptions of Lesson Study Implementation at Bua Secondary School

This research is descriptive research with a qualitative approach. It aims to find out how the teachers’ perception regarding the implementation of lesson study. There were 4 teachers of Bua Secondary School who were involved as model teachers in LS activities as respondents in this study. The instruments used questionnaire to gain data of the students’ perception and observation sheet for lesson study activities to support the data. The result of this research shows that through lesson study their students be more active, they become innovative and creative to design and implement differentiation learning, and lots of input or suggestion from observers can improve quality of learning, Moreover, they state that by lesson study they got benefit such as: they can design fun and innovative learning, provide fun learning to students, elaboration occurs in the learning strategy, and through lesson study activities can improve the quality of learning so that it is more meaningful and pro-students. Based on the result, it can be concluded that all the respondents have good perception towards the implementation of lesson study at Bua Secondary School

Penggunaan Pemetaan Pikiran untuk Meningkatkan Kemampuan Menulis Deskriptif Siswa Semester Empat Jurusan Bahasa Inggris pada Universitas Cokroaminoto palopo

ABSTRAK JUWITA CRESTIANI M. “Penggunaan Pemetaan Pikiran untuk Meningkatkan Kemampuan Menulis Deskriptif Siswa Semester Empat Jurusan Bahasa Inggris pada Universitas Cokroaminoto palopo” (Dibimbing oleh Mansur Akil and Kisman Salija) Tujuan dari penelitian ini adalah untuk menemukan apakah penggunaan pemetan pikiran dapat meningkatkan kemampuan menulisnya siswa yang meliputi isi, pengaturan, kosakata, penggunaan bahasa dan mekanisme atau tidak dan komponen mana yang dominan meningkat dengan menggunakan pemetaan pikiran. Penelitian ini menggunakan metode quasi experimental. Penelitian ini ditentukan oleh dua kelas yaitu kelas eksperimen dan kelas kontrol. Setiap kelas terdiri dari 30 siswa. Sampel dipilih dengan menggunakan sample purposive. Alat dari penelitian ini adalah tes tulis. Dalam pengumpulan data, peneliti menggunakan beberapa prosedur yaitu pretest, treatment, posttest. Pada kelas eksperimen, siswa diberikan materi melalui pemetaan pikiran selama lima kali sementara pada kelas kontrol juga diberikan pengajaran melalui cara konvensional (metode ceramah) selama lima kali. Peneliti menggunakan tes tulis pada kedua kelas eksperimen dan kontrol. Data dari kemampuan menulisnya siswa dianalisis dengan menggunakan statistik inferensial melalui program SPSS versi 17.0. Aplikasi pemetaan pikiran meningkatkan kemampuan menulisnya siswa pada teks deskriptif. Hal ini didukung oleh mean skor pada kelas eksperimen di posttest adalah 81.61 (baik) klasifikasi. Sementara mean score pada kelas kontrol di posttest adalah 49.86 (rendah) klasifikasi. Mean skor tersebut juga dibuktikan oleh peningkatan yang berbeda pada komponen menulis (isi, pengaturan, kosakata, penggunaan bahasa dan mekanisme) dari kedua kelompok dalam posttest yang diambil dari kedua penilai. Ini menunjukkan bahwa penggunaan pemetaan pikiran dapat meningkatkan kemampuan menulis siswa pada kelas eksperimen. Hal ini membuktikan bahwa pemetaan pikiran lebih efektif untuk meningkatkan kemampuan menulis siswa. Ini menunjukkan bahwa hipotesis alternative signifikan diterima. Komponen menulis secara dominan meningkat adalah isi. Hasil data membuktikan kesimpulan yang didasarkan pada data dari peneliti dan dosen pada table 4.51 yang menunjukkan bahwa mean score pada isi adalah 84.44 dan ini lebih tinggi dari komponen lainnya. ABSTRACT JUWITA CRESTIANI M. “Applying Mind Mapping to Improve Descriptive Writing Ability of the Fourth Semester Students of English Department of Cokroaminoto University of Palopo” (supervised by Mansur Akil and Kisman Salija) The objectives of this research were to find out whether or not the application of mind mapping can improve the students’ writing ability covering content, organization, vocabulary, language use and mechanics components and the aspect which is dominantly improved by applying mind mapping. This research applied quasi experimental method. This research consisted of assigned two groups namely experimental group and control group. Each group consisted of 30 students. The sample was chosen by purposive random sampling technique. The instrument of this research was writing test. In collecting data, this research used some procedures namely pre test, treatment, post test. In the experimental group, the students were given material through mind mapping for five times while in control group, the students were also given treatment through conventional way (lecturing method) for five times. The researcher used writing test both in experimental and control group. The data of students’ writing ability were analyzed by using inferential statistics through SPSS 17.0 version. The application of mind mapping improved the students’ writing ability in descriptive text. This is proved by the mean score of experimental group in posttest was 81.61 (good) classification. While the mean score of control group in posttest was 49.86 (poor) classifications. It was also proved by the different improvement of writing components (content, organization, vocabulary, language use, and mechanics) of both groups in the posttest which was taken from both valuators. Those improvements showed that applying mind mapping improved the students’ writing ability in the experimental group. It is more effective to improve the students’ writing ability. It indicated that the alternative hypothesis (H1) was significantly approved. Component in writing dominantly improved is content. The data result proves such conclusion which is based on the data from researcher and lecturer in the table 4.51 that showed that the mean score of content was 84.44 and it was higher than the other components