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All Journal EXPOSURE JOURNAL English and Literature Journal English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment Jurnal Guru Pencerah Semesta (JGPS)

Ilmiah

Universitas Muhammadiyah Makassar

Author-ID : 2477992

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 15 Documents Claim Missing Document

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Articles

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AN ANALYSIS OF GRAMATICAL ERROR IN WRITING RECOUNT TEXT Ilmiah Ilmiah
Elite : English and Literature Journal Vol 3 No 1 (2016): June
Publisher : UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (174.571 KB)

AbstractThe final project primarily deals with grammatical error analysis. This artikel aimed at finding out the grammatical error in recount text produced by the third semester students of English Department in Makassar Muhammadiyah University. The researcher used the descriptive analysis approach of which the data were obtained by the student’s recount text writing that consisted of 80 students. Than those writing were errors in producing verb groups, articles, pronouns, proposition, and conjunction. The researcher found that the students made 440 grammatical error of the Orientation, Events, and Reorientation which were classified into: 302 errors in producing verbs, 25 error of use article, 19 errors in the use of pronoun, 29 errors use of proposition, and 65 errors in the use of conjunction. It can be concluded that the students have not deep understanding in using grammatical composition in composing the next into a good structure. It is suggested that the students need more practice dealing with verb forms and tense since they were the basic knowledge needed for telling their experience. AbstrakAnalisis Kesalahan Tata Bahasa dalam Penulisan Recount Text. Jurnal ini bertujuan untuk mengetahui kesalahan tata bahasa dalam teks recount yang dihasilkan oleh mahasiswa semester tiga Jurusan Bahasa Inggris di Makassar Universitas Muhammadiyah. Peneliti menggunakan pendekatan analisis deskriptif dimana data diperoleh dengan menulis recount teks oleh siswa yang terdiri dari 80 siswa. Kesalahan menulis yaitu dalam memproduksi kelompok kerja, artikel, kata ganti, proposisi, dan kata penghubung. Peneliti menemukan bahwa siswa membuat 440 kesalahan gramatikal orientasi, acara, dan reorientasi yang diklasifikasikan ke dalam: 302 kesalahan dalam memproduksi verba, 25 kesalahan penggunaan artikel, 19 kesalahan dalam penggunaan kata ganti, 29 kesalahan menggunakan proposisi, dan 65 kesalahan dalam penggunaan kata penghubung. Dapat disimpulkan bahwa siswa memiliki pemahaman dangkal dalam menggunakan komposisi tata bahasa dalam menyusun struktur yang baik. Disarankan bahwa siswa perlu berlatih lebih yang berkaitan dengan bentuk kata kerja karena mereka membutuhkan pengetahuan dasar untuk menceritakan pengalaman mereka.

AN ERROR ANALYSIS IN THE USE OF PUNCTUATION IN NARRATIVE TEXT AT SECOND GRADE OF SMA NEGERI 1 MAKASSAR Dea Rezky Amelia; Andi Tenri Ampa; Ilmiah Ilmiah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 1 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

The research was aimed to find out the kinds of errors in the use of punctuation in narrative text at second grade of SMA Negeri 1 Makassar. The research focused on five punctuation, they are full stop, comma, question mark, exclamation point, and quotation mark. The method of this research was descriptive quantitative. The subjects of this research took 36 students from 4 classes, it used random sampling technique. The researcher used narrative text as instrument. From the result, there are some kinds of errors students made, they are Misordering, omission, and addition of punctuation. Omission of full stop was dominant error made by students that is 19.22%. In writing, punctuation is very important because it can make reader understand the meaning of writing.

IMPROVING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE TEXTS THROUGH FOUR SQUARE WRITING METHOD Ilmiah Ilmiah; Supardin Supardin; Hasnawati Latief; Muhammad Basri Dalle
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 1 (2017): Exposure
Publisher : Universitas Muhammadiyah Makassar

Writing is a difficult skill for the students at SMPN 26 Makassar. It could be seen from the result of a diagnostic test which showed the ability of the second year students of SMPN 26 Makassar in writing paragraphs was still poor. The students were unable to express their ideas well in making descriptive texts. The research used Classroom Action Research that consisted of planning, action, observation, and reflection. It conducted in two cycles in which each cycle comprised four meetings. The subjects of this research were 28 students of the second year students of SMPN 26 Makassar.The findings indicated that the students’ ability to write descriptive text in cycle 1 has not reached the score target because the mean score of the students was 66.52 that classified as “fairly good” whereas, In cycle 2 the students’ mean score was 75.26. It indicated that the score target has been reached and classified as “Good”. Therefore, the researcher suggested the English teacher apply Four Square Writing Method as one of the alternative ways of teaching writing subject in the classroom especially in teaching the descriptive text.

