Articles
<![CDATA[Peningkatan Keterampilan Membaca Melalui Flipped Classroom Model ]]>
<![CDATA[Suriaman, Aminah]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ Jurnal Kreatif Online Vol 7, No 4 (2019): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Jurnal Kreatif Online ]]>
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<![CDATA[Perkembangan tekhnologi yang pesat diberbagai sektor termasuk sektor pendidikan menuntut kreativitas pendidik dalam merancang model pembelajaran. Penelitian tindakan kelas ini bertujuan untuk menganalisis (1) desain perencanaan pembelajaran keterampilan membaca bahasa Inggris melalui pembelajaran Model Flipped Classroom (2) pelaksanaan pembelajaran keterampilan membaca bahasa Inggris melalui pembelajaran Model Flipped Classroom  dan (3) peningkatan keterampilan membaca bahasa Inggris melalui pembelajaran Model Flipped Classroom. Metode penelitian yang digunakan adalah Penelitian Tindakan kelas (Classroom Action Research) yang dilaksanakan dalam tiga siklus. Subjek penelitian ini adalah mahasiswa semester I Kelas D program studi pendidikan bahasa Inggris. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah lembar penilaian, observasi, dan tes. Analisis data yang digunakan adalah analisis deskripsi. Pada siklus I topik yang dibahas adalah teks tentang using context clue dengan bacaan Who Discovered America, siklus II Analyzing Multiple Meaning, dan siklus III tentang Recognising Signal Words.]]>
<![CDATA[MULTILINGUAL AND MONO-MULTILINGUAL STUDENTS’ PERFORMANCE IN ENGLISH SPEAKING ]]>
<![CDATA[Bin-Tahir, Saidna Zulfiqar]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Rinantanti, Yulini]]>;
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 1 No 2 (2018): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v1i2.31
<![CDATA[The present study attempted to investigate and measure the performances of multilingual and mono-multilingual students of the pesantren modern IMMIM in Makassar. This study employed the mixed-method approach where the 30 students of the Junior High School were selected randomly and participated as the subject of the research. The qualitative data gained through the interview and observation of the students’ behavior in English speaking and the quantitative data obtained through the speaking test. The results show that the multilingual students tend to behave extrovert and ambivert behavior in English speaking while the mono-multilingual students behave introvert. It was strengthened by the speaking test achievement which shows that the multilingual students have the high score in terms of the fluency and comprehensibility while the mono-multilingual students have the high score regarding the accuracy, especially in grammar]]>
<![CDATA[THE CORRELATION BETWEEN GRAMMAR AND SPEAKING SKILL OF UNDERGRADUATE STUDENTS ]]>
<![CDATA[Fakhruddin Zam Zam]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Rofiqoh Rofiqoh]]>;
<![CDATA[Budi Budi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.5676
<![CDATA[This research aims to find out correlation between grammar and speaking skill of the third semester students of English Education Study Program academic year 2019/2020 at IAIN Datokarama Palu. 28 participants of correlational research were asked to describe themselves, daily routines, and unforgettable experience. Then, they were assigned to do grammar test. The data were analyzed using Pearson Product Moment Correlation Coefficient. The result shows that the correlation coefficient between students’ grammar and speaking skill is 0.46. The result is categorized “moderate” (0.40 to 0.59). It indicates that there is positive correlation between the students’ grammar and speaking skill which means that grammar contributes to speaking skilll, but grammar is not the main predictor of speaking skill achievement. There are some other aspects of speaking affecting the students’ speaking skill, i.e accuracy (in terms of vocabulary and pronunciation), fluency, and comprehensibility. The implication of this finding to the teaching of speaking skill is that the lecturers need to integrate the teaching of speaking skill with grammar and other supporting aspects, like vocabulary and pronunciation.]]>
<![CDATA[ENGLISH BLENDED LEARNING: AN ANALYSIS OF INDONESIAN STUDENTS’ PERCEPTION ]]>
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Nurgan Tadeko]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Sriati Usman]]>;
<![CDATA[Atik Yuliyani]]>
<![CDATA[ IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/ijee.v9i1.26787
<![CDATA[ABSTRACTThe study attempted to analyze the students of Tadulako University's perspective toward blended learning instruction in English teaching. The study employed a quantitative approach using a longitudinal survey design. 48 English department students in the fourth and sixth semesters were selected as the sample of the research using a simple random sampling technique. The data were gained through the questionnaire distributed online and the interview in the face-to-face technique. Data have been analyzed descriptively and inferentially using SPSS Program version 21. The results showed that blended learning through Moodle-based Instruction and face-to-face learning in the classroom was a modern way of learning, convenient to learn English anywhere and anytime. According to most of the respondents, blended learning is the way to enhance their self-directed learning. They can understand the subject well through blended learning, and students feel satisfied using blended learning in English Teaching. It could be concluded that blended learning is helpful to apply in English teaching. The results contributed theoretical and practical information and references to practitioners and researchers in this field of study. ABSTRAK Penelitian ini mencoba untuk menganalisis perspektif mahasiswa Universitas Tadulako terhadap pengajaran blended learning dalam pengajaran bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan desain survei longitudinal. 