Articles
<![CDATA[ENGLISH BLENDED LEARNING: AN ANALYSIS OF INDONESIAN STUDENTS’ PERCEPTION ]]>
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Nurgan Tadeko]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Sriati Usman]]>;
<![CDATA[Atik Yuliyani]]>
<![CDATA[ IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15408/ijee.v9i1.26787
<![CDATA[ABSTRACTThe study attempted to analyze the students of Tadulako University's perspective toward blended learning instruction in English teaching. The study employed a quantitative approach using a longitudinal survey design. 48 English department students in the fourth and sixth semesters were selected as the sample of the research using a simple random sampling technique. The data were gained through the questionnaire distributed online and the interview in the face-to-face technique. Data have been analyzed descriptively and inferentially using SPSS Program version 21. The results showed that blended learning through Moodle-based Instruction and face-to-face learning in the classroom was a modern way of learning, convenient to learn English anywhere and anytime. According to most of the respondents, blended learning is the way to enhance their self-directed learning. They can understand the subject well through blended learning, and students feel satisfied using blended learning in English Teaching. It could be concluded that blended learning is helpful to apply in English teaching. The results contributed theoretical and practical information and references to practitioners and researchers in this field of study. ABSTRAK Penelitian ini mencoba untuk menganalisis perspektif mahasiswa Universitas Tadulako terhadap pengajaran blended learning dalam pengajaran bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan desain survei longitudinal. 48 mahasiswa jurusan Bahasa Inggris semester empat dan enam dipilih sebagai sampel penelitian dengan menggunakan teknik sampel acak secara sederhana. Data diperoleh melalui kuesioner yang disebarkan secara daring dan wawancara dengan teknik tatap muka. Data dianalisis secara deskriptif dan inferensial menggunakan Program SPSS versi 21. Hasil penelitian menunjukkan bahwa blended learning melalui Pembelajaran Berbasis Moodle dan pembelajaran tatap muka di kelas menurut mahasiswa merupakan cara belajar yang modern, nyaman untuk belajar bahasa Inggris dimana saja dan kapan saja. Blended learning menurut sebagian besar responden, adalah cara untuk meningkatkan self-directed mereka dalam belajar, mereka dapat memahami materi pembelajaran dengan baik melalui blended learning, dan siswa merasa puas menggunakan blended learning dalam Pengajaran Bahasa Inggris. Dapat disimpulkan bahwa blended learning berguna untuk diterapkan dalam pengajaran bahasa Inggris. Hasil penelitian ini memberikan kontribusi informasi dan referensi secara teoritis dan praktis kepada para praktisi dan peneliti selanjutnya dalam bidang studi ini.]]>
<![CDATA[Pelatihan Penerapan Strategi Metakognitif melalui Model CALLA untuk Menjawab Uji Kemahiran Berbahasa bagi Pelajar : NA ]]>
<![CDATA[Konder Manurung]]>;
<![CDATA[Wahyudin]]>;
<![CDATA[Fadhilah Zamzam]]>;
<![CDATA[Grace Novenasari Manurung]]>
<![CDATA[ CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2022): Agustus ]]>
Publisher : <![CDATA[Ilin Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31960/caradde.v5i1.1550
<![CDATA[Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkenalkan dan melatihkan pelajar menggunakan strategi belajar metakognitif untuk menjawab soal tes kemahiran bahasa Inggris. Metode yang diterapkan adalah pelatihan tentang penerapan strategi metakognitif melalui model Cognitive Academic Language Learning Approach. Peserta pelatihan adalah pelajar kelas sepuluh SMA An Nur Buuts Palu. Sebelum pelatihan dilaksanakan pelajar mengerjakan pretes dan setelah pelatihan pelajar mengerjakan postes. Pelatihan berlangsung dari tanggal 3 Juni sampai dengan 3 Juli 2021 secara tatap muka dan tatap maya. Data hasil pretes dan postes diolah menggunakan SPSS for Windows. Pelajar memperoleh pengetahuan tentang bagaimana mengerjakan ujian kemahiran berbahasa Inggris melalui pelatihan ini yang dibuktikan dengan peningkatan yang signifikan antara pencapaian pelajar pada hasil pretes dan hasil postes yang diukur melalui uji Paired Samples T-Test. Pelajar mememperoleh manfaat besar dari pelatihan ini bahwa dengan mengetahui strategi yang efektif, yaitu strategi metakognif, kemampuan mengerjakan uji kemahiran berbahasa Inggris dapat meningkat. Abstract: This community service activity aims to train learners to use metacognitive learning strategies to answer English proficiency test. The method applied was training on the implementation of metacognitive strategies through Cognitive Academic Language Learning Approach model. The participants of the training were the year ten learners of SMA An Nur Buuts Palu. Before training, the learners did pretest and after training they did posttest. The training was conducted from June 3 to July 3, 2021, both face-to-face and online. The pretest and posttest results were analyzed by applying SPSS for Windows. The results indicate that the training provides learners with knowledges on how to effectively do English proficiency test which is proven by the significant increase on the achievement from the pretest’s results to posttest’s results. The participants aware on the potential contributions of the training that by knowing effective strategies, metacognitive strategies, their achievement in doing English proficiency test is improved.]]>
