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INDONESIA
EXPOSURE JOURNAL
Published by Universitas Muhammadiyah Makassar
ISSN : 22527818     EISSN : 25023543     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Exposure Journal publishes academic articles that recognize successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The journal invites submission of 1) Research that emanates from or informs campus-community partnerships; 2) Studies co-authored by faculty, students, and/or community partners; 3) Literature and Teaching English as Foreign Language; and 4) Commentary on emerging trends, developments, and/or challenges.
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IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH PARTICIPATION POINT SYSTEM (PPS) METHOD Jumiati, Andi Asri; Asrina, A. Sri
EXPOSURE JOURNAL Vol 2, No 2 (2013): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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This research was aimed at finding out the improvement of students’ speaking accuracy and fluency through Participation Point System (PPS) Method in teaching speaking. The research method used was class action research design consisting of 4 stages, namely planning, action observation and reflection. It had 2 cycles. The research was implemented on the Tenth grade students of SMA PGRI Sungguminasa 2011/2012. The researcher took 26 students as the subject of the research. The researcher taught speaking English using PPS Method. The data were gathered after scoring the students’ speaking ability on both accuracy (vocabulary and grammar) and fluency (smoothness) through diagnostic test and test of cycle I and II. The research findings showed that the mean score of the students’ speaking diagnostic test was 3.7 as categorized poor (low ability) while the mean score of the students’ speaking test in cycle I was 5.2. It had a significant progress but the result still did not reach the determined standard score 6.5, so the research was proceeded to the cycle II that the researcher gained the mean score 7 as categorized good. It showed that the latest progress in the cycle II had reached beyond the determined standard score and there was a significant improvement on the tenth grade students’ speaking ability on both accuracy (vocabulary and grammar) and fluency (smoothness) in the English teaching using Participation Point System Method at SMA PGRI Sungguminasa 2011/2012.Keywords: Improving, Speaking, Participation, Point, System.Penelitian ini bertujuan untuk mengetahui peningkatan akurasi berbicara siswa dan kelancaran melalui Metode Sistem Partisipasi Poin dalam mengajarkan berbicara. Metode penelitian yang digunakan adalah desain penelitian tindakan kelas yang terdiri dari 4 tahap, yaitu perencanaan, observasi tindakan dan refleksi. Terdiri dari 2 siklus. Penelitian ini dilaksanakan pada siswa kelas Semester kesepuluh di SMA PGRI Sungguminasa 2011/2012. Peneliti mengambil 26 siswa sebagai subyek penelitian. Peneliti diajarkan berbahasa Inggris menggunakan metode PPS. Data dikumpulkan setelah mendapatkan kemampuan berbicara siswa pada kedua akurasi (kosa kata dan tata bahasa) dan kelancaran melalui tes diagnostik dan tes siklus I dan II. Hasil penelitian menunjukkan bahwa nilai rata-rata dari siswa berbicara tes diagnostik adalah 3,7 yang dikategorikan kemampuan rendah sedangkan nilai rata-rata test berbicara siswa pada siklus I adalah 5,2. Terdapat kemajuan yang signifikan tapi hasilnya tetap tidak mencapai standar yang ditentukan skor 6, 5, sehingga penelitian ini dilanjutkan ke siklus II bahwa peneliti memperoleh skor rata-rata 7 sebagai kategori baik. Hal ini menunjukkan bahwa kemajuan terbaru dalam siklus II telah mencapai luar nilai standar yang ditetapkan dan ada peningkatan yang signifikan pada kemampuan berbicara siswa kelas sepuluh pada kedua akurasi (kosa kata dan tata bahasa) dan kelancaran (kelancaran) pada pengajaran bahasa Inggris dengan menggunakan Metode Sistem Partisipasi Poin di SMA PGRI Sungguminasa 2011/2012.Kata Kunci: Meningkatkan, Berbicara, Partisipasi, Point, Sistem.