48 mahasiswa jurusan Bahasa Inggris semester empat dan enam dipilih sebagai sampel penelitian dengan menggunakan teknik sampel acak secara sederhana. Data diperoleh melalui kuesioner yang disebarkan secara daring dan wawancara dengan teknik tatap muka. Data dianalisis secara deskriptif dan inferensial menggunakan Program SPSS versi 21. Hasil penelitian menunjukkan bahwa blended learning melalui Pembelajaran Berbasis Moodle dan pembelajaran tatap muka di kelas menurut mahasiswa merupakan cara belajar yang modern, nyaman untuk belajar bahasa Inggris dimana saja dan kapan saja. Blended learning menurut sebagian besar responden, adalah cara untuk meningkatkan self-directed mereka dalam belajar, mereka dapat memahami materi pembelajaran dengan baik melalui blended learning, dan siswa merasa puas menggunakan blended learning dalam Pengajaran Bahasa Inggris. Dapat disimpulkan bahwa blended learning berguna untuk diterapkan dalam pengajaran bahasa Inggris. Hasil penelitian ini memberikan kontribusi informasi dan referensi secara teoritis dan praktis kepada para praktisi dan peneliti selanjutnya dalam bidang studi ini.]]>
<![CDATA[Differences On Students’ Learning Outcomes With High And Low Achievement Motivation ]]>
<![CDATA[Sriati Usman]]>;
<![CDATA[Mochtar Marhum]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Amir Pattu]]>
<![CDATA[ At-Tarbiyat Vol 4 No 2 (2021): Islamic Education In Indonesia ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam An-Nawawi Purworejo ]]>
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DOI: 10.37758/jat.v4i2.290
<![CDATA[This research aims to examine the difference of students’ learning outcomes as an effect of achievement motivation in writing an English Essay through film-assisted inquiry-based learning method. It was a quasi-experimental research non-equivalent control group design which implemented into two different parallel classes. They are experimental group and control group, in which seventy two students were accepted as subject surveyed through cluster random sampling technique. Data of students’ learning outcomes collected through pre-test and post-test. While data of students’ achievement motivation level collected through questionnaire. The data of pre-test was taken before treatment, used to determine students’ variance, whereas post-test data was taken after treatment entirely finished to examine students’ learning outcomes differences. Data analysis using SPSS 22 with ANOVA Factorial 2x2 (two- way ANOVA. The hypothesis testing was conducted in 5% of significance level. The result of data analysis indicates that the p-value of t-counted is 0.000 lower than 0.05(˂0.05). It can be interpreted that there is a significant difference of learning outcomes between the students who have a high achievement motivation and those who have low one in writing an English essay through film-assisted inquiry-based learning method. Moreover, the students with high achievement motivation have better achievement than the students with low achievement motivation.]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF MOODLE WEB-BASED IN LEARNING GRAMMAR ]]>
<![CDATA[Nur Sehang Thamrin]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Maghfirah Maghfirah]]>
<![CDATA[ IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 4 No. 1 (2019): January 2019 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies [CLCS] ]]>
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DOI: 10.30957/ijoltl.v4i1.552
<![CDATA[ Students in tertiary educational level in Indonesia, particularly at a state university in Centra Sulawesi are required to write a scientific paper as one of the requirements to complete their study period. The government even requires them to publish it in the academic online journal. It means that students construct it in the English language which students consider that writing an English article is difficult. Students produce several grammatical mistakes in their writing. They thought that learning grammar is such a difficult lesson and learning instruction is not interesting as teachers rely on one main resource. Nowadays, based on the researchers' investigation that there are several constraints that make the teaching-learning grammar is not effective and interesting; lack of references, time and space. While students need time to practice the language. Moodle as a part of information technology tools contributes to the solution to that constraint. After experiencing the grammar teaching-learning instruction, most students respond positive view toward the implementation of Moodle in the grammar teaching-learning process. Overall, almost all students respond that online learning instruction is needed. ]]>
<![CDATA[THE USE OF SOCIAL MEDIA FOR LEARNING ENGLISH: STUDENTS PERSPECTIVE ]]>
<![CDATA[Muetia Safitri]]>;
<![CDATA[Atik Yuliyani]]>;
<![CDATA[Farida Hamid]]>;
<![CDATA[Aminah Suriaman]]>
<![CDATA[ Indonesian EFL Journal Vol 8, No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v8i2.6477
