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THE FIFTH SEMESTER STUDENTS’ SENTENCE VARIETIES IN WRITING STORIES AT UIN ALAUDDIN MAKASSAR Nur Aliyah Nur; Sofiya Hilmia; Muthi'ah Muthi'ah; Multazam Abubakar
elstic : english language linguistics culture Vol 1 No 1 (2021): Volume 1, Number 1, April 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

The study aims to describe the students’ ability to change the monotonous story to be interesting by using sentence varieties. The researchers used qualitative descriptive method and the subjects were the fifteen fifth semester students of English Education Department at Alauddin State Islamic University of Makassar (UIN Alauddin Makassar), especially PBI 3-4. Writing test and interview guidelines were used as the research instrument in which the students were asked to rewrite the texts based on the texts given to them and their opinion about sentence varieties used in the story. The findings of students’ tests indicated that majority of students used all kind of sentences, while, minority of students used three types sentences in the stories. Two students used all types, except compound sentence in the first story, compound-complex sentence in second story and compound-complex sentence in both of the stories. The findings of students’ interview showed that five students felt that the stories which only contained simple sentence were not interesting, four students felt the stories look bored to read, two students felt the stories were monotonous, two students said the stories not better to read, one student felt the stories too easy to read because like child’s stories and one student said the stories which contained sentence varieties were comfortable to read by the students in university. In conclusion, the data showed majority of students’ used sentence varieties in their stories and majority of students felt boring to read the story which contained simple sentences.

THE EFFICACY OF PIE (POINT, ILLUSTRATION, EXPLANATION) STRATEGY IN TEACHING WRITING NARRATIVE TEXT Annisa Shofa Tsuraya; Nur Aliyah Nur
elstic : english language linguistics culture Vol 1 No 2 (2021): Volume 1, Number 2, August 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

This research aimed at finding out the students writing ability in term of narrative text through using PIE (point, illustration, explanation) strategy. Pre-experimental method was applied in this research. The research had conducted with treatment, where the class consisted of four meetings. The location of this research was done at the second grade students of one of state junior high schools with 20 students and stand by one class using pre-test and post-test design. The instrument was used written test as pre-test and post-test. In pre-test the students made the material about narrative text that they had read or listened without involving PIE (point, illustration, explanation) strategy. While in the post-test students also made the material about narrative text that they had read or listened which was involved PIE (point, illustration, explanation) strategy. The findings indicated that the application of PIE (point, illustration, explanation) strategy was significant to improve the students’ writing ability and it was proved by means score in pre-test was 51.75 and the post-test was 75.25. it means that the means score of post-test is greater then the pre-test, and also there was significant because the result of t-test was 6.94 and t-table was 2.093. It means that was significant because t-table was smaller than t-test. Thus, can be concluded that the use of PIE (Point, Illustration, Explanation) Strategy improved the students’ writing achievement.

EMOTIONAL QUOTIENT AND THE SECOND YEAR STUDENTS’ SPEAKING ABILITY OF ENGLISH EDUCATION DEPARTMENT Muhammad Syahruddin Nawir; Nur Aliyah Nur; Muhammad Wiranto
elstic : english language linguistics culture Vol 1 No 3 (2021): Volume 1, Number 3, December 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

This study aims to find out the extent to which the significant correlation between emotional quotient and speaking ability on the second year students in the major of English Education Department. This research used multi-stage cluster sampling to gather data on 30 students from the total population of 101 students. The researchers used quantitative approach with correlation research design to reach the research objective. There were two instruments distributed to students namely USMEQ-i questionnaire for measuring students’ emotional quotient and Speaking Test for assessing students’ speaking ability. The findings showed that the score of students’ emotional quotient (2.85) was high emotional quotient by using USMEQ-i questionnaire and the score of students’ speaking ability (70.83) was fairly good speaking by using Speaking Test. Furthermore, the coefficient correlation (rxy) was 0.886. It indicated that the correlation was in high correlation. Based on the data above, the researchers conclude that the alternative hypothesis was accepted and null hypothesis was rejected. It means that there is a significant correlation between emotional quotient and speaking ability on second year students in the major of English Education Department. The researchers mention a suggestion to the teacher that emotional quotient should get serious attention to control, motivate, and regulate students’ emotional quotient. If students are able to control their emotions, they will get good grade in speaking activity. In addition, for the next researchers, they have to collect many new sources for analyzing and evaluating this study.

STUDENTS' PERCEPTIONS TOWARD THE USE OF BLENDED LEARNING IN TEACHING ENGLISH OF ENGLISH EDUCATION DEPARTMENT STUDENTS AT UIN ALAUDDIN MAKASSAR Siti Juhairiyah; Mardiana; Sitti Nurpahmi; Nur Aliyah Nur
elstic : english language linguistics culture Vol 2 No 1 (2022): Volume 2, Number 1, April 2022
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

The purpose of this research is to find out students’ perception toward the use of blended learning. The research question of this research was “what is the students’ perceptions toward the use of blended learning in teaching English at the English Education Students in UIN Alauddin Makassar?”. The research sample and population are the English Education Department students with total number of populations were 98 students.This research applied a quantitative method with survey design, using total sampling where the data collected with online questionnaires. The questionnaires were formed by the researcher, using theories from some experts such as a theory about the learners’ knowledge by (Macdonald, 2008), a theory about the effectiveness of blended learning and theories about the benefits of blended learning by (Debra and John, 2010) and (Brown in Buket and Meryem, 2008). The data was analyzed by using the frequencies of Likert Scale and finding the mean score. The findings showed that the highest percentage of students’ response on the students’ perception toward the use of blended learning in teaching English was in the statement 9 namely “I like to learn at my own phase, that is why blended learning is interesting” with 82.24% which is from the effectiveness of blended learning, one of the aspects of question that are included in the questionnaires. And the lowest percentage was in the statement 18 namely “There is no difference between blended learning and any other methods” with 34.69% which also is the same aspect of question as the highest percentage, but was a unfavorable statement. Based on the research findings, the majority of students gave positive responses toward the use of blended learning in teaching English from the aspect of the effectiveness of blended learning itself and the mean score of students’ perceptions toward the use of blended learning was 3.47 which came from 67 positive responses.

