Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal JKIP (Jurnal Keguruan dan Ilmu Pendidikan)
Marzuki, Mutmainnah
Fakultas Keguruan dan Ilmu Pendidikan
Education Languange, Linguistic, Communication & Media Mathematics Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
THE USE OF ENGLISH TEACHER REPETITION IN THE CLASSROOM INSTRUCTION Marzuki, Mutmainnah
JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 3 No 2 (2016): JKIP
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7.602 KB)

Abstract

The objectives of the research were to find out the function and the types of English teacher repetition in the classroom interaction and it focused on the psycholinguistic discipline. Based on the Tannen (2007) theory there are six types of repetition, they are (1) participatory listenership, (2) ratifying listenership, (3) humor, (4) savoring, (5) stalling, and (6) expanding. In another side that Tannen (2007) categorize the function of repetition they are (1) production, (2) comprehension, (3) Connection, (4) interaction. The results of the research are just some of types that teacher used in the classroom interaction, they are: participatory and ratifying listenership, it means that the students receive and understand what the teacher said and when the speaker says several words and it could be repeated by the listener just a part of the speaker’s words or the speaker incorporates the repeated phrases into their own sentence. About the functions are just production and connection.
THE EFFECT OF LANGUAGE LEARNING STRATEGIES TRAINING TOWARD STUDENTS’ READING ACHIEVEMENT OF SMA NEGERI 8 BULUKUMBA Marzuki, Mutmainnah
JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7.602 KB)

Abstract

The objectives of the research were to find out (1) the language learning strategies are dominantly used by the students, (2) the significant difference of the students’ reading improvement between the students who were given language learning strategies training and who were not given language learning strategies training, and (3) whether or not there is any effect of dominant language learning strategies used by the students toward their reading achievement. The results of this research showed that (1) the social strategies were marked as the highest usage or the dominant strategies used by the students and followed by metacognitive strategies, (2) there was significant difference of the students’ reading improvement between the students who were given the language learning strategies training and who were not given the language learning strategies training, and (3) there was not an effect of dominant of language learning strategies training (metacognitive and social strategies) simultaneously toward the students’ reading achievement. Meanwhile, in detail analysis or partial analysis showed that only social strategies had an effect toward the students’ reading achievement, but for metacognitive strategies had not an effect toward the students’ reading achievement. 
Co-Authors