STUDENTS’ WRITING ERROR IN USING ENGLISH CAUSATIVE Muh Dzul Izza Nawir; Syamsiarna Nappu; Ilmiah Ilmiah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 2 (2019): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v8i2.2799

This research aimed to find out kinds of errors in the use of active and passive English causative in writing is made by the sixth-semester Students English Department at the Muhammadiyah University of Makassar. The method of this research was a correlation with the descriptive quantitative method. The instrument of this research was the writing test. This research took population was the sixth-semester students of English Department at Makassar Muhammadiyah University. This research used the random sampling technique. It is the ideal way to take sample objectively. The researcher took 5 to 6 students from each class by lottery. The total samples were 56 students. The result of the study signs students' error in two categories. They were students’ error in using active and passive English causative. The findings indicated 1107 errors in using active English causative, which the most dominant error is misformation with 578 times of appearances or 52.22%. Addition occupied the second place of the most dominant error with 430 times of appearances or 38.85%. Omission took the third place of the most dominant error with 80 times or 7.22%. Misordering occupied the last place of the most dominant errors with 19 times of appearances or 1.71%. While, the error in using passive English causative indicated 1194 error, which misformation is the most dominant error with 575 times of appearances or 48.16%. Addition occupied the second place of the most dominant error with 394 times of appearances or 33.00%. Furthermore, omission took the third place of the most dominant error with 127 times or 10.64%. Misordering occupied the last place of the dominant error with 98 times of appearances or 8.20%. Based on the research, the researcher concluded that students made the most dominant errors is misformation and the students rarely made misordering errors both are in using active English causative or passive English causative.

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH “TELLS” STRATEGY AT THE FIRST YEAR STUDENTS OF SMA MUHAMMADIYAH 9 PERUMNAS MAKASSAR Ilmiah Ilmiah; Abd Mustakim
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 1 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

This research aimed to improve students’ reading comprehension by using the strategy of title, examine, look, look and setting. This research used Classroom Action Research (CAR) by implementing two cycles (cycle 1 and 2). This research tried to find out the students’ achievement in literal comprehension through TELLS Strategy and the students’ achievement in interpretive comprehension through TELLS Strategy. Then the researcher found the results based on the goals of the research, those were the students’ improvement in literal reading comprehension was 67.75% from 51.31%, as well as the students’ improvement in interpretative reading comprehension 67.10% from 51.31%. It was reached by the implementation of TELLS Strategy in the classroom.Keywords: Reading, TELLS Strategy, CAR, Literal, Interpretative.

THE STUDENTS’ LEARNING INTEREST OF QUIPPER SCHOOL USED BY THE TEACHER IN TEACHING ENGLISH: Descriptive Research Wahfiuddin Jamil; Andi Tenri Ampa; Ilmiah Ilmiah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 2 (2019): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v8i2.2800

This research aims to investigate the students’ interest in learning English towards the use of Quipper School. In this study, 45-eighth-grade students from three classes at Lab SMP School Unismuh Makassar responded to 20-items of the questionnaire about the use of Quipper School in learning English. The data were then analyzed by means of a descriptive quantitative method followed by the random sampling technique to take the sample. The response of this questionnaire was concluded to answer the research question. The results show that most of the students were interested in Quipper School as a medium of learning English in the class. Some of the most appealing features of Quipper School encompassed self-evaluation, cognitive training, accessibility and updated material. These made them be comfortable with learning English which motivated them to study in order to enhance their English skill. Thus, the use of Quipper School was likely to be an effective medium of instruction, and English Teachers should consider incorporating its use in their classrooms. Eventually, it ensured that they would be prepared to communicate with English as a common language used in the globalization era.

USING RANDOM TEXT STRATEGY IN IMPROVING READING COMPREHENSION ABILITY TO THE SECOND YEAR STUDENTS AT SMPN 1 PARIGI Sri Nur Pajrianti; St. Asriati AM; Ilmiah
English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.523 KB)

Pre Experimental research with pre-test and post-test was used in the research. This study sample was class VII.B at SMPN 1 Parigi in academic year 2020/2021 which consist of 22 students. The research findings indicated that at SMPN 1 Parigi, random text strategy will enhance learner’s literal reading comprehension. It was proven by the mean score of pre-test was 46.36 and post-test was 77.77. The improvement of pre-test to be post-test was 67.75%. The result of improvement is also proved with t-test value. The researcher found that the value of t-test was 8.75 was greater that t-table 2.07. It was concluded that the use of the Random Text strategy at SMPN 1 Parigi was effective to improve the literal reading understanding of the students.

