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INTERACTIVE STRATEGY TRAINER FOR ACTIVE READING AND THINKING (ISTART) FOR THE STUDENTS’ READING COMPREHENSION Hasnawati Latif
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 2 (2017): Exposure
Publisher : Universitas Muhammadiyah Makassar

This research aims to find the improvement of the students’ reading in literal comprehension especially main idea and supporting idea in reading comprehension use of ISTART Strategy at Class VIII.5 of SMPN 2 Sungguminasa in the 2012/2013 Academic Year. The researcher used a Classroom Action Research (C.A.R). It was consisted of two cycles. In each cycle consisted of four meetings. The research subject was the students in class VIII.5; it consisted of 35 students with 18 men and 17 women. The researcher obtained the data by using reading test and observation sheet. The research findings indicates that using ISTART Strategy could improve the students’ reading comprehension, from table 1 indicated that there was improvement the students’ Main Idea from cycle I to cycle II, where as in cycle I the students’ achievement main idea in reading was 6.65, but after evaluation in cycle II the students’ main idea in reading became 7.36. The other hand the students’ supporting idea in reading was improved cycle I to cycle II, where as in cycle I the students’ supporting idea in reading was 6.78 but after evaluation in cycle II the students’ supporting idea in reading became 7.38. It means that the use ISTART Strategy could improve the students’ reading comprehension at VIII.5 Class of the second year students of SMPN 2 Sungguminasa.

IMPROVING THE STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT THROUGH PRAISE-QUESTION-POLISH (PQP) TECHNIQUE Hasnawati Latif
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 3, No 2 (2014): Exposure
Publisher : Universitas Muhammadiyah Makassar

The research aimed at improving the ability of the eighth year students of SMP Negeri 33 Makassar to write narrative text in terms of organization and language use by using Praise-Question-Polish (PQP) Technique. For the purpose, this research employed Classroom Action Research in which the researcher worked in planning, implementation of action, observation, and reflection on the data collected from the teaching and learning process and the students' writing products. The subjects of this research were 30 students of the first year students of SMP Negeri 33 Makassar in the academic year 2012/2013. The study was conducted in the diagnostic test and two cycles, each cycle was carried out in four meetings. The findings indicated that using Praise-Question-Polish (PQP) Technique could improve the students' ability in writing narrative text. Before giving implementation the researcher gave the students diagnostic test and the mean score of diagnostic test was 40,2 (Poor). Then the researcher conducted the cycle 1 and the cycle 2, and the result showed that the students' scores in the cycle 1 and cycle 2 improved. In cycle 1, the mean score of students was 68,7(Fair), meanwhile, the mean score of students in cycle 2 was 80,2 (Fairly good). The score of students’ writing in term of the organization in d-test was 50,4 (Poor) but after application of PQP ( Praise-Question-Polish ) Technique the students’ score became 67,8 (Fair) in cycle I, whereas in cycle 2 the students’ score was 79 (Fairly Good). The score of students’ writing in term of language use in d-test was 49,8 (Poor). In cycle I, it was improved became 69,4 (Fair) whereas in cycle 2 the students’ score was 80,7 (Fairly Good). The percentage of students’ participation in the first meeting of the cycle I was 65,8 % and it was improved became 82,5 % in the last meeting of cycle 2.Keywords: writing, organization, language use, Praise – Question- Polish

INTERACTIVE STRATEGY TRAINER FOR ACTIVE READING AND THINKING (ISTART) FOR THE STUDENTS’ READING COMPREHENSION Hasnawati Latif; Khaerunnisa Khaerunnisa; Radiah Hamid; Kaimuddin Kaimuddin
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 6, No 1 (2017): Exposure
Publisher : Universitas Muhammadiyah Makassar

This research aims to find the improvement of the students’ reading in literal comprehension especially main idea and supporting idea in reading comprehension use of ISTART Strategy at Class VIII.5 of SMPN 2 Sungguminasa in the 2012/2013 Academic Year. The researcher used a Classroom Action Research (C.A.R). It was consisted of two cycles. In each cycle consisted of four meetings. The research subject was the students in class VIII.5; it consisted of 35 students with 18 men and 17 women. The researcher obtained the data by using reading test and observation sheet. The research findings indicates that using ISTART Strategy could improve the students’ reading comprehension, from table 1 indicated that there was improvement the students’ Main Idea from cycle I to cycle II, where as in cycle I the students’ achievement main idea in reading was 6.65, but after evaluation in cycle II the students’ main idea in reading became 7.36. The other hand the students’ supporting idea in reading was improved cycle I to cycle II, where as in cycle I the students’ supporting idea in reading was 6.78 but after evaluation in cycle II the students’ supporting idea in reading became 7.38. It means that the use ISTART Strategy could improve the students’ reading comprehension at VIII.5 Class of the second year students of SMPN 2 Sungguminasa.

Exploring Factors Influencing Students’ Engagement in Deep Learning-Based EFL Speaking Aqidatul Izzah Syafruddin; Nurdevi Bte Abdul; Hasnawati Latif
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2813

Student engagement is essential for fostering significant learning and enhancing speaking proficiency in EFL lessons. While prior research has investigated student involvement and deep learning independently, there is a paucity of studies addressing the elements that affect students' participation in deep learning-oriented EFL speaking activities, especially at the junior high school level. This study defines deep learning-based EFL speaking activities as speaking tasks that foster meaningful comprehension, critical analysis, cooperation, reflection, and the application of information through genuine communication. This study sought to examine the factors affecting students' engagement in these learning activities. The study utilized a descriptive qualitative approach and featured 10 eighth-grade students from SMP Muhammadiyah Lajoa, recruited via purposive sampling. Data were gathered via classroom observations and semi-structured interviews, subsequently analyzed employing the interactive model proposed by Miles, Huberman, and Saldaña (2014). The results identified five elements affecting student engagement: teaching strategy, individual motivation, student-teacher relationship, students’ English proficiency and teaching facilities. The data suggest that student involvement is influenced by the interplay of internal and external influences. The study emphasizes the significance of establishing supportive, engaging, and student-centered learning settings to promote meaningful engagement and active participation in EFL speaking activities.

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