Articles
<![CDATA[Demonstrating Technique to Teach Vocabulary Viewed From Student Intelligence ]]>
<![CDATA[Husnu, Muhammad]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i1.391
<![CDATA[This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor. The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence. ]]>
<![CDATA[THE EFFECTIVENESS OF WEB BLOG MEDIA TO TEACH READING AT FIRST SEMESTER OF STKIP HAMZANWADI SELONG IN THE ACADEMIC YEAR 2011-2012 ]]>
<![CDATA[Husnu, Muhammad]]>
<![CDATA[ Educatio Vol 7, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/edc.v7i1.125
<![CDATA[Reading is an extremely effective means of extending our command of language, so it has a crucial place in classroom in which language learning is a central purpose. In teaching reading, a media is needed; it can make the students motivating and interesting. One of the media used was blog. Blog media can be adopted in any classroom to encourage active learning among students. The problems stated in this study are what extent that blog as teaching media effective in teaching reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? and how to use blog as teaching media in teaching reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? This is a classroom action research. In this study, there were three cycle must be conducted with total of students were 35 students as a research subject. The writer used an observation of students activity and a test to evaluate the students’ learning result in reading comprehension in form of multiple choices test that consisted of 20 items which each items consisted of four options After collecting and calculating the data, the researcher found that the successful percentage of each cycles were: for observation of students learning result got at cycle I (2,7), cycle II (4,6), cycle III (8,0) and the result of students learning evaluation got at cycle I (54,28%), cycle II (68,57%), cycle III (91,42%). Based on the result of data collection, using blog as a media in teaching reading comprehension was more effective than students who were taught by conventional strategy. Key Words: Blog as a media and Teaching Reading ]]>
<![CDATA[THE INCLUSION OF AFFECTIVE VALUE INTO ENGLISH TEXTS IN TEACHING READING (An Experimental Study at Tenth Grades of SMA NW Pancor In The School Year 2010) ]]>
<![CDATA[Husnu, Muhammad]]>
<![CDATA[ Educatio Vol 5, No 1 (2010) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/edc.v5i1.114
<![CDATA[This research is aimed at finding out whether: The purpose of this research is to find out to what extent that the English texts that included in affective value effective in teaching reading at tenth grades of SMA NW Pancor in the school year 2012-2013The method which was applied in this research was experimental study. It was conducted at the tenth grades of SMA NW Pancor. The population of the research is tenth grades of SMA NW Pancor in the academic year of 2010. The samples were two classes. In taking the sample, a cluster random sampling technique was used. Each class was divided into two groups. Then, the techniques which were used to collect the data were a multiple choice test for getting the data of the students’ reading skill. The instruments were tried out to get valid and reliable items. T-test was used to analyze whether the alternative hypothesis is accepted or not.The statistical analysis had described that mean of the experimental group on pre-test is 12.87 and mean score on post-test is 16.06. Meanwhile, mean score of the control group on pre-test is 13.09 and mean score on post-test is 14. By using t-test at the level of significance (a) 0.05, the researcher got t-test > t-table, that is 6.18 > 2.00, it means that there was a significant difference between the students’ reading comprehension before and after students were taught by using the English texts that included in affective value. Besides in the hypothesis testing, the result showed that the students’ achievement on posttest at experimental group was categorized into high rank. Meanwhile, the control group on posttest was categorized into average. It can be concluded that the English texts that included in affective value as a media was effective in teaching reading. Based on the findings, it can be concluded that in general the English texts that included in affective value is more effective than the conventional texts to teach reading.In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching media to teach reading for their students. Key Words: affective value, English text, and Teaching Reading ]]>
<![CDATA[An Analysis of Students’ Difficulties in Mastering Phrasal Verbs ]]>
<![CDATA[Baiq Suprapti Handini]]>;
<![CDATA[Muhammad Husnu]]>;
<![CDATA[Marzuki Marzuki]]>
<![CDATA[ Ahmad Dahlan Journal of English Studies Vol 8, No 1 (2021): March ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/adjes.v8i1.17583
