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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature ETERNAL(english, teaching, learning, and Research Journal) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Cakrawala Indonesia Uniqbu Journal of Social Sciences Madaniya Interference: Journal of Language, Literature, and Linguistics Jurnal Dedikasi EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Juwara : Jurnal Wawasan dan Aksara Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Mutiara: Multidiciplinary Scientifict Journal Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) BAKTI : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Axiology
Maemuna Muhayyang
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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The Implementation of CTL Method in teaching English to the students of MAN 1 Enrekang Risan, Rahmad; Hasriani, Hasriani; Muhayyang, Maemuna
Language Circle: Journal of Language and Literature Vol 16, No 1 (2021): October 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v16i1.31158

Abstract

This research shows the implementation of contextual teaching and learning conducted by the English teachers of MAN 1 Enrekang in teaching English. MAN 1 Enrekang is senior high school that is located in Enrekang regency, Sulawesi Selatan, as one of the schools where most of the teachers there implement CTL method in teaching, include teaching English. However, sometimes the students still find it difficult to understand the material being taught, especially English. This research employed descriptive qualitative method, in which the data collected and analyzed qualitatively by giving description about the phenomena or facts have been found in the field. The subjects of the research were the English teachers of MAN 1 Enrekang. They are English teachers who have implemented CTL in teaching English. Based on the result, it can be concluded that the implementation of CTL method in teaching English to the students of MAN 1 Enrekang was not totally or fully conducted. There are seven elements should be applied in teaching and learning for implementing CTL. They are constructivism, inquiry, modeling, reflection, learning community, questioning, and authentic assessment. Eventhough the teachers understood and admitted implementing CTL in teaching English, the result of the observation shows that the English teachers applied only five elements of CTL in the classroom, while there were two elements of CTL those have not been applied because of the limited time in teaching and learning process, they are constructivism and inquiry. The element of CTL that was applied frequently is questioning
Instagram as a Media to Foster EFL Students’ English Writing Skill Mursyidah Saleh; Maemuna Muhayyang
ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i2.22588

Abstract

The rapid development of technology encourages educators to create interesting learning methods that are attractive to students. Using Instagram as the learning medium in teaching, this research aimed to find out students’ writing skills improvement and their perception after being taught using Instagram. This research used a mixed-method design to analyze the students’ writing improvement and perception of the use of Instagram. To collect data, the researcher carried out a pretest and posttest of one class pre-experiment with 25 students and a semi-structured interview of ten participants who got the significant posttest writing improvement. Statistical findings revealed the students’ result of the posttest was higher than pretest, the data shows that the Significance (2-tailed) value is smaller than 0.05. It means statistically there is a significant difference between students’ pretest and posttest results. This was supported by the semi-structured interview on which the result shows the students’ perceptions of the use of Instagram as a learning medium were mostly positive. The findings of this research are relevant to the development of English Language Teaching, particularly to create interesting learning strategies that are attractive to students.
The Linguistic Features Uniqueness of the Students’ Written Discourse in Online Learning Farida Hasan; Maemuna Muhayyang
ELT Worldwide: Journal of English Language Teaching Vol 5, No 1 (2018)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (673.766 KB) | DOI: 10.26858/eltww.v5i1.5777

Abstract

This research aimed at finding and describing the types and the uniqueness of linguistic features used by the students in their written discourse in BritishEnglishClass.com. The researcher applied a descriptive qualitative method. The data collection was done using document analysis in form of chat history in Whatsapp and taking ten students as the participants of this study.  The result of the analysis showed that the students used six types of linguistic features namely (1) Lexical features in terms of the use of interjection, abbreviation, word letter replacement, word combination, code switching, code mixing and diction, (2) Orthographic features in terms of word spelling and capitalization, (3) Grammatical features in terms of ellipsis, passive voice, verb use, and personal pronoun, (4) Discourse features in terms of the use of interactional features and the stream of consciousness, (5) Paralinguistic and Graphic in terms of emoticon usage and excessive punctuation and, (6) other features in terms of written out laughter . These features are unique because they are different from the standard form of the language.  It can be seen also from the use of abbreviation and ellipsis that shorten the students’ sentence, the use of emoticon representing the emotions and psychical activity, the use of lower and upper case to represent the sound and the intonation of the student’ sentence, the abandonment of convention of capitalization of proper nouns and the first words of sentences, and the creative orthography of some words. The linguistic features used by the students were different from the standard form and their function that allowed the student to express and emphasize their intention, meaning and emotion in the chat room make the students’ written discourse in online learning is uniqueKeywords: uniqueness, linguistic features
Do Male and Female Students Learn Differently? Jamiah Jamiah; Murni Mahmud; Maemuna Muhayyang
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (600.94 KB) | DOI: 10.26858/eltww.v2i2.1691

