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Kesalahan siswa dalam mengucapkan kosakata yang mengandung silent letter Nurmila; Yasim, Sukmawati; Khatimah, Nur Husnil
elstic : english language linguistics culture Vol 3 No 1 (2023): Volume 3, Number 1, April 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i1.37276

The purposes of this study were to determine the types of errors that Senior High School students make in pronouncing words silent letters and the causes that influence students to make errors in pronouncing words containing silent letters. The approach used in this research was qualitative descriptive. The research subject chosen by using purposive sampling technique were class XI students at SMA Negeri 1 Campalagian in the 2022/2023 academic year. The data were collected by test and interview, then analyzed it by using analytical technique of Miles and Huberman, namely by reducing data, displaying data and drawing conclusion/verification. The results of this study indicated that the types of errors made by students in pronouncing words containing silent letters exist two, Pre-systematic errors and Systematic errors. The results of this study also showed that the causes that influence students in made errors were the lack of experience of students in learning English, pronunciation viewed as one of difficult subject, influenced by the mother tongue and students learning model. From the results of this study, it can be concluded that there are still many students who made errors in pronouncing words that contain silent letters and do not understand how to pronounce the sounds of these words correctly. Keywords: Student Errors, Pronunciation, Silent Letters

An Innovative Strategy in Learning English as A Foreign Language rafiqa, Rafiqa; Yasim, Sukmawati; Paris, Nirma; Sabil, Marhaeni
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9049

The present study aimed to delve into the students’ EFL vocabulary and response to the discovery learning strategy. A pre-experimental research design was applied in this study. The population of this study was first-year Sulawesi Barat University students who enrolled in vocabulary courses in the first semester, and the researchers used a random sampling technique to choose 42 students. This study found that the discovery learning strategy elevated the students’ English vocabulary. It was found that there are critical contrasts between the mean scores of the pre-test and post-test. The students’ pre-test score was 63.42, and the understudies' post-test score was 89.09, which is higher than the pre-test score. It demonstrated a critical improvement in students' accomplishment after carrying out revelation learning in instructing English vocabulary. Another result revealed that the students provided positive responses toward applying the discovery learning strategy in learning vocabulary, stated 53% of students agreed and 33% strongly agreed with the strategy, however 10% neutral, 3% disagreed and 1% strongly disagreed. Based on positive responses, the most of the students perceived that the discovery learning strategy benefits them in learning English.

Developing English Teaching Materials through Self-Vlogging Based on Speaking at Tertiary Level Roswanti, Erni; Yasim, Sukmawati; Danial, Muhammad
Al-Lisan: Jurnal Bahasa Vol 8 No 2 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i2.3397

This study aimed at developing English Teaching Materials through Self-Vlogging Based on Speaking, explaining the quality of English Teaching Materials through Self-Vlogging Based Speaking, and knowing the students’ perceptions of English Teaching Materials through Self-Vlogging Based Speaking. The sample for this research was students in the 3rd semester of the English Education Study Program, Faculty of Teacher Training and Education, Sulawesi Barat University. Researchers used the Research and Development method as the research method with a development model, namely the 4D model (Define, Design, Develop, Disseminate) which was simplified into a 3D model (Define, Design, Develop). The sampling technique used was Probability Sampling, namely Simple Random Sampling. The research instrument was a questionnaire that was used to assess research products on the research product validation sheet and was also used to determine students' perceptions of research products. The results of this study were (1) English Teaching Materials through Self-Vlogging Based for Speaking. (2) The media validation showed that the indicators' scores are in the category of ‘good’ and ‘very good’,(3) English Teaching Materials through Self-Vlogging Based for Speaking has positive perceptions from students as an English teaching material to help students practice speaking according to their interests.