<![CDATA[This research aimed at knowing about an analysis of student’s difficulties in mastering phrasal verb. This research is descriptive qualitative research. The subject of research was the students of Hamzanwadi University which consisted of 10 students. In this research, observation, questionnaire, and semi structured interview, were used for collecting data. The researcher conducted a descriptive design to analyzed and understanding people or human problems and describe the situation which is related to the students’ problem when using phrasal verb. The finding revealed that the student’s in Hamzanwadi University get difficulties in mastering phrasal verb. Otherwise, based on the result of observation, questionnaire, and interview, were clarified that students in Hamzanwadi University faced many problems, such as lack of vocabulary, less understanding of phrasal verb and difficulty to produce sentences with phrasal verbs.]]>
<![CDATA[Demonstrating Technique to Teach Vocabulary Viewed From Student Intelligence ]]>
<![CDATA[Muhammad Husnu]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1 No 1 (2017): VELES (Voices of English Language Education Society) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i1.391
<![CDATA[This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor. The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence. ]]>
<![CDATA[GRIT DALAM PENDIDIKAN ]]>
<![CDATA[Takiuddin Takiuddin]]>;
<![CDATA[Muhammad Husnu]]>
<![CDATA[ JKP (Jurnal Konseling Pendidikan) Vol 4 No 2 (2020): JKP (Jurnal Konseling Pendidikan) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jkp.v4i2.3081
<![CDATA[Sejak diperkenalkan oleh Seligman dkk diera tahun 1970 an Psikologi positif sebagai suatu gerakan baru dalam psikologi mendapat banyak perhatian dikalangan psikologi . Psikologi positif sebagai sebagai suatu gerakan baru menawarkan tema-tema psikologi yang menarik untuk dapat diterapkan di dalam pendidikan. Salah satu konsep teori dalam psikologi positif yang dapat diterapkan dalam pendidikan khusunya untuk mengembangkan karkater siswa adalah Grit. Grit adalah fator non kognitif yang dapat memberikan kontribusi terhadap keberhasilan dan kesuksesan siswa dalam proses pendidikan. Grit meliputi perpaduan antara kekuatan passion, kegigighan, dan ketabahan dalam beraktivitas. Grit pertama kali diperkenalkan oleh Angela Duckwort salah satu tokoh dalam psikologi positif. Grit adalah salah satu model karkater yang penting untuk dikembangkan pada siswa agar siswa dapat berkembang dana sukses dalam pendidikan. Untuk mengetahui apakah grit dapat diterapkan dalam pendidikan dan varibel varibel apa saja dalam pendidikan yang dapat mempangaruhi grit. Metode yang digunakan adalah studi literature dengan cara menelusuri sumber-sumber tentang grit dari berbagai sumber seperti jurnal ilmiah dan buku-buku literature tentang grit. Grit merupakan salah satu teori dalam psikologi positif yang menekankan faktor kognitif yang dapat menunjang kesuksesan seseorang dapat dikembangkan dan diterapkan dalam pendidikan hal ini dapat dilihat dari berbagai penelitian tentang grit kaitannya dengan pendidikan dan hasil pendidikan.]]>
<![CDATA[THE EFFECTIVENESS OF WEB BLOG MEDIA TO TEACH READING AT FIRST SEMESTER OF STKIP HAMZANWADI SELONG IN THE ACADEMIC YEAR 2011-2012 ]]>
<![CDATA[Muhammad Husnu]]>
<![CDATA[ Educatio Vol 7, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.29408/edc.v7i1.125
<![CDATA[Reading is an extremely effective means of extending our command of language, so it has a crucial place in classroom in which language learning is a central purpose. In teaching reading, a media is needed; it can make the students motivating and interesting. One of the media used was blog. Blog media can be adopted in any classroom to encourage active learning among students. The problems stated in this study are what extent that blog as teaching media effective in teaching reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? and how to use blog as teaching media in teaching reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? This is a classroom action research. In this study, there were three cycle must be conducted with total of students were 35 students as a research subject. The writer used an observation of students activity and a test to evaluate the students’ learning result in reading comprehension in form of multiple choices test that consisted of 20 items which each items consisted of four options After collecting and calculating the data, the researcher found that the successful percentage of each cycles were: for observation of students learning result got at cycle I (2,7), cycle II (4,6), cycle III (8,0) and the result of students learning evaluation got at cycle I (54,28%), cycle II (68,57%), cycle III (91,42%). Based on the result of data collection, using blog as a media in teaching reading comprehension was more effective than students who were taught by conventional strategy. Key Words: Blog as a media and Teaching Reading]]>
<![CDATA[THE INCLUSION OF AFFECTIVE VALUE INTO ENGLISH TEXTS IN TEACHING READING (An Experimental Study at Tenth Grades of SMA NW Pancor In The School Year 2010) ]]>
