Articles
<![CDATA[INHIBITION IN SPEAKING PERFORMANCE ]]>
<![CDATA[Isna Humaera]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v1i1.379
<![CDATA[The most common problem encountered by the learner in the languageacquisition process is learner inhibition. Inhibition refers to a temperamentaltendency to display wariness, fearfulness, or restrain in response tounfamiliar people, objects, and situations. There are some factors that causeinhibition, such as lack of motivation, shyness, self-confidence, self-esteem,and language ego. There are also levels of inhibition, it refers to kinds ofinhibition and caused of inhibition itself. Teacher can support their studentsto reduce their inhibition effect by many ways, one of them by creating goodclassroom management including establishing good rapport between teacherand learners.Keywords: Inhibition, Speaking Performance.]]>
<![CDATA[Gaining Motivation on English Learning for Special Need Students Using Flashcards, Foldable Books and Posters in EFL Context ]]>
<![CDATA[Suhartini Syukri]]>;
<![CDATA[Isna Humaera]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v5i2.1303
<![CDATA[Teaching special needs students becomes more challenging and frustrating. Moreover, some SLB in Kendari nowadays have not been facilitated by suitable learning media, particularly in EFL context. This study describes the research that sought to understand if the teaching media electronic or not, using flashcards, foldable books, and posters, is under the necessities of deaf and hard hearing students. This question becomes the primary goal of the investigation, and its enlighten is divided into three specific goals. They are, finding out the effects of the media used in assisting special need students and EFL teacher in the class; helping them in communication and comprehending the teaching materials especially in vocabulary English class; and gaining EFL teacher’s and special need students’ motivation in teaching and learning process utilizing the media. This study used qualitative by single case study design, which was conducted about six months in 2018. Five students by deaf and hard hearing impairment of SLB-F Mandara (special private junior high school) are as the sample of this study. The observation list and depth-interview were utilized in data collection. After doing some interventions, the data analysis used data reduction, data display, and conclusion. The results showed that by intervention and utilizing diverse media by flashcards, foldable books and posters could ultimately gain teacher’s and students’ motivation in the EFL context.]]>
<![CDATA[SPEECH ACT IN ADVERTISING LANGUAGE OF 3 PROVIDER MOBILE PHONE PRODUCT ]]>
<![CDATA[Suhartini Syukri]]>;
<![CDATA[Isna Humaerah]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v2i1.441
<![CDATA[This study is an analysis of selected commercial advertisement on product consumed relates to the 3 provider of mobile phone in Indonesian context. Consumers are generally believed to be active and skeptical users of information. Then, the speech act can contribute how successfulness the advertisers in persuading them. There are three kinds of act; they are locutionary act, illocutionary act and perlocutionary act. A perlocutionary act, the act that is produced as a consequences or effect of uttering a specific locution, what is brought about or achieved by saying something, in this case, the effects may be predictable by the conventional status of most illocutions, but may be force of their speech act. Using the qualitative method of research, the writers try to analyze the kinds of illocutionary forces and perlocutionary acts that occur in the advertisement through socio-pragmatic analysis. The result shows that the illocutionary acts commonly equal to the persuasive and informative as well as the advertisement goal, then the perlocutionary effects will be related to the hearers themselves.]]>
<![CDATA[Students’ Metalinguistic Awareness in L2 Writing: The Case of Grammarly-Mediated Feedback ]]>
<![CDATA[Muthiah Hidayatun]]>;
<![CDATA[Sitti Nurfaidah]]>;
<![CDATA[Isna Humaera]]>;
<![CDATA[Muragmi Gazaly]]>
<![CDATA[ Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 14 Nomor 2 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/atdbwv14i2.1986