Developing English Teaching Materials through Self-Vlogging Based on Speaking at Tertiary Level Roswanti, Erni; Yasim, Sukmawati; Danial, Muhammad
Al-Lisan: Jurnal Bahasa Vol 8 No 2 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i2.3397

This study aimed at developing English Teaching Materials through Self-Vlogging Based on Speaking, explaining the quality of English Teaching Materials through Self-Vlogging Based Speaking, and knowing the students’ perceptions of English Teaching Materials through Self-Vlogging Based Speaking. The sample for this research was students in the 3rd semester of the English Education Study Program, Faculty of Teacher Training and Education, Sulawesi Barat University. Researchers used the Research and Development method as the research method with a development model, namely the 4D model (Define, Design, Develop, Disseminate) which was simplified into a 3D model (Define, Design, Develop). The sampling technique used was Probability Sampling, namely Simple Random Sampling. The research instrument was a questionnaire that was used to assess research products on the research product validation sheet and was also used to determine students' perceptions of research products. The results of this study were (1) English Teaching Materials through Self-Vlogging Based for Speaking. (2) The media validation showed that the indicators' scores are in the category of ‘good’ and ‘very good’,(3) English Teaching Materials through Self-Vlogging Based for Speaking has positive perceptions from students as an English teaching material to help students practice speaking according to their interests.

Canonical Correlation Analysis for Understanding Foundational-Advanced Chemistry Classes Relationship and Their Role in Preparing Preservice Teacher Almubarak, Almubarak; Prayogi, Restu; Yasim, Sukmawati; Adhani, Aidil
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.10974

Mental models and the strength of basic chemistry concepts are the primary foundation for students to avoid obstacles in highly complex material. On the other hand, students' understanding of basic chemistry concepts has not been optimally developed, even though this situation impacts understanding complex material at the advanced level. However, simultaneous analysis of the relationship between foundational and advanced level courses using a statistical test approach is rarely done, even though this condition impacts learning success at the upper level. The purpose was to determine (1) the simultaneous relationship between prerequisite and advanced level courses, and (2) the contribution of each prerequisite course in predicting student academic achievement in advanced level classes. This study used a quantitative correlational design with canonical correlation analysis, involving introductory chemistry and school chemistry courses as prerequisites and basic organic chemistry and physical organic chemistry as advanced-level variables. Data collection used documentation techniques for students' cognitive learning outcomes in the chemistry education study program. The study results showed that the first canonical function (function 1) obtained a correlation of 0.99398 with p = 0.000 and an eigenvalue of 82.31551. This indicates a significant simultaneous relationship, with introductory chemistry contributing the most, while school chemistry contributed little. This study emphasises the importance of strengthening mastery of basic chemistry concepts and integrating pedagogical content to support student academic success and preparedness. This study provides a fundamental foundation for the importance of developing chemistry education programs that impact student academic performance while preparing them to face increasingly inclusive and connected global challenges through modern learning.

A CIPP Model Evaluation: Advancing Learning Through Interest Based-Learning Media Program in Higher Education Almubarak, Almubarak; Nahadi, Nahadi; Sriyati, Siti; Adhani, Aidil; Yasim, Sukmawati
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 2, May 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i2.16045

Evaluation of interest-based education programs is an essential component of assessing a program's effectiveness in higher education. However, valid, contextual, and relevant instruments for curriculum development objectives, such as those in chemistry education, remain limited. The purpose of this study was to determine how to (1) design and develop program evaluation instruments based on the Context, Input, Process, Product (CIPP) model, (2) program effectiveness by looking at evaluation results in each aspect of the model, and (3) relevance between evaluation results and the Model structure. The study used an evaluative approach with the CIPP evaluation model as the main framework. The instrument was developed independently and validated by experts with a logical-theoretical-empirical approach, with samples of chemistry education students in the chemistry learning media lecture program. Data were collected using a questionnaire, analysed using a statistical approach, and the evaluation results were reported. The evaluation results show that (1) the designed and developed evaluation instrument meets the valid criteria (0.91 or high validity), (2) this program has high effectiveness with an average score of Context (3.75), Input (3.5), Process (3.0), and Product (3.5), and (3) the evaluation results show relevance to the model structure and can be used effectively. These results confirm that the CIPP model can not only measure program effectiveness, but also identify areas that still need improvement for continuous improvement. CIPP model-based evaluation can be an effective tool for assessing the effectiveness of interest-based lecture programs in higher education.

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