<![CDATA[Muhammad Husnu]]>
<![CDATA[ Educatio Vol 5, No 1 (2010) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/edc.v5i1.114
<![CDATA[This research is aimed at finding out whether: The purpose of this research is to find out to what extent that the English texts that included in affective value effective in teaching reading at tenth grades of SMA NW Pancor in the school year 2012-2013The method which was applied in this research was experimental study. It was conducted at the tenth grades of SMA NW Pancor. The population of the research is tenth grades of SMA NW Pancor in the academic year of 2010. The samples were two classes. In taking the sample, a cluster random sampling technique was used. Each class was divided into two groups. Then, the techniques which were used to collect the data were a multiple choice test for getting the data of the students’ reading skill. The instruments were tried out to get valid and reliable items. T-test was used to analyze whether the alternative hypothesis is accepted or not.The statistical analysis had described that mean of the experimental group on pre-test is 12.87 and mean score on post-test is 16.06. Meanwhile, mean score of the control group on pre-test is 13.09 and mean score on post-test is 14. By using t-test at the level of significance (a) 0.05, the researcher got t-test t-table, that is 6.18 2.00, it means that there was a significant difference between the students’ reading comprehension before and after students were taught by using the English texts that included in affective value. Besides in the hypothesis testing, the result showed that the students’ achievement on posttest at experimental group was categorized into high rank. Meanwhile, the control group on posttest was categorized into average. It can be concluded that the English texts that included in affective value as a media was effective in teaching reading. Based on the findings, it can be concluded that in general the English texts that included in affective value is more effective than the conventional texts to teach reading.In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching media to teach reading for their students. Key Words: affective value, English text, and Teaching Reading]]>
<![CDATA[Communicating Technique in Teaching Speaking: Learning Opportunity and Students’ Perceptions ]]>
<![CDATA[Muhammad Husnu]]>;
<![CDATA[Muh Alfi Efendi]]>;
<![CDATA[Elda Silvianti]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i2.2888
<![CDATA[This research was carried out with the aim of expressing perceptions and improving students' English speaking skills to be more intense and active by using the communicating technique method. This study used an experimental method and an analysis of student cognition integrated with the quantitative and qualitative research methods using oral trials. The means of this study are pre-testing, treatment, post-testing, interviews, and observations. Analytical techniques used when processing data in Statistical Package for Social Sciences 22.0 for Windows. The test results before applying the communicating techniques were only 60% of students had the ability to speak English but after the application of the communicating technique. It increased to 90% of students’ ability to speak English. In analyzing student perceptions, the research result showed that the communicating techniques were effective in improving students’ ability in English. The application of the communicating techniques in learning English, especially in speaking skills, is the right strategy to improve students’ abilities because these techniques can turn abstract concepts into reality in the classroom.]]>
<![CDATA[A Study On Students’ Strategies To Reduce Speaking Anxiety ]]>
<![CDATA[Juli Astria Mariani]]>;
<![CDATA[Hamzani Wathoni]]>;
<![CDATA[Ushuluddin Ushuluddin]]>;
<![CDATA[Selamet Riyadi Jaelani]]>;
<![CDATA[Muhammad Husnu]]>
<![CDATA[ Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora Vol. 1 No. 4 (2023): November: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora ]]>
Publisher : <![CDATA[Universitas Palangka Raya ]]>
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DOI: 10.59024/atmosfer.v1i4.333
<![CDATA[The purpose of this study is to know the factors causing students’ speaking anxiety and to know the students’ strategies to reduce their speaking anxiety. This study is focus on factor that caused students’ strategies to reduce their speaking anxiety. This study is qualitative descriptive. The participants of this study were fourth semester of Hamzanwadi University. The researcher took 16 participants. The were gathered through conducting observation, deep interview, and field notes. The results showed that the factors caused students’ speaking anxiety were fear of making mistake, limited exposure to English, and gap of competence. Because of those reasons, the students finally found their strategies to reduce their speaking anxiety such as preparation, relaxation, positive thinking, and peer seeking.]]>
