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All Journal JURNAL ILMIAH PERSPEKTIF EXPOSURE JOURNAL English and Literature Journal EDUVELOP (Journal of English Education and Development) JOLLT Journal of Languages and Language Teaching EduLine: Journal of Education and Learning Innovation English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment Indonesian Journal of Psycholinguistics (IJP) Jurnal Guru Pencerah Semesta (JGPS) Teaching English and Language Learning English Journal
Ratu Yulianti Natsir
Universitas Muhammadiyah Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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ERROR ON THE USE OF NOUN PHRASE MADE BY THE ELEVENTH GRADE OF MADRASAH ALIYAH BONTOMARANNU Resky Amaliah; Bahrun Amin; Ratu Yulianti Natsir
Journal of Language Testing and Assessment Vol. 1 No. 1 (2021): Journal of Language Testing and Assessment (JLTA)
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (649.852 KB) | DOI: 10.56983/jlta.v1i1.211

Abstract

This thesis study aimed at (1) To find out the students' mistakes from English noun phrases using pre modifiers in writing English texts made by eleventh grade students? (2) To find out students' mistakes from English noun phrases using the post modifier in writing English texts made by eleventh grade students? The research design a descriptive quantitative method, in which it used writing test. The result of the data that the researcher got the most types of error in noun phrase using pre-modifier and post-modifier in disordering made by the students in using noun phrase. The result of the analysis indicated that there are two part the student made error for the first is using pre-modifier in determiner is 66 errors or 66%, in adjective 9 errors or 9%, in Quantifier 1 error or 1%. The second is using post-modifier in adjective, 14 errors or 14%, in To-Infinitive 1 error or 1% and the last is prepositional phrase with 10 errors or 10%. This mean that there was high level error in noun phrase using pre-modifier and post-modifier at Madrasah Aliyah Bontomarannu. Keywords: Error analysis, Noun Phrase, Writing skills.
THE IMPLEMENTATION OF EVERYONE IS A TEACHER HERE (EITH) STRATEGY TO IMPROVE THE STUDENTS' SPEAKING SKILL IN DELIVERING OPINION Nur Aini Anisa; Eny Syatriana; Ratu Yulianti Natsir
English Language Teaching Methodology Vol. 2 No. 3 (2022): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v2i3.165

Abstract

This research aimed to see the implementation of Everyone is a Teacher Here Strategy for students’ speaking skills in learning English, in terms of self-confidence. This research used a pre-experimental method. The data collection technique was taken through pre-test and post-test. The researcher was conduct at SMA Muhammadiyah 5 Makassar, with the population was the XII grade students of SMA Muhammadiyah 5 MakassarThe result of this research indicated that the average pre-test score of students before treated on self-confidence was 45 and the average score of post-test students after treatment on self-confidence was 62. The significance between pre-test and post-test was 38%. The result of data analysis showed that the improvement in students’ speaking skills after given treatments used the EITH strategy was increasing significantly. This was evidenced by the result of statistical analysis with a significant level was = 0.025 with a degree of freedom (df) = 8, t-test = 4,477 and t-table = 2,306. Based on the result of post-test data obtained as the final result, this research provided a significant improvement with the comparison of t-test > t-table which is 2.171.Based on the result of the post-test data obtained as a final result, this research improved. Finally, it can be concluded that the implementation of Everyone is a Teacher Here strategy was capable of providing a good effect on students delivering opinions, especially in speaking skills.
CULTURAL SHOCK AND PSYCHOLOGICAL ADJUSTMENT OF THAI STUDENT AT ENGLISH DEPARTMENT IN UNIVERSITAS MUHAMMADIYAH MAKASSAR Isma Dara Samual; Nur Qalbi; Ratu Yulianti Natsir
Indonesian Journal of Psycholinguistics Vol. 1 No. 3 (2022): Indonesian Journal of Psycholinguistics (IJP)
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/ijp.v1i3.430

Abstract

This study aims to find out kinds of Culture shock for Thai student of universitas Muhammadiyah Makassar and the obstacles of the psychological adjustment of Thai student. The subject in this study were 3 people of Thai students at English Department in universitas Muhammadiyah Makassar.The research methodology used descriptive qualitative method. The technique of collecting data was interview with 5 questions that talking about cultural shock and psychological adjustment. The findings of this research according to the observation made by the researcher on the 3 informants that on that have been describe previously it is known that cultural shock experienced are daily language factors, social factors, and cultural factors. The obstacle of psychological adjustment of Thai students there are several factors, namely psychal condition, language, culture and environment.    
MODEL PEMBELAJARAN DISCOVERY LEARNING DAPAT MENINGKATKAN KUALITAS PEMBELAJARAN SENI BUDAYA PADA SISWA KELAS VII.II UPTD SMPN 19 BARRU Nurul Alfriani; Ratu Yulianti Natsir; Yustina
Jurnal Guru Pencerah Semesta Vol 1 No 1 (2022): Jurnal Guru Pencerah Semesta (JGPS)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.058 KB) | DOI: 10.56983/gps.v1i1.445