IMPROVING THE STUDENTS’ READING COMPREHENSION USING TIERED TASKS STRATEGY Natsir, Ratu Yulianti; Asrawiah, Asrawiah
EXPOSURE JOURNAL Vol 2, No 2 (2013): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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This research aimed to explain the students’ achievement in literal reading comprehension using Tiered Tasks Strategy, as well as to explain the students’ achievement in interpretative reading comprehension using Tiered Tasks Strategy. This research used Classroom Action Research and applied to cycles in application, they are cycle 1 and 2 with 4 meetings in every cycle. The improvement of students’ ability to write narrative text using Tiered Tasks Strategy had effective effect. The researcher found that before the application of tiered tasks strategy the students’ score is 52.53(fair) but after using the method the students’ score in cycle I is 62.14 and in the cycle II become 77.18. So, the improvement of the students’ score of d-test to cycle I is 18.93% whereas the development of the students’ ability of d-test to cycle II is 47.80% and the improvement from cycle I to cycle II is 24.22%.Keywords: Reading, Tiered, StrategyPenelitian ini bertujuan untuk menjelaskan prestasi dalam pemahaman siswa dalam membaca literal menggunakan Strategi Tugas berjenjang, serta menjelaskan prestasi siswa dalam pemahaman membaca interpretatif menggunakan berjenjang Tugas Strategi. Penelitian ini menggunakan Penelitian Tindakan Kelas dan diterapkan untuk siklus dalam aplikasi, diantaranya adalah siklus 1 dan 2 dengan 4 pertemuan pada setiap siklus. Peningkatan kemampuan siswa untuk menulis teks naratif menggunakan Strategi Tugas berjenjang memiliki efek yang efektif. Peneliti menemukan bahwa sebelum penerapan strategi tugas berjenjang siswa skor adalah 52, 53 (cukup) tapi setelah menggunakan metode skor siswa pada siklus I adalah 62, 14 dan pada siklus II menjadi 77, 18. Jadi, peningkatan skor d-tes siswa untuk siklus I adalah 18, 93% sedangkan perkembangan kemampuan siswa pada d-test ke siklus II adalah 47, 80% dan peningkatan dari siklus I ke siklus II adalah 24, 22%.Kata Kunci: Reading, berjenjang, Strategi.
THE EFFECT OF MOZART MUSIC IN REDUCING ANXIETY OF ENGLISH SPEAKING IN PUBLIC
EXPOSURE JOURNAL Vol 2, No 2 (2013): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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The study used an experimental method namely a quasy-experimental design. The population of the study was consist of 260 subject from ten classes. The sampel one was purpossive sampling. The researcher collected data by using four instrument, they are questionnaire, observation, and scale of behavior. The result showed that Mozart gave effect in reducing subjects’ anxiety of English speaking in public. It was proved by the total subjects is 8 students for very high anxiety and 7 students for very low anxiety before given treatmen; while after given treatmen, there are only 4 subjects for very high anxiety and 10 subjects for very low anxiety (look at the table 7 and 9). In other hand, the data support by Paired Sample Correlation table showed that score between pretest and posttest by 32 responden = 0,874; the significance or p was 0,000. The norm said that if the significance showed under 0, 05 (p < 0, 05), it means that H1 is accepted and H0 is refused. So, conclusion for the research is Mozart Effect can reduce the students’ anxiety of English speaking in public. The findings of the research were significant because p < 0, 05.Keywords: Effect, Mozart, Music, Anxiety, SpeakingPenelitian ini menggunakan metode eksperimen yaitu desain kuasi-eksperimental. Populasi dari penelitian ini adalah terdiri dari 260 subjek dari sepuluh kelas. Sampelnya adalah purposive sampling. Peneliti mengumpulkan data dengan menggunakan empat instrumen, antara lain; kuesioner, observasi, dan skala perilaku. Hasil penelitian menunjukkan bahwa Mozart memberi efek dalam mengurangi kecemasan dari subjek berbicara bahasa Inggris di depan umum. Hal itu dibuktikan dengan total subyek adalah 8 siswa untuk kecemasan yang sangat tinggi dan 7 siswa untuk kecemasan yang sangat rendah sebelum perlakuan diberikan; sementara setelah diberikan perlakuan, hanya ada 4 mata pelajaran untuk kecemasan yang sangat tinggi dan 10 mata pelajaran untuk kecemasan yang sangat rendah. Di sisi lain, dukungan data dengan Paired Sample tabel korelasi menunjukkan bahwa skor antara pretest dan posttest oleh 32 responden = 0874; signifikansi p adalah 0,000. Norma mengatakan bahwa jika signifikansi menunjukkan di bawah 0, 05 (p <0, 05), itu berarti bahwa H1 diterima dan H0 ditolak. Jadi, kesimpulan untuk penelitian ini adalah Efek Mozart dapat mengurangi kecemasan siswa berbahasa Inggris di depan umum. Temuan penelitian ini adalah penting karena p <0, 05.Kata Kunci: Pengaruh, Mozart, Musik, Kecemasan, Berbicara
THE USE OF SOCIAL INTERACTIVE WRITING FOR ENGLISH LANGUAGE LEARNERS (SWELL) METHOD TO DEVELOP THE STUDENTS’ ABILITY TO WRITE NARRATIVE TEXT Asriati AM, St.