<![CDATA[Developing Speaking Skill of Grade XI Students of SMA Negeri 1 Ampibabo through Problem Solving Method ]]>
<![CDATA[Hikmah, Andi]]>;
<![CDATA[Manurung, Konder]]>;
<![CDATA[Dewi, Anjar Kusuma]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 4 No. 4 (2021): DECEMBER ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (471.347 KB)
|
DOI: 10.34050/elsjish.v4i4.18480
<![CDATA[This research aims at proving whether or not teaching speaking skills using problem solving method can develop the students’ speaking skills of Grade XI at SMA Negeri 1 Ampibabo. The research employed a quantitative method with one class pretest-posttest design. The instrument of this research was a test. The populations of this research were the Grade XI students at SMA N 1 Ampibabo. The samples were 38 students of class XI IPA 1. The data of this research were collected by administering pretest and posttest. The results of the data analysis indicate that: the mean pretest score is 58.44, the mean posttest score is 67.13 and the t-counted value is 13.35. The t-critical value with a degree of freedom (df) 37 and significance level at 0.05 was 1.687. Based on the analysis above the alternative hypothesis of this research was accepted, because the t-counted value is greater than the t-table value (13.35>1.687). Thus, teaching speaking skills by using problem-solving method can significantly develop the students’ speaking skills.]]>
<![CDATA[A Study on the Implementation of Songs in Teaching Vocabulary ]]>
<![CDATA[Riska Juliana]]>;
<![CDATA[Konder Manurung]]>
<![CDATA[ JURNAL BANUA OGE TADULAKO Vol 1 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (173.775 KB)
|
DOI: 10.22487/jbot.v2i1.2042
<![CDATA[The objectives of this study are to analyze, describe, and explain the implementation of songs in EFL classes of vocabulary mastery by previous researchers. This study was conducted descriptively through Library Research Method. The secondary sources analyzed, described, and explained in this study were taken from the scientific writing published from 2010 to 2019 from kindergarten to university levels. The sources consisted of ten previous studies, eight skripsis and two articles. The results of descriptive data analysis show that the implementation of songs by previous researchers was done through integrating vocabulary learning with the song lyrics by using some procedures tha (1) explain the words/topic (noun, verb, or adjective); (2) provide song lyrics to the EFL students (as groups or individuals); (3) play songs for at least two times; (4) asks the EFL students to identify the vocabulary or expressions they find in the song lyrics provided; (5) discusses the songs he/she plays with the EFL students and asks the EFL students about their opinion regarding songs they listen to; (6) asks one EFL student to write the answer on the whiteboard; (7) If the answer is correct, the teacher will give feedback to the EFL students by complementing those who have correct answers and; (8) If the answer is incorrect, the teacher will explain the correct answer to the EFL students and its reasons. All the secondary data sources imply that the implementation of songs provides clear examples for the EFL students and reduces their stress during their vocabulary mastery experience. In conclusion, the implementation of songs is appropriate for the EFL students from kindergarten to high school levels. Then, the implications of implementing songs are to make the EFL students more stimulated to learn vocabulary in EFL classes and songs stimulate the EFL students to reduce their stress level during the class]]>
<![CDATA[A Study on the Implementation of Project Based Learning in Writing Lesson ]]>
<![CDATA[Nirma Nirma]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Budi Budi]]>
<![CDATA[ JURNAL BANUA OGE TADULAKO Vol 2 No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22487/jbot.v2i2.3719
