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All Journal English Language Teaching Methodology (ELTM)
Ampa, Hj. Andi Tenri
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Social Sciences

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INCREASING THE STUDENTS’ VOCABULARY ACHIEVEMENT IN WRITING SKILL THROUGH WORD ANALOGY TECHNIQUE Alamsari; Ampa, Hj. Andi Tenri; Natsir, Ratu Yulianti
English Language Teaching Methodology Vol. 4 No. 1 (2024): English Language Teaching Methodology (ELTM)
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i1.141

Abstract

The objectives of this research is to find out How are the students’ vocabularies achievement in Writing through word analogy technique in term of noun at the Seventh Grade of MTS Al-hidayah Lemoa and How are the students’ vocabularies achievement through word analogy technique in term of adjective at the Seventh Grade of MTS Al Hidayah Lemoa. This research used Classroom Action Research (CAR), which consists of two cycles and each cycle has four meetings. The result of the study was the used of Word Analogy Tecnique in teaching vocabulary substantially increased students’ vocabulary achievement at MTS Al Hidayah Lemoa. The students increased in vocabulary after using word analogy technique was very good. The students total score in nouns got 895 score in cycle I and in cycle II got 1410 score while the students total score in adjective got 900 in cycle I and in cycle II got 1720 score. The mean score for noun in cycle I got 4,5 score and in cycle II got 7,5 score while for adjective in cycle I got 4,5 mean score and in cycle II got 7,8 mean score it shows that from the diagnostic test who noun got 2,9 score and adjective 2,0 score the students’ vocabulary has increased.
TEACHERS’ PERCEPTIONS ON THE USE OF PEER- CORRECTION AND SELF-CORRECTION TECHNIQUE TO TEACH WRITING Mustika; Ampa, Hj. Andi Tenri; Andi Baso , Farisha
English Language Teaching Methodology Vol. 3 No. 3 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i3.269

Abstract

This study aims to determine the teacher's perception of the use of peer-correction and self-correction techniques to teach writing. This research method is a qualitative descriptive method. Research data were collected through interviews. Data were taken from two English teachers at SMAN 5 SELAYAR.The results of the study reveal that teachers believe that Peer-Correction and Self-Correction Techniques in Teaching Writing have a positive influence on students to gain knowledge, especially in writing lessons. In addition, Peer-Correction and Self-Correction techniques are suitable for use at every level of students. The researcher also found that the teacher had an important role in determining the type of material that was suitable for the learning objectives.    
Co-Authors Alamsari Andi Baso , Farisha Mustika Ratu Yulianti Natsir, Ratu Yulianti