Abstract

This paper points out the gender differences in English learning.It investigated students’ language learning strategies as affected by gender differences. The data collected in 2015 from 15 male students and 15 female students’ of second grade at SMA Negeri 11 Makassar. It is to reveal their differences in English learning and the effect of gender differences in choosing language learning strategies. It is indicated that the entire student used six language learning strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strateg, affective strategy and social strategy but they had different ways in using them. Mostly, females used social strategy because they were more emphatic, social thinking  and  like  cooperating with  their peers while  the  males  refered  to  the compensation startegy because their characteristics were more confident, fun, logical, active in expressing their opinion. So, it was concluded that gender differences affect in choosing language learning strategies of male and female students at SMA Negeri 11 Makassar.Keywords: language learning strategy, gender differences, classroom interaction
Penulisan Abstrak Bahasa Inggris Nurdin Noni; Maemuna Muhayyang; Sahril Sahril
DEDIKASI Vol 22, No 2 (2020): Jurnal Dedikasi
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/dedikasi.v22i2.16140

Abstract

This partnership program aims to provide knowledge and skills of writing an English abstract for English Teacher Association, Somba Opu district, Gowa used to express their ideas in a brief, concise, conclusive and informative manner to produce some scientific works. It is expected that it can develop skills, attitudes and a writing culture as a medium for sharing concrete thoughts, both through printed and non-printed media. This program is packaged in the form of training which consists of several activities , namely (1) presentation of material  about the concept of basic writing of an abstract by utilizing the online facilities of information and technology  in the current situation of a pandemic covid 19, namely Zoom, Google Meet, and Watch Application, (2)  individual assignment to write an abstract , (3) abstract presentation , and (4 ) revision of abstract  in terms of choice of diction or grammatical mistakes given during the presentation session. The methods used in this training are quite varied, namely lectures, discussions/presentations, and individual consultations to the team.  The result of this program showed that (1) the participants gained a good understanding about the concepts and writing organization for English abstract, and (2) there were 85% of them were able to make up a well-organized abstract. It takes into account that this program has a positive impact toward their participant knowledge and skill of writing an English abstract.
LECTURER’S PERCEPTION ON THE USE OF WEEKLY QUIZZES IN EFL CLASSROOM Maemuna Muhayyang; Nur Safitri; Geminastiti Sakkir
Uniqbu Journal of Social Sciences Vol. 3 No. 1 (2022): Uniqbu Journal of Social Sciences (UJSS)
Publisher : LPPM UNIQBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47323/ujss.v3i1.190

Abstract

This research aims to describe and find out the lecturer reasons for using weekly quizzes in EFL classroom. This research used qualitative research design. The instrument of the research was interview. In order to get the sample, the researcher used cluster random sampling. There was one lecturer of English Education Study Program at Universitas Negeri Makassar. The result of the research showed that there are several reasons of the lecturer using weekly quizzes including to (a) increase students learning motivation, (b) make students feel challenged, (c) encourage students to be creative in answering questions and interact with each other, (d) avoid cheating in class, (e) know the extent of students understanding of the material that has been taught, (f) help the lecturer assess teaching in class and students activity, and (g) start the discussion in class. According to the results of the research, it can be concluded that the use of weekly quizzes in EFL classroom can be a tool to determine and measure students' understanding of the material that had been taught previously.
TEACHERS’ PARALANGUAGE IN CLASSROOM INTERACTION Anindya Anisa Ayuningsih; Murni Mahmud; Kisman Salija; Maemuna Muhayyang
RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 15, No 1 (2022)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/retorika.v15i1.14127