<![CDATA[This case study aims to explore students’ perceptions of their metalinguistic awareness in L2 writing mediated by Grammarly as online feedback tool. Data garnered from twenty participants’ questionnaire and reflection were analyzed. The findings reveal that the participants perceive the online feedback tool facilitates their drafting process in terms of grammatical awareness. In other words, the online grammar checker could be help to raise their metalinguistic awareness in L2 writing. This study implies that language teacher and teacher educator could utilize this online tool in learning and teaching process in order to raise learners’ metalinguistic awareness as well as learner autonomy.Keywords:Grammarly; L2 writing; metalinguistic awareness; online feedback tool]]>
<![CDATA[TAXONOMY OF LANGUAGE TEACHING TECHNIQUES IN TEACHING READING ]]>
<![CDATA[Isna Humaera]]>
<![CDATA[ Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan No 2 (2014): VOL 7. NO. 2 JULI-DESEMBER 2014 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/atdb.v7i2.314
<![CDATA[English language teaching techniques have various categorization.Those techniques covering for main skills in English namely reading,listening, speaking and writing. The concept incorporatesclassification of type of activity that enables teachers to pick out thesequential activity within the lesson. Based on Behaviorism theory,language learning is a process of reinforcement repetition thatproposed three stages of learning that are called presentation,practice and production (PPP). The three step PPP aimed atdeveloping automatic habits largely through classroom processes ofmodeling, repetition, and controlled practice. Brown classifies thetaxonomy into three broad categories: controlled technique, semicontrolledtechnique, and free technique. Teachers have a dominantcontrol in controlled technique. In free technique, teachers are usuallyput into a less controlled role here, as students become free to becreative with their responses and interactions with other students.Semi controlled technique is the combination of the both categories.Keywords: taxonomy of language teaching, controlled technique,semi-controlled technique, free technique.]]>
<![CDATA[Eksistensi Media Pendidikan dalam Meningkatkan Kualitas Sumber Daya Manusia ]]>
<![CDATA[Ahdar Ahdar]]>;
<![CDATA[Isna Humaerah]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 13 No 1 (2021): Al-Riwayah: Jurnal Kependidikan ]]>
Publisher : <![CDATA[LPPM IAIN Sorong ]]>
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DOI: 10.47945/al-riwayah.v1i1.300
<![CDATA[Seiring akselerasi ilmu pengetahuan dan teknologi, meretas dampak semakin kompleksnya proses belajar sebab tantangan tersebut muncul dari luar berupa terjadinya asimilasi dan akulturasi lewat paket-paket informasi dan komunikasi yang dihasilkan teknologi. Sedangkan dari dalam, terjadinya transformasi sikap dan tingkah laku bagi anak didik. Kamudian tantangan global adalah adanya tuntutan untuk mandiri agar dapat tetap eksis di era konpetitif. Fenomena kontemporer mendeskripsikan persaingan hidup yang konpetitif. Dalam hal ini, yang dapat menjadi maju ialah ialah orang-orang yang memiliki sumber daya manusia yang handal. Tuntutan dan desakan umat manusia agar dapat mandiri dan tidak tergantung kepada lembaga-lembaga yang dapat merekrut nantinya setelah terjun ke dunia kerja. Sebab mengingat lapangan kerja semakin sempit dan semakin membludaknya pengangguran. Oleh karena itu, dalam menjawab persoalan ini lembaga pendidikanlah yang berkompeten dalam membina manusia memiliki sumber daya akseptabel dan marketabel. Pendidikan merupakan suatu usaha membina manusia agar memiliki inteligensi yang tinggi, bermoral dan berskill. Dalam dunia pendidikan memiliki beberapa elemen penting, salah satu di antaranya adalah media. Media merupakan alat komunikasi dan informasi yang dapat mengakses ilmu pengetahuan kepada anak didik. Berhasil tidaknya proses belajar dalam dunia pendidikan sangat dipengaruhi oleh peran media. Namun, peran media juga dipengaruhi oleh kualitas dan profesional dalam memerankannya]]>
<![CDATA[Approach to the Multimedia-Based Contextual Learning of Arabic for Banking ]]>
<![CDATA[Beti Mulu]]>;
<![CDATA[Masdin Masdin]]>;
<![CDATA[Wa Muna]]>;
<![CDATA[Isna Humaera]]>;
<![CDATA[Samrin Samrin]]>
<![CDATA[ Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 15 Nomor 1 2022 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/atdbwv15i1.3735
