Article Per Year (5 Year)
p-Index From 2020 - 2025
7.28
P-Index
This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Klasikal: Journal of Education, Language Teaching and Science International Journal of Humanities and Innovation (IJHI) EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities JTechLP JoEELE ELITERATE : Journal of English Linguistics and Literature Studies Tamaddun International Journal of Contemporary Studies in Education PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Journal of English Literature and Linguistic Studies (JELLS) Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Humanities and Social Studies INTERACTION: Jurnal Pendidikan Bahasa
La Sunra
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 52 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 52 Documents
Search

 1   2   3   4   5 
The Impact of Formative Assessment Towards Students’ Motivation in Learning English: A Meta Analysis La Sunra; Samtidar Samtidar
Tamaddun Life Vol 22 No 1 (2023): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v22i1.324

Abstract

This meta-analysis explores the impact of formative assessment on students' motivation in learning English as a foreign language (EFL) within the context of Indonesia. Drawing on a comprehensive search and analysis of relevant literature, the review investigates the impact of formative assessment on intrinsic and extrinsic motivation, and proposes strategies to enhance motivation through formative assessment. This review examined 37 qualifying studies and analyzes the formative assessment impact, which have been categorized into three aspects namely; (1) the impact on intrinsic motivation, (2) the impact on extrinsic motivation, and (3) the impact on academic motivation and the potential strategies which consisted of four aspects such as (1) Promote Collaboration and Group Work, (2) Scaffold Learning and Provide Support, (3) Encourage Reflective Practices, and (4) Foster a Sense of Competence and Progress. The implications for practice highlight practical recommendations for educators to implement formative assessment strategies in the Indonesian EFL context. By integrating these recommendations, educators can create a dynamic learning environment that enhances students' motivation, engagement, and overall language learning success.
Formative Assessment Practiced By EFL Lecturers in STAIN Majene Delfina Gemely; Baso Jabu; La Sunra
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.33765

Abstract

This research aimed to find out (1) how do EFL lecturers perceive formative assessment? (2) How do EFL lecturers practice formative assessment? This research employed a qualitative research design based on a case study approach involving three EFL lecturers in STAIN Majene. Data collection methods include interviews, classroom observations, and documentation. The result of the study showed that (1) the EFL lecturers perceived formative assessment practice mainly as a process of giving feedback for the student's improvement and for adjusting their instruction.  and (2) learning targets, monitoring, feedback, self-assessment, and peer assessment assisted the EFL lecturers and students in achieving their learning objectives. The present study concluded that EFL lecturers perceived that the experience of implementing formative assessment has shaped their perceptions of EFL lecturers. The EFL lecturers got various and different experiences in practicing formative assessment.
LANGUAGE STYLE AT ADVERTISEMENT IN CNN Ananda Dwi Putri Caesary; La Sunra; Yunitari Mustikawati
Journal of English Literature and Linguistic Studies Vol 1, No 2, Sept (2022): Journal of English Literature and Linguistics Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.042 KB)

