Articles
<![CDATA[A Study Of Discourse Markers In EFL Students’ On Argumentative Text ]]>
<![CDATA[Muthmainnah Mursidin]]>;
<![CDATA[Sitti Nurjannah]]>;
<![CDATA[Rizka Indahyanti]]>;
<![CDATA[Nurul Hasanah]]>
<![CDATA[ DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 3, No 1 (2020): April ]]>
Publisher : <![CDATA[STKIP Andi Matappa Pangkep ]]>
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DOI: 10.31100/dikdas.v3i1.576
<![CDATA[This research was to find out: (1) the types of discourse markers used by the EFL students in argumentative text and (2) the functions of discourse markers used by the EFL students in argumentative text. This research employed a descriptive qualitative method. The respondents of this research were the second grade of EFL students; the total students were 30 students. The research data were collected by using an instrument namely writing activity. The writing consisted by argumentative text. The data were analyzed qualitatively. The first important finding from this research was about the types of DMs used by the students’ in three kinds of different text, there are 30 types of DMs used by the students in the comparison and compare text and the second important finding was there are four category of functions used by the students in writing activity, they were contrastive markers, inferential markers, elaborative markers, and additional subclasses markers. Despite the fact that DMs can create a smooth talk or make the conversation more natural, the students should be able to use DMs wisely in term of fluency and coherence measured in the students’ writing.Penelitian ini dimaksudkan untuk menemukan: (1) jenis pemarkah wacana yang digunakan oleh siswa dalam penulisan teks argumentatif dan (2) fungsi dari pemarkah wacana yang ada dalam penulisan teks argumentatif. Penelitian ini menggunakan metode deskripsi kualitatif. Sampel dalam penelitian ini adalah siswa kelas dua dengan jumlah siswa ada 30 siswa. Data dalam penelitian ini diambil dengan menggunakan sebuah instrumen yang bernama kegiatan menulis. Dalam kegiatan menulis ini menggunakan teks argumentatif, Data yang terkumpul dari kegiatan menulis ini kemudian akan di analisa secara kualitatif. Hal penting pertama yang telah ditemukan dalam penelitian ini adalah jenis pemarkah wacana yang digunakan oleh siswa dalam tiga jenis teks yang berbeda, bahwa ada 30 jenis pemarkah wacana dalam teks argumentatif, Hal penting kedua yang telah ditemukan dalam penelitian ini adalah ada empat fungsi pemarkah wacana yang digunakan oleh siswa dalam kegiatan menulis, yaitu pemarkah perbedaan, pemarkah kesimpulan, pemarkah uraian, dan yang terakhir adalah pemarkah tambahan. Meskipun kenyataannya bahwa pemarkah wacana dapat membuat percakapan itu menjadi halus atau membuat percakapannya menjadi lebih lazim seperti kebiasaan, siswa seharusnya juga dapat menggunakan pemarkah wacana dengan bijak dalam kelancaran dan memperhatikan hubungan satu kata dengan kata lain dalam tulisan mereka.]]>
<![CDATA[The Correlation Between Emotional Intelligence and The Students’ English Academic Achievement ]]>
<![CDATA[Rizka Indahyanti]]>
<![CDATA[ DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 4, No 3 (2021): September ]]>
Publisher : <![CDATA[STKIP Andi Matappa Pangkep ]]>
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DOI: 10.31100/dikdas.v4i3.1318
<![CDATA[This research aimed at describing the correlation between emotional intelligence and Students’ English academic achievement. This research used correlational design. The population was the second year students of SMA Negeri 1 Parepare and the method used for taking sample was simple random sampling. The data were obtained through questionnaires and document study. The data on students’ emotional intelligence and English academic achievement were analyzed by using inferential and descriptive statistics, Pearson Product Moment correlation analysis through SPSS 27 for windows to find out whether or not there was correlation between them. The result of the research showed that there was a positive correlation between students’ emotional intelligence and English academic achievement (r = 0.892) It was concluded that the correlation between emotional intelligence English academic achievement of the second year students of SMA Negeri 1 Parepare were very high. The positive coefficient indicated the positive correlation, that if the emotional intelligence increases, English academic achievement will also increase.]]>