INCREASING STUDENTS’ WIRITING ABILITY THROUGH INTERACTIVE WRITING MODEL AT SMAN 1 ENREKANG Intan Hardiyanti Hasri; Andi Tenri Ampa; Ilmiah
Journal of Language Testing and Assessment Vol. 1 No. 1 (2021): Journal of Language Testing and Assessment (JLTA)
Publisher : FKIP Unismuh Makassar

This research aimed to know the increasing students’ writing ability in descripitive and recount text through Interactive Writing Model at the first grade SMAN 1 ENREKANG. The method of this research was pre-experimental research. The sample of this research. The sample of this research consisted of experiment class. Namely class X IPA 5 was 30 students. In the class used Interactive Writing Model. The sample was taken by Random Sampling Technique. Based on the findings, it was found that the value of t-test in writing is descriptive text is greater than the ratio on t-table (3.770) > (2.756) and in recount text t-test is greater than ratio on t-table also (5.420) > (2.756). Based on the table it can be conclude that the alternative hypothesis is accepted. It means that there was increased in the students’ writing descriptive and recount text before and after gave treatment used interactive writing model. Therefore, that result of the pre-test and post-test was significance different. Based on the descriptive, the pre-test and post-test prove the post-test is higher. Based on the explanation, Interactive Writing Model can increase the students’ writing ability in descriptive and recount text.

THE PERFORMANCE ON USING CONJUNCTION BY THE FIFTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT MUHAMMADIYAH UNIVERSITY OF MAKASSAR Mita; Eny Syatriana; Ilmiah
Journal of Language Testing and Assessment Vol. 1 No. 1 (2021): Journal of Language Testing and Assessment (JLTA)
Publisher : FKIP Unismuh Makassar

This study aimed at finding out: 1. How are the students’ performance on the use of coordinating conjunction, 2. how are the students performance on the use subordinating conjunction. The method in this research was descriptive quantitative, the reseacher chooses subject class C by the fifth-semenster studnets of English Department from Muhammadiyah University of Makassar, consisting of twenty students. To got the data of this research were collected through tests and interviews by google form.The test results from students, that students know better the use of coordinating conjunction, many students answer correctly with an average highest score of 670, but the students difficult to distinguish the use of conjunction which has the same meaning, like but and yet, also for and because. for subordinating conjunction. shows, the students low understand the use of that conjunctions, many students answer incorrectly, expecially conjunction althogh, after and where. an average highest score of 605, the students still confused the function of that conjunction itself.

THE STUDENTS’ DIFFICULTIES ON THE USE OF ADJECTIVE PHRASE IN WRITING ENGLISH TEXT Sarmadani; St Asriati AM; Ilmiah
Journal of Language Testing and Assessment Vol. 1 No. 1 (2021): Journal of Language Testing and Assessment (JLTA)
Publisher : FKIP Unismuh Makassar

This study aimed at finding out: (1) What are the students’ difficulties on the use of adjective phrase in writing English text, (2) What are the factors that make students difficult in writing adjective phrase. The method of this research was descriptive quantitative method. Based on the results researcher found the students’ difficulties on the use adjective phrases those are intralingua error and interlingua error. Intralingua error consisted of 41 items or,87.23% students have difficulty in intralingua errors, while interlingua error consisted of 6 items or 12.76% students have difficulty in interlingua errors. Based on the types of adjective phrases, there were 12 items or 25.53% of students have difficulty using predicative adjectives and there were 35 items or 74.46% of students having difficulty using attributive adjectives. The factors that make difficult for students to write adjective phrases in writing are grammatical weaknesses, knowledge, understanding, lack of training and educational background. It can be concluded that there were two students’ difficulty on the use of adjective phrase and 4 factors that make students difficult to make adjective phrase.

Co-Authors Abd Mustakim Ahmad Yaftah Mubarak Andi Dinasti Indra Pratama Andi Tenri Ampa Andi Tenri Ampa Andi Tenri Bali Yahya Dea Rezky Amelia Elvira Trisna Fadillah Eny Syatriana Erwin Akib Hasnawati Latief Hasnawati Latief Intan Hardiyanti Hasri Mahfud Ilham Mita Muh Dzul Izza Nawir Muhammad Basri Dalle Rafiqah Nur Rahman Rahmawati S Rastiandary Rastiandary Ratna Dewi Sarmadani Sri Nur Pajrianti St Asriati Supardin Supardin Syamsiarna Nappu, Syamsiarna Wahfiuddin Jamil

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