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Boosting Listening Skills in Low English Proficiency Learners: A Study on Podcast-Based Audio Scripting Method Efendi, Rahman; Nur, Rafi'ah; Ammade, Salasiah; Latifa, Ammang; Larekeng, Siti Hajar
INTERACTION: Jurnal Pendidikan Bahasa Vol 11 No 1 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v11i1.6547

Listening, the most commonly utilized language skill, is paramount in everyday communication and educational settings. Recognizing the significance of listening comprehension and the challenges associated with teaching it, researchers have explored innovative methods such as podcasts and audio scripting to enhance listening skills. This study examines the efficacy of employing podcasts through the audio scripting method in improving students' listening abilities. The research adopts a quasi-experimental design with an equivalent control group to investigate the impact of this method on listening learning. The experimental group received instruction through podcasts and audio scripting, while the control group followed traditional listening exercises. Pre-tests and post-tests were administered to both groups to measure listening proficiency. The findings indicate a positive correlation between the audio scripting method and enhanced listening skills, with the experimental group showing significant improvement compared to the control group. These results suggest that audio scripting is an effective pedagogical approach for enhancing listening comprehension. Consequently, incorporating audio scripting into the curriculum offers a promising avenue for bolstering students' listening proficiency, which is crucial for their academic success and professional development in healthcare. Further research is recommended to explore this method's long-term effects and potential applications across different educational contexts.

Teachers’ Challenges in Virtual Learning Process to Maximize The Students’ Achievement in 4.0 Era at UPT SMPN 1 Duampanua Mansyur, Desy; Nur, Rafi'ah; Larekeng, Siti Hajar
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.23139

This study is aimed to find out the teachers’ challenges in virtual learning process to maximize the achievement of High School students in Indonesia. This research applied qualitative descriptive research with 5 English teachers as subjects of this research. The instruments are used in this research were interview and observation. The data has been analyzed by three steps according to Miles and Huberman theory. The results of this research showed that (a) the teachers’ challenges in virtual learning process are students’ far distance from internet sources, (b) difficult to access the clear explanation from the teachers and students, (c) lack of motivation to teach in limit access of students’ distance and network trouble, and (d) students’ less knowledge if using the internet and difficult to start the meeting using a different application. This study reveals that many challenges come over when the teachers applied virtual learning. Most of teachers were getting into trouble when entering the class if the students did not attend in virtual class because of far distance from internet sources. Another difficulty that challenges the teacher is their lack of giving motivation was not ineffective to teach their class. And the limit of network access made the students in loading to respond to the teachers' explanation and assignment to evaluate their knowledge.

The Practice of Interactive Multimedia to Improve Students Procedure Text Learning Izzah, Nurul; Ammade, Salasiah; Nur, Rafi'ah; Latifa, Ammang; Hajar, Siti
BABASAL English Education Journal Vol. 5 No. 2 (2024): -
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/beej.v5i2.3456

In the era of technology-based education, it is crucial to understand the effectiveness of interactive media in enhancing students' comprehension of specific text types. This study aims to examine the practice of interactive media to student learning outcomes at SMP IT Wahdah Islamiyah Makassar regarding Procedure texts. The subjects in this study are 20 students of IX B1 Class. This study used pre-experimental/one-shot case study research to compare learning outcomes. The data collection method is the academic performance outcomes of the students and field notes analyzed quantitatively. The findings showed significant differences in student understanding when receiving instruction with interactive multimedia then before. Students after taught using interactive multimedia show a higher level of understanding of the Procedural Text. Therefore, the use of interactive multimedia in the teaching of Procedure Texts is highly recommended as it significantly improves students' understanding and is well received by students. Although the integration of interactive multimedia in the classroom is increasing, there is still a gap in understanding its specific impact on student learning outcomes for Procedural Texts.