<![CDATA[LECTURER VOICES TOWARD FUTURE ENGLISH LANGUAGE TEACHING: AUGMENTED REALITY (AR) AND ARTIFICIAL INTELLIGENCE (AI) ]]>
<![CDATA[Rizka Indahyanti]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 2 (2019): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v8i2.2684
<![CDATA[This research was carried out because of the rapid development of the application of English language learning along with the development of technology. The teachers are presented with so many choices of learning applications that are very easy to obtain. In the near future, language learning technology will continue to develop to utilize cutting-edge technology such as Augmented Reality (AR) and Artificial Intelligence (AI).The purpose of this study is to see how the perceptions and understanding of several lecturers in Indonesia related to the development of AR and AI-based learning technology. Then also to see the extent of their support and readiness in concept and application. In the implementation, researchers used a qualitative approach by observing, determining samples, interviewing, studying documents and drawing conclusions.The expected output in this study is to obtain the standard understanding of the lecturers related to the development of learning technology. Thus, there must be a change in the language learning paradigm by developing application-based learning methods. Overall, the results of this study are targeted to be published in a national journal with ISSN. To achieve these targets, this research has been made with a background, conception and objectives that are quite clearly supported with adequate references. Likewise with the methodology and data analysis process that have been used.]]>
<![CDATA[LEARNING BEYOND THE CLASSROOM: WHATSAPP IN LANGUAGE LEARNING ]]>
<![CDATA[Ali Wira Rahman]]>;
<![CDATA[Amir Patintingan]]>;
<![CDATA[Rizka Indahyanti]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v7i2.1577
<![CDATA[This research is intended to increase space and time in learning English, where space and time for English is very difficult to find in Indonesia. Through Mobile applications, learning will be more exclusive so as to reduce psychological barriers and cut the gap between teachers and students. They will feel more confident in expressing their opinions. This lesson will also be more constructive, give each other feedback between students and students and lecturers with students. This research will begin with the observation process to determine the object and location of the research. The use of WhatsaApp in learning will be conducted outside the classroom by determining the regular schedule and consistently. Begin by creating a group of 5 students with low levels of English language skills. The feature to be used is voice comment/messaging. Speaking skills will be the focus of this research. The method to be used is a combination of quantitative and qualitative (Mixed Method). Observations and interviews as qualitative representations and measurements of audio / speaking duration represent quantitative. The results of the study indicate that the use of WhatsApp in supporting learning outside the classroom provides varied progress. The review is measured from several aspects, namely Gender, Duration, Personal Margin Duration, Total Duration and Overall Personal Average.]]>
<![CDATA[STUDENT TO SELF-FEEDBACK IN IMPROVING STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Rizka Indahyanti]]>;
<![CDATA[Mutmainnah Mursidin]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 1 (2017): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v6i1.931