Abstract

Language is very important in conveying the right information with the aim of influencing the individual. Advertising language shows more persuasive, attracts people's attention, and is creative. More attractive and creative advertising can influence more people to try these advertisements. This study focused on the category of language style and how the use of advertising formula in conveying message of the advertisement on CNN. The purpose of this study is to identify and describe the types of language style in advertisement on CNN and to explore how the use of advertising formulas convey messages in advertisement on CNN to viewers. In conducting this research, the researcher used qualitative research and descriptive methods. The advertisements were taken randomly from as many as 13 advertisements from three videos on commercial breaks channel. The results of this study show that there were 4 categories of language style used in advertisements on CNN, namely the morphological style, syntactical style, rhetorical style, and sloganized style. Advertisement on CNN uses a different type of language style. In terms of morphological category, advertisement on CNN uses simple and formal language, misspelling or coinage, loanword, the use of verb, and the use of adjectives. In terms of syntactical category, advertisement on CNN uses interrogative sentences and imperative sentence. In terms of rhetorical category, advertisement on CNN uses simile, repetition, and rhyming. In terms of sloganized category, advertisement on CNN use slogan and taglines. Furthermore, there were 6 advertising formulas used in advertisement, namely, soft sell, slice of life, comparison, straightforward, demonstration, and spokesperson.
The Application of Mini Seminar at MAN 2 Kota Makassar M. David Hidayatulloh; Samtidar Samtidar; La Sunra
Journal of Excellence in English Language Education Vol 2, No 3, July (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Anxiety is the most common factor that attacks EFL students in mastering that language. This study aims to explore the use of mini-seminar in coping with students’ anxiety. The researcher applied a descriptive qualitative research model to acquire the objective of the research. The data of this research were collected by the implementation of non-participant observation and student interviews. The subject of the research was five EFL students in the English Club of MAN 2 Kota Makassar (Islamic English Teenagers), which formed from students in grade tenth to eleventh. Furthermore, the result of the research found that this mini seminar has several advantages as this mini seminar could help the students to build their experiences, build their confidence, improve their public speaking skills, and help them to perform well. In addition, the students’ argumentation indicated that these mini seminar’s advantages could help them to overcome their anxiety.
Student Teachers’ Verbal and Nonverbal Communication in EFL Class at MAN 2 Makassar Nurdiana Nurdiana; La Sunra; Chairil Anwar Korompot
Journal of Excellence in English Language Education Vol 2, No 3, July (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The method used in this research is the descriptive qualitative method with a sample of 6 student teachers divided into teams. Each team has two students in the class. Class 10 MIPA 6 consisted of 29 students, and Class 10 IKA consisted of 32 students. The researchers analyzed five videos of teaching and learning sessions. The researchers observed and recorded the teaching and learning activities at MAN 2 Makassar through the Ajarmi program. While the student teachers Ajarmi teach, they record their lessons on video. After observation, the researchers watched the video and then transcribed the video. Then, the researchers analyzed and then classified in the form of communication both verbal and nonverbal communication. The researchers found four types of verbal communication used by student teachers in the classroom, there are intrapersonal communication, interpersonal communication, public communication and small group communication. Meanwhile, there are three types of verbal communication used by student teachers in the classroom, there are kinesics, proxemics and facial expression. So, it can be concluded that the most frequently used by student teachers is public communication the types of verbal communication because student teachers always involve all students in the learning process so that they know the increase in students’ knowledge in EFL class.
English Writing Activities at Dinas Penanaman Modal Dan Pelayanan Terpadu Satu Pintu (DPMPTSP) Prov. Sulawesi Selatan Andi Dhea; Fatimah Hidayahni; La Sunra La Sunra
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 3: August (2023) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to identify employee activities in working out the English document. This study used a qualitative method with descriptive design and conducted at Dinas Penanaman Modal dan Pelayanan Terpadu Satu Pintu (DPMPTSP) Prov. Sulawesi Selatan. The data of this research were collected through interviews and documents. The data were analyzed in four steps: data collection, data condensation, data display, drawing, and verifying conclusion. The results revealed that English working activities have the basis of writing components that are conceptualizing and writing the content of the documents, arranging and confirming the idea of organization, looking for the meaning and matching appropriate vocabulary, correcting and re-checking English grammar, and correcting the document' mechanism. Based on these results, the English working activities in the office are dominant in a writing activity. The biggest challenge faced by the employee is that there are a lot of Economic topics and terms unfamiliar to the employee and the use of structure. The suggestion is that the employee emphasizes self-study about writing and its components and learns more about the investment field. Moreover, the office provided English training for employees to increase employees' skills and motivation in working.Keywords: English in the workplace, Writing component, Difficulty in writing
Quizizz As Game-Based Learning In English Classes: Lecturer’s And Students’ Perception Yulianti Yulianti; Muhammad Basri Jafar; La Sunra La Sunra
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 3: August (2023) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine the lecturer’s and students’ perceptions of Quizizz. The researcher analysed the data using the descriptive qualitative method. The researcher used interviews as qualitative research instruments. The participants in this research were one lecturer and seven students in English class at the Islamic State University of Alauddin Makassar. The results showed that the perception of the lecturer based on the experience is the lecturer used Quizizz only for reviewing material and the students were included in the high and moderate categories of perceptions based on feelings, thinking ability, and experience. Keywords-- Implementation, Quizizz, game-based learning, English classes
The Implementation of the Hidden Object Interactive Game Using Powerpoint in Improving Students' Vocabulary Mastery Nanda Triana; Amra Ariyani; La Sunra
EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2029

Abstract

This research aims to find out whether the implementation of the Hidden Object interactive game using PowerPoint can improve students' vocabulary mastery or not. A quantitative pre-experimental research type was used in this study. All seventh-grade students at SMP Negeri 1 Watansoppeng made up the population of this study. The sample was taken by selecting one class randomly as a representative of a cluster (cluster random sampling) of 25 students. The instrument used was the vocabulary test while data collection was carried out using pretest, treatment, and posttest techniques. Descriptive statistical analysis was the technique of data analysis that was applied where the average pretest score of the 25 students in this study was 72.84, and the average posttest score was 87.84. In addition, it is evident that the two-tailed significance value in the pretest and posttest results was 0.000 which denotes that the two-tailed value is less than 0.05 (significant level), and based on decision-making, this indicates that H0 is rejected while H1 is accepted. In addition, the analysis results obtained from each aspect of vocabulary, namely: meaning has a mean pretest and posttest difference of 19.40, spelling, 11.72, pronunciation 3.32, word classes, 1.52 and word use has a mean difference of 43.04. Other results also show that there were four aspects of vocabulary, namely meaning, spelling, pronunciation, and word use which can show that the two-tailed value was less than 0.05 while the value for the two-tailed aspect of word classes was more than 0.05. It is stated that the four aspects of vocabulary other than Word Classes reject H0 while H1 is accepted. This means that there is a significant difference between student scores before and after implementing the Hidden Object interactive game using PowerPoint. Thus, it can be inferred that in general the implementation of the Hidden Object interactive games using PowerPoint significantly improves students' vocabulary mastery. But for each aspect of vocabulary, only word classes had the smallest mean difference and did not have a significant improvement in students' vocabulary while the biggest mean difference was in the word use aspect.
Student Teachers’ Perception on the Use of Learning Community in EFL Classroom La Sunra; Syarifah Farahdiba; Lely Novia
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.34

