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Lio, Asrun
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THE EFFECT OF APPLYING DICTOGLOSS TECHNIQUE ON UPGRADING STUDENTS’ COMPETENCE IN WRITING NARRATIVE TEXT AT GRADE XI OF SMAN 4 KENDARI Mustika, Sarni Gita; Lio, Asrun; Muhsin, Muhammad Khusnun
Journal of Teaching of English Vol 5, No 1 (2020): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.218 KB) | DOI: 10.36709/jte.v5i1.13590

Abstract

This research aims to find out whether or not any significant effect of the Dictogloss technique on upgrading students’ competence in writing narrative text. The subjects of this research were all students in class XI MIA 5 of SMAN 4 Kendari which consisted of 34 students, but only 32 students who were participated in the pre-test and post-test. The researcher collected data by given pre-test to know students’ writing competence. The treatment conducted in teaching and learning process by applying Dictogloss technique. The post-test to know students’ writing competence after being taught by applying Dictogloss technique. The data were analyzed by using paired samples t test. The result showed that the use of Dictogloss technique is significantly influenced students’ writing competence which is reflected by the enhanmcement of students mean score from pre-test to post-test. It can be seen from the mean score of post-test is 77,78, while the mean score of pre-test is 53,19. Furthermore, the result of hypothesis testing showed that the value of Sig.(2 tailed) was 0,000 while the significance ρ value is 0,05, means that (H0) is rejected and (H1) is accepted. Therefore, it can be concluded that there is a significant effect of applying Dictogloss technique on upgrading students’ competence in writing narrative test of SMAN 4 Kendari.
Peer Feedback Through Facebook Group; Does It Bring about Effect on Students' Writing Competence at MAN 1 Konawe Selatan Saputra, Aksan; Lio, Asrun; Muhsin, Muhammad Khusnun
Journal of Teaching English Vol 4, No 3 (2019): Journal of Teaching English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.5 KB) | DOI: 10.36709/jte.v4i3.10877

Abstract

This research is aimed at investigating whether or not there was a significant effect of Peer Feedback through Facebook Group on students’ writing competence at MAN 1 Konawe Selatan in writing recount text. The design of this research was pre-experimental design which involved only one class (class X MIA 1) as sample of this research. The total sample was 24 students which selected by using purposive sampling technique. The instrument of this research was a written test which focused on three aspects of writing namely organization, language use and mechanics. The researcher collected the data by giving pre-test and post-test in order to know students’ writing competence before and after treatment of Peer Feedback through Facebook Group had been applying. The researcher used the paired sample t-test in SPSS 16 Windows Software to analyze the result of this research. The finding shows that there is a significant effect of Peer Feedback through Facebook Group on students’ writing competence. It is proven by the result of descriptive analysis where the mean score of pre-test was 51.66 and mean score of post-test was 67.29. Furthermore, the result of hypothesis testing showed that the value of Sig (2-tailed) was 0.000 which smaller than alpha value 0.05, means that H0 is rejected and H1 is accepted. Therefore, it can be concluded that there is a significant effect of Peer Feedback through Facebook Group on upgrading students’ writing competence in recount text at MAN 1 Konawe Selatan. Hence, teaching and learning writing use Peer Feedback through Facebook Group can be one of effective methods on upgrading students’ writing competence.
THE USE OF IMPROVISATION TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE OF SMAN 1 KUSAMBI Nurwia, Nurwia; Jaya, Amir; Lio, Asrun
Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v4i2.13917

