Articles
<![CDATA[The Use of Factual Reading in English Writing ]]>
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Fitriyani, Fitriyani]]>
<![CDATA[ Indonesian Journal of Educational Studies Vol 14, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijes.v14i1.3987
<![CDATA[The study is aimed at finding out and describing the students’ improvement in writing an English composition and their attitude toward the use of factual readings as learning media. The study used quasi-experimental method with one experimental and one control classes. It was found that that there is a writing improvement of students in experiment group through the use of factual Reading with 18.72 higher. The result of t-test value shows that the improvement of students’ writing skill before and after given factual readings in writing practices is significantly reliable. Thus, it can be concluded that the use of factual Reading can help improving students’ writing skill]]>
<![CDATA[ANALISIS YURIDIS TERHADAP PERJANJIAN BAKU DALAM AKTA PERJANJIAN KREDIT PERBANKAN (Studi Kasus: Putusan Nomor 178/Pdt.G/2015/Pn.Jkt.Pst) ]]>
<![CDATA[Syarifah Farahdiba]]>
<![CDATA[ Indonesian Notary Vol 1, No 001 (2019): Jurnal Notary ]]>
Publisher : <![CDATA[Universitas Indonesia ]]>
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<![CDATA[Dalam suatu perjanjian terdapat salah satu asas, yaitu asas kebebasan berkontrak, dimana diharapkan dalam pembuatan perjanjian posisi tawar menawar (bargaining position) para pihak adalah relatif seimbang. Sedangkan dalam perjanjian baku, posisi tawar menawar para pihak tidak seimbang, konsumen hanya dihadapkan pada satu pilihan. Adapun pokok permasalahan dari karya tulis ini adalah bagaimana pengaturan perjanjian baku berdasarkan peraturan perundang-undangan dihubungkan dengan asas kebebasan berkontrak, dan akibat hukum dengan adanya perjanjian baku dalam akta perjanjian kredit yang telah dibuat oleh kreditur dan debitur sebagaimana dalam Putusan Nomor 178/Pdt.G/2015/Pn.Jkt.Pst, serta peran notaris dalam klausula baku dalam perjanjian kredit bank. Metode yang digunakan dalam penelitian ini adalah metode penelitian yuridis normatif, bersifat deskriptif bersumber pada data sekunder, dianalisis secara kualitatif. Berdasarkan hasil penelitian meskipun telah terdapat beberapa ketentuan mengenai perjanjian baku, namun masih terdapat klausula-klausula yang memberatkan pihak debitur hal ini dapat dilihat dengan adanya putusan pengadilan 178/Pdt.G/2015/Pn.Jkt.Pst, dimana debitur merupakan pihak yang kalah, tentunya dalam hal pembuatan akta perjanjian kredit bank dibutuhkan peran notaris untuk memberikan penyuluhan hukum terkait dengan klausula-klausula yang tertera dalam perjanjian kepada debitur.Kata kunci: perjanjian baku, perjanjian kredit bank]]>
<![CDATA[The Correlation Between Self Confidence and Speaking Ability of the Tenth Grade Students’ of SMAN 3 Enrekang ]]>
<![CDATA[Arya Priyangga Sumardi]]>;
<![CDATA[Syarifuddin Dollah]]>;
<![CDATA[Syarifah Farahdiba]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 1, No 4, October (2022): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[The purpose of this study is to ascertain whether those two factors significantly correlate with one another. With a total of 315 students in the tenth grade at SMAN 3 Enrekang, the population of this study was composed of 32 of those students. Purposive sampling was used to choose the sample. This study uses a quantitative correlational research design. The Sirchi (2021) questionnaire was used to obtain the data on self-confidence, while the monologue exam was used to collect data on speaking skills. The SPSS 25 program was used to analyze the data for this study. The study's findings suggest that there is a strong relationship between students' self-confidence and speaking ability because the correlation analysis between the two variables indicated a significant value (0.00) and a Pearson correlation (+0.55). The conclusion of this study is that students should be encouraged to pay more attention to their self-confidence because it can impact their ability to talk.]]>
<![CDATA[Student Teachers’ Perception on the Use of Learning Community in EFL Classroom ]]>
<![CDATA[La Sunra]]>;
<![CDATA[Syarifah Farahdiba]]>;
<![CDATA[Lely Novia]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 1 No. 1 June 2021 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v1i1.34
