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All Journal ETERNAL(english, teaching, learning, and Research Journal) Journal on Education ELTIES (English Language Teaching for EFL Learners) International Journal in Applied Linguistics of Parahikma Proceedings of The International Conference on Social and Islamic Studies
Nurfajri Ningsih
Institut Parahikma Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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STUDENTS’ PERCEPTIONS TOWARD ORAL CORRECTIVE FEEDBACK ON SPEAKING CLASS AT PARAHIKMA INSTITUTE OF INDONESIA Nurul Istiqamah; Sri Mulyani; Nurfajri Ningsih
International Conference on Social and Islamic Studies Proceedings of the International Conference on Social and Islamic Studies (SIS) 2021
Publisher : International Conference on Social and Islamic Studies

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Abstract

This research is aimed to find out students’ perceptions towards oral corrective feedback on speaking class. 2) The types of oral corrective feedback used by the lecturer on a speaking class at Parahikma Institute of Indonesia. This study applied qualitative research design. The total number of participants who had contributed to this research was thirteen. The data were collected by using qualitative questionnaire and in-depth interview and had been analyzed by applying thematic analysis.  The findings showed that there are three main points which were pointed out by the researcher, they are 1) the benefits of oral corrective feedback that includes increasing students’ knowledge, helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; 2) the drawbacks of oral corrective feedback, were divided into three such as causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic, 3) students’ expectation of oral corrective feedback includes motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed the types of corrective feedback usually used by the lecturer in speaking class were recast, elicitation, and explicit correction. The types gave students a clear explanation about their error.
NATIVE SPEAKER IN TEACHING ENGLISH TO INDONESIAN STUDENTS AT ICP FMIPA UNM Nurfajrih Ningsih
ETERNAL (English, Teaching, Learning and Research Journal) Vol 3 No 1 (2017)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.266 KB) | DOI: 10.24252/Eternal.V31.2017.A2

Abstract

The aim of this paper is to find out the method applied by the native speaker in teaching English to Indonesian students at ICP FMIPA UNM. This research was case study. The subject of the research is a native spekear who teach at ICP FMIPA UNM. The result of the research shows that The procedures of teaching applied by native speaker in teaching English to Indonesian students at ICP UNM are the procedure required by direct method, ausdion lingual mehod, and communicative language teaching. Besides, the lecturer varied activities in each meeting through some kind of activities. The lecturer also always applied two main activities in each meeting. 
The Effect of Song in Teaching English Nurfajri Ningsih
ELTIES : English Language Teaching for EFL Learners Vol 1 No 1 (2019): Issues in EFL Teaching
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v1i1.7413

Abstract

This research aims at finding the effectiveness of using song in teaching English at Sulawesi flight college. The researcher applied pre-experimental method, with one group pretest and posttest design which employed speaking test to find out the students’ speaking performance in terms of accuracy. The sample consisted of 40 students used purposive sampling technique taken from the population of the second semester students of Sulawesi Flight. The result of the data analysis indicated that there was significant difference of student’ English achievement before and after being taught by using songs. It is proved by result of statistical analysis of the level significance 0.05 with degree of freedom (df) =  N-1 = 46-1 = 39 which indicated that( t- obs =  4.06 >  t –table =  (1.68 ). It can be said that there is a significant difference of achievement of the students after the treatment.
STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS Sri Mulyani; Nurfajri Ningsih; Nurul Insiqamah Setyaningrum
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V81.2022.A12

Abstract

This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; (2) the drawbacks of oral corrective feedback include causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic feeling; and (3) students’ expectations of oral corrective feedback include motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed that the types of corrective feedback used by the lecturer in the speaking class were recast, elicitation, and explicit correction.
Motivational Illocutions of "Laskar Pelangi" Novel by Andrea Hirata for Teachers and Students Patur Rahman; Nurfajri Ningsih
International Journal in Applied Linguistics of Parahikma Volume 6 Number 2, August 2023
Publisher : Institut Parahikma Indonesia

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Abstract

It is crucial for the teacher to motivate the pupils in the classroom because doing so could set the stage for their further learning. Generally, teachers often run out of ideas to motivate students and distress them to find authentic material to make the teaching process more interesting. This research centralized the explanation on literature, specifically the Laskar Pelangi Novel. The data were collected qualitatively using the discourse analysis approach by read and considering the illocution aspects of Searle in the novel. The data analysis passed through 12 extracts and had been elaborated by related theories. The result of this research found many kinds of motivational illocution in the novel, consisting of assertions formed in motivational boast, directives in advice, command, threat, and recommend form, expressives such as worrying, praising, confirming, and welcoming sentence sequences, and declaration form, which is composed of resigning and naming. Further results intended to convey motivational illocution by Bu Muslimah's character in the novel showed discourse analysis results in order to influence teachers in the general classroom according to the character. The advantage of this research is that it teaches speech act in a motivational way by using a novel storyline to create an uncommon atmosphere in the classroom. Furthermore, this is an important contribution for the teacher as authentic material from literature source which is not only useful in entertainment but also in general classroom learning. Therefore, teachers can teach speech act or sentence analysis by Laskar Pelangi and also take some storylines as examples to prove that teachers are not only to teach but also to motivate. Keywords: Motivational Illocution; authentic material; speech act; assertive; expressive; directives; declaration; novel; education
The Use Of Nursery Rhymes In Improving The Preschool Pupils’ Vocabulary In Bambini School Rahmi Usman; Irmayani Irmayani; Nurfajri Ningsih
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5156

Abstract

This research aimed to know the use of nursery rhymes in improving the preschool pupils’ vocabulary at Bambini School Makassar. The researchers applied quasi-experimental method using non-equivalent control class design. The Population of this research was the preschool pupils of Bambini School Makassar, age 3, 5 – 4 years old. The samples of this research were class A and class B, which each of class consists of 30 students. This research used cluster random sampling. The researchers chosen two classes of the preschool pupils of Bambini School Makassar randomly, as the experimental class and the control class. The two classes were given treatment. The experimental class was treated by using Nursery Rhymes while the control class was taught without Nursery Rhymes. The data were collected through oral test. The result of the data analysis showed that there was significant difference between the pupils’ score who were taught by using Nursery Rhymes and without Nursery Rhymes. It was proved by the mean score of the experimental class was higher than control class in the posttest where the control group was 65.47 while the experimental group was 79.73. Moreover, the result of test of significant analysis indicated that the use of nursery rhymes significantly improved the preschool pupils’ vocabulary. Based on the result of analysis, the researchers concluded that the use of Nursery Rhymes improved the preschool pupils’ vocabulary of Bambini School Makassar. Then, to made the use of nursery rhymes was effectively done, the teacher needed to consider the pupils’ level (who), materials (what), venue (where), and time (when) the teaching and learning process taken place.
Co-Authors Irmayani Irmayani Nurul Insiqamah Setyaningrum Nurul Istiqamah Patur Rahman Rahmi Usman Sri Mulyani