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Quality of Drug Rehabilitation Services in Lembaga Peduli Anak Bangsa Samarinda Asiza, Nur; Sumarni, Sumarni; Suwanto, Suwanto
Indonesian Journal of Wiyata Health Administration (IJWHA) Vol. 2 No. 2 (2022): Volume 02 Nomor 02, December 2022
Publisher : Institut Teknologi Kesehatan Dan Sains Wiyata Husada Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35728/ijwha.v2i2.1091

Indonesia is no longer a transit country, but an area known as a potential drug dealer, even today Indonesia is considered a user of ecstasy. The purpose of the study was to look at the quality of drug rehabilitation services at the Samarinda Institute for Caring for the Nation's Children. This type of research is quantitative research with a cross-sectional study approach. The population and sample were all members/rehabilitation patients of the Samarinda City Nation Children's Care Institute, which numbered 32 people. The quality of narcotics rehabilitation services at the nation's children's care institutions is quite good because the supervision and improvement of service quality are also supervised by the National Narcotics Agency so that it can be consistent in its services.

JKN System Development Strategy as a Solution to BPJS Health Deficit at Abdoel Wahab Sjahranie Hospital Sumarni, Sumarni; Asiza, Nur; Fitri, Ulia
Indonesian Journal of Wiyata Health Administration (IJWHA) Vol. 2 No. 2 (2022): Volume 02 Nomor 02, December 2022
Publisher : Institut Teknologi Kesehatan Dan Sains Wiyata Husada Samarinda

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The JKN system includes various types of health services, such as preventive services, health promotion, curative services, rehabilitative, and others. This study seeks to analyze the strategy of implementing the JKN system development as a solution to the deficit of BPJS Kesehatan RSUD Abdoel Wahab Sjahranie. The research used is qualitative research through Focus Group Dicussion. The JKN system development strategy in overcoming the BPJS Kesehatan deficit at Abdoel Wahab Syahranie Hospital can be formed through internal hospital governance to overcome fraud in health action services at the hospital. The application of the swot analysis strategy can be realized through the hospital's annual work plan. Recommendations for further research can conduct research on the governance of BPJS claims in order to minimize fraud.

From Theory to Practice: The Impact of Task-Based Learning on Grammar Proficiency in EFL Teaching Ananda, Jumriah; Asiza, Nur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6424

This study addressed the persistent challenge in English language teaching where students have theoretical knowledge of grammar but struggle to apply it in practical communication. The research aimed to analyse the effectiveness of Task-Based Language Teaching (TBLT) in improving the grammar skills of first-year English Education students at IAIN Parepare. Using a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 16 first-year students selected through purposive sampling. The intervention consisted of five TBLT sessions structured around a three-phase framework (pre-task, task cycle, language focus) targeting five grammatical tenses (Simple Present, Present Continuous, Simple Past, Simple Future and Present Perfect). Data were collected via structured oral interviews before and after the intervention, with responses scored using a five-point grammatical accuracy rubric. Results showed a statistically significant improvement in students' grammatical accuracy, with mean scores increasing from 46.50 (Average category) to 66.75 (Good category), representing a 43.5% improvement (p < 0.05). Analysis of individual tenses showed that tenses commonly used in everyday communication (Simple Present, Present Continuous) showed greater improvement (44.1% and 43.4% respectively) than more complex tenses such as Present Perfect (39.7%). The results suggest that TBLT effectively bridges the gap between declarative and procedural grammar knowledge by providing authentic communicative contexts for grammar practice, although complex grammatical structures may require extended practice and additional form-focused instruction for mastery.

Teachers’ Pedagogical Competencies in Implementing Contextual Teaching and Learning in Vocational High Schools in South Sulawesi Mustaqimah, Mustaqimah; Dollah, Syarifuddin; Basri, Muhammad; Asiza, Nur; Akib, Muhaiminah
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.74766

This study examines English teachers' abilities to implement pedagogical competence in teaching English for Specific Purposes (ESP) in vocational high schools. Using an interpretive qualitative case study approach, the study examined five teachers from two different vocational high schools, using semi-structured interviews, observations, and document analysis to collect data. The findings revealed three main themes: the ability to design contextual learning, using interactive learning methods, and implementing authentic assessments. Teachers demonstrated competence in integrating English with vocational competence, tailoring their teaching to meet the specific needs of students' future careers. They utilized task-based learning, collaborative group discussions, and technology-based media to engage students and enhance their learning experiences. In addition, teachers used practice-based assessments, such as simulations and project-based assignments, to ensure that students could apply their English skills in real-world scenarios. This study emphasizes the importance of pedagogical competence in fostering an effective ESP learning environment where students are prepared for the demands of their respective industries. The implications of this study suggest that improving teachers' pedagogical competence can significantly improve ESP teaching, providing students with relevant skills for success in their future professions. This research contributes to developing teacher training programs aimed at improving vocational education.

