JKIP (Jurnal Keguruan dan Ilmu Pendidikan)
JKIP adalah Jurnal kependidikan dan keguruan yang telah mendapat beberapa indeksasi nasional dan internasional. Tema yang diangkat adalah kesusasteraan, seni, bahasa (Indonesia dan Inggris), sosiologi, kewarganegaraan, fisika, matematika, biologi, anak usia dini, teknologi pendidikan, guru sekolah dasar.
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<![CDATA[THE USE OF POINT COUNTERPOINT METHOD TO IMPROVE STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Maharida, Maharida]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[The objective of this research was intended to find out how the Point Counterpoint Method can improve of students’ speaking ability at XI MM I of SMK Negeri 1 Bungoro, Pangkep. The research method used a classroom action research which consisted of two cycles. Each cycle consisted of four meetings. It meant that there were eight meetings for two cycles. This classroom action research was conducted at class XI MM I of SMKN 1 Bungoro, Pangkep on 2012/2013 academic year. The subjects of the research were the students of class XI which consisted of 30 students. The instrument used speaking test. The findings of the research were the improving of the students’ pronunciation, grammar and vocabulary in speaking. The mean score of the students’ pronunciation (vowels and consonant) in D-Test was 42.06, in cycle I was 60.11 and in cycle II was 71.37 and the improvement of the students’ pronunciation mean score in D-Test to cycle I was 43.22%, in cycle I to cycle II was 23.51%, in D- Test to cycle II was 70.07%, while students’ grammar mean score (Simple Present Tense and Future Tense ) in D-Test was 47.77, in cycle I was 59.24 and in cycle II was 73.58 and the improvement of the students’ grammar mean score in D-Test to cycle I was 23.97%, in cycle I to Cycle II was 24.29%, in D-Test to cycle II was 51.16% while students’ vocabulary (noun and verb) mean score in D Test was 53,3, in cycle I was 63.58 and in cycle II was 72.99 and the improvement of students’ vocabulary mean score in D-Test to cycle I was 19.24%, in cycle I to cycle II was 14.9%, in D-Test to cycle II was 37.16%.The students’ activeness toward teaching learning process by using a Point Counterpoint Method was increased. It can be seen from the observation result of the students’ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle II always grow up. It could be stated that the research was successful. ]]>
<![CDATA[THE USE OF ENGLISH LANGUAGE TEACHING PODCAST IN TEACHING LISTENING OF STUDENTS ]]>
<![CDATA[Sangkala, Ismail]]>;
<![CDATA[ul Haq, Muhammad Zia]]>;
<![CDATA[Sakka, Fitriah Binti]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[This research is descriptive method, it aimed to give description about the effectiveness of ELT Podcast in encouraging the students’ motivation in learning listening skill at Students’ of Class XI MA GUPPI Samata, Gowa. The treatment in this research was giving ELT Podcast focus to dialog material for six meeting. After that, the researcher used the questionnaire to collect the data of sample to determine the motivation of students in studying listening. The instrument was questionnaire, it used to get the students’ motivation in learning listening through ELT podcast. The questionnaire consisted of 20 items and they were divided into two statements; they are 15 positive statements and 5 negative statements. After doing the research, the researcher found that the students had a high motivation in learning listening by using ELT Podcast at Students’ of Class XI MA GUPPI Samata, Gowa. This statement was proved by the finding of the data through using a questionnaire that showed the students’ response was dominated by strongly agreed and agree there were 15 students (51.72%) chose high motivation, 14 students (48.28%) chose very high motivation and the mean score of questionnaire is 79. Based on these data, the researcher concluded that ELT Podcast is a good media that should be considered to be applied in the English classroom, because it showed a good interest on the students in learning listening.]]>
<![CDATA[IMPROVING THE STUDENTS’ MOTIVATION IN SPEAKING BY USING PICTORIAL RIDDLE ]]>
<![CDATA[Muhalim, Muhalim]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[This research purposed to find out how the Pictorial Riddle Approach improves the students’ motivation in speaking accuracy and speaking fluency at the Second Year students of SMA Muhammadiyah 4 Makassar. This research was a classroom action research (CAR) which consisted of two cycles in which every cycle consisted of four meetings. The subject of this research was one of classes with the total of students is 26 students. The instruments were questionnaire, speaking test and observation sheet. The research findings indicated that using Pictorial Riddle Approach could improve the students’ motivation in speaking term of speaking accuracy and speaking fluency, from table 6 indicated that there was improvement the students’ speaking accuracy from D-test to Cycle I was 16.45 %, the increase of the students’ speaking accuracy from Cycle I to cycle II was 9.72 % and the increase of the students’ speaking accuracy from D-test to cycle II was 25.65%. The other hand the students’ speaking fluency from diagnostic test to cycle I was 