Articles
<![CDATA[TYPES OF TEACHER TALK TO SUPPORT STUDENTS’ ACTIVENESS IN ONLINE CLASSROOM ]]>
<![CDATA[Rina Yuli Ana]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Bahrun Amin]]>
<![CDATA[ Elite : English and Literature Journal Vol 8 No 1 (2021): June ]]>
Publisher : <![CDATA[UIN Alauddin Makassar ]]>
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DOI: 10.24252/10.24252/elite.v8i1a7
<![CDATA[This study concerned with teacher talk in online classroom. The interaction between teacher and students are analyzed into types of teacher talk. The aim of this study is to find it types of teacher talk to support students’ activeness in online classroom. Descriptive qualitative design was used as research methodology. The researcher was as nonparticipant observer in online class. There were two teachers involved as research participants. The participants conducted online class by using Zoom Application. Video recording from Zoom was analyzed by applying three steps, which consisted of reading or memoing data, describing data, and classifying data. In analyzing the data, the researcher referred to types of teacher talk by Brown who classified teacher talk into seven types. The research findings found there were five types of teacher talk in online classroom. Those are praising and encouraging, accepting ideas of students, asking questions, lecturing, and giving direction. These types found are used to support the students’ activeness in online classroom. Therefore, active and passive students are related to teacher talk. This study is implied to be used as reference to be applied by the teachers to keep the students active in online classroom.]]>
<![CDATA[LEXICAL COMPLEXITY IN THE INTRODUCTIONS OF UNDERGRADUATE STUDENTS’ RESEARCH ARTICLES ]]>
<![CDATA[Ratna Dewi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 2 (2017): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v6i2.1179
<![CDATA[Lexical complexity refers to the various different words employed in the introductions of the undergraduate students’ research articles. The implementation of lexical complexity describes the writers’ overall development of lexical complexity use in the target language. This study aims to find out the employment of lexical complexity in the introductions of undergraduate students’ research articles. It utilized a quantitative design through corpus based analysis.The corpus studied consisted of 134 introductions of undergraduate students’ research articles. The data were analyzed using Web-based Lexical Complexity Analyzer. Then to decide the level of complexity applied in the students’ articles, the results were compared to the lexical complexity of Chinese learners’ oral narratives. The findings show that lexical density, lexical sophistication, and lexical variation are high except for verb variation, noun variation, adjective variation, adverb variation and modifier variation (cf. Lu, 2010, 2012; Ai Lu, 2013). It is expected that this article could provide information about the lexical complexity which is needed to be improved in the undergraduate students’ research articles.]]>
<![CDATA[Lexical and Syntactic Complexities in Undergraduate Students’ Research Articles and Their Correlations to Their Quality ]]>
<![CDATA[Ratna Dewi]]>
<![CDATA[ Jurnal Pendidikan Humaniora Vol 5, No 3: September 2017 ]]>
Publisher : <![CDATA[Pascasarjana UM ]]>
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DOI: 10.17977/um030v5i32017p123
<![CDATA[Abstract: This study aims to find out the employment of lexical and syntactic complexities in the undergraduate students’ research articles and their correlations to their quality. It employes a quantitative design through corpus based analysis and correlation analysis using Pearson product-moment correlation coefficient. The results show that lexical density, lexical sophistication, and lexical variation are high except for verb variation, noun variation, adjective variation, adverb variation and modifier variation and the sentence complexity is also high. The quality of the udergraduate students’ research articles is categorized as above good or it is only a half point needed to achieve the criteria of great research article. This research find that there is no correlation between lexical and syntactic complexities with the quality of artiles. It is expected that this article could provide information about the lexical and syntacti complexities which are needed to be improved in the undergraduate students’ research articles.Key Words: lexical complexity, syntactic complexity, article qualityAbstrak: Penelitian ini bertujuan untuk mengetahui penggunaan kompleksitas leksikal dan sintaksis pada artikel penelitian mahasiswa dan korelasinya terhadap kualitasnya. Penelitian ini menggunakan desain kuantitatif melalui analisis berbasis korpus dan analisis korelasi menggunakan koefisien korelasi momen produk Pearson. Hasil penelitian ini menunjukkan bahwa kepadatan leksikal, kecanggihan leksikal, dan variasi leksikal tinggi kecuali pada variasi verba, variasi kata benda, variasi kata sifat, variasi adverbia dan variasi pengubah dan kompleksitas kalimat juga tinggi. Kualitas artikel penelitian mahasiswa tingkat sarjana dikategorikan sangat baik atau hanya setengah poin yang dibutuhkan untuk mencapai kriteria penelitian besar. Penelitian ini menemukan bahwa tidak ada korelasi antara kompleksitas leksikal dan sintaksis dengan kualitas artikel. Diharapkan artikel ini dapat memberikan informasi tentang leksikal dan kompleksitas sintaksis yang perlu ditingkatkan dalam artikel penelitian mahasiswa.Kata kunci: kompleksitas leksikal, kompleksitas sintaksis, kualitas artikel]]>
