Article Per Year (5 Year)
p-Index From 2021 - 2026
2.693
P-Index
This Author published in this journals
All Journal Celt: A Journal of Culture, English Language Teaching & Literature EXPOSURE JOURNAL Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra EDUVELOP (Journal of English Education and Development) ELS Journal On Interdisciplinary Studies in Humanities FOSTER: Journal of English Language Teaching BABASAL English Education Journal JLE: Journal of Literate of English Education Study Program La Parole : Journal of Language Teaching and Pedagogy Edumaspul: Jurnal Pendidikan Studies in English Language and Education
Ammang Latifa
Universitas Muhammadiyah Parepare
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
Cooperative Learning: Index Card Match Method in Increasing Students’ English Learning Outcome Kisman; Rafi’ah Nur; Salasiah Ammade; Ammang Latifa; Siti Hajar Larekeng
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.3058

Abstract

English language achievement encompasses proficiency in the English language, reflecting a person's ability to effectively comprehend, communicate, read, and write in English. The Index Card Method is a cooperative learning strategy that promotes active participation and collaboration in the classroom, encourages students to engage in active learning and develop their creativity. The aims of this research was to find out whether or not Index Card Match Method of cooperative learning can significantly increase students’ English achievement to the seventh grade students of SMP Negeri 6 Wonomulyo. The method used in this research is quantitative research using pre-experimental method with one group pre-test and post-test design. The procedure of collecting data involved administrating pre-test before treatment and post-test after treatment. The population of this research was seventh grade students of SMP Negeri 6 Wonomulyo academic year 2023/2024. The sample was taken by using cluster sample technique, where the researcher chose one class consisted 18 students. The result of this research showed that the mean score of students’ English achievement before taught by Index Card Match method was 38.89, while after doing the treatment, the mean score was 64.00. To find out the difference between pre-test and post-test, the researcher applied t-test. The value of t-test was 14.726 greater than the value of t-table 2.110 at the level of significance 0.05 and the degree of freedom was 17. The conclusion of this research is the Index Card Match method of cooperative learning can significantly increase the students’ English achievement.
THE IMPACT OF MULTIMODAL LITERACY ON STUDENTS' WRITING SKILL DEVELOPMENT: A CASE STUDY AT THE UNIVERSITY OF MUHAMMADIYAH MAKASSAR Muhammad Thahir M.; Ammang Latifa
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ac3zz933

Abstract

This study investigates the impact of multimodal literacy practices on students’ academic writing development in an EFL higher education context. Drawing on contemporary multimodality frameworks (New London Group, 2021; Serafini, 2022; Jewitt & Kress, 2023), this research explores how students engage with linguistic, visual, spatial, and digital resources when composing texts. A qualitative case study was conducted with undergraduate students at the University of Muhammadiyah Makassar. Data were collected through classroom observations, document analysis, and semi-structured interviews, followed by thematic analysis. The findings reveal that multimodal literacy significantly enhances students’ idea generation, structural clarity, audience awareness, and overall writing motivation. Students demonstrated an increased ability to integrate visual and textual elements coherently, which contributed to more engaging and conceptually accurate writing. However, the study also identifies challenges, including digital navigation constraints and cognitive overload. This article concludes with theoretical and pedagogical implications for strengthening multimodality-driven writing instruction in EFL settings.
Co-Authors Ahmad Rizal Amaluddin Amaluddin Amaluddin Amaluddin Ammade, Salasiah Areski Wahid Badaruddin Dzul Ashfiah Hardiyana Hardiyana Hasriani Dewi Indrawati Natsir IZZAH, NURUL Junaid, Rusdiana Jusman Jusman Kisman Kisman Larekeng, Siti Hajar Muhammad Faried Wadjedy Muhammad Thahir M. Muliani Mutmainna Muinuddin M Dyah Mutmainnah Muinuddin M Dyah Nasrullah Nur, Rafi'ah Nur, Rafi’ah Nurdin, Jurana Nursyuhada Rafi'ah Nur Rafi'ah Nur Rafiah Nur Rafi’ah Nur Rahmatul Ummu Arifin Rubai'ah Rubiah Rubiah Salasiah Ammade Satriani Satriani Shakira B. Herman Siti Hajar Siti Hajar Larekang Siti Hajar Larekeng Siti Hajar Larekeng Syahrani Dewi Syawal Utami, Siti Nur Ziska, Ika Yanti