Articles
<![CDATA[USING VOA NEWS TOWARDS THE LISTENING SKILL OF THE SECOND GRADE STUDENTS OF MAN 2 MAKASSAR ]]>
<![CDATA[Nur Hazima Bt. Massarappi]]>;
<![CDATA[Indah Fadhilah Rahman]]>;
<![CDATA[Andi Asmawati]]>
<![CDATA[ International Conference on Social and Islamic Studies Proceedings of the International Conference on Social and Islamic Studies (SIS) 2021 ]]>
Publisher : <![CDATA[International Conference on Social and Islamic Studies ]]>
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<![CDATA[There are many medias can be used in teaching listening skills. VOA News is one of the bestmedia that can make the students’ comprehend the content of listening material. In this study,researchers conduct the research with 2 classes. This research was aimed to examine whether ornot the use of VOA News in teaching listening skill can affect the students’ listening skill at thesecond grade students. The research design used in this research was Quasi-experimental designwith non-equivalent controlled group design. The technique used in taking the sample waspurposive sampling. Data were collected by using instrument with pre-test and post-test. To getthe result, the score of pre-test and post-test was analyzed by using a software called SPSSprogram. The first step in analyzed the data was normality test to know that the sample has beendrawn from a normally distributed population. The second step was paired t-test to calculate themean score, standard deviation, score of t-count and significant (2-tailed). The results showedthat the null hypothesis was rejected which VOA News is not effective to increase the studentslistening skill while the alternative hypothesis was accepted which VOA News is effective toincrease the students listening skill.]]>
<![CDATA[THE USE OF VISUAL MNEMONIC TECHNIQUE IN TEACHING ACTIVE VOCABULARY AT THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL 2 GOWA ]]>
<![CDATA[Nurinsani Nurinsani]]>;
<![CDATA[Indah Fadhilah Rahman]]>;
<![CDATA[Muhammad Syahruddin Nawir]]>
<![CDATA[ International Conference on Social and Islamic Studies Proceedings of the International Conference on Social and Islamic Studies (SIS) 2021 ]]>
Publisher : <![CDATA[International Conference on Social and Islamic Studies ]]>
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<![CDATA[Vocabulary is an indispensable part of language and it is importance for second language learners. Nowadays, however, researchers have realized that vocabulary is an important part of language learning and teaching, worthy of attention and research. This paper provides information on how Visual Mnemonic can be used as one of the best technique to improve vocabulary learning, recall, and boost memory. This study was aimed to examine whether or not the use of Visual Mnemonic Technique effective in teaching vocabulary. The researcher epmloyed quasi experimental design by using non-equivalent control group design and took 2 classes in this research. The data were collected by using instrument with pre-test and post-test. The result of this research was analyzed by SPSS program. This program began with normality test, paired t-test to calculate the mean score, standard deviation, score of t-count and significant (2-tailed). The final results of this study showed that, null hypothesis was rejected while the alternative hypothesis was accepted. Visual Mnemonic Technique effective and improved the storage of new information also help the students learn faster and recall better.]]>
<![CDATA[THE IMPLEMENTATION OF COLLABORATIVE STRATEGY READING (CSR) AND ITS EFFECTS ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Indah Fadhilah Rahman]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V21.2016.A7
<![CDATA[This research aimed to find out: (1) the students’ attitude toward CSR in teaching-reading comprehension and (2) the role of CSR and its affects on students’ reading comprehension. This study was experimental which involved two groups: experimental and control groups. The research was conducted at Madrasah Aliyah Negeri MAN 1 Makassar, South Sulawesi with 40 students as respondents. The instruments of data collection were pre-test, treatment, post-test, and questionnaire. The reading test was administered to both groups. The scores were assessed by two assessors. The data were analyzed and interpreted by means of SPSS 14.0. The study reveals that the implementation of CSR has a significant effect on students’ reading proficiency in terms of content of the text: preview, clik and clunk, get the gist and wrap up. The results of students’ reading score from pre-test to post-test demonstrate a significant difference. It is found that sig. (2-tailed) is 0.000 lower than 0.05. The comparison of the students’ reading proficiency outcome between the two groups (8.592>2.024) shows that the improvement is significant. The finding signifies that CSR is positively responded by the experimental class. The implementation of CSR increases students’ reading proficiency.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ HABIT IN WATCHING MOVIE AND LISTENING SKILL ]]>
<![CDATA[Usman Abdullah]]>;
<![CDATA[Indah Fadhilah Rahman]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 3 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V31.2017.A10