EXPOSURE JOURNAL Vol 2, No 2 (2013): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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This research aimed to find out the development of the students’ ability to write narrative text viewed from both generic structure and language use at XI IPA of SMA Muhammadiyah Sungguminasa, Gowa. The type of this research was a Classroom Action Research consisted of two cycles. One cycle consisted of four meetings. Thus, that there were eight meetings for two cycles. This classroom action research was done at XI IPA of SMA Muhammadiyah Sungguminasa, Gowa. The research subjects were the students of class XI in 2012/2013 academic year with 26 students. Those consisted of 10 men and 16 women. The instruments of this research were writing test and observation. The research findings indicated that the Use of SWELL Method could develop the students’ ability to write narrative text viewed from generic structure and language use. It was proved by the students’ mean score in cycle 2 test result was (77.81) which developed 16.31 % from the cycle 1 mean score (66.98). It was highly developed from diagnostic test (D – test) mean score (58.69). The students’ development in cycle 2 indicated that it had met the researcher score target (75), and considered to be successful criteria in developing the students’ ability to write narrative text covering generic structure and language use.Keywords: writing, development, social interactive writingPenelitian ini bertujuan untuk mengetahui perkembangan kemampuan siswa untuk menulis teks naratif dilihat dari kedua struktur generik dan menggunakan bahasa di XI IPA SMA Muhammadiyah Sungguminasa, Gowa. Jenis penelitian ini adalah Penelitian Tindakan Kelas terdiri dari dua siklus. Satu siklus terdiri dari empat pertemuan. Dengan demikian, bahwa ada delapan pertemuan selama dua siklus. Penelitian tindakan kelas ini dilakukan di XI IPA SMA Muhammadiyah Sungguminasa, Gowa. Subyek penelitian adalah siswa di kelas XI tahun akademik 2012/2013 dengan 26 siswa. Mereka terdiri dari 10 laki-laki dan 16 perempuan. Instrumen penelitian ini menulis tes dan observasi. Temuan penelitian menunjukkan bahwa Penggunaan Metode SWELL bisa mengembangkan kemampuan siswa untuk menulis teks naratif dilihat dari struktur generik dan penggunaan bahasa. Hal itu dibuktikan dengan nilai rata-rata siswa dalam hasil tes siklus 2 adalah (77,81) yang dikembangkan 16,31% dari siklus 1 berarti nilai (66,98). Itu sangat maju dari tes diagnostik (D - test) berarti skor (58,69). Siswa pembangunan di siklus 2 menunjukkan bahwa mereka telah mencapai target skor peneliti (75), dan dianggap sebagai kriteria sukses dalam mengembangkan siswa kemampuan untuk menulis teks naratif meliputi struktur generik dan penggunaan bahasa.Kata Kunci: menulis, pengembangan, menulis interaktif social.
IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH “TELLS” STRATEGY AT THE FIRST YEAR STUDENTS OF SMA MUHAMMADIYAH 9 PERUMNAS MAKASSAR Ilmiah, Ilmiah; Mustakim, Abd.
EXPOSURE JOURNAL Vol 2, No 2 (2013): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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This research aimed to improve students’ reading comprehension by using strategy of tittle, examine, look, look and setting. This research used Classroom Action Research (CAR) by implementing two cycles (cycle 1 and 2). This research tried to find out the students’ achievement in literal comprehension through TELLS Strategy and the students’ achievement in interpretive comprehension through TELLS Strategy. Then the researcher found the results based on the goals of the research, those were the students’ improvement in literal reading comprehension was 67.75% from 51.31%, as well as the students’ improvement in interpretative reading comprehension 67.10% from 51.31%. It was reached by the implementation of TELLS Strategy in the classroom.Keywords: Reading, TELLS Strategy, CAR, Literal, Interpretative.Penelitian ini bertujuan untuk meningkatkan pemahaman membaca siswa dengan menggunakan strategi tittle, examine, look, look and setting (TELLS). Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan menerapkan dua siklus (siklus 1 dan 2). Penelitian ini mencoba untuk mengetahui prestasi dalam pemahaman literal melalui TELLS Strategi dan prestasi siswa dalam pemahaman interpretatif melalui TELLS Strategi. Kemudian peneliti menemukan hasil berdasarkan tujuan penelitian, mereka adalah peningkatan pemahaman literal membaca siswa adalah 67,75% dari 51,31%, serta peningkatan pemahaman membaca interpretatif siswa 67,10% dari 51,31%. Hal itu dicapai dengan penerapan TELLS Strategi di dalam kelas.Kata Kunci: Reading, TELLS Strategi, CAR, Literal, Interpretative.
