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All Journal JURNAL KONFIKS JURNAL ILMIAH PERSPEKTIF
Ahmad Arkam Ramadhani
Universitas Muhammadiyah Bulukumba
Education

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IMPROVING STUDENTS WRITING IMAGINATIVE TECHNIQUE AT THE FIRST YEAR STUDENT OF SMA NEGERI 17 BULUKUMBA (A CLASSROOM ACTION RESEARCH) Ahmad Arkam Ramadhani
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Publisher : LP3M Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.864 KB) | DOI: 10.26618/perspektif.v2i2.1286

Abstract

As for research question is 1. How technique write imagination can improve ability of student in writing deskritip test from to content of technique write imagination at class student early SMA Negeri 17 Bulukumba 2. How technique write imagination can improve ability of student in writing content about understanding of them to article imagine at class early SMA Negeri 17 Bulukumba 3. How technique write imagination can improve livelines of student in writing tes descritive by using theory write imagination at class early SMA Negeri 17 Bulukumba .Class action research (PTK) this  aim to  know improve  of skill writing at  their effective  and student in course of study through technique write this research imagination .is conducted by 2 cycle of each cycle four times meeting with instrument using writing  test. this Research Subject there is 30  student  class early SMA Negeri 17 Bulukumba. Result of research  obtained for the cycle of 1 and 2 there are difference of score that is ,there is final improvement of cycle both . this Research finding indicate that use oft technique writing  imagination can improve ability write diagnostic tes score student 41 becoming 42,83 at first cycle and after revise at  second cycle by applying descritive text reach 68,16 . Minimum successfulness  criterion ( KKM) is 65 where at cycle there is 1 student ( 3.33%) less , 28 student ( 93,33%) student fair,1 ( 3,33%) goodness whereas at cycle to 2 there is 13 student ( 43,33%) goodness and 17(56,66) obtaining very good. This means that tired student efficientcacy of minimum criterion ( KKM) more than semi from them.
IMPROVING READING COMPREHENSION OF THE SECOND YEAR STUDENTS OF SMA NEGERI 16 BULUKUMBA THROUGH RECIPROCAL TEACHING TECHNIQUE. Ahmad Arkam Ramadhani
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Publisher : LP3M Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (880.679 KB) | DOI: 10.26618/perspektif.v3i1.1325

Abstract

This research aimed at finding out whether or not Reciprocal Teaching Technique is effective to know the students’ ability reading comprehension.Pre-experimental method was applied in this research with one group pretest and posttest. The instrument of this research was reading comprehension test that consisted of 40 items in two components, namely 10 items for vocabulary and 30 items for reading comprehension test. The population of this research was the second grade students of SMA Negeri 16 Bulukumba district bontobahari  , academic year 2016/2017. The taken randomly total sample of this research consisted of 30 students from classThe result of this research showed that the second year students of SMA  Negeri 16 Bulukumba disctrict Bontobahari have fairly good score on the pretest with the mean score 7.58 then get improve to excellent score on the posttest with the mean sore 8.01. The data were analyzed by using t-test showed that the value of the t-test 12.5 is greater that the value of the t-table 2.045. It indicated that the Alternative Hypothesis (H1) was accepted and the Null Hypothesis (H0) was rejected. Thus it can be concluded that the use of reciprocal teaching technique is effective in improving the students’ reading comprehension.    
STUDENT’S ATTITUDE ON CRITICAL LITERACY - BASED INSTRUCTION IN TEACHING WRITING IN EFL CLASSROOM Ahmad Arkam Ramadhani
JURNAL KONFIKS Vol 9, No 2 (2022): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/konfiks.v9i2.8720

Abstract

The study investigates the student’s attitude toward critical literacy-based instruction in teaching writing in EFL university classrooms it employs a descriptive study using a purposive sampling technique and takes 30 respondents from EFL university students. The questionnaire and interview were used to collect data on the perception of EFL university Students on critical literacy-based instruction in the process of learning and observation was applied to gain data on the EFL Students’ interaction with critical Literacy based Instruction in teaching critical literacy in teaching writing in EFL classroom fall into 3 categories: (1) highly understanding of Critical Literacy (HUCL): (2) moderately understanding of Critical Literacy (MUCL) (3) low understanding of Critical literacy (LUCL). This research is expected to be beneficial for lecturers, students, and stakeholders to enrich knowledge and develop language skills and proficiency based on critical literacy instruction to teach writing in EFL classrooms. This research is to be a reference for teacher professional development, especially teacher capacity teaching writing EFL classrooms.
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