Abstract

Program Pemantapan Profesi Keguruan (P2K) dijadikan sebagai salah satu bentuk untuk menerapkan pengetahuan, sikap dan keterampilan untuk pembentukan guru yang profesional.tujuan penelitian tindakan Kelas ini adalah untuk meningkatkan kualitas pembelajaran seni budaya siswa kelas VII.II UPTD SMPN 19 Barru melalui model pembelajaran Discovery Learning. Pemantapan Profesi Keguruan (P2K) yang berlangsung di UPTD SMP Negeri 1 Barru, Kelurahan Lalolang, Kecamatan Tanete Rilau, kabupaten Barru di kelas IX.2 mata pelajaran terkhusus pendidikan Bahasa Inggris. Berdasarkan indikator keberhasilan yang ditetapkan oleh sekolah, siswa dikatakan tuntas secara individual apabila memperoleh skor minimal 78,00 dari skor ideal yaitu 100 (sesuai dengan KKM = 78,00). Dari data yang diperoleh setelah perlakuan dapat ditunjukkan bahwa pada siklus I dan II masih terdapat siswa yang kurang dari KKM (tidak tuntas). Namun pada dasarnya terdapat peningkatan hasil belajar dari siklus I ke siklus II.
An Analysis of Teacher’s Perceptions and Challenges in Implementing the Merdeka Curriculum for Teaching English Reading Skills at SMA Negeri 1 Gowa Ririn Asta Rina; Ratu Yulianti Natsir; Sujariati Sujariati
EduLine: Journal of Education and Learning Innovation Vol. 4 No. 3 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2947

Abstract

This research aimed to find out the perceptions and challenges faced by teachers in the implementation of the Merdeka Curriculum in teaching reading skills. This study used a quantitative descriptive method with data obtained from questionnaires and interviews with three grades of X English teachers at SMA Negeri 1 Gowa. The results of the study showed that teachers had a positive perception of the importance of learning to read, with an average score of 84.33% obtained by respondents. This positive perception was obtained based on the results of the questionnaire, the teachers stated that they agreed with the statements that showed that they understood the importance of learning to read, motivate students, use interesting learning strategies and others. While the teachers' challenges were obtained from the results of the interviews, the challenges faced by teachers include difficulties in integrating technology and difficulties in increasing students' interest in reading. The results of this study are expected to provide insight into the application of the Independent Curriculum in teaching reading.
Assessing EFL Students' Translation Competence in Argumentative Texts: An Analysis of Accuracy, Acceptability, and Readability Ratu Yulianti Natsir; Farisha Andi Baso
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17266

Abstract

This study investigates the translation competence of third-semester students in the English Education Program at Universitas Muhammadiyah Makassar, focusing on the translation of argumentative texts from English into Indonesian. While previous research has mainly examined narrative or descriptive genres, studies on argumentative texts remain limited, despite their prominence in academic contexts and their demanding linguistic and cognitive features. This study addresses the lack of empirical work on argumentative translation and contributes practical strategies for EFL teachers. A quantitative descriptive design was employed to evaluate students’ translation performance across three key dimensions: accuracy, acceptability, and readability. Data were collected through a performance-based translation test and assessed using a rubric adapted from Nababan (2012). Findings revealed that although most students produced translations that were acceptable and readable, accuracy emerged as the most problematic dimension. Only 53.3% of the students achieved fully accurate translations, compared with stronger performance in acceptability (66.7%) and moderate results in readability (40%). These outcomes indicate that while students demonstrated cultural and linguistic fluency, they struggled with semantic precision and logical coherence. The results highlight the pedagogical need for integrating genre-based translation tasks into EFL curricula and providing explicit instruction in strategies such as managing logical flow, coherence, and stylistic alignment.
“THE IMPACT OF FILM AND SERIES SUBTITLES ON STUDENTS’ UNDERSTANDING OF FOREIGN LANGUAGES” Riska Sari; Nurul Nisa; Ratu Yulianti Natsir; Sitti Maryam Hamid
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8667

Abstract

This study aims to investigate the relationship between the use of film subtitles and students’ translation ability. A quantitative approach with a correlational design was employed, involving 31 students from the English Language Education program who had been exposed to translation theory and regularly watched foreign-language films with subtitles. The data were collected using a closed-ended questionnaire in the form of a Likert scale, consisting of 20 items that measured both the frequency of subtitle use and translation ability. After testing for normality, the data were analyzed using Spearman’s rank correlation due to its ordinal nature. The results revealed a moderate positive correlation (r = 0.449) between the use of subtitles and translation ability, with a significance value of 0.013 (p < 0.05), indicating a statistically significant relationship. These findings suggest that subtitles can serve as an effective medium to support language learning, especially in enhancing students’ understanding of vocabulary, sentence structure, and context in translation. This study highlights the potential of integrating multimedia tools like film subtitles into language education to improve students' translation competence.
Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Farisha Andi Baso; Eka Prabawati Rum; Ratu Yulianti Natsir; Markus Deli Girik Allo
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5663

Abstract

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.
Co-Authors Afrida Rini Fitriwati Andi Tenri Ampa Asrawiah Asrawiah Bahrun Amin Ega Mahfira Farisha Andi Baso Indah Faradia Isma Dara Samual Markus Deli Girik Allo Muhammad Ma’ruf Ramadhan H Nur Aini Anisa Nur Qalbi Nurdevi Bte Abdul Nurdevi Bte Abdul Nurdevi Bte Abdul Nurul Alfriani Nurul Nisa Resky Amaliah Ririn Asta Rina Riska Sari Rum, Eka Prabawati Sitti Maryam Hamid St Asriati Sujariati Sujariati Syatriana, Eny Widia Astuti Yustina