Abstract

This study was aimed at investigating whether there was a significant effect of using improvisation  technique on students’ speaking ability. The research question of this study was “Is there any significant effect of using improvisation technique on students’ speaking ability at the second grade of SMA Negeri 1 Kusambi?”. The sample of this study was students at XI IPA 3 consisting of 11 males and 15 females who were chosen using purposive sampling. The instrument of this study was a speaking test. To analyze the result of this study, the researcher used paired sample t-test computed in SPSS 16.0. It was conducted to compare the scores of pre-test and post-test in experimental class. After analyzing the data, it was found that there was a significant difference in the scores for pre-test (M= 1.47, SD= 0.38) and post- test (M= 2.85, SD= 0.45). The probability value was .000 (<.05) It means that there was a significance difference on students’ speaking ability before and after the use of improvisation technique. Keywords: Speaking Ability, Teaching Speaking, Improvisation Technique.
PEER FEEDBACK THROUGH FACEBOOK GROUP; Does it bring about effect on students’ writing competence at MAN 1 Konawe Selatan? Saputra, Aksan; Lio, Asrun; Muhsin, Muhammad Khusnun
Journal of Teaching of English Vol 4, No 3 (2019): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v4i3.13957

Abstract

This research is aimed at investigating whether or  not there was a significant effect of Peer Feedback through Facebook  Group  on  students’  writing  competence  at MAN 1 Konawe Selatan in writing recount text. The design  of  this  research  was  pre-experimental  design which involved only one class (class X MIA 1) as sample of this research. The total sample was 24 students which selected by using purposive sampling technique. The instrument of this research was a written test which focused on three aspects of writing namely organization, language use and mechanics. The researcher collected the data by giving pre-test and post-test in order to know students’ writing competence before and after treatment of Peer Feedback through Facebook Group had been applying. The researcher used the paired sample t-test in SPSS 16 Windows Software to analyze the result of this research. The  finding  shows  that  there  is  a  significant effect of Peer Feedback through Facebook Group on students’ writing competence. It is proven by the result of descriptive analysis where the mean score of pre-test was 51.66 and mean score of post-test was 67.29. Furthermore, the result of hypothesis testing showed that the value of Sig (2-tailed) was 0.000 which smaller than alpha value 0.05, means that H0 is rejected and H1 is accepted. Therefore, it can be concluded that there is a significant effect of Peer Feedback through Facebook Group on upgrading students’ writing competence in recount text at MAN 1 Konawe Selatan. Hence, teaching and learning writing use Peer Feedback through Facebook Group can be one of effective methods on upgrading students’ writing competence. Keywords: Peer Feedback, Facebook Group, Writing, Recount Text
Content Analysis of English Textbook Entitled “Bahasa Inggris SMA/MA Kelas X” Published By Penerbit Yrama Widya. Rasyid, Nirma Selastiana; Lio, Asrun; Rohmana, Rohmana
Journal of Teaching of English Vol 6, No 2 (2021): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v6i2.19288

Abstract

Content analysis of the textbook has an important role because the analysis result can be used to determine whether the teacher can use the content of the textbook, or it needs to be revised. This research was conducted to analyze the content of English textbook based on five criteria proposed by Badan Standar Nasional Pendidikan (BSNP). This research used qualitative with descriptive method. The data were collected from an English textbook entitled Bahasa Inggris published by Penerbit Yrama Widya for Senior High School. The instrument of this research was a table checklist from BSNP. The researcher used the English textbook that has been applied in SMAN 1 Kapoiala as data sources. In collecting and analyzing the data, the researcher used a table checklist to find out the result of this research. Then, the researcher described the result of the table checklist regarding the completeness, in-depth, social function, element and structure of meaning, and linguistic features criteria. The result of this research showed that from nine chapters of this textbook, five chapters did not successfully fulfill five criteria from BSNP and four of them had successfully fulfilled. This research can be useful for teachers to gain information about the suitability of the content of the textbook following BSNP standard. It is also useful for the authors of the English textbook to improve the quality of the content of the textbook.
CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR JUNIOR HIGH SCHOOL GRADE SEVEN Lisdayanti, Lisdayanti; Lio, Asrun; Kamaluddin, Kamaluddin
Journal of Teaching of English Vol 4, No 2 (2019): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v4i2.13915