<![CDATA[This study aimed to find and describe the relationship between students’ habit in watching English movie (variable x) and their listening skill (variable y). This study was conducted at the English Education Department of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar. The population in this study was all of the first-semester students in the academic year 2016/2017 which consisted 102 students, and the sample taken was 30 students by using random sampling. The method used in this study was the quantitative method with the correlational design. The instruments used to gather the data were questionnaire and test. The scores from both instruments were calculated and analyzed by using statistical procedure of Product Moment Correlation to see whether there was a correlation between the two variables or not. The result showed that there was a correlation, with the index value of correlation coefficient (rxy) of 0.444 which meant there was a moderate correlation. Furthermore, the hypothesis testing showed that the index value of correlation coefficient (rxy) of 0,444 was higher than the index value of correlation coefficient of the Product Moment table (rt) of 0,306 which meant that the null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted. In conclusion, there was a moderate significance correlation between the two variables. Based on the findings mentioned above, the researcher assumes that the more students watching English movie the more their listening skill will be better which means movie can be used as media to improve students’ listening skill. Therefore, the researcher suggests that the English teacher could use movie as a media in language teaching in improving students’ listening skill. ]]>
<![CDATA[IMPLEMENTING PICTURE DICTATION IN IMPROVING SPEAKING ABILITY OF THE SECOND YEAR STUDENTS AT MA PESANTREN GUPPI SAMATA ]]>
<![CDATA[Kasmi ,]]>;
<![CDATA[Indah Fadhilah Rahman]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 3 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V32.2017.A8
<![CDATA[The objective of this research is to improve speaking ability by Implementing Picture Dictation of the Second Year Students (II B) at MA Pesantren GUPPI Samata Kabupaten Gowa. This research was a Classroom Action Research (CAR). It was conducted in two cycles, which was held three meetings in its every cycle. The subject of this research was the students of eleventh grade of MA Pesantren GUPPI Samata Kabupaten Gowa. They are XI B which consisted of 20 students with 10 boys and 10 girls. The data were quantitative obtained from tests (preliminary study test, first cycle test, and second cycle test) and observation guidelines. The result of this research showed that improvement of the students’ speaking ability from the first cycle to the second cycle has improved. The mean score of vocabulary terms was 3.20 in the first cycle test and became 3.80 in the second cycle test. Besides that, the mean score of grammar in the first cycle was 3.45 became 3.95 in the second cycle. Then, pronunciation terms, the students score from first cycle to the second cycle was 3.20 became 3.65. Furthermore for the students’ speaking accuracy and fluency, their score also increase from 3.40 became 3.70. Based on the data above, the researcher concludes that using picture dictation increased the speaking ability of the Second Year Students (II B) at MA Pesantren GUPPI Samata.]]>
<![CDATA[THE USE OF MINIMAL PAIR TECHNIQUE IN TEACHING PRONUNCIATION AT THE SECOND YEAR STUDENTS OF SMAN 4 BANTIMURUNG ]]>
<![CDATA[Indah Fadhilah Rahman]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A11
<![CDATA[This objectives of this research were to find out (1) Use of minimal pair technique in teaching pronunciation at the second year students of SMAN 4 Bantimurung. (2) Whether the minimal pair technique effective in teaching pronunciation or not at the second year students of SMAN 4 Bantimurung. This researcher applied quasi-experimental design with non-equivalent control group design. The sample was taken by using purposive sampling that devided into two groups were 25 students as experimental class and 25 students as control class. The result of the data indicated that there was a significance difference between students’ post-test in the experimental class and the control class. The mean score of post-test (2.96) in the experimental class was greater than the mean score of post-test (2.2) in the control class and the standard deviation of the post-test (0.83) in experimental class was greater than the standard deviation of the post–test (0.4) in control class and the value of t-test (5.84) was higher than t-Table (2.021). Based on the result of this study implies that use of minimal pair technique was effective to improve the students’ pronunciation ability at the second year students of SMA Negeri 4 Bantimurung. Besides, the significant improvement can be seen from the students’ response to researcher’s performance. They seem more active during teaching learning activity. Therefore, the researchers suggests that the English teacher should implement minimal pair technique in teaching pronunciation in order to improve students’ pronunciation ability.]]>
<![CDATA[THE ANALISYS OF STUDENTS’ DIFFICULTIES IN ACCOMPLISHING TOEFL MINIMUM SCORE AS THE FINAL REQUIREMENT ]]>
<![CDATA[Indah Fadhilah Rahman]]>;
<![CDATA[Kamsinah Kamsinah]]>;
<![CDATA[Nur Aliyah Nur]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V72.2021.A9
<![CDATA[: Uin Alauddin Makassar The research aimed to find out the difficulties that encountered by the students in answering the TOEFL, and to find out the strategies that can be applied in order to help students overcome their difficulties in TOEFL. This research applied descriptive research with qualitative approach as the data were analyzed qualitatively. This research was conducted in English Education Department in Tarbiyah and Teaching Training Faculty of UIN Alauddin Makassar with 40 subjects of the sixth to eight semester students of English Education Department by using purposive sampling. The data were collected by using opened-questionnaire. the researchers found that there were three kinds of difficulties encountered by students in answering the TOEFL test namely, (1) fewer basic skills in answering the TOEFL test, (2) the students’ less practice, and (3) the students’ lack of motivation in studying the skills of TOEFL test. In addition, there were some strategies that the students used when they encountered difficult question in answering the TOEFL test such as: (1) skipping the difficult items and focusing on the easier items, (2) thinking hard and usually spending so much time in one question, (3) thinking hard and effort to spend short time in one question, (4) and guessing. Through this research, it is suggested to the institution to conduct TOEFL preparation course and well-manageable TOEFL administration.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ DEPTH AND BREADTH OF VOCABULARY AND READING COMPREHENSION ]]>