1.54 %, the increase of the students’ speaking fluency from cycle I to cycle II was 0.73 %. The students’ frequency and percentage of D-Test in Questionnaire for D-Test for positive statement/favorable is 31.51 % students disagree, in negative statement/unfavorable is 27.30 students get undecided, means score was 51.57 as low motivation. In Cycle I for positive statement is 34.22 % students get undecided, in negative statement/unfavorable is 37.68 % students get undecided, mean score was 67.57 as average motivation. After taking Cycle II positive statement/favorable is 43.07 % students get agree and the negative statement/unfavorable is 46.15 % students get agree, mean score was 79.42 as high motivation. Based on the result of the data analysis above, the researcher concluded that the students’ at The Second Year Students of SMA Muhammadiyah 4 Makassar had high motivation, active in speaking focus on accuracy and fluency in English. It means that Pictorial Riddle Approach can improve the students’ motivation in speaking.]]>
<![CDATA[IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CAROUSEL BRAINSTORM STRATEGY ]]>
<![CDATA[Burhanuddin, Wildhan]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[This research aimed to explain about how is the Improving the Students’ Reading Comprehension Through Carousel Brainstorm Strategy At The Second Students Of MA (Madrasah Aliyah) Al-Hikma Kab. Mamuju Utara. The problem statement of the research were how is the improvement of the students’ literal comprehension through Carousel Brainstorm Strategy. The researcher used a Classroom Action Research (CAR). The researcher conducted two cycles, where each cycle consisted of four meetings. It employed descriptive test as instrument. A number of subjects of the research were 47 students in the second class of MA (Madrasah Aliyah) Al-Hikma. The researcher took real data from the school to know the students’ reading comprehension. In term of collecting data the researcher used category proposed by Gay (1981) to grade students’ achievement in reading comprehension during the research sessions. The research findings indicated that Carousel Brainstorm Strategy can improve of the students’ reading comprehension where the means score of D-Test (51.1%) and after evaluation in cycles I and II, the means scores improvement from (68.1%) in the first cycle and (78.2%) in the second cycle. Thus, the improvement of the student’s reading comprehension from D-Test to cycle I (33.26%) and cycle I to cycle II (14.83%) and from D-Test to cycle II (53.03%) While the standard target achievement KKM 75. Based on the score in cycle II the score categorized as Good. It can be stated that the students’ reading comprehension at the second grade students of MA (Madrasah Aliyah) Al-Hikma was a low level before the test in the first cycle and the position of reading comprehension moved into a high level after the test in the second cycle. ]]>
<![CDATA[IMPROVING THE STUDENTS’ WRITING SKILL BY USING SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) ]]>
<![CDATA[Mallapiang, Yasser]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[This research aimed at finding out the improvement of the students’ ability in writing specially for narrative text in terms of grammar and vocabulary by using Sheltered Instruction Observation Protocol (SIOP) model.The researcher used a Classroom Action Research (CAR) to explain the improvement which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at thesecond year of Senior High School Muhammadiyah 2 Kapopposang Makassarwith the number of the subject i.e. 22 students. The data analyze shows thatthe application of SIOP model issignificant in improving the students’ writing ability in terms of grammar and vocabulary. It is proved by the mean score of cycle I is 6,11 then improved to be 7,22 in cycle II. They are higher than the mean score of diagnostic test namely 5,69. It means that there is the improvement of the students’ writing ability in terms of grammar and vocabulary in narrative text. Based on the findings above, the researcher made conclusion that by application SIOP Model could improve the students’ writing skill achievement in narrative text.]]>
<![CDATA[THE IMPROVEMENT OF THE STUDENTS’ SPEAKING PROFICIENCY THROUGH PLUS, MINUS, INTERESTING (PMI) STRATEGY ]]>
<![CDATA[Azis, Awalia]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[This research aimed to find out whether through Plus, Minus, Interesting (PMI) Strategy (An Experimental Study at the Second Grade of SMA Datuk Ribandang Makassar) can improve the students’ speaking proficiency in terms speaking accuracy dealing with pronunciation and fluency dealing with smoothness. A pre-experimental design was employed with one class of the second grade in SMA Datuk Ribandang Makassar, selected purposively as sample. The data obtained through a pre-test and post-test in speaking test. The research results indicated that the use of Plus, Minus, Interesting (PMI) Strategy could improve the students’ accuracy and fluency in speking proficiency especially in pronunciation, vocabulary and smoothness. It was proved by the students’ mean score of pre-test was (5.28) and in post-test was (7.62). The findings of this research shows that the value of t-test in the posttest is higher than t table (4.29 > 2.09). It means that there was significant difference of the students’ pronunciation and smoothness in speaking English before and after being taught using Plus, Minus, Interesting (PMI) Strategy at the Second Grade of SMA Datuk Ribandang. The statistical computation showed that Plus, Minus, Interesting (PMI) Strategy was effective in improving the students’ speaking proficiency in accuracy and fluency.]]>