Implementation of Word Wall Web in Language Learning: How Does It Impact Students' Vocabulary Mastery? Iftitah, A.N; Sunubi, Abdul Haris; Asiza, Nur; Zulfah; Natsir Maulana, Muhammad
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 1 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 1
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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This study aims to enhance students' vocabulary mastery by proposing the Word Wall Web as a learning medium. The research employed a quantitative method with a quasi-experimental design, incorporating pre-test and post-test evaluations. The participants consisted of 63 students, divided into two groups: a control class (n=32) and an experimental class (n=31). Students' understanding of pronouns, nouns, adjectives, and verbs was evaluated through 20 multiple-choice questions, covering various formats such as synonyms, antonyms, fill-in-the-blank, word substitution, and translation. The control class recorded an average pre-test score of 66.14, which increased to 72.26 in the post-test. In contrast, the experimental class exhibited a more substantial improvement, with an average pre-test score of 64.38, rising to 78.22 in the post-test. Statistical analysis of the post-test mean difference between the experimental and control groups yielded a p-value of 0.003, which is less than the significance level of 0.05, indicating a statistically significant difference at the 95% confidence level. Students in the experimental class who utilized the Word Wall Web demonstrated greater interest in learning, active participation, and improved vocabulary mastery compared to those in the control class. These results underscore the effectiveness of the Word Wall Web as a learning medium for enhancing students' vocabulary mastery.

Students’ Difficulties in Learning Tenses by Grammar Translation Method at Star English Course Parepare Raudah Umar, Ghefira; Asiza, Nur; Zulfah, Zulfah; Noviasmy, Yessicka
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Grammar Translation Method (GTM) is a language learning method that focuses on understanding grammar and translating texts from a foreign language to the mother tongue, and vice versa. This study aims to determine the effectiveness of the Grammar Translation Method in teaching grammar concepts, especially tenses, in EFL (English as a Foreign Language) classes, especially at Star English Course Parepare. The research method used is quantitative survey. The samples of this research were students from Level 4 (Advance 1 and Advance 2) Star English Course Parepare. In this research, the researcher used total sampling techniques and took 70 students as sample. The data collection technique used a questionnaire with hypothesis testing carried out by using simple linear regression analysis using the SPSS 25 program. The results of the research show that Grammar Translation Method has a significant influence on students' difficulties in learning tenses. Seen from the Tcount value of 9,755 > T-table 1,995 with a significance of 0,007 < 0,05. Statistical test results show that Grammar Translation Method has a positive and significant impact on students' learning difficulties. And psychological factor is the most influential aspects of students’ difficulties in learning tenses through Grammar Translation Method. Fear of making mistakes, lack of confidence, and linguistic anxiety are the main obstacles in the learning process. Therefore, there is a need for a more varied, communicative, and student-centered approach in learning Tenses.

Enhancing Speaking Proficiency through Self-Discovery: Utilizing Johari Window Techniques in Student Learning Asiza, Nur; Yusuf, Muh; Rahman, Arif; Irwan, Muhammad; Patmawati, Patmawati; Ramadani, Fitrah
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.23076

Effective speaking hinges on confidence and comfort, yet many students grapple with these aspects, often feeling lost and unsure about their abilities. This study investigates the application of Johari Windows to aid first-year English Program students at IAIN Parepare, who commonly encounter challenges in speaking. Our research focuses on two primary questions: How does the Johari Window facilitate students' self-discovery, and how does it contribute to the development of their speaking skills? Adopting a mixed-method approach, this study blends quantitative and qualitative data. We engaged 48 first-year English Program students at IAIN Parepare, utilizing observations, questionnaires, and focus group discussions as our primary data collection tools. Additionally, the data were analyzed using SPSS. Our findings reveal that many students exhibit uncertainty or neutrality in identifying with the characteristics and traits of the 'open self,' highlighting the complexities of self-awareness and the fluid nature of self-perceptions, which vary among individuals. The study also notes differing self-views across various characteristics. Crucially, implementing the Johari Window in speaking skill development, particularly in forum discussion groups, has significantly bolstered students' awareness of their public speaking strengths and weaknesses. This enhanced awareness has been instrumental in their journey toward becoming more confident and effective speakers.

From Theory to Practice: The Impact of Task-Based Learning on Grammar Proficiency in EFL Teaching Ananda, Jumriah; Asiza, Nur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6424

This study addressed the persistent challenge in English language teaching where students have theoretical knowledge of grammar but struggle to apply it in practical communication. The research aimed to analyse the effectiveness of Task-Based Language Teaching (TBLT) in improving the grammar skills of first-year English Education students at IAIN Parepare. Using a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 16 first-year students selected through purposive sampling. The intervention consisted of five TBLT sessions structured around a three-phase framework (pre-task, task cycle, language focus) targeting five grammatical tenses (Simple Present, Present Continuous, Simple Past, Simple Future and Present Perfect). Data were collected via structured oral interviews before and after the intervention, with responses scored using a five-point grammatical accuracy rubric. Results showed a statistically significant improvement in students' grammatical accuracy, with mean scores increasing from 46.50 (Average category) to 66.75 (Good category), representing a 43.5% improvement (p < 0.05). Analysis of individual tenses showed that tenses commonly used in everyday communication (Simple Present, Present Continuous) showed greater improvement (44.1% and 43.4% respectively) than more complex tenses such as Present Perfect (39.7%). The results suggest that TBLT effectively bridges the gap between declarative and procedural grammar knowledge by providing authentic communicative contexts for grammar practice, although complex grammatical structures may require extended practice and additional form-focused instruction for mastery.

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