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All Journal Jurnal Kreatif Tadulako Online EXPOSURE JOURNAL ELS Journal on Interdisciplinary Studies in Humanities Lectura : Jurnal Pendidikan Acuity : Journal of English Language Pedagogy, Literature and Culture Indonesia Berdaya Journal of English Language and Education Mamangan Social Science Journal Pulchra Lingua e-Journal of ELTS (English Language Teaching Society)
Dewi, Anjar Kusuma
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Peningkatan Keterampilan Membaca Melalui Flipped Classroom Model Suriaman, Aminah; Dewi, Anjar Kusuma
Jurnal Kreatif Online Vol 7, No 4 (2019): Jurnal Kreatif Online
Publisher : Jurnal Kreatif Online

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (699.468 KB)

Abstract

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.
Developing Speaking Skill of Grade XI Students of SMA Negeri 1 Ampibabo through Problem Solving Method Hikmah, Andi; Manurung, Konder; Dewi, Anjar Kusuma
ELS Journal on Interdisciplinary Studies in Humanities Vol. 4 No. 4 (2021): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.347 KB) | DOI: 10.34050/elsjish.v4i4.18480

Abstract

This research aims at proving whether or not teaching speaking skills using problem solving method can develop the students’ speaking skills of Grade XI at SMA Negeri 1 Ampibabo. The research employed a quantitative method with one class pretest-posttest design. The instrument of this research was a test. The populations of this research were the Grade XI students at SMA N 1 Ampibabo. The samples were 38 students of class XI IPA 1. The data of this research were collected by administering pretest and posttest. The results of the data analysis indicate that: the mean pretest score is 58.44, the mean posttest score is 67.13 and the t-counted value is 13.35. The t-critical value with a degree of freedom (df) 37 and significance level at 0.05 was 1.687. Based on the analysis above the alternative hypothesis of this research was accepted, because the t-counted value is greater than the t-table value (13.35>1.687). Thus, teaching speaking skills by using problem-solving method can significantly develop the students’ speaking skills.
USING FIX-UP STRATEGY TO IMPROVE STUDENTS READING COMPREHENSION Magfira, Magfira; Dewi, Anjar Kusuma
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

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Abstract

Fix-Up Strategy is an approach used in learning to help students overcome difficulties or confusion in understanding the material being studied. This strategy aims to help students improve or "fix" their understanding when they feel unsure or confused about the information provided. The study aims to investigate whether the implementation of the fix-up approach can improve the reading comprehension skills of students attending SMA Negeri 7 Palu. This research utilizes a quasi-experimental design involving two distinct groups: the experimental group, which consists of 35 students, and the control group, comprising 36 individuals. The selection of participants follows a random cluster sampling method. Two assessments, including a preliminary evaluation and a follow-up examination, were administered to gather data. Subsequently, the collected data underwent analysis using paired difference testing, specifically employing the paired sample t-test. The findings of the study suggest that employing the fix-up strategy leads to enhanced reading comprehension among tenth-grade students at SMA Negeri 7 Palu. The results of the paired sample t-test support this observation, indicating a significant difference in academic performance between the pre-test and post-test (two-tailed, p = 0.000 0.05). 
USING SHADOWING TECHNIQUE IN IMPROVING STUDENTS’ PRONUNCIATION ABILITY Petalolo, Andi Alyfia; Mertosono, Sudarkam R.; Dewi, Anjar Kusuma
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14530

Abstract

This research aims to determine the effectiveness of using  Shadowing Technique in improving pronunciation abilty of grade seven students of SMP Negeri 3 Palu. The research employed a quasi-experimental design, involving an experimental group and a control group, with a total of 62 students from each group (VII G and VII I). The sample was chosen using a cluster random sampling technique. A Pronunciation test was used as the instrument of the research. The data were analyzed using a paired sample t-test with the assistance of SPSS 24. The results indicated that Shadowing Technique was effective in improving seven grade students pronunciation ability. This was supported by the significant difference in learning outcomes between the pre-test and the post-test, and evidenced by a paired sample t-test with a value significance (2-tailed) of 0.00 0.05.
Implementing Task-Based Learning (TBL) to Develop Speaking Skill Adzani , Feny Nur; Marhum, Mochtar; Dewi, Anjar Kusuma; Arid, Muhammad
Pulchra Lingua: A Journal of Language Study, Literature & Linguistics Vol. 3 No. 2 (2024): Pulchra Lingua: A Journal of Language Study, Literature & Linguistics
Publisher : Yayasan Kyadiren