Improving Speaking Ability of The Eleventh Year Students of SMA Negeri 2 Pinrang Using Offline You-Tube Videos: Improving Speaking Ability of The Eleventh Year Students of SMA Negeri 2 Pinrang Using Offline You-Tube Videos Erwin, Muhammad; Nur, Rafi'ah; Badaruddin, Badaruddin
La Parole : Journal of Language Teaching and Pedagogy Vol. 4 No. 2 (2021): La Parole : Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v4i2.904

Developing Instructional Material And Strategies For Buginese Learners In The Crash Course Program at Neroa School Ahyadi, Ahyadi; Jabu, Baso; Nur, Rafi'ah
La Parole : Journal of Language Teaching and Pedagogy Vol. 4 No. 2 (2021): La Parole : Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v4i2.984

This research is a development research that aims to develop an instructional strategy and suitable materials for an English crash course program at Neroa School, a non-formal educational institution in Soppeng Regency, South Sulawesi, Indonesia. This research is a continuation of previous research conducted by researchers that focused on identifying the needs of Buginese learners in learning English as a foreign language. Researchers adopted the ADDIE Model developed by Branch (2009), covering the stages of analysis, design, develop, implementation, and evaluation. The research instrument used was a questionnaire at the stage of needs analysis and product validation as well as pre-test and post-test sheets at the implementation stage before the evaluation process which contained product revisions. Data analysis is presented in a statistically qualitative descriptive form. This research produces a teaching material with the genre of Grammar for Speaking accompanied by teaching strategies that are in line with the material.

Using ”Snakes and Ladders’’ Language Game Through Buzz Group to Improve Speaking Ability of the First Grade Students of SMAN 2 Pinrang, Indonesia Kusuma Wardani, Andi Tri Putri; Nur, Rafi'ah
La Parole : Journal of Language Teaching and Pedagogy Vol. 1 No. 2 (2018): La Parole: Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v1i2.2460

The major problems of this research were how to enhance the students’ speaking ability. Then how to make the students interest to speak in English so this research conducted to find out whether Using ”Snakes and Ladders’’ language game through Buzz Group to Improve Speaking Ability of the First Grade students of SMAN 2 Pinrang. A Mix method was carried out by researcher in this research. The population was the first grade students of SMA Negeri 2 Pinrang. X.exact.1 and X.exact.5 were taken as sample which consists of 31 students for each class X.exact.1 was chosen as the experimental group, while X.exact.5 was chosen as control group. The instruments that used in collecting the data were interview test and questionnaire. The procedure in collecting data were divided into 3 stages namely pre-test, treatment, and post-test. The data obtained through the test were analyzed quantitatively and qualitatively. The result of the research shows the students’ speaking ability of the experimental was better than the control group. It was proved by the data of the students’ mean score on experimental class was higher tha the control group (78.67 ˃ 60.22). Futhermore, Using ”Snakes and Ladders’’ language game through Buzz Group to Improve Speaking Ability of the First Grade students of SMAN 2 Pinrang Besides, the research finding also shows the students interest toward the implementing of this simulation. It was proved by the data from questionnaire that the students’ interest was which categorized as strongly agree.

THE INTEGRATION OF PODCAST-ASSISTED MEDIA AND PROJECT-BASED LEARNING TO ENHANCE ENGLISH SPEAKING SKILLS OF STUDENTS AT UNIVERSITAS MUHAMMADIYAH ENREKANG M. Dyah, Mutmainna Muinuddin; Nur, Rafi'ah; Amaluddin, Amaluddin
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17287

Podcasts have gained popularity as a flexible medium for delivering information across diverse genres, including news, entertainment, personal development, and education. This study investigates the integration of podcast-assisted media and Project-Based Learning (PjBL) to enhance English-speaking skills among third-semester students enrolled in the Public Speaking and Presentation course at Universitas Muhammadiyah Enrekang. The research addresses challenges in traditional language instruction, such as limited speaking opportunities and student anxiety, by leveraging the flexibility and authenticity of podcasts. Employing a pre-experimental one-group pretest-posttest design, the study examines the impact of this method on students' speaking abilities. Data analysis was conducted using a paired sample t-test, revealing a significant improvement in speaking skills, as indicated by the pretest and posttest score comparison (t = -34.997, p = 0.000). The findings demonstrate that integrating podcast-assisted media with Project-Based Learning (PjBL) provides an effective approach to enhancing students' English-speaking skill, offering opportunities for active participation and authentic listening experiences.

