Articles
<![CDATA[CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM PENINGKATAN KETERAMPILAN BERBAHASA INGGRIS MAHASISWA ]]>
<![CDATA[Halim Shanty]]>;
<![CDATA[Muchtar Naely]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 2 (2015): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v3i2.148
<![CDATA[Penelitian ini menerapkan konsep belajar yang membantu dosen mengaitkan antara materi yang diajarkan dengan situasi dunia nyata mahasiswa dan mendorong mahasiswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat. Kelebihan konsep belajar ini yaitu hasil pembelajaran diharapkan alamiah dalam bentuk kegiatan mahasiswa bekerja dan mengalami, bukan transfer pengetahuan dari dosen ke mahasiswa. Metode pembelajaran CTL (Contextual Teaching and Learning) adalah salah satu pendekatan yang efektif dalam meningkatkan keterampilan berbahasa Inggris (speaking) mahasiswa semester VI pada mata kuliah Bahasa Inggris Teknik. Hasil penelitian membuktikan adanya peningkatan penguasaan kemampuan speaking mahasiswa setelah penerapan metode CTL. Pada tes akhir siklus I nilai rata-rata mahasiswa meningkat dari tes awal dengan rata-rata nilai 43%, kemudian meningkat ke nilai 65% pada tes siklus I pembelajaran dengan metode CTL, dan terjadi peningkatan yang signifikan pada tes akhir atau siklus II ke 80%. Hal ini berarti dengan adanya peningkatan signifikan tersebut seluruh mahasiswa dinyatakan telah mencapai kriteria nilai ketuntasan minimal yaitu 70.]]>
<![CDATA[THE EFFECTIVENESS OF USING VIDEO AND ROLE PLAY IN TEACHING SPEAKING ]]>
<![CDATA[Halim Shanty]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 4, No 1 (2016): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v4i1.173
<![CDATA[This research is aimed at (1) to find out the effectiveness of using role play to develop the students speaking skill (2) to find out the effectiveness of using video to develop the students speaking skill (3) to find out which one is more effective between the use of role play and video in teaching speaking. This research used quasy experimental research. It was conducted in ten meetings for each classes at Politeknik Negeri Ujung Pandang Makassar. 12 students for video class and 12 students for role play class. The instruments used in collecting the data was speaking test. In calculating the data, the researcher used SPSS Program version 20. The findings of this research show that (1) using role play is effective in developing the students speaking skill. It was proven by the significant difference between the students mean score of pretest and posttest. the mean score of the students in the pretest was 4.1 and the mean score of posttest was 9.5. The t test was 11.19. (2) Using video is effective in developing the students speaking skill. It was proven by there was a significant difference between the students mean score of pretest and posttest. the mean score of the students pretest was 4.1 and the mean score of posttest was 9.5. The t test was 10.72. (3). Based on statistic analysis, it shows that using role is more effective than video in teaching speaking. The t test result of role play is greater than t test of video class. (11.19 >10.72)]]>
<![CDATA[WRITING PRACTICE THROUGH PARALLEL WRITING TECHNIQUE TO IMPROVE STUDENTS WRITING SKILLS ]]>
<![CDATA[Halim Shanty]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 2, No 2 (2014): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v2i2.38
<![CDATA[This paper describes and offers writing practice through parallel writing technique to improve students writing skill. This technique show, how to express their ability with use their own words in written text. The concept of parallel writing technique is central to teaching of connected discourse since it the students should have a model from which work guide them towards their own ability to express themselves in written English. Parallel writing is one of technique that can improve our own idea, main, and opinion in writing. Parallel writing is written version immediately stage. When the students might see a short piece of connected writing by using the new language and then be asked to write a similar piece with use their own word.]]>
<![CDATA[CODE SWITCHING ]]>
<![CDATA[Halim Shanty]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 2, No 1 (2014): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v2i1.135
<![CDATA[This paper describes about the code switching. In multilingual society, peoples tend to use more than one language or a veriaty when they communicate to each other. They choose certain language to us in particular condition of situations. Code switching can be defined as the employment of more than one code or language in one sentence. In code switching one language may be more dominant than other. It happens when a speaker uses one language mostly than the other in a discourse. The dominant language is termed as "matrix language" while the subdominant one is "embedded language". Thus, for example the speakers of Indonesian-English code switching use Indonesian more than English, then Indonesian is the matrix language (ML) while English is the embedded language (EL).]]>
<![CDATA[THE ABILITY OF STUDENT IN MASTERING SIMPLE PAST TENSE AT POLITEKNIK NEGERI UJUNG PANDANG ]]>
<![CDATA[Halim Shanty]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 6, No 2 (2018): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v6i2.517
<![CDATA[This research covers the ability of the student at Politeknik Negeri Ujung Pandang in mastering simple past tense. The problem statement of this research is How is ability of the student at Politeknik Negeri Ujung Pandang in Mastering Simple Past Tense?. This research used descriptive research method. It isused to describe the ability of the student at Politeknik Negeri Ujung Pandang in mastering simple past tense. The instrument used in this research is test through completing uncompleted short story. The research is focused on the student at Politeknik Negeri Ujung Pandang. There are 20 students as sample, which were taken by using random sampling. The collection data is done by asking the students to complete the uncompleted reading story. The students were given forty minutes to complete the story. In analyzing data, the writer scores the students’ test. Then, the researcher calculating the means score of students. After that, the researcher categorizes the students’ scores. The result of the research shows that the ability of the student at Politeknik Negeri Ujung Pandang in mastering simple past tense is bad. The mean score was 2.9. This implies that the students’ ability should be improved through more intensive material on simple past. ]]>