THE IMPLEMENTATION OF INFORMATION GAP ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING AND READING SKILLS Abduh, Nurdevi Bte
EXPOSURE JOURNAL Vol 2, No 2 (2013): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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This study was conducted to know whether or not the use of Information Gap activities improves students’ accuracy in speaking skill that cover three elements of accuracy; vocabulary, pronunciation, and grammar; and to know whether or not the use of Information Gap activities improves students’ literal comprehension in reading skill. This research applied a quasi experimental design; the non equivalent control group design. It used two groups; experimental groups and control group. The data obtained from the test was analyzed quantitatively and then its’ result was compared with t-table to know whether they were significantly different or not. The data showed students’ mean score of accuracy in speaking skill and literal comprehension in reading skill improved after teaching by using Information Gap activities. In experimental class, the students’ accuracy of pretest was 1.55 and improved to be 3.06 in posttest, students’ literal comprehension of pretest was 0.82 and posttest was 3.21. In control class, the students’ accuracy was 1.90 for pretest and 2.32 for posttest; students’ literal comprehension was 1.63 for pretest 2.27.  These findings indicate that the mean score of posttest was greater than pretest for that both class. However, the students’ mean score in experimental was greater than control class where accuracy (3.06>2.37) and literal comprehension (3.21>2.27). It meant that implementing Information Gap activities were effective to improve the students’ speaking and reading skills.Keywords: Speaking and reading skills, accuracy, literal comprehension, Information Gap ActivitiesPenelitian ini dilakukan untuk mengetahui apakah penggunaan kegiatan Informasi Gap meningkatkan akurasi siswa dalam keterampilan yang mencakup tiga unsur akurasi berbicara; kosakata, pengucapan, dan tata bahasa; dan untuk mengetahui apakah penggunaan kegiatan Informasi Gap meningkatkan pemahaman literal siswa dalam keterampilan membaca. Penelitian ini menerapkan desain kuasi eksperimental; desain kelompok kontrol non setara. Ini digunakan dua kelompok; kelompok eksperimen dan kelompok kontrol. Data yang diperoleh dari tes dianalisis secara kuantitatif dan kemudian hasilnya dibandingkan dengan t-tabel untuk mengetahui apakah mereka berbeda secara signifikan atau tidak. Data menunjukkan akurasi nilai rata-rata siswa dalam keterampilan dan pemahaman literal berbicara dalam keterampilan membaca membaik setelah mengajar dengan menggunakan kegiatan Informasi Gap. Di kelas eksperimen, akurasi siswa pretest adalah 1,55 dan ditingkatkan menjadi 3,06 di posttest, pemahaman literal siswa dari pretest adalah 0,82 dan posttest adalah 3,21. Di kelas kontrol, akurasi siswa adalah 1,90 untuk pretest dan untuk posttest 2,32; pemahaman literal siswa adalah 1,63 untuk pretest 2,27. Temuan ini menunjukkan bahwa nilai rata-rata dari posttest lebih besar dari pretest untuk kedua kelas. Namun, nilai rata-rata siswa dalam eksperimen lebih besar dari kelas kontrol di mana akurasi (3,06> 2,37) dan pemahaman literal (3.21> 2.27). Ini berarti bahwa pelaksanaan kegiatan Informasi Gap yang efektif untuk meningkatkan berbicara dan membaca keterampilan siswa.Kata Kunci: Berbicara dan keterampilan membaca, akurasi, pemahaman literal, Informasi Gap Aktivitas.