<![CDATA[Amirah Nur Adenia]]>;
<![CDATA[Kamsinah]]>;
<![CDATA[Indah Fadhilah Rahman]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 1 No 2 (2019): Volume 1, Number 02, September 2019 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v1i2.10093
<![CDATA[This research aimed at finding out the correlation between depth and breadth of vocabulary and reading comprehension. This research was conducted by using quantitative method with correlational design. Thirty of fifth semester students of English Education Department at Alauddin State Islamic University of Makassar were chosen as the sample of this research. The data was gathered used Word Associates Test, Vocabulary Level Test and reading Test of English as a Foreign Language (TOEFL). To verify the hypotheses, the data were analyzed by using Pearson’s Product Moment Correlation formula. The finding of this research indicated that there was a moderate correlation between depth of vocabulary and reading comprehension with correlation coefficient value was 0.440 > 0.361, and there was also a moderate correlation between breadth of vocabulary and reading comprehension with correlation coefficient value is 0.421> 0.361. Furthermore, the hypothesis testing showed that both of the index value of correlation coefficient (rxy) of 0.440 for depth of vocabulary and 0.421 for breadth of vocabulary were higher than the index value of correlation coefficient of the Product Moment table (rt) of 0.361 which meant that the null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted. In conclusion, there was a moderate correlation between the depth and breadth of vocabulary and reading comprehension.]]>
<![CDATA[THE COMPARISON BETWEEN USING MIND MAPPING AND THINK TALK WRITE TECHNIQUE IN TEACHING WRITING SKILL IN THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL 3 PINRANG ]]>
<![CDATA[Indah Fadhilah Rahman]]>;
<![CDATA[Muhammad Jabal An Nur]]>;
<![CDATA[Dian Sulastri]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i2.24567
<![CDATA[The purpose of this research is to find out the comparison of using Mind Mapping technique and Think Talk Write in teaching writing descriptive text. The purpose of this research were (1) To know whether or not any significant difference in writing skill of the students taught with Mind Mapping technique of writing and those taught with Think Talk Write technique. (2) To know the more effective technique in teaching writing.The research applied quasi-experimental method with non-equivalent controlled group design. The population of this research was the tenth grade students of Senior High School 3 Pinrang in academic 2020/2021. The total number of population were 325 students. The sample was chosen purposively, 20 students from Class X MIPA 2 were selected as experimental class and 20 students from X MIPA 3 as controlled class. Both classes took pre-test and post-test through Google Meet and WhatsApp group. The instrument to collect data was writing test which focused on describing self-introduction, traditional food and tourism place.The findings showed that there was significant difference between the achievement of experimental class and controlled class on post-test. The result of data analysis implied that Mind Mapping technique and Think Talk Write had any contribution to improve the students’ writing descriptive text but the significant improvement happened in experimental class. Based on the research findings, the researcher concluded that using Mind Mapping technique was significant to improve students’ writing skill because the learning objective was achieved and students’ writing descriptive text was more structured by following the generic structure and language features]]>
<![CDATA[THE INFLUENCE OF YOUTUBE VIDEOS ON LISTENING ACHIEVEMENT OF THE SECOND-GRADE STUDENTS AT MA GUPPI ]]>
<![CDATA[Indah Fadhilah Rahman]]>;
<![CDATA[Kamsinah]]>;
<![CDATA[Meldayanti]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 1 (2022): Volume 4, Number 01, March 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i1.25074
<![CDATA[Listening skills have a significant part in learning English because receiving language input is a major skill that is important when learning a language. In addition, using YouTube videos are remarkable for enhancing the students’ listening achievements in the classroom. The research questions are: 1) how are the students’ listening achievements of the second grade students at MA Guppi Samata before learning listening using YouTube videos? 2) How are the students’ listening achievements of the second grade students at MA Guppi Samata after learning listening using YouTube videos? 3) Is there any significant difference of influence before and after using YouTube videos of the second grade at MA Guppi Samata? The design of the research was quantitative research which is pre-experimental research with one group pre-test and post-test design. The population was 50 students and the sample was chosen 25 students from XI B as the purposively. Tests were used as the instrument. All the collected data were analysed using the SPSS application showing all the students at MA Guppi Samata Gowa gained a 46.92 mean score, which convened as low classification in pre-test their first listening test. After some treatments, the mean score was increased 68.44 which classified as a reasonable classification. The degree of freedom (df) 24 pointed the students' listening achievement with t-test value (12.036) which turned out higher than the t-table value (2.064). This result analysis presented that this research's impact on the students effectively increased their scores and comprehension.]]>