<![CDATA[USING YOUTUBE AS UNLIMITED EDUCATIONAL VIDEO RESOURCES IN TEACHING ENGLISH SKILLS ]]>
<![CDATA[Muchtar Naely]]>;
<![CDATA[Laundung Alimin]]>;
<![CDATA[Halim Shanty]]>;
<![CDATA[Nisa Khairun]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 2 (2015): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v3i2.145
<![CDATA[The video site YouTube can be a valuable tool to teach English and arouse learner independence. Using YouTube both inside and outside the classroom can improve conversation, listening and pronunciation skills. YouTube video can also be utilized as regalia to enhance exposure to the world and support authentic vocabulary development. If students and teachers/lecturers have unlimited access to the Internet, YouTube can be a useful tool through which multiple skills in English can be taught. This paper offered possible inadequacy that may come by using online video technology.]]>
<![CDATA[STUDENTS VOCABULARY AND PAIRS TEACHING ]]>
<![CDATA[Halim Shanty]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 5, No 1 (2017): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v5i1.161
<![CDATA[This article is aimed at describing the use of pairs teaching in developing students vocabulary. Vocabulary plays an important role in learning English. It is a core component of language proficiency. In mastering English well, students should have sufficient vocabulary because vocabulary is needed in four language skills; they are listening, speaking, reading and writing. Those skills support each other. One of the methods that can be used to teach vocabulary is pairs teaching. Pairs teaching are a classroom activity in which the whole class is divided into groups. Pairs teaching as method which provides a great review and enables students to gather information from each other. The students not only silent in the class but they are sharing idea to get information especially sharing vocabulary. It was first organized as a theory by Scotsman Andrew Bell in 1795, and later implemented into French and English schools in the 19th century. Over the past 30-40 years, pairs teaching have become increasingly popular in conjunction with mixed ability grouping in public schools and an interest in more financially efficient methods of teaching.]]>
<![CDATA[TEACHER STRATEGIES TOWARDS STUDENTS DISRUPTIVE BEHAVIOR IN LEARNING ENGLISH ]]>
<![CDATA[Halim Shanty]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 3, No 1 (2015): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v3i1.142
<![CDATA[The objective of this paper is to describe about the theory of teachers strategy towards students disruptive behavior. There is no a specific definition for disruptive behavior since the definition differs according to its relevance to the case of each study (Arbuckle & Little, 2004). Nevertheless, many studies identify some types such as self-reported data from schoolteachers which help identify types of the most frequent disruptive behaviors. Ranking which behavior is more frequent differs in Western and Eastern cultures. Selecting effective classroom management strategies can help teachers deal with an important issue that may hinder the learning and teaching process, which is students disruptive behavior.]]>
<![CDATA[The Efficacy of Using Passive Voice Cards in Teaching Grammar ]]>
<![CDATA[Shanty Halim]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i1.1913
<![CDATA[This research aims at finding out the efficacy of using passive voce cards in teaching grammar, especially the passive voice to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of the passive voice cards effective in teaching passive voice to Indonesian EFL students?. The research can be an addition to the persisting teaching grammar of English particularly the passive voice through the use of the passive voice cards. This research was conducted at the the student at Politeknik Negeri Ujung Pandang, an Indonesian Vocational Higher Education. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering conditional sentences and the post-test given to find out the students’ improvement in mastering passive voice after giving the treatment by using of passive voice cards. The findings show that using the passive voice cards is effective in teaching conditional sentences to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the pair work technique in developing students’ competence in mastering passive voice of Indonesian EFL students.]]>
<![CDATA[ANALISIS KESALAHAN DALAM PENERJEMAHAN TEKS BAHASA INGGRIS-BAHASA INDONESIA ]]>
<![CDATA[Halim Shanty]]>;
<![CDATA[A.R Bustamin]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 4, No 2 (2016): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v4i2.46
<![CDATA[The purpose of this research is to give a description about translating English sentence into Indonesian and arranging the phrase, clause or sentence structures by the students that may result a number of problems in their translations. The study is done by taking 20 students? translations of several sentences from one of the textbook of Civil Engineering in which the writers find that the students make many mistakes. These translations are analyzed and described by using a certain method of analysis. In this analysis the writers describe two linguistic aspects; lexical and grammatical aspects. The writers also describe the factors affected the students when making many errors in their translations. The study reveals that the students? way of translating the sentences result in a number of problems such as some mistakes/deviations in the selection of parable words in bahasa Indonesia, the arrangement of phrase and clause structure that affecting the translation of grammatical structure, the way of the students translate that is very literal, the lack of vocabulary, the lack translating experience and the lack translating theory and application.]]>
