Articles
<![CDATA[THE USE OF THEME-BASED TEACHING TO IMPROVE THE STUDENTS' WRITING SKILLS IN SMKN 5 SELAYAR: A PRE-EXPERIMENTAL RESEARCH ]]>
<![CDATA[Noviyanti, Adelina]]>;
<![CDATA[Nunung Anugrawati]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ English Language Teaching Methodology Vol. 3 No. 2 (2023): English Language Teaching Methodology ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v3i2.426
<![CDATA[This research aims to find out the use of theme-based teaching in improving the students’ writing skills in SMKN 5 SELAYAR.This research was pre-experimental research using quantitative design in analyzing the data. The instrument used was writing test which contain pre-test, treatments and post-test. The population was tenth grade of SMKN 5 SELAYAR students and the sample was X. FAR class that was selected by using purposive sampling technique. Based on the results of the research, it is found that the use of theme-based teaching can improve students' writing skills in terms of content, vocabulary and grammar in the form of descriptive text in class X FAR SMKN 5 SELAYAR. This is evidenced by the results of the students' scores. It can be seen from the average value of students that there is an increase of 21.1%. The pre-test was 67.03 which classified as good enough category and the post-test was 81.17 which classified as great category, the post-test score was higher than the pre-test. In addition, t-test value higher than the t- table value (12.415>1.699). It means that there is an improvement by using of theme-based teaching to improve the student' writing skills in descriptive text.]]>
<![CDATA[THE EFFECT OF DRILLING COMMUNICATION TECHNIQUE IN TEACHING STUDENTS’ PRONOUNCIATION AT SMA NEGERI 19 GOWA ]]>
<![CDATA[Alfira, Nurfani]]>;
<![CDATA[Rum, Eka Prabawati]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ English Language Teaching Methodology Vol. 4 No. 2 (2024): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v4i2.529
<![CDATA[The purpose of this study was to determine whether or not the use of the Drilling Communication Technique as a medium was effective in teaching students' pronunciation in the eleventh grade (SMA Negeri 19 Gowa in the academic year 2021/2022). This study used a pre-experimental design with pre-test and post-test designs. The comparison of pre-test and post-test scores is determined by the treatment outcome. The test was administered twice, once before and once after treatments or the teaching and learning process, using a recording tool.Based on the results of the study, the results of the data showed that there was a significant difference between the post-test and pre-test of students in the pre-experimental class. This increase is evidenced by the pre-test and post-test scores. From the post-test, the researcher found that the mean scores (72.88) were greater than the pre-test mean (46.22). It shows that there is a significant difference between the students' pre-test and post-test scores. According to the study's findings, Drilling Communication Technique could help students pronounce SMA Negeri 19 Gowa more accurately.]]>
<![CDATA[The Use of Comic Strip as Media to Increasing the Students' Vocabulary Mastery at SMKN 4 Pangkep ]]>
<![CDATA[Amir, Veranda]]>;
<![CDATA[Hamid, Sitti Maryam]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ Journal of Language Testing and Assessment Vol. 4 No. 1 (2024): Journal of Language Testing and Assessment (JLTA) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/jlta.v4i1.517
<![CDATA[This study aims to determine the increase in students' vocabulary skills by using comics as a medium to improve students' vocabulary skills in terms of reading This study focuses on the use of comic strips as a medium to improve students' vocabulary. The type of research used is Pre-Experimental Research. This aims to determine the effectiveness of using comic strip media to improve vocabulary understanding for class XI students of SMKN 4 Pangkep for the 2022/2023 academic year. The sample of this study were students majoring in offices, amounting to 27 students of class XI offices at SMKN 4 Pangkep. This study used a purposive sampling technique using the pre-experimental method. Researchers obtained data by using pre-test and post-test.The average value of the pre-test was (56.29) and the post-test was (75.74). That is a better improvement than the average student's score on the post-test. Based on the results of the analysis, it was concluded that the use of comic media can improve the vocabulary understanding of class XI students of SMKN 4 Pangkep.]]>
<![CDATA[THE EFFECTIVENESS OF ICE-BREAKER ACTIVITY TO IMPROVE STUDENTS' SPEAKING SKILL ]]>
<![CDATA[Alfian, Heri]]>;
<![CDATA[Kaimuddin]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ elstic : english language linguistics culture Vol 3 No 1 (2023): Volume 3, Number 1, April 2023 ]]>
Publisher : <![CDATA[Univeristas Islam Negeri (UIN) Alauddin Makassar ]]>
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DOI: 10.24252/elstic-ij.v3i1.42999