<![CDATA[The objective of this study is to describe and analyze the findings of the previous studies regarding the implementation of Project-Based Learning in Teaching writing classes. This study was conducted qualitatively through Library Research Design. Project-Based Learning is the proposed technique to generate ideas in the paper. Implementing Project-Based Learning in writing classes affects the students' writing achievement. The previous studies analyzed here were taken from the ones conducted in 2010-2020. The levels of the previous studies are from junior high school level to university level. The result of the content analysis showed that implementing Project-Based Learning helped the students improve their writing, especially in content, organization, vocabulary, mechanics, and grammar. Furthermore, all previous studies imply that implementing Project-Based Learning provides students with several significant. They are: (1) simple, quick, and flexible in collecting information; (2) it allows the students to explore their background knowledge; (3) provides the students with broad opportunity; and (4) they allow the students to think freely and write as many ideas as possible. In conclusion, the students were stimulated to improve their writing skills and ability because of the technique's benefits. Also, the students were helped to avoid stress during the teaching and Learning.]]>
<![CDATA[Effective or Impractical? Discussing Students' Perceptions toward Learning Management Systems in English Language Learning ]]>
<![CDATA[Aminah Suriaman]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Mukrim Mukrim]]>;
<![CDATA[Aisah Apridayani]]>;
<![CDATA[Agussatriana Agussatriana]]>
<![CDATA[ International Journal of Language Education Vol. 7, No. 2, 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/ijole.v7i2.43495
<![CDATA[Learning Management System (LMS) platform is currently popularly used by universities or institutions as an e-learning platform based. Currently, it may be utilized successfully as a platform to engage students in a classroom context. This study aims to determine the use of the learning management system (LMS) in English language learning based on the analysis of students' perceptions and to establish whether the platforms used contributed to the learning goals in the English Department at Tadulako University. The research design utilizes the descriptive qualitative research method. The finding of the study indicated that learners expressed both sides of the usage of the LMS platform in English language learning; effective and impractical perception. It is effective because the LMS platform improved their comprehension, promoted independent learning, inspired students to complete all tasks and quizzes, and eventually allowed students to achieve good learning outcomes. Meanwhile, for impractical usage, the LMS platform has network instability and limited opportunity for real-time discussion and gets immediate feedback from lecturers. However, the benefits of the LMS platform outweigh its drawbacks.]]>
<![CDATA[The Implementation of Problem-Based Learning (PBL) Model to Improve Students’ Vocabulary Mastery ]]>
<![CDATA[Ni Made Aprilia Pramesti]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Aminah Aminah]]>
<![CDATA[ MANAZHIM Vol 5 No 2 (2023): AGUSTUS ]]>
Publisher : <![CDATA[Manajemen Pendidikan Islam STIT Palapa Nusantara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36088/manazhim.v5i2.3764
<![CDATA[Background: Vocabulary is an important aspect of learning English for students, Mastering vocabulary allows students to understand English and to produce sentences easily. This research aims at improving students’ vocabulary mastery by implementing Problem-Based Learning (PBL) Model. Methods: It applied Classroom Action Research. The sample was 17 students of eleventh grade at SMA Utama Widya Pasraman Wira Dharma Palu. The research was conducted in two cycles. Each cycle consists of planning, action, observation and reflection. The researcher employed some instruments to collect data, the instruments were test, observation checklist and field notes. Result: The result of data analysis indicated that the percentage of students who passed score above KKM which is 70 in cycle 1 was 47.06 percent or 8 students. In cycle 2, the result increased to 82.35 percent or 14 students. It significantly increased 35.29 percent compared to cycle 1. Conclusion: Problem-Based Learning (PBL) is effective to improve students’ vocabulary mastery of grade XI students at SMA Utama Widya Pasraman Wira Dharma Palu.]]>
<![CDATA[Pelatihan Strategies for Creative Instructions kepada Guru SMP ]]>
<![CDATA[Konder Manurung]]>;
<![CDATA[Wahyudin]]>;
<![CDATA[Grace Novenasari Manurung]]>;
<![CDATA[Anasthasia Belayo Watun]]>
<![CDATA[ CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 2 (2023): Desember ]]>
Publisher : <![CDATA[Ilin Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31960/caradde.v6i2.2140