<![CDATA[The Effect of Online Learning on Academic Writing Course During Covid-19 Pandemic ]]>
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Hasnawati Hasnawati]]>;
<![CDATA[Radiah Hamid]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v6i1.5220
<![CDATA[Since the outbreak of Covid 19 in Indonesia, all universities, including Universitas Muhammadiyah Makassar, had made a decision for lecturers and students to learn from home (LFH) since March 16, 2020. This decision certainly has an impact on the change of the learning process which is used to face-to-face in the classroom then drastically changed and become online learning. This study aims at investigating the effectiveness of online learning on the Academic Writing course in the English Education Study Program. Pre-experimental design is the method where the sample is purposively chosen. The data is collected by giving pre-test and post-test and questionnaire. The study reveals that students get better writing skills after learning online. It can be seen that the pretest is 50.6 becomes 75.8 in the posttest. Meanwhile, after calculating the t-test it is also found that the effectiveness of online learning on Academic Writing Course through Google Meet is 55%. It is then concluded that online learning using Google Meet on Academic Writing Course has a positive effect on students' writing skills.]]>
<![CDATA[Peningkatan Kemampuan Guru dalam Melaksanakan Penelitian Tindakan Kelas ]]>
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Ratna Dewi]]>
<![CDATA[ DEDIKASI Vol 21, No 1 (2019): Jurnal Dedikasi ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/dedikasi.v21i1.9431
<![CDATA[Teachers as professionals are required to always improve their competence and capabilities so that theycan teach their students as well as and as much as possible. One effort that can be done by the teacher is to improvethe quality of learning through classroom action research. This community service aims to motivate teachers in SMPNegeri 23 Makassar to carry out classroom action research and to help them improve their competence inconducting classroom action research (CAR). The service in the form of workshop provided training to t he teachersin the school which was attended by 55 teachers. The methods used are lectures, discussions, question and answer,and training. The activity includes: 1) lecturing on how to carry out a classroom action research; (2) techniques forpreparing classroom action research proposals; and (3) techniques for preparing classroom action research reports.The output of this program are: 1) the teachers are motivated and willing to develop learning innovations in schoolsthrough classroom action research and 2) the teachers make proposals and carry out classroom action research.]]>
<![CDATA[PEMANFAATAN APLIKASI SCHOOLOGY DALAM PEMBELAJARAN BAHASA INGGRIS DI SMP NEGERI 1 SUNGGUMINASA ]]>
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[St. Asriati AM]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat SEMINAR NASIONAL 2021 : PROSIDING EDISI 9 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
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<![CDATA[Pemanfaatan aplikasi pada pembelajaran jarak jauh seperti yang dilakukan saat ini amatlah tepat sehingga proses pembelajaran dapat terus terselenggara dengan baik. Belajar dari rumah yang ditetapkan oleh pemerintah membuat penggunaan aplikasi pembelajaran berbasis teknologi online terus diminati dan menjadi pilihan yang tepat. Penggunaan aplikasi Schoology merupakan salah satu portal yang digunakan dalam pembelajaran dalam hal ini pembelajaran bahasa Inggris. PKM ini dilaksanakan dengan tujuan untuk memanfaatkan aplikasi Schoology dalam pembelajaran bahasa Inggris di SMP Negeri 1 Sungguminasa. PKM ini dilaksanakan untuk membantu siswa belajar bahasa Inggris dari rumah dengan menggunakan aplikasi Schoology yang diselenggarakan sebanyak 8 kali pertemuan. PKM ini juga bertujuan untuk membantu siswa meningkatkan pengetahuan dan kosakata bahasa Inggris mereka. Hasilnya terlihat bahwa peserta didik tertarik dan termotivasi belajar bahasa Inggris dari rumah. Hal itu diketahui dengan menlihat tingkat partisipatif siswa yang tinggi dan tugas-tugas yang diselesaikan dengan baik. . Selanjutnya juga terlihat bahwa siswa memiliki pemahaman yang lebih baik akan pengetahuan dan kosakata bahasa Inggris.Kata kunci: aplikasi Schoology, pengetahuan, kosakata bahasa Inggris]]>
<![CDATA[Penguasaan kosakata dan kalimat praktis Bahasa Inggris bagi siswa SMK ]]>
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Hidayah Quraisy]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat Vol 2019, No 10: PROSIDING 10 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
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<![CDATA[Vocational school graduates are expected to work or be absorbed into the world of work after completing theireducation at the school level. Therefore, the objective of English learning in vocational schools is that students have the abilityand competence to use English as a tool of communication both orally and written that are needed in the world of work.However, vocational students in particular students of SMKN 6 Makassar do not have adequate English knowledge, vocabularyand skills that they can use in work, especially students in the Hospitality and Tourism majors. This community service aims toassist 50 students in the Hospitality and Tourism Classes of SMKN 6 Makassar to gain knowledge, vocabulary and practicalsentences of English. The method used is 3P namely Presentation, Practice and Production. The assistance activities in learningEnglish were carried out for approximately 3 months from July to September 2019. The output targets were students in theHospitality and Tourism Classes having knowledge, vocabulary and practical sentences of English related to hospitality andtourism.]]>