<![CDATA[This study aims to reveal the motivation to learn Arabic for the banking sector through multimedia-based contextual learning using qualitative methods. Data were garnered using observation, interviews, and documents. The results of data analysis show that contextual learning can motivate students to learn and play an active role in formulating the contextual conversation according to the theme given to each group. The students' attention was focused on searching vocabulary, asking questions, and completing the script in the allotted time. They were diligent, tenacious and enthusiastic in role playing the conversational texts and practicing speaking and acting using Arabic for banking conversation scripts.Keywords: Arabic for banking; contextual teaching and learning; multimedia]]>
<![CDATA[Students’ Response towards Cooperative Learning in English Classroom ]]>
<![CDATA[Sitti Nurmila]]>;
<![CDATA[Isna Humaera]]>;
<![CDATA[Dewi Atikah]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 1 (2020): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i1.1960
<![CDATA[This qualitative study aims to investigate the use of cooperative learning in English classroom based on students’ response at one of vocational schools in Kendari. The instruments used in this study were reflection and documentation with 36 students acted as the respondents who were chosen by using purposive sampling. The reflection guideline consists of five questions related to cooperative learning. This study reveals that the response of cooperative learning had positive response. Students’ reflection reveals that students are happy with cooperative learning, students found it easy to understand the material, and students could express their ideas analyzed based on the students’ reflection after learning process. This study implies that students’ response toward cooperative learning can help the students in learning foreign language. This approach helped them to acquire the knowledge through working in a team easily and made the learning process more interesting. The students also became more active to participate in the teaching and learning process.Key words: cooperative learning; English classroom; reflection; response.]]>
<![CDATA[Error analysis of Students’ Recount Writing Text ]]>
<![CDATA[Izla Wardany]]>;
<![CDATA[Isna Humaera]]>;
<![CDATA[Suhartini Syukri]]>
<![CDATA[ AL LUGHAWIYAAT Vol 2, No 1 (2021): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v2i1.2756
<![CDATA[In this research, the researcher intended to find the significant error that occur in class X MIPA 1 SMAN 11 Kendari. By this research, the aim was to describe the main problem, the most common error which students made in their recount text writing at X MIPA 1 SMA Negeri 11 Kendari. Data is collected using Students writing draft. Students were asked to write a recount text at least 100 words in 45 minutes. The results of data analysis revealed that omission of auxiliary was the common error done by students X MIPA 1 SMA Negeri 11 Kendari. In students’ writing there are several errors that researcher have found that namely; omission of articles, omission of preposition, omission of apostrophe, omission of auxiliary, omission of countable and uncountable nouns. Based on the results, analysis students’ error is giving many the descriptions of students’ writing ability.]]>
<![CDATA[Secondary High School Students’ Perception towards Teacher Response on EFL Writing ]]>
<![CDATA[Fitrah Pupus Prahara]]>;
<![CDATA[Isna Humaera]]>
<![CDATA[ AL LUGHAWIYAAT Vol 1, No 1 (2020): June ]]>
Publisher : <![CDATA[IAIN KENDARI ]]>
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DOI: 10.31332/alg.v1i1.1990
<![CDATA[This article is a qualitative study conducted to investigate students’ perceptions towards teacher’s response on EFL writing. The data collected from the students’ reflection of 12 students after receiving feedback from the teacher during three drafting times at one of senior high school in Kendari. The instruments of the study are students’ reflection, and observation sheet. The result of the study showed that students interest towards teacher response (feedback) because it has positive affect in learning English especially on EFL Writing.However,teacher responses help them in correcting their errors in writing. Students assume it can help in developing new ideas, identify error words, punctuation and also build new inspiration in writing process. The implies of the study, teacher response in learning English especially writing skill can improve students insight and knowledge to be better than before. Teacher feedback makes easier for students to know their mistakes in writing process. Key words: Error writing, Students’ reflection, Teacher response.]]>