<![CDATA[Tujuan pelaksanaan kegiatan pengabdian kepada masyarakat ini adalah melatih guru-guru bagaimana strategi pembelajaran yang kreatif diterapkan dalam proses belajar dan mengajar pada tingkat Sekolah Menengah Pertama (SMP). Target khusus yang hendak dicapai dalam kegiatan pelatihan adalah peningkatan penguasaan guru terhadap strategi pembelajaran yang kreatif dalam proses belajar dan mengajar sehingga pembelajaran menjadi efektif. Target sasaran kegiatan pelatihan adalah guru-guru SMP Negeri 15 Palu. Peserta pelatihan ditentukan berdasarkan kesediaan guru-guru mengikuti pelatihan sebanyak dua puluh lima (25) guru dengan menerapkan metode pelatihan berbasis ceramah, tanya jawab dan kelompok diskusi terpusat (FGD). Data dikumpulkan melalui angket yang terdiri dari 20 item dan diolah dengan menggunakan statistic deskriptif. Hasil analisa data menunjukkan bahwa keseluruhan item berada pada skala 2 sampai 4 dengan rata-rata 3,51 pada skala 4, atau 87,7 pada skala 100, atau pada tingkat sangat baik. Hasil ini menunjukkan bahwa pelatihan berhasil meningkatkan penguasaan guru tentang strategi pembelajaran yang kreatif. The aim of this community service activity is to train teachers how to implement strategis of creative instruction in the learning and teaching process at the junior high school (SMP) level. The specific target to be achieved in training activities is teacher mastery of creative instruction strategis in the teaching and learning process so that the learning and teaching process becomes effective. The participants of the training are teachers at SMP Negeri 15 Palu. The training participants, the target communities, were determined based on the willingness of twenty-five (25) teachers to participate in the training. The training was conducted by applying lecture-based training method, questions and answers, and focus group discussion. Data was collected through questionnaires consisting of 20 items and the results was analysed using descriptive statistics. The results of the data analysis show that all items are on a range of between 2 and 4 with an average of 3.51 on a scale of 4, or 87.7 on a scale of 100, or at a very good level. These results indicate that the training was successful in increasing teachers' mastery on creative instruction strategies]]>
<![CDATA[Improving Simple Past Tense Mastery Used in Recount Text Through the Use of English Songs at the Eleventh Grade Students of SMA Negeri 2 Sigi ]]>
<![CDATA[Nindi Putri Asylva]]>;
<![CDATA[Jamiluddin Jamiluddin]]>;
<![CDATA[Maf'ulah Maf'ulah]]>;
<![CDATA[Konder Manurung]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/onoma.v10i2.3747
<![CDATA[The objective of this research is to prove that the use of English songs can improve simple past tense mastery used in recount text. The researcher used quasi experimental research design. The population of this research is the eleventh grade students of SMA Negeri 2 Sigi, and the samples were the students of XI IPS 2 and XI IPS 4 with the total number of students is 53. The researcher applied purposive random sampling technique. The data were collected through the complement test that consisted of pre-test and post-test. The data were analyzed statistically in order to find out the significant difference of the students’ achievement before and after treatments. The mean score of the pretest of experimental group is 33.78, while the control group is 32.04. The mean score of the posttest of experimental group 74.74, and the control group is 42.27. After analyzing the data t-counted (15.98) is greater than t-table (1.676) by applying 0.05 level of significance and 51 degree of freedom (df). Based on the result of research, it means that the hypothesis is accepted. In conclusion, using English songs can improve students’ simple past tense mastery used in recount text of the eleventh grade at SMA Negeri 2 Sigi]]>
<![CDATA[The Use of English Language Speech Assistant (ELSA) Speak Application to Improve Pronunciation ]]>
<![CDATA[Wina Rizqiyana Alwin]]>;
<![CDATA[Konder Manurung]]>;
<![CDATA[Desrin Lebagi]]>;
<![CDATA[Mukrim Mukrim]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/onoma.v10i3.3926
<![CDATA[This research aimed to investigate the effectiveness of English Language Speech Assistant (ELSA) speak application is effective in improving students’ pronunciation at SMP Negeri 1 Sirenja. The primary research question is whether or not the use of English Language Speech Assistant (Elsa) speak application is effective in improving students’ pronunciation. The research used a quasi-experimental design with an applied non-equivalent control group design. The research used a purposive sampling technique and took a sample of 57 students. The subject of this research was the eighth-grade students at SMP Negeri 1 Sirenja class A and B. B class was an experimental group while A class was a control group. The research instrument was a pronunciation test that was given as a pre-test and post-test. The data collected was analyzed by using descriptive statistics and inferential analysis using SPSS 22 version program. Based on the result of the hypothesis test (t-test), the value from the data analysis that has been conducted shows a significance value of 0.000<0,05. In addition, the alternative hypothesis (Ha) is accepted while the null hypothesis (Ho) is rejected. In conclusion, the use of English Language Speech Assistant (ELSA) speak application is effective in improving students’ pronunciation.]]>