THE USE OF SENTENCE OUTLINE TO IMPROVE STUDENTS’ WRITING ABILITY Qalby, Nur; Ivery, Adil
EXPOSURE JOURNAL Vol 2, No 2 (2013): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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The research questions of this research were how does sentence outline improve the students of the second year of SMP Negeri 4 Sungguminasa ability to write paragraph? The researcher used A Classroom Action Research (CAR). The aims of this research are to find out the improvement of students’ writing skill and their activeness in learning process through Writing Process Approach. 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 42 students in the second grade conducted of 31 women and 11 men. The researcher took real data from the school to know the students’ writing ability. The results of the students 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 research findings indicated that use of writing process approach could increase the students’ writing skill. The means scores of students in Diagnostic test was 59.84 became 66.64 in cycle 1, and after revision in the cycle 2 the mean score in cycle 2 was 70.79 by implemented of sentence outline. The successful of minimal criteria (KKM) was 65 while cycle 1, there were 2 (4.76%) students get poor, 27 (64.29%) get fair, and 13 (30.95%) get good meant that students who achieved the successful minimal criteria (KKM) more than a half of them. In cycle 2 there was 25 (59.52%) get fair and 17 (40.48%) get fair.Keyword: Sentence, outline, improve, ability.Pertanyaan penelitian pada penelitian ini adalah bagaimana kalimat garis meningkatkan kemampuan siswa SMP Negeri 4 Sungguminasa untuk menulis Paragrap. Peneliti menggunakan Penelitian Tindakan Kelas (PTK). Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan menulis siswa dan keaktifan mereka dalam proses belajar melalui Pendekatan Menulis Proses. Dua siklus telah dilakukan, di mana setiap siklus terdiri dari empat pertemuan. Ini digunakan tes menulis sebagai instrumen. Sejumlah subyek penelitian adalah 42 siswa di kelas dua yang dilakukan dari 31 perempuan dan 11 laki-laki. Peneliti mengambil data ril dari sekolah untuk mengetahui kemampuan menulis siswa. Hasil tes menulis siswa pada siklus 1 dan siklus 2 meningkat dinilai yang berbeda. Ada meningkat siswa pada tindakan akhir siklus kedua. Hasil penelitian menunjukkan bahwa penggunaan pendekatan proses menulis dapat meningkatkan kemampuan menulis siswa. Skor siswa dalam tes diagnostik adalah 59,84 menjadi 66,64 pada siklus 1, dan setelah revisi pada siklus 2 nilai rata-rata pada siklus 2 adalah 70,79 dengan menerapkan kalimat garis besar. Kriteria Keberhasilan Minimal (KKM) adalah 65 sedangkan siklus 1, ada 2 (4,76%) siswa mendapatkan kruang, 27 (64,29%) mendapatkan cukup, dan 13 (30,95%) mendapatkan baik berarti bahwa siswa yang mencapai Kriteria Keberhasilan Minimal (KKM) lebih dari setengah dari mereka. Dalam siklus 2 ada 25 (59,52%) mendapatkan cukup dan 17 (40,48%) mendapatkan cukup. Kata Kunci: Kalimat, garis besar, meningkatkan, kemampuan.
IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH KNOW-WANT-LEARN STRATEGY Ariana Ariana; Rahmawati Umar
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 2 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

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Improving The Students’ Reading Comprehension Through Know-Want-Learn Strategy at the first-grade students of SMA Negeri 18 Makassar. The objective of this research was intended to explain the improvement of the students’ interpretative and literal reading comprehension through Know-Want-Learn Strategy at the first-grade students of SMA Negeri 18 Makassar especially in class X 3. The strategy of this research was a Classroom Action Research (CAR) consisted of two cycles, one cycle consisted of four meetings. It means that there were eight meetings for two cycles. This classroom action research was done at the first-grade students of SMA Negeri 18 Makassar in Daya Regency for English subject. As the subject in this research was class X 3 in the 2012-2013 academic year with students’ number of about 32 students. Those consist of  22 women and 10 men. The instrument of this research was observation sheet and reading test or evaluation. The findings of the research were students achievement in reading comprehension was 54,07 in D-test, then Cycle I is 69,07 and it becomes 73,81 in Cycle II. The students'  activeness in learning reading comprehension in the first meeting of Cycle I was 45,39% then it becomes 90,78% in the fourth meeting of Cycle II.Keyword: Improving, reading, know, want, learn, strategy.
A COMPARATIVE STUDY ON THE ENGLISH TEACHING SKILLS BETWEEN THE CERTIFIED AND NON-CERTIFIED ENGLISH TEACHERS IN BANTAENG REGENCY Dzur Rif'ah Mahmudah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 2 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (374.168 KB) | DOI: 10.26618/exposure.v2i2.789

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This study compares the English teaching skills between certified and non-certified English teachers and the endeavors are dominantly done by both in developing the English teaching skills. The causal-comparative design was used to investigate the candidate of Junior and Senior High Schools certified and non-certified English teachers in Bantaeng Regency based on their scores from two standardized instruments. Study result indicated that there was no significant different English teaching skills between certified and non-certified English teachers. In addition, the dominant endeavors done by the certified and non-certified English teachers has revealed that most of certified and non-certified English teachers were active in cognitive stage rather than in practice and evaluation stage. Based on the findings, the researcher deduced that both certified and non-certified English teachers in Bantaeng Regency have no significant difference in the English teaching skills because of both English teachers have similar endeavors in developing their skills.Keywords: English teaching skills, certified English teachers, non-certified English teachers, endeavors, developing skills
THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA Nurdevi Bte Abdul; Hijrah Hijrah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 2 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.689 KB) | DOI: 10.26618/exposure.v2i2.787

Abstract

Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties in teaching listening to students since students are not able to express what are on their minds because their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of text.The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by group which consisted of teacher and researcher from educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research

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