Abstract

This research was accomplished to find out whether English textbook  “When  English  Rings A  Bell” for Junior High  School on seventh grade fulfilled each criterion of textbook evaluation criteria. The researcher used qualitative analysis as the research design. The data source was collected from English textbook “When English Rings A Bell” for Junior High School on seventh grade. The instrument of this study was textbook evaluation criteria. The researcher collected the data by using checklist to evaluate the textbook then analyzing the data shown from the checklist and making some interpretations, and finally  describing  the results from the assessment  table.  The result confirmed that English textbook “When English Rings A Bell” for Junior High School on seventh grade was categorized as inappropriate book  because there were only four of fourteen sub- criteria which were fulfilled, namely the objectives were given in the beginning of the book and each chapter, the topic or materials were suitable with the objectives, there were visual materials relevant with the topic, and the instructions of the exercises were clear and easy to understand in terms of completed by examples, while the rest ten criteria were not fulfilled. It was recommended to the teacher to cover the weaknesses of the book by their teaching style or to find another reference outside this textbook. Keywords: Textbook, Evaluation Criteria
An analysis of cognitive levels of English test designed by English teachers at SMAN 5 Kendari Naoza, Naoza; Lio, Asrun; Nggawu, La Ode
Journal of Teaching of English Vol 7, No 1 (2022): Journal of Teaching of English
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jte.v7i1.24921

Abstract

This study aimed to find out the cognitive levels of English test questions designed by English teachers at SMAN 5 Kendari. In collecting the data, the researcher used documentation and interviews as the instrument. The data analysis used in this study was a qualitative data analysis method, in which the results of the study were described descriptively. The item questions analyzed were a summative test used in the midterm exam and final exam at the 10th, 11th, and 12th grade of 2021/2022academic year. The analysis used Bloom's taxonomy revised by Anderson & Krathwol (2001). The results of the study showed that among 109 questions, there were 28 (25%) questions categorized as remembering level, 60 (55%) categorized as the understanding level, 5 (5%) categorized as applying level, 14 (13%) categorized as analyzing level, 1 (1%) questions categorized as evaluating level, and 3 (3%) questions categorized as creating level. Moreover, the results have obtained the percentage of LOTS, MOTS, and HOTS of English test questions as follows; 80% of questions categorized as LOTS, 4% of questions categorized as MOTS, and 16% of questions categorized as HOTS. Therefore, it can be concluded that the English test at SMAN 5 Kendari was dominated by lower-order thinking level questions.
Effect Size of General English Modules Development through MPI + R Model on the Lecturer Professionalism Roslina; Hanna; Lio, Asrun; Nasrul
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 1 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v26i1.43679

Abstract

Previous studies on General English (GE) showed that the challenge to lecturer professionalism is the issue of providing teaching materials. While Instructional Design provided pedagogic activities, so the General English Modul development through Model Pengembangan Instruksional (MPI) + Revalidation (R) was propose to be an alternative solution. For that reason, a case study with an experimental design done to measure the effect size of MPI + R on the lecturers professionalism development. Under one goup pre and post test design, three GE Lecturers at Universitas Sembilanbelas November Kolaka (USN Kolaka) involved in GE module development through ID model MPI + R . The development phase done during September 2022 to Mey 2023. The data collected by using Danielson Teaching Framework Instrument and the effect size calculated by nonparametric and Cohen-D test. The effect size calculation showed that the ID model MPI + R has a great effect on the lecturer professionalism. It can be concluded that MPI + R is able to be an alternative solution for lecturer professionalism development.
Co-Authors Hanna Jaya, Amir Kamaluddin Kamaluddin La Ode Nggawu Lisdayanti, Lisdayanti Muhsin, Muhammad Khusnun Mustika, Sarni Gita Naoza, Naoza Nasrul Nurwia, Nurwia Rasyid, Nirma Selastiana Rohmana, Rohmana Roslina Saputra, Aksan