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58989/plj.v3i2.41

Abstract

This study aims to determine whether the Task-based Learning (TBL) strategy can improve the speaking skills of 11th-grade students at MAN 2 Palu City. Using quantitative methods with a quasi-experimental design, the study involved 428 students as the population. The sample was selected purposively, with XI MIPA 1 serving as the experimental group and XI MIPA 3 as the control group. The research instrument consisted of pre-tests and post-tests. The results indicate a significant improvement in students' speaking skills after implementing TBL, as the t-value (4.092) exceeded the t-critical value (1.996) at a significance level of 0.05 with df=67. The hypothesis was accepted, confirming that TBL is effective in enhancing students' speaking abilities. Thus, this strategy can be applied as a teaching approach to foster speaking skill development.
Pelatihan metode task-based language teaching bagi guru-guru Madrasah Tsanawiyah MGMP Bahasa Inggris di Kabupaten Parigi Moutong (Task-based language teaching method training for MGMP English teachers at Madrasah Tsanawiyah in Parigi Moutong Regency) Mashuri, Mashuri; Suriaman, Aminah; Dewi, Anjar Kusuma; Darmawan, Darmawan
Indonesia Berdaya Vol 6, No 1 (2025)
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.20251056

Abstract

Pengajaran bahasa berbasis tugas (TBLT) adalah salah satu strategi pengajaran yang digunakan untuk memperoleh kepercayaan diri dan motivasi siswa dalam bahasa Inggris sebagai kelas Bahasa Asing. TBLT telah meningkatkan keterbatasan dari pendekatan gaya lama (Presentasi, Praktek, dan Kinerja). TBLT merupakan pendekatan yang menekankan pada proses belajar berkomunikasi melalui interaksi dalam bahasa sasaran. Program pengabdian ini bertujuan untuk meningkatkan kompetensi guru Bahasa Inggris dalam menerapkan metode pengajaran Task-Based Language Teaching (TBLT) pada keterampilan membaca di tingkat Madrasah Tsanawiyah (MTs). Kegiatan ini melibatkan 15 guru yang tergabung dalam MGMP Bahasa Inggris Kabupaten Parigi Moutong. Metode pelaksanaan meliputi pelatihan, diskusi, dan bimbingan teknis. Hasil menunjukkan bahwa program ini memberikan manfaat signifikan bagi peserta, meningkatkan pemahaman dan penerapan metode TBLT dalam pembelajaran. Para guru memberikan respons positif terhadap pendekatan yang digunakan dan menyatakan keinginan untuk keberlanjutan program serupa di masa mendatang. Evaluasi program mencatat bahwa penyampaian materi efektif dalam meningkatkan keterampilan peserta.Abstract. Task-Based Language Teaching (TBLT) is one of the teaching strategies used to gain students' confidence and motivation in English as a Foreign Language classes. TBLT has improved the limitations of the old-style approach (Presentation, Practice, and Performance). TBLT is an approach that emphasizes the process of learning to communicate through interaction in the target language. This community service program aims to improve the competence of English teachers in implementing the Task-Based Language Teaching (TBLT) teaching method on reading skills at the Madrasah Tsanawiyah (MTs) level. This activity involved 15 teachers who were members of the English MGMP in Parigi Moutong Regency. The implementation methods included training, discussion, and technical guidance. The results showed that this program provided significant benefits for participants, increasing understanding and application of the TBLT method in learning. The teachers responded positively to the approach used and expressed a desire for the continuation of similar programs in the future. The program evaluation noted that the delivery of materials was effective in improving participants' skills.
Navigating Podcasts in the English Listening Classroom: A Library Research Erniwati, Erniwati; Taqwim, Ahsani; Dewi, Anjar Kusuma; Arid, Muhammad
Lectura : Jurnal Pendidikan Vol. 16 No. 1 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v16i1.24154