<![CDATA[ Social media has become the most influence media used by people. It changes the way people communicate and access information. Although it is not directly created for educational purposes, it has drawn educators' attention, especially in the English language learning field. Several studies have concluded that social media can be used as media in English classroom. However, to use social media effectively, it’s important to know student’s perception as reference for teacher in using social media. Thus the present study was conducted to explore high-school students’ perception of social media use for English learning. 83 students of one private Senior High School in Depok, Indonesia, were involved in this study. The study employed a qualitative approach with a case study design using questionnaires and semi-structured interview as data collection methods. Basic statistical analysis was used to analyze data from the questionnaire, and the data from interviews were analyzed using the flow model by Miles and Huberman. The results showed that the students in this study use social media for improving their English. They choose YouTube as the most used social media for learning English. Further, they stated that social media provides English content sources to practice their English skills, enlarges their vocabulary and pronunciation knowledge. They also stated the challenges in using social media for learning, such as internet connection problems, privacy, and inappropriate content.Keywords: English learning; social media; students’ perception]]>
<![CDATA[Students' Achievement Between Online and Offline English Learning ]]>
<![CDATA[Nurfitri Nurfitri]]>;
<![CDATA[Mochtar Marhum]]>;
<![CDATA[Darmawan Darmawan]]>;
<![CDATA[Mawardin M. Said]]>;
<![CDATA[Ferry Rita]]>;
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Rofiqoh Rofiqoh]]>
<![CDATA[ Jurnal Pendidikan, Sains Sosial, dan Agama Vol. 8 No. 2 (2022): Jurnal Pendidikan, Sains Sosial, dan Agama ]]>
Publisher : <![CDATA[STABN RADEN WIJAYA WONOGIRI ]]>
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DOI: 10.53565/pssa.v8i2.515
<![CDATA[The difference between online and offline learning impacts the students' achievements in English learning. This study aimed to analyze the comparison between students' achievement in offline and online English learning. This study used mixed methods research between quantitative and qualitative research methods. The population of this research was 113 students. The researcher used the purposive sampling technique and took 28 respondents as the study's sample. The instrument of this study was students' achievement data, interviews, and observation. The result shows that the student who learned in offline learning had a higher score than those who learned in online learning. It was proved by the average score that students obtained. Students who knew offline got a score of 78.93. Meanwhile, students who learned online got a score of 75.00, indicating that offline learning is more effective than online learning. The data showed Sig. (2-tailed) value was 0.000 less than 0.05. That value significantly differed between students' online and offline learning achievement. These happen because of several problems that affect student achievement; students' less cohesiveness, being uncomfortable studying, lacking attention and motivation, and the limitations of supporting facilities in learning. It makes students lazy to learn English.]]>
<![CDATA[Correlation Between Learning Styles And Academic Achievement ]]>
<![CDATA[Nurul Hidayah]]>;
<![CDATA[Rofiqoh Rofiqoh]]>;
<![CDATA[Anjar Kusuma Dewi]]>;
<![CDATA[Aminah Suriaman]]>
<![CDATA[ Jurnal Pendidikan, Sains Sosial, dan Agama Vol. 8 No. 2 (2022): Jurnal Pendidikan, Sains Sosial, dan Agama ]]>
Publisher : <![CDATA[STABN RADEN WIJAYA WONOGIRI ]]>
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DOI: 10.53565/pssa.v8i2.534
<![CDATA[This study aims to find a correlation between students’ learning styles and academic achievement. The research subjects were students in class E of batch 2018, the academic year 2021–2022, in English Education Study Program, Tadulako University. The instruments used to collect the data were a questionnaire and students' transcripts. SPSS 20th version was used to analyze the data. The data analysis results indicate a moderate positive correlation between students' learning styles and academic achievement. It implies that learning style is not the main factor contributing to the student's academic achievement. The result of the student's learning styles also shows that, of all the types of learning styles, the visual learning style is found as the dominant learning style for the student's academic achievement.]]>
<![CDATA[English Foreign Language (EFL) Teachers’ Pedagogical Practices During Covid-19 Pandemic ]]>
<![CDATA[Faisal Faisal]]>;
<![CDATA[Sriati Usman]]>;
<![CDATA[Abdul Kamaruddin]]>;
<![CDATA[Aminah Suriaman]]>
<![CDATA[ Jurnal Pendidikan, Sains Sosial, dan Agama Vol. 8 No. 2 (2022): Jurnal Pendidikan, Sains Sosial, dan Agama ]]>
Publisher : <![CDATA[STABN RADEN WIJAYA WONOGIRI ]]>
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DOI: 10.53565/pssa.v8i2.535
<![CDATA[The objectives of this research were to identify the EFL teachers’ pedagogical practices in teaching English to the students and to find out the problems faced by EFL teachers in applying pedagogical practices to the students. This research was conducted through a qualitative approach. The data for this research were taken from 7 EFL Teachers in the Tinombo District. In collecting the data, the researcher used interview and document analysis instruments. Then, after analyzing the data obtained, it was concluded that the EFL teachers’ pedagogical practices in Tinombo district during pandemic covid 19 as a whole were using teaching methods and strategies that were tailored to the needs and abilities of students, giving various kinds of tests and assignments to students, understanding students' conditions, using media supporting the teaching process, assisting students in developing their potential and creativity, making good communication with students, conducting assessments and evaluations of learning materials, utilizing information on student learning outcomes, and using applications that support appropriate teaching strategies during a covid-19 pandemic. In addition, the main problems of teachers in applying Pedagogical Practices during the covid-19 Pandemic were the unstable internet network connection in that area and the concentration of students in learning decreases.]]>
