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The effectiveness of students helping students technique In improving learners’ english grammar Muhammad Rafiq; Sukmawaty Sukmawaty
Journal of Educational Science and Technology (EST) Volume 4 Number 3 December 2018
Publisher : Universitas Negeri Makassar

This research was carried out at School of Health Science Makassar. The aims of the study were to assess the use of students helping students technique in assessing students’ grammar achievement. The objects of the study were 42 students in second semester of nursing department. The students were divided into two groups, 22 students were in experimental group and 20 students were in control group. The research employed a quasi-experimental with experimental and control group. In the experimental group, students helping students technique was used for grammar activities, while traditional grouping technique was employed in control group. The data were obtained from grammar test with pre- test, and post-test. The result of this research indicated that the uses of Cooperative Learning of Students helping Students technique in students’ grammar achievement were improved more significantly than the traditional grouping technique. The result of independent sample t-test indicated that t-observed value 3.272 was higher than t-table value 2.021.

Feedback, individual differences and EFL learners productive skill: an analysis on high and low-achieving students Nasmilah Nasmilah; Sitti Sahraeny; Marleiny Radjuni; Nadira Mahaseng; Sukmawaty Sukmawaty
MAGISTRA Vol 8 No 1 (2021): Magistra: Jurnal Keguruan dan Ilmu Pendidikan
Publisher : Universitas Musamus, Merauke, Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/magistra.v8i1.3750

This study investigates how feedback is responded by learners of English as a Foreign Language (EFL) having distinctive individual differences, and how these two relate to their achievement in their Speaking ability as productive skill. A group of English Department students at Hasanuddin University comprising high achievers and low achievers is observed in an attempt to collect as much information as possible to get clearer picture of the role of feedback as the second source of input after the teaching materials presented earlier in class. Using descriptive qualitative method in analyzing the data, the study reveals that teachers’ feedback as source of input plays important roles in helping learners gain better performance in speaking skills. However, in some cases, negative effect of feedback is suffered by certain students which lead to the conclusion that individual differences and teachers’ feedback are detrimental in the achievement of EFL learners speaking performance

Feedback, individual differences and EFL learners productive skill: an analysis on high and low-achieving students Nasmilah Nasmilah; Sitti Sahraeny; Marleiny Radjuni; Nadira Mahaseng; Sukmawaty Sukmawaty
MAGISTRA Vol 8 No 1 (2021): Magistra: Jurnal Keguruan dan Ilmu Pendidikan
Publisher : Universitas Musamus, Merauke, Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/magistra.v8i1.3750

This study investigates how feedback is responded by learners of English as a Foreign Language (EFL) having distinctive individual differences, and how these two relate to their achievement in their Speaking ability as productive skill. A group of English Department students at Hasanuddin University comprising high achievers and low achievers is observed in an attempt to collect as much information as possible to get clearer picture of the role of feedback as the second source of input after the teaching materials presented earlier in class. Using descriptive qualitative method in analyzing the data, the study reveals that teachers’ feedback as source of input plays important roles in helping learners gain better performance in speaking skills. However, in some cases, negative effect of feedback is suffered by certain students which lead to the conclusion that individual differences and teachers’ feedback are detrimental in the achievement of EFL learners speaking performance

Utilizing Local Wisdom-Based Reading Text to Improve Students’ Reading Comprehension of the Second Grade of MAN 1 Baubau Fikratul Khairiyah; Abidin Pammu; Sukmawaty Sukmawaty
ELS Journal on Interdisciplinary Studies in Humanities Vol. 4 No. 1 (2021): MARCH
Publisher : Hasanuddin University

Local wisdom-based reading text as the authentic teaching material overcomes various obstacles of reading comprehension in EFL which activate the students’ schemata. This research is about utilization of the local wisdom-based reading text to improve students’ reading comprehension. The types of comprehension include identifying main idea, understanding unfamiliar words, identifying text details, and being able to find reference within the text, being able to make inference regarding the text. The research design was pre-experimental study using a sample of 27 students in the second grade of Madrasah Aliyah Negeri 1 Baubau. A pre-test was administrated before intervention and after the same test for the post-test was administered to find out the students’ improvement on reading comprehension. The result confirmed that local wisdom-based reading text is an effective tools to empower EFL learners’ comprehension. The most prevalent improvement regards familiarity of the lexical items ability in making inference as well as finding out main idea. The students’ positive responses that were based on the perception confirmed that local wisdom-based reading text could be encouraged to come up with pedagogical implication applicable for the EFL classroom notably at the second grade of MAN 1 Baubau.

An Analysis of Buginese Students in Pronouncing English Consonants: A Case Study at English Department Hasanuddin University Anggi Anggraeni; Kamsinah Kamsinah; Sukmawaty Sukmawaty
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 1 (2024): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i1.32994

The aims of this study are: (1) to identify kind of English consonants that are pronounced improperly by Buginese students, and (2) to find out the factors that cause Buginese students in pronouncing English consonants improperly. The method used in this research is descriptive qualitative method. This research is carried out on the Buginese students of English Department of Hasanuddin University batch 2016. The data is obtained by conducting pronunciation test and giving questionnaires. The data is analyzed by identifying the problematic consonants and revealing the factors that caused Buginese students pronounce English consonants improperly. The findings show that the troubled English consonants tend to come from the presence of consonants in English which are not exist in Buginese language such as /θ/, /ð/, /ʃ/, and /tʃ/, the difficulty in distinguishing voiced and voiceless consonants as in /v/ and /z/ sound, and the difficulties related to substitution, omission, and insertion of consonants found in past participle and in plural form. Meanwhile, the causes of the pronunciation problems by Buginese students consist of three causes, namely: the influenced of their mother tongue (Buginese), the period when they start to learn English, and lack of motivation and efforts to make their pronunciation better.

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