<![CDATA[THE IMPROVEMENT OF ENGLISH PRONUNCIATION THROUGH YOUTUBE VIDEOS ]]>
<![CDATA[Ariana, Ariana]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[The research was aimed at finding out the students’ pronunciation achievement at the second year students of SMK Negeri 1 Limbung by using YouTube Videos, and finding out whether or not using YouTube Videos is effective to improve students’ pronunciation. The design of the research was pre-experimental with one group pre-test and post-test design. It aimed at find out whether YouTube videos developed students’ pronunciation after gave treatments or not. The research applied pre-experimental method, with pre-test and post-test to one experimental group. The population of the research was the second year students of SMK Negeri 1 Limbung in academic year 2014-2015. The XII/A class consists of 15students and XII/B class consist of 20 students. The number of population was 35 students. This research used the purposive sampling technique that is carries out by choosing one class to represent all the population. Class XII/A as sample of the research consists of 15 students. Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes that (1) YouTube Videos gives the students’ achievement in improving pronunciation. It is proven by 53% of improvement which indicates that the mean score of post-test ( ) is higher than the mean score pre-test (52), and (2) YouTube Videos is effective to improve the students’ pronunciation. It is proved by improvement which indicates that the mean score of post-test ( ) is higher than the mean score of pre-test (52). It also can be seen from the result of t-test is greater (8.5) than t-table (2.14). That means there is the significance different by using YouTube Videos in teaching pronunciation. In the other word there is the improvement of the students’ pronunciation through YouTube Videos in teaching process. ]]>
<![CDATA[THE EFFECT OF LANGUAGE LEARNING STRATEGIES TRAINING TOWARD STUDENTS’ READING ACHIEVEMENT OF SMA NEGERI 8 BULUKUMBA ]]>
<![CDATA[Marzuki, Mutmainnah]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[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. ]]>
<![CDATA[IMPROVING THE STUDENTS’ WRITING SKILL THROUGH ROUNDTABLE TECHNIQUE ]]>
<![CDATA[Setiadi, Astrianto]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[This research aimed to explain the improvement of the students’ writing in terms of content dealing with unity and completeness and organization dealing with vocabulary. To explain the improvement, the researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the second year students of SMP Muhammadiyah 5 Mariso, Makassar with a number of the subject were 30 students. The research findings indicated that the application of Roundtable Technique was significant in improving the students’ writing ability in terms of content and organization. It was proved by the mean score of cycle I was 63.75. It was classified as fair then improved to be 78.16. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 50.70 that classified as poor. Therefore there was the improvement of the students’ writing ability in terms of content dealing with unity and completeness and organization dealing with vocabulary.]]>
<![CDATA[IMPROVING THE STUDENTS’ ABILITY IN WRITING NARRATIVE PARAGRAPH THROUGH FREE WRITING BLIND TYPING ]]>
<![CDATA[Ilmiah, Ilmiah]]>
<![CDATA[ JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 2 No 1 (2015): JKIP ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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<![CDATA[This research aims at finding out the improvement the students’ ability in writing narrative paragraph through free writing( A Classroom Action Research in Class XI IPA 3 of Sma Negeri 1 Sinjai Barat, Sinjai) The researcher questions of the research are how do the students improve their writing proficiency in narrative paragraph by using free writing blind typing? and how do the students improve their writing proficiency in recount paragraph by using free writing blind typing? The researcher used A Classroom Action Research (C.A.R). Two cycles had been conducted, where each cycle consisted of four meetings. It employed writing test as instrument. A number of subjects of the research were 35 students of class XI IPA 3. The results of the student's writing test in cycle 1 and cycle 2 had increased in different scores. There was increasing by students at the end action of second cycle. The means scores of narrative in data source was 61.90 become 68.33 in cycle 1, and after revision in the cycle 2 the mean score in cycle 2 was 76.66 by implemented of recount text. Therefore the improvement of narrative text in cycle 1 to recount text in cycle 2 was 23.84%. Meanwhile, the successful minimal criteria (KKM) was 65. The research findings indicated that use of Freewriting Blind Typing method could increase the students’ writing proficiency.]]>