<![CDATA[This research was aimed at investigating the effectiveness of Ice-Breaker Activity in improving students’ Speaking skill. A quasi experimental design was employed with two classes of the eighth graders at one school in Paccinongang, Gowa selected with total sampling as sample. The data were obtained through a pre-test, a post-test and an questionnaire. The Speaking assessment was covering pronunciation, vocabulary, grammar, fluency and self-confidence. The findings were analyzed statistically using independent t-test procedure. The findings shown that the value of t-test in experimental class was higher than the value of t-table(value of t 3,57 > value of t table 2.021). Furthermore, the students‘ perception towards Ice-Breaker Activity was 95,2% students agreed that this technique could help them to increse their Speaking skill. The statistical computation shown that Ice-Breaker Activity was not effective in improving the students’ Speaking skill but the students have positive perception towards the used of Ice-Breaker Activity. Designing the learning purpose appropriately which considers students’ needs and language level may ease teachers to use the the Ice-Breaker Activity in improving students’ Speaking skill. The teachers may try to take advantage of Ice-Breaker Activity to be utilized in their classroom activities to conduct an effective and interesting learning atmosphere in the classroom. Key words: Ice-Breaker activity, teaching speaking, junior high school]]>
<![CDATA[ACTIVE STUDENTS PERCEPTIONS ON COLD CALLING STRATEGY (CCS) IN ELT CONTEXT ]]>
<![CDATA[Putri, Annisa Amelia]]>;
<![CDATA[Abdul, Nurdevi Bte]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ English Language Teaching Methodology Vol. 5 No. 1 (2025): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v5i1.1012
<![CDATA[This research aimed at finding out the active students’ perceptions of CCS in classroom discussion. The method of this research was basic qualitative study (descriptive qualitative). Data of the research were collected through observation in order to select the research subject and interview. This research was conducted at SMA Negeri 8 Makassar which running in the eleventh grade with a total of 10 research subjects. The techniques of data analysis were data reduction, data display, and conclusion drawing/verification. The findings of this research showed that active students gave various opinions and perceptions. Majorities of them perceived a positive thoughts about CCS, where cold calling results in better levels of students comfort. In addition, the active students perceived that CCS are helpful to facilitating them to discuss their thoughts in front of the class, strengthening their comprehension of the material, and contributes positive impact on improves the academic performances. However, there were also some negative thoughts about CCS; feeling of anxiousness, embarrassed by cold calling, disappointment of not receiving cold call by the teacher while they wanted to contribute their opinion in a discussion. In short, despite of some inconvenient feelings they were experienced, active students were agree if CCS use more frequently in the English language learning; especially in terms of classroom discussion.]]>
<![CDATA[Critical Thinking Tasks in ESP Speaking Classes: A Qualitative Exploration of 21st Century Skills Development ]]>
<![CDATA[Azis, Awalia]]>;
<![CDATA[Satrawati, Ika]]>;
<![CDATA[Taufiq, Anwar]]>;
<![CDATA[Jubhari, Yuriatson]]>;
<![CDATA[Mahmudah, Dzur Rif'ah]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i2.341
<![CDATA[Humans expect English for Specific Purposes (ESP) classes in the 21st century to not only help students get better at speaking and writing English, but also to help them think critically and communicate professionally. The goal of this study was to find out how critical thinking tasks are used in an ESP speaking class and how they help second-semester students in the Primary School Teacher Education (PGSD) program at Muhammadiyah University of Makassar build abilities they would need in the 21st century. A qualitative descriptive design was used to collect data from nine students using semi-structured interviews and observations of the classroom. Thematic analysis showed that critical thinking exercises helped students solve problems in the real world, explain and defend their ideas, and work well with others in group conversations. Even though participants had trouble with terminology and expression, they said they felt more confident, more conscious of their thinking, and more ready for work. The study concludes that critical thinking exercises in ESP speaking classes help students learn the language and develop skills that are important in the 21st century. It also suggests that authentic assignments with enough assistance should be used to help students succeed.]]>
<![CDATA[PERCEPTIONS OF ENGLISH TEACHERS’ IN INTERACTIVE COMPUTER-BASED MEDIA TO ASSIST VOCABULARY ACHIEVEMENT OF MILLENNIAL STUDENTS ]]>
<![CDATA[Faindah, Nur]]>;
<![CDATA[Azis, Awalia]]>;
<![CDATA[Qalbi, Nur]]>
<![CDATA[ Journal of Computer Interaction in Education Vol. 6 No. 2 (2023): JCIE: ICT Implementation in Teaching English ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/jcie.v6i2.532
<![CDATA[This study aims to find out the perceptions of English teachers regarding the use of computer-based interactive media to improve students' vocabulary achievement. the method used in this research was qualitative method in the type of descriptive research. this research used an observation checklist and interview as instruments to collect the data. the subject in this research were English teachers who taught in high school with 2 English teachers. this research used purposive sampling technique.Based on the results of the study, the teacher's perception of interactive computer-based media gave positive answers, the use of interactive computer-based media can really help teachers in the learning process. The teacher is greatly helped by the existence of computer-based media because it can help explain the material displayed. Showing videos, PowerPoint, or songs can train students to acquire new or difficult vocabulary. Students can learn and improve their vocabulary by practicing and practicing it in their daily lives. the effectiveness of computer-based media can help all elements of students' soft skills, in the form of increasing vocabulary, reading, writing, and listening. Using the media makes students feel motivated and not bored during the learning process. ]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION BY USING MOBILE LEARNING MODEL AT UPT SPF SMP NEGERI 4 MAKASSAR ]]>
