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The Effectiveness of Reflection Learning Method to Increase the First Grade Students’ Writing Skill of SMA Negeri 2 Sungguminasa Gowa Regency Musdalifah Musdalifah
Edumaspul: Jurnal Pendidikan Vol 2 No 1 (2018): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v2i1.19

Abstract

This research consisted of two objectives research, first objective research that was to find out the students’ increased of content of writing recount text by using reflection learning method at the first grade students of SMA Negeri 2 Sungguminasa Gowa Regency, and second objective research that was to find out the students’ increased of organization of writing recount text by using reflection learning method at the first grade students of SMA Negeri 2 Sungguminasa Gowa Regency. There were of assessment focused on the skill of students to write a recount text from content which consisted of unity, and completeness; organization which consisted of coherence, and spatial order; and generic structures which consisted of orientation, events, and reorientation. This research applied Classroom Action Research (CAR) design which divided into two cycles (cycle I and cycle II) and consisted of four stages or phases (planning, implementation of action, observation, and reflection). The subject of this research that was students of class X which consisted of 33 students. The instrument of this research that was writing test which it used recount text. The test would be used in the last item of every cycle. Moreover, based on the students’ score in cycle I and cycle II, it showed that the score of students is increased from the standard score 7.00 with the significant increased 47.27 %.
THE EFFECTIVENESS OF CURSORY READING TECHNIQUE TO INCREASE THE SECOND GRADE STUDENTS’ READING COMPREHENSION OF SMA MUHAMMADIYAH KALOSI ENREKANG REGENCY Musdalifah Musdalifah
Edumaspul: Jurnal Pendidikan Vol 1 No 1 (2017): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v1i1.46

Abstract

This research consisted of two objectives research, first objective research that was to find out whether or not the use of the cursory reading technique is effective to increase the reading comprehension of students, and second objective research that was to find out whether or not the interested of students in learning reading comprehension by using cursory reading technique. This research applied a quasi-experimental design, and cluster random sampling technique. The population of this research that was the second grade students of SMA Muhammadiyah Kalosi Enrekang regency. The sample of this research consisted of 72 students which divided two groups (experimental and control group). Research instruments were used to collect the data of reading comprehension in this research those are reading test and questionnaire. The result of the students’ reading comprehension in this research explained that the experimental group increased significantly. Moreover, based on the students’ response on questionnaire showed that the mean score of interest was 75.00 and it was categorized as interested.
Pengembangan Kompetensi Mahasiswa Melalui Efektivitas Program Magang Kependidikan Ismail Ismail; Hasan Hasan; Musdalifah Musdalifah
Edumaspul: Jurnal Pendidikan Vol 2 No 1 (2018): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v2i1.48

Abstract

Aspek terpenting dalam program magang adalah menyiapkan lulusan calon pendidik yang profesional diperlukan pentahapan sejak dari kemampuannya mengenali, mengamati sekolah sampai dengan dapat berdiri mengajar di kelas sebagai sosok yang dinanti dan dirindu oleh peserta didiknya dibutuhkan proses panjang. Penelitian ini bertujuan untuk mengungkapkan bagaimana program magang dapat menguatkan kompetensi calon guru yang terdiri dari 1) Kompetensi Paedagogik, 2) Kompetensi Profesional, 3) Kompetensi Sosial, dan 4) Kompetensi Kepribadian. Jenis penelitian ini adalah penelitian kualitatif, dengan pendekatan fenomenologi. Teknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Teknik analisis data menggunakan analisis interaktif. Hasil penelitian menunjukkan bahwa Peningkatan kompetensi mahasiswa melalui program magang meliputi aspek: kompentesi pedagogik, kompentensi profesional, kompetensi sosial, dan kompetensi kepribadian sosial telah mencapai standar profesi dan dijadikan sebagai tauladan bagi calon guru. Mahasiswa magang 2 sudah memiliki konsep dalam menyusun Rencana Proses Pembelajaran (RPP), yang terdiri dari pengetahuan membuat perencanaan pengajaran, pelaksanaan pengajaran, sampai pada evaluasi pengajaran, dan bahkan sarana dan prasarana, serta administrasi kesiswaan. Mahasiswa juga memperoleh kompetensi kepribadian dalam wujud softskill meliputi: keterampilan berkomunikasi, keterampilan beradaptasi dalam pekerjaan, keterampilan mengelola kerja tim, keterampilan bersosialisasi, serta ketelitian dalam bekerja. kompetensi tersebut dapat terinternalisasi di dalam diri mahasiswa sebagai insan akademik dengan ditopang beberapa matakuliah penunjang.
The Effectiveness of Reflection Learning Method to Increase the First Grade Students’ Writing Skill of SMA Negeri 2 Sungguminasa Gowa Regency Musdalifah Musdalifah
Majesty Journal Vol. 1 No. 1 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i1.21

Abstract

This study aimed to determine the effectiveness of the reflection learning method in improving the writing skill of first-grade students at SMA Negeri 2 Sungguminasa, Gowa Regency, particularly in writing recount texts. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 33 students of class X. The instrument used was a writing test administered at the end of each cycle to assess three aspects of writing: content, organization, and generic structure. The findings showed a consistent improvement in students’ writing performance from Cycle I to Cycle II. In content, the mean score increased from 5.37 to 7.53, representing a 40.22% improvement. In organization, the mean score rose from 5.47 to 8.21, with a 50.09% improvement. In generic structure, the mean score improved from 5.36 to 8.38, indicating a 51.49% improvement. Overall, the students’ writing mean score increased from 5.40 in Cycle I to 7.95 in Cycle II, with a significant improvement of 47.27%. These findings indicate that the reflection learning method was effective in improving students’ writing skill, especially in developing content, organization, and generic structure in recount text writing.
The Comparison of Mind Mapping and Semantic Mapping to Enhance the Reading Comprehension Musdalifah Musdalifah
Majesty Journal Vol. 1 No. 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.25

Abstract

This study aimed to compare the effectiveness of Mind Mapping and Semantic Mapping in enhancing students’ reading comprehension and interest in learning English at SMA Muhammadiyah Kalosi, Enrekang Regency. The study employed a quasi-experimental design with cluster random sampling. The sample consisted of 72 second-grade students divided into two experimental classes, with 36 students in each class. The first class was taught through Mind Mapping, while the second class was taught through Semantic Mapping. The instruments used were a reading comprehension test and a questionnaire. The findings showed that both techniques improved students’ reading comprehension, but Mind Mapping produced better results. The mean score of the Mind Mapping class increased from 68.86 in the pre-test to 84.00 in the post-test, while the Semantic Mapping class improved from 69.00 to 76.97. Statistical analysis also showed a significant difference between the two groups in the post-test. In terms of learning interest, students taught through Mind Mapping demonstrated a higher level of interest than those taught through Semantic Mapping. Most students in the Mind Mapping class were categorized as highly interested, whereas most students in the Semantic Mapping class were in the moderate category. It can be concluded that Mind Mapping was more effective than Semantic Mapping in improving both reading comprehension and students’ interest in learning English.
Co-Authors Hasan Hasan Ismail