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All Journal EXPOSURE JOURNAL JKIP (Jurnal Keguruan dan Ilmu Pendidikan)
Ummi Khaerati Syam, Ummi Khaerati
Muhammadiyah University of Makassar
Education Languange, Linguistic, Communication & Media Mathematics Physics

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THE USE OF TOMATIS METHOD TO IMPROVE STUDENTS’ LISTENING SKILL Syam, Ummi Khaerati
EXPOSURE JOURNAL Vol 1, No 2 (2012): Exposure Journal
Publisher : Lembaga Perpustakaan Unismuh Makassar

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Abstract

This research aimed to know the effectiveness of using Tomatis Method to improve the students’ listening skill and to know the student activeness toward teaching learning process through Tomatis Method at the tenth grade students of SMK Negeri 2 Makssar. The method of this research consisted of two cycles. One cycle consisted of four meetings. It means that there were eight meetings for two cycles. As subject in this research was class X in 2012-2013 academic year with students’ number as about 36 students, 23 of the students are men and 13 students are women. The instruments of this research were observation sheet and listening test or evaluation. The findings of the research were students’ improvement in listening was 64.55 in cycle I and then it became 73.93 in cycle II. The students’ participation in learning listening process in the first meeting of cycle I was 59.02% then it became 81.25% in fourth meeting of cycle II.Keywords: Tomatis Method, Listening, Improve.Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan metode Tomatis untuk meningkatkan keterampilan mendengarkan siswa dan untuk mengetahui keaktifan siswa terhadap proses belajar mengajar melalui Metode Tomatis pada siswa kelas X SMK Negeri 2 Makassar. Metode penelitian ini terdiri dari dua siklus. Satu siklus terdiri dari empat pertemuan. Ini berarti bahwa ada delapan pertemuan selama dua siklus. Sebagai subyek dalam penelitian ini adalah kelas X pada tahun akademik 2012-2013 dengan jumlah siswa sebagai sekitar 36 siswa, 23 siswa laki-laki dan 13 siswa perempuan. Instrumen penelitian ini adalah lembar observasi dan tes atau evaluasi mendengarkan. Temuan penelitian ini adalah peningkatan siswa dalam mendengarkan adalah 64,55 pada siklus I dan kemudian menjadi 73,93 pada siklus II. Partisipasi siswa dalam proses belajar mendengarkan di pertemuan pertama siklus I adalah 59, 02% maka menjadi 81, 25% di pertemuan keempat siklus II.Kata Kunci: Metode Tomatis, Mendengarkan, Meningkatkan.
ERRORS IN INDONESIAN TO ENGLISH TRANSLATION TEXT MADE BY STUDENTS OF SMA NEGERI 13 PANGKEP Amalya, Dwi Rizky; Syam, Ummi Khaerati; Anugrawati, Nunung; Sangkala, Ismail; Bte Abdul, Nurdevi
JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 5 No 1 (2018): JKIP
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

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Abstract

The purpose of this research  to find out (1) The kinds of error in Indonesian to English translation text made by the students of SMA Negeri 13 Pangkep, and (2) The sources of error in Indonesian to English translation text made by students of SMA Negeri 13 Pangkep. This research is descriptive quantitative research. The subject of this research is the second year students of SMA Negeri 13 Pangkep. The second year students consists of five classes (105 students). The writer is taking 30 % as the sample, 30 students. The object of this research is errors in translating Indonesian to English text. The instrument of this research is a test (written text). The test is use to get data about the students’ error in Indonesian to English translation text. The result of this research, the writer found that the students make error in Indonesian to English translation text, the writer find out the kinds of error and the sources of error that made by students in translating a text Indonesian into English. The kinds of error are(1) Inversion of meaning students made about 65 error in text 1 and 68 error in text 2, (2) Omission of meaning made by students with 47 times occurrence and text 2 with 93 times occurrence, (3) Addition of meaning. The error made in text 1 with 78 times of occurrence and 62 error in text 2, (4) Deviation of meaning, students made error with 43 error in text 1 and 112 error in text 2. The sources of error made by students are (1) Morphological aspect, in translating a text students made errors. In text 1, students made error about 126 times of occurrence and 121 times of occurrence in text 2, (2)Lexical aspect, students made error with 424 error and then followed by text 2 with 350 error, and (3) Syntactic aspect, the error made by students about 425 error in text 1 and text 2 about 227 error. It can be concluded that second grade students who take Indonesian to English Translation at SMA Negeri 13 Pangkep is still making errors in translated a texts and dominant errors that students made is lexical aspect.
A STUDY OF TEACHERS’ VERBAL INTERACTIONAL FEEDBACK STRATEGY IN TEACHING ENGLISH AT SECOND GRADE OF SMK NEGERI 2 BARRU Fajriani, Reka; Syam, Ummi Khaerati; Muhsin, Muh Arief
JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 5 No 1 (2018): JKIP
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

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Abstract

The objective of this research were to find out the kinds of verbal feedback strategy and how the feedback strategies used by English teachers in providing interactional feedback at second grade of SMK Negeri 2 Barru.  The researcher used descriptive-qualitative method. The subject of this research were two English teachers at SMK Negeri 2 Barru who had been teaching in second grade. The data were collected by observing 2 times for each teacher by using observation, interview and documentation. To gather the data, two English teachers and their students who were studying English as a foreign language were observed while they were in a teaching learning process. Their interactions in the classroom were recorded, transcribed, and then analyzed to find out the kinds of verbal feedback used by the teacher during the interaction. Then the data were analyzed by using qualitative method. The findings of this research indicated that the English teachers at SMK Negeri 2 Barruused both positive and negative feedback in the teaching and learning process. In terms of positive feedback, the teacher mostly used repetition, followed by praise and affirmation. In terms of negative feedback, the teacher also used a variety of ways which include repetition as the most common feedback provision, followed by clarification request, elicitation, explicit correction, and prompting.
Co-Authors Amalya, Dwi Rizky Fajriani, Reka Ismail Sangkala, Ismail Muh. Arief Muhsin Nunung Anugrawati, Nunung Nurdevi Bte Abdul