<![CDATA[Lifana, Salwa]]>;
<![CDATA[Muhsin, Muhammad Arief]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ Journal of Computer Interaction in Education Vol. 7 No. 1 (2024): JCIE:Journal of Computer Interaction in Education ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/jcie.v7i1.941
<![CDATA[The aims of this research was to find out the improvement of the student about reading comprehension after using Google Classroom media. This research conducted by used Quantitative method with CAR (Class Action Research). This research population consisted of eighth grade students at UPT SPF SMP Negeri 4 Makassar, with the research sample being Class VIII.8, which consisted of 30 Students, selected by purposive sampling technique. The data from this research gathered through the supply of diagnostic test, test 1 & test 2 to find out an improvement of students' reading comprehension after using Google Classroom as teaching/learning media.The result of this study was significant improvement in reading comprehension of students. This can be shown in the average value of the students of the D-test in the first cycle and the test in the second cycle. The average value of the first cycle test on the aspect of the main idea (94.33) was higher than the D-test (4.17). Then in the aspect of supporting ideas, the mean test cycle I (90.63) was higher than the D-test (26.13). The average test cycle II on aspects of the main idea (98.83) was higher than the first cycle (94.33). While the mean test cycle II in supporting aspects of the idea (93.37) was higher than the first cycle (90.63). The results showed that there was a significant increase in students ' reading comprehension skills after using Google Classroom as an English learning media]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE USE OF HOT POTATOES IN ENGLISH SUBJECT: A Descriptive Qualitative Research ]]>
<![CDATA[Askin, Amelia]]>;
<![CDATA[Akib, Erwin]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ Journal of Computer Interaction in Education Vol. 1 No. 1 (2018): JCIE:Perception, Music Video, Mobile Learning and Social Media toward Language ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research was aimed at revealing students’ perceptions on the use of hot potatoes in English subject at the 5th semester students of English Education department at Makassar Muhammadiyah University. This research applied descriptive method that spending one month period of time for the data collection by using questionnaire as well as focus group discussion consisting 8 statements to be analyzed. The data was taken from 15 students by using purposive sampling technique of the 5th semester students of English Education department in order to find out students’ perception on the use of hot potatoes in English subject. The result of data analysis revealed that all participants had positive perception toward hot potatoes. The first variable revealed students’ perception on the use of hot potatoes where the average participants clarified that the program was suitable for language testing. The second variable revealed students’ perception on the teacher strategy in teaching English by using hot potatoes. With the regard of this program, participants clarified that was an appropriate strategy for English evaluation. Based on the result above, it can be concluded that according to students’ perception, hot potatoes was user friendly program and appropriate strategy for English subject]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD THE USE OF VIDEO- RECORDED SPEAKING ASSIGNMENT IN SPEAKING SUBJECT: Descriptive Study at the Sixth Semester Students of English Education Department Muhammadiyah University of Makassar ]]>
<![CDATA[Paramesti, Ardiya]]>;
<![CDATA[Sulfasyah]]>;
<![CDATA[Azis, Awalia]]>
<![CDATA[ Journal of Computer Interaction in Education Vol. 4 No. 2 (2021): JCIE : Virtual Learning and Asynchronous Learning ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[The purposes of this research are: (1) To know students’ perception toward the use of video-recorded speaking assignment in speaking subject. (2) To find out students’ challenges the use of video-recorded speaking assignment in speaking subject. This research is categorized as quantitative research with took two period of time for the data collection by using questionnaire. The total sample are 46 students used by Purposive Sampling technique. The result of analyze of questionnaire consist of two indicators. Based on the result of this research showed that in table 4.1 the mean 3.29 with Std .49 in level very high (strongly positive), in table 4.2 the mean 2.5 with Std .79 in level Low (Negative). And for the students’ challenges showed that the highest percentage in adequate gadget quality factor with 52,2% or 24 students followed by preparation in conducting material factor with 41,3% or 19 students, and video size to upload factor with 39,1% or 18 students, and the lowest percentage is insufficient knowledge in editing video with 4,3% or 2 students. As a result, the students’ Perception toward the use of video-recorded speaking assignment at Sixth Semester English Education Department of Muhammadiyah University of Makassar categorized was Positive/strongly agree and the dominant challenges factor was inadequate gadget quality]]>