<![CDATA[This quantitative and qualitative study focuses on university students’ perceptions on the use of learning community through cooperative learning approach in EFL classroom. The purpose of the study is to explore the student teachers’ opinion about the use of learning community in the EFL Micro Teaching classroom. The participants of this study were the seventh semester students of the Special English Education Program taking Micro Teaching course. The number of participants was 28 students. The data were collected using questionnaire and interview. The result of this research showed that the seventh semester students of the Special English Education program of Universitas Negeri Makassar had positive responses toward the implementation of learning community through Cooperative Learning. Besides that, it was found that students were happy to attend Micro Teaching classroom which mainly consisted of group activities in learning community. Likewise, learning community helps facilitate student learning and improve their vocabulary.]]>
<![CDATA[Assessing EFL Student Teachers’ Writing Skills through Reflective Journal ]]>
<![CDATA[La Sunra]]>;
<![CDATA[Sahril Sahril]]>;
<![CDATA[Syarifah Farahdiba]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 1, No. 2 December 2021 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v1i2.69
<![CDATA[Writing has been claimed to be the last and hardest language skill to be learned by language learners, either native speakers of the language or foreign/second language learners. Within this respect, writing becomes a serious challenge for many EFL students to master their target language. EFL students use reflective journals as learning logs to express or capture their ideas to produce logical and meaningful writing. This study tried to investigate the EFL student teachers’ writing skill through their reflective journal written through Micro Teaching course in English Education program. Their writing skills were examined in terms of content, organization, vocabulary, language use, and mechanics applying the framework of Jacobs’ et al, (1981). The study used descriptive method to examine the EFL students’ writing skill through their reflective journals. The research findings showed that the EFL students’ writing skills through their reflective journal in micro teaching course were at good level. The data analysis also indicated that the EFL students performed the best in mechanics aspect and the lowest in vocabulary aspect.]]>
<![CDATA[Teachers’ Challenges in Classroom Management in Teaching English at SMKN 8 Bulukumba ]]>
<![CDATA[Akbar Maulana]]>;
<![CDATA[Munir Munir]]>;
<![CDATA[Syarifah Farahdiba]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 3, No 2: May (2024) Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
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DOI: 10.26858/performance.v3i2.62014
<![CDATA[Challenges of teachers in classroom management teaching English in SMKN 8 Bulukumba. All foreign language teachers face challenges in teaching and managing their classes. The objectives of this study are: (1) To investigate the teachers and their challenges in teaching English in SMKN 8 Bulukumba. (2) To investigate the challenges faced by English teachers in classroom management in SMKN 8 Bulukumba. The subjects of this study are two teachers who teach at SMKN 8 Bulukumba. In terms of teachers' difficulties in managing classrooms, teachers are faced with students' lack of motivation to learn English and students who disrupt the class while studying. About some of these challenges, it seems that there are many challenges in teaching and managing lessons when teaching English in the classroom.Keywords: Challenges, Teaching English, Classroom Management.]]>
<![CDATA[The Benefits and Challenges of Using Video as A Teaching Medium at MTs Al-Hidayah: Teachers’ Perception ]]>
<![CDATA[Annisa Maharani]]>;
<![CDATA[Chairil Anwar Korompot]]>;
<![CDATA[Syarifah Farahdiba]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 3, No 1: February (2024) Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
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DOI: 10.26858/performance.v3i1.59570
<![CDATA[This research aims to investigate the benefits and challenges of using video as a teaching medium: teachers’ perception. Besides, this research also attempts to identify the benefits and challenges of using video as a teaching medium. Learning media is currently needed by teachers to support the teaching and learning system in the classroom. One of the media applied is video. This study aims to determine the benefits and challenges of using videos in the teaching and learning process based on teacher perceptions. In conducting this research, researchers used qualitative methods to find out and explore more detailed information. The qualitative approach method used by the researcher was descriptive qualitative. Two English teachers were selected as participants in this study. All participants were English teachers in one of the high schools in MTs Al-Hidayah consisting of two female teachers. The researcher used interviews as the data collection instrument. There were eight findings, four advantages, and four challenges. Based on the results of the study, it can be concluded that teachers' perceptions of the use of video-based learning media are very positive. Thus, it can be concluded that the use of video-based learning media can increase teacher creativity, increase student attention, increase student motivation, and Increase learning effectiveness.Keywords—Teaching video, benefits and challenges]]>