INTEGRATING ISLAMIC VALUES INTO THE DEVELOPMENT OF ORDERING, INVITATION, AND ASKING FOR PERMISSION UNIT Nur Aliyah Nur; Annisa Shofa Tsuraya; Rifqa Reskiawati
elstic : english language linguistics culture Vol 2 No 2 (2022): Volume 2, Number 2, August 2022
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

This research was conducted to develop English teaching materials for students based on the 2013 curriculum, especially on basic competencies 3.4 and 4.4 about Ordering, Invitation, and Asking for Permission, for the eighth-grade students at MTs Madani Pao-Pao. The researchers used R&D with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The types of data collection in this research were quantitative and qualitative. The researchers used questionnaires for students as instrument and used validation sheet for experts. The results indicated that the students' needs for English material of Ordering, Invitation and Asking for Permission unit are different, starting from the material organization, the content of the material and the characteristics of students. The English material used in madrasah is still general and it is not integrated with Islamic values. Therefore, "Let`s Break the Fast together" was chosen as the topic for the unit of Ordering, Invitation, and Asking for Permission based on the questionnaire. The product of English language material has been made and validated by the experts using a validation checklist, and the results of the validation checklist show that the material can be used as another references in learning Ordering, Invitation and Asking for Permission in junior high schools, especially in Islamic junior high schools. Therefore, the researchers recommend that the developed material can be used by eighth grade students in MTs Madani Pao-pao to improve their knowledge about Islamic phrases, and other researchers implement the product to evaluate its practicality and efficiency.

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction Muthi'ah Muthi'ah; Syamsul Arif Galib; Annisa Shofa Tsuraya; Multazam Abubakar; Nur Aliyah Nur; Muhammad Syahruddin Nawir
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.

Training of Thesis Conversion into Scientific Articles Multazam Abubakar; Annisa Shofa Tsuraya; Muthi’ah Muthi’ah; Nur Aliyah Nur; Muhammad Syahruddin Nawir
MITRA: Jurnal Pemberdayaan Masyarakat Vol. 7 No. 1 (2023): Mitra: Jurnal Pemberdayaan Masyarakat
Publisher : Institute for Research and Community Services

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/mitra.v7i1.3380

Final-year students encounter problems in converting their thesis into scientific articles as one of the requirements from the Ministry of Higher Education to graduate from university. This community service aimed at providing insight to final-year students about how to write scientific articles which are composed of their theses, how to use reference managers, such as Mendeley, and how to submit research articles in a scientific journal using OJS. The participants of this activity were the final-year students and fresh graduates of the English Education Department, Tarbiyah dan Teaching Science Faculty, UIN Alauddin Makassar. The method used in this activity was named ’training’ by applying The Training Circle approach. The activity was held in four steps, which were identifying training needs, deciding the aims and planning of training, implementation of training, and evaluation. The result showed that the students understand how to convert their theses into scientific articles, how to use referencing manager and make an account, as well as how to submit their articles in ELTIES journals using OJS.

Peningkatan Kompetensi Guru Bahasa Inggris melalui Pelatihan Metode Pembelajaran Berbasis Teknologi dan Manajemen Kelas di Sulawesi Selatan Annisa Shofa Tsuraya; Nur Aliyah Nur; Muhammad Syahruddin Nawir; Indah Fadhilah Rahman; Sitti Nurpahmi
KHIDMAH: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2023): JULY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/khidmah.v3i2.38389

The independent learning policy by the Ministry of Education and Culture, which was followed by the birth of Reform Madrasah, requires teachers to have 21st Century learning competencies, one of which is skills in using IT in learning. In line with that, the ability to manage student-centered classes is very important so that the stigma of learning that is still teacher-centered is no longer often heard. This community service activity aims to improve the competency of Madrasah Tsanawiyah English teachers through training in technology-based learning methods to be implemented in both online and offline learning, through classroom management training to be able to create a fun and student-centered teaching and learning process, and through preparation assistance learning planning and evaluation in South Sulawesi to be able to create a well-planned and measurable learning process. The method used in this training is training by applying the CBR (Community Based Research) model approach. The training was carried out in four stages, namely laying the foundation, planning, collecting and analyzing data (gathering and analyzing information), and following up (action on finding). Participants in this activity were 2 cities and 1 district in South Sulawesi Province including Palopo City, Makassar City and Gowa Regency with a total of 40 teachers from each city and district. The process of selecting training participants is representative of the selected schools on the recommendation of the local City and District Ministry of Religion offices. The results of this training show that the competency of Madrasah Tsanawiyah English teachers increases through training in technology-based learning methods to be implemented in both online and offline learning, through classroom management training to be able to create a fun and student-centered teaching and learning process, and through preparation assistance learning planning and evaluation in South Sulawesi to be able to create a well-planned and measurable learning process.

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction Muthi'ah Muthi'ah; Syamsul Arif Galib; Annisa Shofa Tsuraya; Multazam Abubakar; Nur Aliyah Nur; Muhammad Syahruddin Nawir
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21458

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.

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