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Sidu Marafat, La Ode
Halu Oleo University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Use of ARIAS Teaching Model to Improve the Reading Comprehension of First Grade Students of SMAN I Poli Polia in 2015/ 2016 Academic Years Nur Indah, Wa Ode Siti; Sidu Marafat, La Ode; Tambunan, Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 1, No 1 (2016): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.065 KB) | DOI: 10.33772/jleet.v1i1.6662

Abstract

This study aims to improve the students reading comprehension, the students activity, and made students have a positive perception about English learning process through ARIAS teaching model to the first grade students of SMAN Poli-Polia I East Kolaka in the academic year of 2015/2016. The design of this study is Classroom Action Research. The steps of this study are planning, conducting action, observation, and reflection. The subjects of the research were 36 students of grade X Mia 3 at SMAN Poli-Polia I East Kolaka. The instruments of this study are the observation sheet, interviews, field notes, reading test and questionnaire. In reference to the actions conducted in two cycles, it is evident that ARIAS teaching model could improve students’ reading comprehension as justified in the following results. First, there is an improvement on students’ activity. Most of students are active in teaching and learning process (70% students actively participate in reading comprehension activities). Second, most students of grade X Mia 3 have positive perception in English learning process Third, there is an improvement on students’ reading comprehension as it is displayed in the increase of the mean score (the result of the cycle II was 75.49 compared to the result of the cycle I was 64.71). In conclusion, ARIAS teaching model could improve the students’ reading comprehension.
Reading Anxiety, Reading Self-Efficacy And Vocabulary As Predictors Of Students’ Reading Comprehension Hasriati, Hasriati; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.956 KB) | DOI: 10.33772/jleet.v2i1.6698

Abstract

Many students assumed reading is not difficult process. In fact, reading process is not merely their understanding of each word and the surface structure denoted in a text, but it also includes the process of comprehension. Unfortunately, they also do not realize that during this process, reading anxiety, reading self-efficacy and vocabulary have been stated as some contributing factors. Thus, the current study examined whether reading anxiety, reading self-efficacy and vocabulary contribute towards students’ reading comprehension and which one of these factors that serves as the better predictor of students’ reading comprehension among 82 students of second semester of English department of Halu Oleo University. Questionnaires are employed for measuring students’ reading anxiety and reading self-efficacy, vocabulary test for measuring students’ vocabulary. Whereas, reading comprehension test for measuring students’ reading comprehension. The result revealed reading anxiety contributes towards students’ reading comprehension, reading self-efficacy contributes towards students’ reading comprehension and vocabulary contributes towards students’ reading comprehension. Vocabulary is higher than reading anxiety and reading self-efficacy in predicting students’ reading comprehension when these factors are examined simultaneously. Importantly, this study leads to the conclusion that vocabulary is better and stronger predictor of students’ reading comprehension than students’ reading anxiety and students’ reading self-efficacy. Taking importance of vocabulary into consideration, therefore language teachers should put more emphasize on students’ vocabulary, particularly endeavor to make their vocabulary knowledge wider and deeper.
Effectiveness of Buzz Group Technique in the Teaching of Reading At SMP Negeri 10 Kendari Budikafa, Fandi Ardiansyah; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.415 KB) | DOI: 10.33772/jleet.v2i1.6664

Abstract

Since there have been many different models of reading instruction put forth, yet few of these methods take into account the importance of motivation. In fact, attempts at improving reading comprehension using Buzz Group technique seem to focus too heavily on the mechanics of reading without delving into the emotional or psychological aspects especially motivation. The purpose of this research is to identify the difference in students’ reading comprehension despite taught by different method. In addition, the research aims to identify the difference in reading comprehension of highly motivated and lowly motivated students which are taught using different method. The methods used in this research were Buzz Group technique and Contextual Method. 114 students of Grade VIII at SMPN 10 Kendari participated in completing the questionnaire reflecting their level of motivation and then 57 of them were given the reading comprehension test and the method used for analyzing the results was two-way anova technique. The results obtained showed that the reading comprehension of students who were taught using different method was not significantly different but the teaching method is needed for enhancing students’ reading comprehension by the development of students’ critical thinking provided by Buzz Group technique. Moreover, the reading comprehension of highly motivated students was significantly different from lowly motivated students; this was proved on this research that the higher the motivation, the higher the reading comprehension is. The findings can help to clarify the nature of reading comprehension that despite from taught using right method, it is important if teachers develop and integrate a strong emphasis on reading motivation, and value its effective environment.
Error Analysis Of The Essays Written By English Department Students Of Halu Oleo University Akbar, Aidil; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (339.733 KB) | DOI: 10.33772/jleet.v4i1.6670

Abstract

Errors have long been the obsession of language instructors and researchers. Before, errors were looked at as a problem that should be eradicated. However, errors are now considered as a device that learners use and from which they can learn, they provide evidence of the learner's level in the target language , they contain valuable information on the learning strategies of learners , and they also supply means by which teachers can assess learning and teaching and determine priorities for future effort. Thus, conducting error analysis is therefore one of the best ways to describe and explain errors committed by the EFL learners. The objective of this study is to identify type of errors on the EFL that is commonly found in students writing performances according to Surface Strategy taxonomy, to identify the possible causes of students’ errors in their writing performances and to identify kind of grammatical errors in students writing performances. This study employed a qualitative method. Sources of data were students’ writing performance in essay form. The result shows all of the four types of errors according to surface strategy taxonomy such as omission, misinformation, addition, and malformation/disordering, the result shows omission and misinformation are the types of errors that commonly found English department students’ essays. However, omission is the type of errors that is founded the most in students writing. The Possible causes of students’ error are: The learner doesn’t know the structural pattern. Hence, they make random response; The correct model has been insufficiently practiced; Distortion may induce by the first language. Kind of grammatical errors that is found in students’ essays are noun and verb inflection, subject-verb agreement, articles, pronouns, spellings, singular/plural form, capitalization, sentence fragments and prepositions. On the basis of these results, some pedagogical implications which might assist ESL/EFL teachers with some helpful suggestions and teaching strategies that will reduce future problems regarding writing for EFL learners.
The Use of Audio Podcast for Teaching Listening Comprehension Alfian, Alfian; Lio, Asrun; Sidu Marafat, La Ode
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.811 KB) | DOI: 10.33772/jleet.v4i1.6671

Abstract

Podcast is created by combining of the word “iPod” and “broadcast” and it produces audio and video files episodically that can be downloaded and listened by personal computer, tablet, smart phone, or another audio/video divice and listeners can listen and learn all interesting materials that they need. This research aimed to introduce audio podcast as a portable media for teaching listening. This media could be suggested to change conventional method in teaching listening. This research conducted at SMAN 1 Tanggetada in academic year 2016/2017. The type of this research was mix method and its design was quasi experimental design using pre-posttest. The group was divided into experimental and control groups. Experimental group was taught by audio podcast while control group was taught using conventional tool. The researcher analyzed the result of within and between groups using T-test while students’ motivation was described by using interviews. The findings of the study showed that the use of podcast in listening was an effective media for teaching listening comprehension. The result of the interview indicated that most of the students are interested in audio podcast media. The media can motivate the students in listening as they can listen as many as possible at anytime and anywhere.
Co-Authors Aidil Akbar Alfian Alfian Budikafa, Fandi Ardiansyah Hasriati Hasriati, Hasriati Lio, Asrun Nur Indah, Wa Ode Siti Tambunan, Tambunan