Abstract

Podcasts, which consist of digital audio files, gains immense popularity as a technical resource for language acquisition, particularly among English language learners. The podcasts are attractive due to their flexibility, enabling learners to access language learning resources anytime and anywhere. This study was a-library research, comprising two categories of data. The primary data was sourced from a book entitled “Academic Podcasting and Mobile Assisted Language Learning" edited by Betty Rose Facer and Mohammed Abdoes, published in 2010. The secondary data were gathered from journal articles, seminar proceedings, and undergraduate’s thesis published from 2015 to 2023. The findings indicated that podcasts could serve as a valuable resource for boosting English language skills, especially listening skills. Whilst, factors affecting the effectiveness of using podcast in teaching listening skills were students’ motivation, accessibility to authentic materials, individual differences, teachers’ digital gap, and internet connectivity. Podcast provides some benefits when used in teaching listening skills. Podcasting utilizes authentic materials that can aid in the development of both receptive and productive language skills. It introduces the essence of language into the classroom, providing students with diverse forms of language input that can potentially improve their language proficiency. The podcast platform is user-friendly and easy to navigate. It encourages learners to take charge of their own learning, boosts their engagement and cognitive strategies, which in turn promote their ability to self-regulate during their studies, enhances critical thinking skills, offers extensive opportunities for collaborative and group learning, and increases their motivation to learn.
USING CLICK AND CLUNK STRATEGY TO IMPROVE READING COMPREHENSION Fadiel, Mohamad; Mukrim, Mukrim; Patmasari, Andi; Dewi, Anjar Kusuma
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 2 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i2.4625

Abstract

The objective of this research is to find out whether the click and clunk strategy can improve reading comprehension of the eighth-grade students of SMP Negeri 14 Palu. This research used a quantitative method and a quasi-experimental design. The population of this research was eighth-grade students of SMP Negeri 14 Palu with consisting of 128 students. The researchers used random sampling and adapted two groups: VIII Imam Bonjol and VIII Slamet Riyadi (experimental and control). The instrument of this research was a test, which was divided into two tests (pre-test and post-test). The result of this research showed that there were significant differences of students’ reading comprehension after being taught through KWL where the data analysis show that value of t-counted (1.908) is higher that the value of t-table (1.683) by applying a significance level of 0.05 with a degree of freedom (df) = 42. It means that the hypothesis is accepted. In other words, it means that the use of click and clunk strategy can improve students’ reading comprehension of the eighth grade students of SMP Negeri 14 Palu.
Improving Students Reading Comprehension Using Listen-Read-Discuss Strategy Rifara; Mashuri; Dewi, Anjar Kusuma; Patmasari, Andi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3991

Abstract

The aim of this research is to determine whether the Listen-Read-Discuss (LRD) strategy can improve the reading comprehension of seventh-grade students at SMP Negeri 10 Palu. A quantitative approach was employed, using a pre-experimental design involving a single class—the experimental group. The population consisted of 65 seventh-grade students, from which a purposive sample of 32 students from class VII Ketapang was selected. Data were collected through a test comprising a pre-test and a post-test. The results show that the LRD strategy effectively enhanced students' reading comprehension, as evidenced by an increase in the average score from 56.33 (pre-test) to 87.44 (post-test), reflecting a 31.11-point improvement. These findings suggest that the LRD strategy can serve as an effective instructional approach for teaching descriptive texts and improving students' reading comprehension skills.
A Study of Vocabulary Learning Strategies Used by Students at Grade XI Nuraini, Putri; Dewi, Anjar Kusuma; Patmasari, Andi; Thamrin, Nur Sehang
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.4000

Abstract

This study aims to find out the vocabulary learning strategies used by students at MAN Insan Cendekia Kota Palu. This research used a survey design by using questionnaire of vocabulary learning strategies (VLS) adopted from Yeh and Wang (2004). The instrument contains 50 items with five categories of vocabulary learning strategies based on Schmitt’s (1990) taxonomy. The population of this research was eleventh grade students. The sample was taken using a convenience sampling technique with a total of 90 students. To calculate total sample from population using Slovin’s formula. The data analysis showed that students used all of the six learning categories of Schmitt strategies; determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. But for the most frequently used strategies are determination strategies with mean score is 3.45 and the least frequently used strategies are cognitive strategies with mean score 2.72.
Co-Authors Adzani , Feny Nur Aminah Suriaman Andi Hikmah, Andi Anggreni, Afrillia Arid, Muhammad Darmawan Darmawan Darwis, Putri Lisdayanti Desrin Lebagi Dwi Septiwiharti Erniwati Erniwati Fadiel, Mohamad Gifarizki, Gifarizki Imran Imran Konder Manurung Maf'ulah , Maf'ulah Magfira, Magfira Mahmudah, Listiana Eka Dewi Marhum , Mochtar Mashuri Mashuri Mashuri Mochtar Marhum Mukrim, Mukrim Nur Sehang Thamrin Nuraini, Putri Patmasari, Andi Petalolo, Andi Alyfia Rachmawati, Redzky Rifara Roy Kulyawan Sudarkam R Mertosono Taqwim, Ahsani