<![CDATA[This research is basically aimed to test the Student to the self-feedback method in improving their speaking ability. Furthermore, it is aimed to see the effectiveness of colleagues in helping other friends to learn. The method used in this research is the Quantitative method with the quasi-experimental setting in its test. The step of this research includes the field observation, pre-test, giving treatment by applying student to the self-feedback method, then post-test. One by one the student talks then another friend judge what the strengths and the weaknesses of his friend. The instruments used in this research are speaking test and questionnaire. The written assessment contained in the assessment aspect includes fluency, accuracy, and comprehensibility. The population in this research is all English education students of FKIP UIM. While the sample used is the second-semester students. The researchers divided the class into 2 groups. One group as the experimental class and the other as the control class.The results of the data analysis show that the probability is less than 0.05 or 0.000 0.05. This means that H1 is acceptable and, of course, the statistical hypothesis H0 is rejected. Therefore, it can be concluded that the use of Student to self-feedback method improves their speaking ability. Keywords: Students self-feedback, speaking ability]]>
<![CDATA[PELATIHAN QUIZIZZ SEBAGAI SARANA PENGUATAN LITERASI DIGITAL BAGI MAHASISWA ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Jusmaniar N]]>;
<![CDATA[Sulviana Sulviana]]>;
<![CDATA[Rizka Indahyanti]]>;
<![CDATA[Muthmainnah Mursidin]]>;
<![CDATA[Sitti Nurjannah]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 2 No. 3 (2021): Volume 2 Nomor 3 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v2i3.2651
<![CDATA[Di tengah kebijakan Social Distancing atau jaga jarak akibat Covid 19, tanpa disadari baik guru dan siswa di sekolah di tuntut untuk semakin cakap dalam literasi digital. Guru di tuntut untuk semakin kreatif dalam membuat materi pembelajaran dan siswa wajib belajar mandiri di rumah. Melihat fenomena tersebut, guru sebagai fasilitator harus dapat menempatkan E-Learning sebagai pilihan alternatif pembelajaran. Berbagai pihak, terutama Fakultas Keguruan dan Ilmu Pendidikan wajib membekali mahasiswa sebagai calon pendidik dengan berbagai aplikasi digital terkini. Literasi digital berupa kecakapan dalam pemanfaatan aplikasi dan sumber materi ajar akan mampu mendorong mahasiswa sebagai calon pendidik untuk lebih kreatif dan inovatif dalam membuat materi ajar, terlebih lagi adanya aplikasi-aplikasi pengajaran memudahkan mereka dalam manajemen pembelajaran di kelas. Oleh karena itu, di adakan Pelatihan Quizizz yang bertujuan untuk memperkuat literasi digital mahasiswa, pelatihan ini diikuti oleh 29 mahasiswa semester VII Program studi Pendidikan Bahasa Inggris FKIP UIM. Hasil pelatihan ini menunjukkan mahasiswa pada umumnya sudah mengetahui ragam E-Learning dan mahasiswa juga menyatakan puas setelah mengikuti pelatihan ini. Selain melihat manfaat aplikasi Quizizz sebagai aplikasi pembelajaran, mereka juga mengungkapkan respon positif apabila aplikasi Quizizz diimplementasikan disekolah ketika mereka menjadi guru. Mahasiswa juga mengungkapkan peran aplikasi Quizizz di dalam penguatan pembelajaran melalui metode blendedlearning yaitu kolaborasi aplikasi Quizizz dengan metode tatap muka di kelas.]]>
<![CDATA[PENGUATAN KARYA TULIS ILMIAH MAHASISWA MELALUI PELATIHAN SPSS DAN ZOTERO ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Jusmaniar N]]>;
<![CDATA[Sulviana Sulviana]]>;
<![CDATA[Rizka Indahyanti]]>;
<![CDATA[Muthmainnah Mursidin]]>;
<![CDATA[Sitti Nurjannah]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2022): Volume 3 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v3i2.4435
<![CDATA[Melihat karya tulis ilmiah sebagai bagian penting dari syarat kelulusan mahasiswa, dosen wajib membekali mahasiswa dengan pengetahuan terkait referensi dan analisis data agar output penelitian mahasiswa bisa dipertanggungjawbkan secara akademik. Pengetahuan mahasiswa yang minim tidak lepas dari terbatasnya informasi yang mereka dapatkan dan jarangnya pelatihan terkait referensi dan analisis data untuk mereka. Melihat hal tersebut, tim peneliti berinisiatif untuk mengadakan pelatihan aplikasi SPSS dan Zotero untuk meningkatkan kemampuan mahasiswa terkait referensi dan analisa data. Metode yang digunakan yakni pemaparan materi dan praktik SPSS dan Zotero serta Focus Group Discussion. Hasil pelatihan ini menunjukkan selama pelatihan aplikasi SPSS dan Zotero, mahasiswa sangat antusias dan merasa terbantu serta siap untuk menulis proposal penelitian. Selain melihat manfaat aplikasi SPSS dan Zotero sebagai referensi dan analisa data, mereka juga mengungkapkan respon positif karena telah dibekali kecakapan aplikasi yang selama ini belum pernah mereka dapatkan.]]>