Abstract

This quantitative and qualitative study focuses on university students’ perceptions on the use of learning community through cooperative learning approach in EFL classroom. The purpose of the study is to explore the student teachers’ opinion about the use of learning community in the EFL Micro Teaching classroom. The participants of this study were the seventh semester students of the Special English Education Program taking Micro Teaching course. The number of participants was 28 students. The data were collected using questionnaire and interview. The result of this research showed that the seventh semester students of the Special English Education program of Universitas Negeri Makassar had positive responses toward the implementation of learning community through Cooperative Learning. Besides that, it was found that students were happy to attend Micro Teaching classroom which mainly consisted of group activities in learning community. Likewise, learning community helps facilitate student learning and improve their vocabulary.
Assessing EFL Student Teachers’ Writing Skills through Reflective Journal La Sunra; Sahril Sahril; Syarifah Farahdiba
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.69

Abstract

Writing has been claimed to be the last and hardest language skill to be learned by language learners, either native speakers of the language or foreign/second language learners. Within this respect, writing becomes a serious challenge for many EFL students to master their target language. EFL students use reflective journals as learning logs to express or capture their ideas to produce logical and meaningful writing. This study tried to investigate the EFL student teachers’ writing skill through their reflective journal written through Micro Teaching course in English Education program. Their writing skills were examined in terms of content, organization, vocabulary, language use, and mechanics applying the framework of Jacobs’ et al, (1981). The study used descriptive method to examine the EFL students’ writing skill through their reflective journals. The research findings showed that the EFL students’ writing skills through their reflective journal in micro teaching course were at good level. The data analysis also indicated that the EFL students performed the best in mechanics aspect and the lowest in vocabulary aspect.
Co-Authors Abd. Halim Abdul Halim Abdullah Abdullah Abdullah Ahsan Muzri S Ahsan Muzri. S Akhmad Affandi Amra Ariyani Ananda Dwi Putri Caesary Andi Anto Patak Andi Dhea Asifayanti Asriati AYU LESTARI Azis, Nurul Rusyaidah Bakhtiar, Khalid Bilal Balqis Yury Shakina Baso Jabu, Baso Cahyani, Wirna Delfina Gemely Dian Farah Fauziyyah Farahdiba, Syarifah Fatimah Hidayahni Fauzan Hari Sudding Sally Geminastiti Sakkir Hajrah Hajrah Hajrah Hajrah, Hajrah Hamsah, Herlina Haryanto Haryanto Hasriani G Iskandar Iskandar Iskandar Iskandar Iskandar Islami, Balqis Syaidina Jumrah Jumrah Kisman Salija, Kisman Korompot, Chairil Anwar Lely Novia Liupama, Anzari M. David Hidayatulloh Maemuna Muhayyang Mardiyanah Nasta Mudinillah, Adam Muh. Fadel Fajrin Muhalim Muhammad Agus Muljanto Muhammad Ali Muhammad Basri Jafar Munir Munir Muzdalifah Mahmud Nanda Triana Natsir, Sitti Nabilah Rofifah Mufidah Noni, Nurdin Nur Aeni Nur Malikul Mulki R Nurdiana Nurdin Noni Nurul Aisyah Rahmad Risan Reski Hidayat Rezki Amaliah Ramadhani Rini Anggriani Rini Setiawati Riskawati Riskawati Sahril Nur Sahril Sahril Salainti, Engelina Samtidar Samtidar Siti Nuralimah Sitti Zakiyah Amrullah Sitti Zakiyah Amrullah Sri Arna Nengsi Sri Fausyia Sri Nurnaninsih Ali Sukardi Weda Sukardi Weda, Sukardi Sultan Baa Syarifah Farahdiba Syarifah Farahdiba Syarifuddin Dollah Syariruddin Dollah Tahir, Annisa Mujahidah Torro, Supriadi Veithzal Rivai Zainal Yulianti Yulianti Yumin Fatin Yunitari Mustikawati