Abstract

Paralanguage, as a part of non-verbal communication, is believed to have fruitful contribution to the successful teaching and learning process. Therefore, it is crucial to explore the features of teachers’ paralanguage in EFL classroom interactions and the function of those paralanguage features in classroom interaction. Under the design of qualitative research, this study employed classroom observation and recording. The subject is one English class with one teacher and 31 students in one Senior High School in Makassar, Indonesia. To analyze data, steps of analysis which included data collection, data reduction, data display and conclusion (drawing or verifying) adopted from Miles, Huberman, and Saldana (2014) were employed. The result of data analysis showed that the teacher applied some features of paralanguage in classroom interaction in the forms of (1) voice qualities that consist of pitch (the highness and lowness of tone), rhythm (smooth rhythm), and rate (slow rate or tempo); and (2) vocalizations that include vocal characterizers (laughing) and vocal segregate (sound “ee”). This study also found that the use of teacher’s paralanguage in teaching was (1) to accent, (2) to complement, (3) to contradict, (4) to regulate, and (5) to repeat. Findings from this study can become a reference for teachers in creating effective classroom interaction. The use of paralanguage by the teacher in the class as one aspect of non-verbal communication is needed as one way to create effective classroom interaction. 
Pengajaran Subject – Verb Agreement bagi Mahasiswa Program Studi Bahasa dan Sastra Indonesia Hasriani G Hasriani G; Maemuna Muhayyang; Mardiyanah Nasta; Rahmad Risan
Seminar Nasional Pengabdian Kepada Masyarakat Vol 2018, No 5: Prosiding 5
Publisher : Seminar Nasional Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.99 KB)

Abstract

This study aims to depict the ability of secondsemester students of Indonesian and Literature Study Programin Faculty of Language and Literature in Universitas NegeriMakassar regarding the subject-verb agreement in English andthe ability to make sentences in English correctly both spokenor written. The methods employed in this study werepresentation and training. The majority of the participants(90%) are able to apply their knowledge and understanding,express present tense sentences properly and correctly both inspoken and written and 10% of them still make errors.Participants activeness is indicated by their positive attitude,motivation, confidence, and responsibility in practicing anddoing their tasks, which support their knowledge andunderstanding in subject-verb agreement materials. Based onthe observations and evaluation, each assignment given to thetraining participants had a significant impact on theirknowledge and understanding of the suitability between thesubject and the predicate in English sentence structure.
Developing English Vocabulary Mastery through English Fairy Tale Videos of the Eleventh Grade Students of SMA Negeri 1 Mamuju Jumriah Rusdi; Maemuna Muhayyang; Munir Munir
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 2, June (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (690.639 KB)

Abstract

The objective of this study is to assess the progress of students' vocabulary mastery through the use of English fairy tale videos. The quantitative research method was used in this study, with a pre-experimental research design and a sample of 34 students drawn from a cluster random sampling technique. The researchers used the test as an instrument to collect data. Data analysis revealed that by using English fairy tale video media, students' vocabulary mastery improved. The t test value was less than P (0.000 0.05), indicating that hypothesis (H0) of this study was rejected and hypothesis (H1) was accepted. As a result, it is concluded that English fairy tales improve the vocabulary mastery of SMA Negeri 1 Mamuju eleventh grade students.
THE CORRELATION BETWEEN STUDENTS’ ONLINE LEARNING READINESS AND THEIR ENGLISH LEARNING ACHIEVEMENT Zikriyah Zikriyah; Nurdin Noni; Maemuna Muhayyang
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Sept (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (772.058 KB)