<![CDATA[Think Talk Write Strategy toward Students’ Writing Ability ]]>
<![CDATA[Rizka Indahyanti]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 4 No. 2 (2017) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/ethicallingua.v4i2.627
<![CDATA[The objective of this research was to find out whether or not the implementation of Think Talk Write (TTW) strategy improves students’ writing ability. The researcher applied quasi-experimental method. The population of this research is the second semester students of English Language Education. There were two classes and it consists of 60 students. The researcher used cluster random sampling technique and divided the class into two groups, one group as experimental group and another as control group. Therefore, each group consisted of 30 students. Based on the students’ result obtained and stated in findings, the researcher used t-test in inferential statistic through SPSS to test the hypothesis. It showed that the probability value is lower than alpha (α) (0.000 < 0.05). It means that H1 was accepted and H0 was rejected. Therefore, it can be concluded that the implementation of Think Talk Write (TTW) strategy improves students’ writing achievement.]]>
<![CDATA[NUMBER HEAD TOGETHER NHT TECHNIQUE IN IMPROVING STUDENTS’ READING SKILL ON HORTATORY EXPOSITION TEXT COOPERATIVE LEARNING METHOD ]]>
<![CDATA[Rizka Indahyanti]]>
<![CDATA[ AIJER: Algazali International Journal Of Educational Research Vol. 1 No. 1 (2018): OKTOBER (AIJER) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar ]]>
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<![CDATA[Abstract: Number Head Together NHT Technique In Improving Students’ Reading Skill On Hortatory Exposition Text: Cooperative Learning Method. This research is aimed to find out whether or not the implementation of Number Head Together (NHT) technique improve the students’ reading skill on hortatory exposition text. During the researcher’s observation, it was found that students’ ability in reading was still low. The implementation of this research is starting by doing an observation and pre-test. Researcher then gave the treatment by teaching how to read and understand hortatory exposition text by using Number Head Together (NHT) Technique. Number Head Together (NHT) technique consists of four steps: numbering each student, asking questions, head together, and answering questions. The method of this research was quasi-experimental study. There were two group namely experimental group and control group. This research was conducted for six meeting. The last step of this research is doing a post-test and analyze the data taken from the test of hortatory exposition text.]]>
<![CDATA[PENGUATAN PEMBELAJARAN MAHASISWA MELALUI PELATIHAN LEARNING MANAGEMENT SYSTEM ]]>
<![CDATA[Muhammad Chairil Imran]]>;
<![CDATA[Jusmaniar N]]>;
<![CDATA[Sulviana Sulviana]]>;
<![CDATA[Rizka Indahyanti]]>;
<![CDATA[Muthmainnah Mursidin]]>;
<![CDATA[Sitti Nurjannah]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 3 No. 3 (2022): Volume 3 Nomor 3 Tahun 2022 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v3i3.8030
<![CDATA[Menyadari pengenalan Learning Management System sebagai sebuah kebutuhan bagi mahasiswa maka dosen wajib untuk membekali mahasiswa dengan pengetahuan tentang Learning Management System sehingga mampu meningkatkan mutu lulusan sekaligus memperkuat literasi digital mahasiswa. Learning Management System bisa dikatakan baru untuk mahasiswa, pelatihan yang didapatkan juga masih minim sehingga tim peneliti berinisiatif untuk mengadakan pelatihan Learning Management System untuk meningkatkan kecakapan mahasiswa dalam pembelajaran. Metode yang digunakan yaitu pemaparan materi dan praktik Learning Management System serta Focus Group Discussion. Hasil pelatihan menunjukkan selama pelatihan Learning Management System, mahasiswa merasa terbantu dengan pelatihan ini, respon positif sesudah pelatihan juga tampak dari hasil Focus Group Discussion, mereka antusias karena dibekali dengan pelatihan yang berguna dalam pembelajaran dan berharap pelatihan serupa tetap diadakan.]]>