<![CDATA[THE EFFECT OF WORD CLAP GAME IN LEARNING VOCABULARY ]]>
<![CDATA[Andi Tenri Wulandari]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Awalia Azis]]>
<![CDATA[ Journal of Language Testing and Assessment Vol. 1 No. 2 (2021): Journal of Language Testing and Assessment (JLTA) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/jlta.v1i2.218
<![CDATA[This research aimed to know whether the use of Word Clap game gave effect or not for the students in learning vocabulary to the 7th grade at SMPN 1 Kajuara.The researcher used a Pre-Experimental Research with one group Pretest and Posttest design which consisted of eight meeting included the treatments. The data of the students’ vocabularies were taken from Pretest and Posttest. The population of the research was the seventh grade students of SMPN1 Kajuara consist of 8 classes, the total of number of sample were 20 students in class 7C and the sample was taken by using purposive sampling technique. The data was obtained by matching the words test. The research findings showed that the seventh Grade students of SMPN 1 Kajuara had poor score in Pretest. After treatment, their vocabulary mastery increased significantly. The students ‘mean score in word meaning as subject were 41.75 in Pretest and become 76.10 in Posttest. The result of hypothesis testing of this research was (Sig (2-tailed) was 0.000, because of Sig < α (0.000 < 0.05), it can be concluded that Pretest and Posttest has sig < α, and H1 was accepted and H0 was rejected. It means that it had been significance by using Word Clap Game for students ‘vocabulary mastery. The student’s development their vocabulary is 82%. It is supported by the value of t-test that is bigger than the value of t-table (36.422>2.093). It was concluded that the use of Word Clap Game was effective to improve the students ‘vocabularies.]]>
<![CDATA[THE IMPLEMENTATION OF MOBILE VIDEO TASK TECHNIQUE IN TEACHING SPEAKING AT THE ELEVENTH GRADE STUDENTS OF SMKN 1 KEMPO ]]>
<![CDATA[Elvira Trisna Fadillah]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Ilmiah]]>
<![CDATA[ Journal of Language Testing and Assessment Vol. 1 No. 2 (2021): Journal of Language Testing and Assessment (JLTA) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/jlta.v1i2.230
<![CDATA[The aimed of this research was to find out the improve of students’ speaking ability by using Mobile Video Task that focused on students’ fluency at the Eleventh Grade of SMKN 1 Kempo. The researcher used Pre-experimental Design with one group pre-test and post-test, and data collection based on the test. The sample of this research was class XI which consisted of 20 students. The sample was taken by using Purposive Sampling Technique. The research findings showed that the students’ difference before and after using mobile video task was significantly different. The students’ pre-test mean score in term of fluency was 65.15 to be 75.45 in post-test. Based on the findings, it can be concluded that mobile video task technique was effective to improve the speaking ability of the students at the Eleventh Grade of SMKN1 Kempo in the Academic Year 2020/2021.]]>
<![CDATA[THE USE OF MONOLOGUE PERFORMANCE OF SOUTH SULAWESI FOLKLORE TO IMPROVE STUDENTS’ SPEAKING ABILITY AT THE ELEVENTH GRADE STUDENTS OF MA ASSALAM TIMBUSENG ]]>
<![CDATA[Malida Ibrahim]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Firman]]>
<![CDATA[ Journal of Language Testing and Assessment Vol. 1 No. 2 (2021): Journal of Language Testing and Assessment (JLTA) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/jlta.v1i2.247
<![CDATA[This research aimed to improve students’ speaking ability at the Eleventh Grade of MA Assalam Timbuseng using Monologue Performance of South Sulawesi Folklore. The researcher used Classroom Action Research where the data gained from the speaking test. The subjects of the research were 27 students of the Eleventh Grade of MA Assalam Timbuseng in the Academic Year 2020/2021. The research findings showed that the students’ speaking ability before and after using monologue performance was significantly different. The students’ D-test mean score in terms of fluency was 66.63 while in final test cycle 1 was 71.78 improvement, however it still did not get the standardization score of English subjects (75). Then, the mean score in terms of fluency in final test cycle 1 was 79.89 which mean there was 11.29% improvement from cycle 1 through cycle 2. Furthermore, students’ score frequency in terms of fluency in cycle 1, it can be seen that there are 7 (26%) students got good, 19 (70%) students got fair and 1 (4%) student got poor. Then, the students showed the improvement in cycle 2 which is 9 (33%) students got very good, 17 (63%) students got good and 1 (4%) student got fair. It means that there was a significant improvement of students’ speaking ability after using monologue performance of south Sulawesi folklore. Based on the findings, it can be concluded that digital storytelling was effective to improve students’ speaking ability at the Eleventh Grade of MA Assalam Timbuseng in the Academic Year 2020/2021.]]>