<![CDATA[The Implementation of English Online Learning Strategy at Junior High School in Rural Area Post Covid-19 Pandemic ]]>
<![CDATA[Asmi Asmi]]>;
<![CDATA[Munir Munir]]>;
<![CDATA[Syarifah Farahdiba]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 4: November (2023) Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
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DOI: 10.26858/performance.v2i4.54286
<![CDATA[This study aims to (1) find out what strategy did teachers in rural area implement in their online learning post covid-19 pandemic (2) find out challenges that they faced post covid-19 pandemic and how they overcome these challenges. This study applies the qualitative method to achieve the research objectives. The subject of this study were six English teachers from junior high school that teach in rural area post covid-19 pandemic. The subjects were chosen by using purposive sampling and do not have to be large in number just following the necessity of the research. The instrument of this study is in-dept interview. The result of this study revealed that teachers in rural area applied two strategies in their online learning during the pandemic, they are online chat only and combining video conference with online chat. In addition, teachers in rural area face several challenges when implementing the online learning strategy, including poor internet connection, lack of devices (Handphone) and internet data, and lack of students’ motivation. However, teachers are able to find ways to overcome these obstacles, there are four ways, they are: limited face-to-face meeting, visiting the students, extend the submission time, and using one phone for two or several students.Keywords- online learning strategy, implementation, challenges, rural area]]>
<![CDATA[HIGHER ORDER THINKING SKILLS IN CRITICAL READING CLASS: AN ANALYSIS ON STUDENTS’ PERCEPTION ]]>
<![CDATA[Tahir, Annisa Mujahidah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sunra, La]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i4, Dec.56789
<![CDATA[This study aims to explore students’ perception toward Higher Order Thinking Skills in Critical Reading class. To achieve the research objective, the researcher used a descriptive study in the form of a qualitative design. The data were collected through one-to-one, semi-structured interviews conducted through mobile phone calls. The study focused on five students from the English Education Study Program's Class A 2021 who were enrolled in a critical reading class during their second semester. Based on the result of the study, the researcher found that in the critical reading class, the three upper levels of cognitive skills proposed by Bloom, which are considered as part of higher order thinking skills (HOTS), were applied in the form of activities such as text analysis, statement and argument validation, and paraphrasing. Students’ perception indicated that the three activities improved their ability in critical reading. However, throughout the course, the students faced some difficulties since the course was conducted online. The lecturer used the same lecturing style, had never given them feedback, and there was no discussion session for the students to share their ideas about the text in the module given. The lack of vocabulary was also mentioned as one of the obstacles experienced by the students during the critical reading class.]]>
<![CDATA[THE USE OF ENGLISH SHORT STORIES TO ENRICH STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Putri, Andi Sri Mega]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i4, Dec.56779
<![CDATA[The objective of the research was to find out whether the use of short stories can enrich students’ vocabulary mastery: meaning, spelling, pronunciation, word form and word use. The researcher applied a pre-experimental method. The population was the eighth-grade students of SMP Negeri 29 Makassar in academic year 2022-2023 and the sample of this research were 29 students from class VIII/7 by using cluster random sampling. The data were collected through test (pre-test and post-test). The result of data analysis stated that the mean score of pre-tests (68.79 with standard deviation 51.34) was lower than mean score of post-tests (82.82 with standard deviation 13.32) therefore the value of t-test (1.14 with significant difference 0.000) level of significance (α) = 0.05 and degree of freedom (df) = 28. It shows that the alternative hypothesis of this research is accepted. based on the finding and discussion of the study, the researcher concludes that using short stories can enrich students’ vocabulary mastery at the eighth grade of SMP Negeri 29 Makassar.]]>