Abstract

This research aims to determine the students’ level of online learning readiness, their English learning achievement, and to describe whether there is a significant correlation between those two variables. The population of this research was the students of English Education 2019, Faculty of Languages and Literature, Universitas Negeri Makassar with a total of 148 students and taking 37 students as a sample using purposive sampling. The design of this research is quantitative correlational research. The data were collected using the OLRS questionnaire (developed by Hung et al. (2010)) with a Likert model scale. Analysis of the data in this research was using the SPSS 25 program. The results of this research indicate that: (1) The students’ level of online learning readiness was in "ready go ahead" level for online learning (4.39), (2) The students' final score was in "very good" category (3.78), (3) The correlation analysis between the two variables showed a significant value (0.00) and a Pearson correlation (+969), which indicates that there is a significant correlation between students’ online learning readiness and their English learning achievement. The implication of this research is need to encourage students to pay more attention to five online learning readiness dimensions, especially in learner control dimension, because if all dimensions work simultaneously, they can affect students’ English learning achievement.
Co-Authors A Halim A. Egi Setiawan A. Muliati A.Muliyana A.Azis Abduh, Amirullah Abdullah, Sitti Aisyah Adhe Ramdhany Syam Adys, Himala Praptami Afra, Firyal Talietha Ahmad Bukhori Muslim, Ahmad Bukhori Ahmad Talib Ainun Ainun Aldhy Alamsyah Putra Aliyah Nur Khalizah Alqadry, Nusul Anti Alyah, Alijawati Alyarosali Alyarosali Amanda Nur Utami Amin, Fatimah Hidayahni Amra Ariyani Amra Ariyani Ananda Salsabilah Ramadhani Andi Alfiana Andi Nindyia Nur Ramadani Putri Andi Pogeng, Andi Khofifah Andi Rahmi Utami Anindya Anisa Ayuningsih Anindya Anisa Ayuningsih Ardiansyah Ahmad Ariyani, Amra Arung, Stevany Datu Aryati, Shinta Sutji Rahayu Asilah, Nur Asriati Asriati Asriati, Asriati Asrifan, Andi Astuty, Ratri Septi Aulia Mutmainna Bachtiar Auliyaputri, Nurul Azis, Nurul Maghfirah Baa, Sultan Bangsa, Ade Fitriani Kesuma Bashir, Sitti Nurul Mutmainnah Al Baso Jabu, Baso Basri, Muhammad Arham Besse Siska Ulfia Ningsih Dahlia Dahlia Dasilva, Yudha Anfantri Dewi Kartika Sari Dzhelilov, Akhtem A Ernawati Fadilla, Andi Aenul Fadliyah, Riskatul Farida Hasan Fatimah Hidayahni Amin Firmansyah Firmansyah Furqoni, Inayah Fuzia, Aldita Anggun G Hasriani G, Hasriani Gandhy, Dwi Shintia Geminastiti Sakkir Geminastiti Sakkir Hartawan, Hari Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Hasriani G Hasriani G Hasriani Hasriani, Hasriani Hasrullah Hasrullah Hazah Agung Izni Helmiyanti Himala Praptami Adys Himaya Praptani Adys Ihsan, M. Muadz Muwaffaq Iskandar Iskandar Jamiah Jamiah Jihan Nur Faatihah DM Jumraini Jumriah Rusdi Kamaruddin, Adinda Kholis, Wahidin Nur Kisaman Salija Kisman Salija, Kisman Korompot, Chairil Anwar Kurnia Annisa La Sunra La Sunra Lely Novia M, Andi Fitri Rahmasari Magfira, A. Mardiyanah Nasta Mardiyanah Nasta Martin Andrew Masyithah NR, Nurul Megawati Megawati Misnawaty Usman Mudinillah, Adam Muh. Tahir Muh. Tahir Muhalim, Muhalim Muhammad Agus Muljanto Muhammad Asfah Rahman Muhammad Basri Jafar Muhammad Rifqi Syamsuddin Muhammad Tahir Muhammad Tahir Muhammad Wiranto Muhammad Yamin Muhammad Zainal Arifin, Muhammad Zainal Mukhlisah Syahrul Muliati, A. Muliati, Andi Munir Munir Munir Munir Munir, Munir Murni Mahmud Mursyidah Saleh Mustika Mustika Mustika Mutia Suhaefi Noni, Nurdin Novayanti Sopia Rukmana Novia, Lely NUR AENI Nur Fadilah Nur Malikul Mulki Rahman Nur Safitri Nur Safitri S Nurdin Noni Nurdzizati, Ainun Nurhasina Nurhasina Nurindah Purnama Sari Nurrahmi Nurrahmi Nurul Hikmah Perti, Desy Puspasari Pramustia Murti Putri Ramadhani, Putri Rahmad Risan Rahmad Risan Rahman, Ufia Ananda Rajni, Andi Febrianti Ramadhani, Adelia Reski, Ade Ervina Rini Yunianti Siregar Ruslan, Zumrah Magfirah Ryan Rayhana Sofyan Ryan Rayhana Sofyan, Ryan Rayhana Sahril Nur Sahril Sahril Sally, Fauzan Hari Sudding Samsul, Cheria Tri De Afril Samtidar, Samtidar Shideng, Ahmad Sintia Ekawati Sri Yulianti B St. Fajriana Tahir St. Sarah Al-Azhari Suarni Dewi Suci Amaliah Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Syahruni, Syahruni Syamsiarna Nappu, Syamsiarna Syarifah Farahdiba Syarifuddin Dollah Tammasse Thahirah Thahirah Ulviana Rasni Umar, Nur Fadhilah Wa Ode Julistina Toresa Yunisah Azzahra Zikriyah Zikriyah Zurgawi Zurgawi