THE INTEGRATION OF PODCAST-ASSISTED MEDIA AND PROJECT-BASED LEARNING TO ENHANCE ENGLISH SPEAKING SKILLS OF STUDENTS AT UNIVERSITAS MUHAMMADIYAH ENREKANG M. Dyah, Mutmainna Muinuddin; Nur, Rafi'ah; Amaluddin, Amaluddin
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17287

Podcasts have gained popularity as a flexible medium for delivering information across diverse genres, including news, entertainment, personal development, and education. This study investigates the integration of podcast-assisted media and Project-Based Learning (PjBL) to enhance English-speaking skills among third-semester students enrolled in the Public Speaking and Presentation course at Universitas Muhammadiyah Enrekang. The research addresses challenges in traditional language instruction, such as limited speaking opportunities and student anxiety, by leveraging the flexibility and authenticity of podcasts. Employing a pre-experimental one-group pretest-posttest design, the study examines the impact of this method on students' speaking abilities. Data analysis was conducted using a paired sample t-test, revealing a significant improvement in speaking skills, as indicated by the pretest and posttest score comparison (t = -34.997, p = 0.000). The findings demonstrate that integrating podcast-assisted media with Project-Based Learning (PjBL) provides an effective approach to enhancing students' English-speaking skill, offering opportunities for active participation and authentic listening experiences.

The Impact of Metacognitive Strategy Training on Higher-Order Thinking Skills (HOTS) in High School Mathematics: A Quasi-Experimental Study Badolo, Mas'ud; Malik, Marwati Abd.; Nur, Rafi'ah; Latifa, Ammang
International Journal of Environment, Engineering and Education Vol. 7 No. 2 (2025)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v7i2.302

Difficulties developing higher-order thinking skills (HOTS) in mathematics education represent a persistent and significant challenge in educational practice. These skills, such as analysis, evaluation, and creation, are essential for students to succeed in complex problem-solving and adapt to the evolving demands of the 21st century. This study assesses how effectively structured metacognitive training improves high school students' mathematical HOTS. The research employed a quasi-experimental pretest-posttest design involving 72 students from a senior high school in Indonesia, divided into two groups: an experimental group (n=36) that received metacognitive training over one semester, and a control group (n=36) that did not receive any intervention. The primary outcome measure was HOTS scores, assessed through standardized pre-test and post-test instruments designed to evaluate students' higher-order thinking in mathematics. ANCOVA results revealed a significant effect of the metacognitive intervention on HOTS post-test scores (F=44.36; p<0.001; ηp²=0.391), even after controlling for pre-test performance. The experimental group exhibited substantially greater HOTS improvements than the control group. These results prove that structured metacognitive training is an effective pedagogical strategy for fostering advanced mathematical thinking. The findings hold significant implications for curriculum designers, educators, and policymakers aiming to improve mathematics instruction, particularly within the Indonesian context. Future studies involving larger sample sizes, diverse school settings, and longitudinal follow-up are recommended to validate and extend the impact of this intervention.

The The Cutting-Edge of English Learning: Augmented Reality in Classroom Insights Izzah, Nurul; Latifa, Ammang; Nur, Rafi'ah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 02 (2025): Volume 11, Number 02, December 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V112.2025.A2

This study aims to recount the perceptions and experiences of students on integrating Augmented Reality (AR) in Learning English for Junior High School. This study is quantitative in nature by using 32 seventh grade students as treatment through AR-based learning tools. The dimensions are based on the 1-5 Likert scale-based questionnaire of ease of use, learning usefulness, technological features, and learning outcomes. Data was analyzed descriptively to describe the pattern of students' experiences and perceptions of AR technology. The results showed that AR had a positive impact on student motivation, engagement, and understanding. 77% of the students were found to be in the medium learning experience category, and 17% were found in the high category, showing that AR managed to produce significant learning experience. AR interactive functions allow students to learn better complex concepts visually and interactively; that said, AR applications in mastering complex information is still in the process of development. A limitation in the present study includes limited coverage of the population, with most studies having used quantitative approaches that did not give in-depth insight into students' experiences. Day, future studies should include a broader population as well as applying qualitative approach to get a holistic understanding. This study argues that AR is more than a technological development, it is a pedagogical strategy that can enhance the quality of English learning. The results can play a crucial role for educators, curriculum developers and policy decision makers for preparing learning strategies suitable for the needs of students in the digital age”. Keywords: Augmented reality, student experience, student perception, English language learning, technological innovation.

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