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Improving the Students’ Listening Comprehension through Aural-Oral Language Approach Sujariati Sujariati
Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This research aimed to know the effectiveness of using Aural-oral approach to improve the students’ listening comprehension, and to know the students’ activeness toward teaching learning process through Aural-oral approach at the eleventh grade students of SMAN 1 Makassar. Two cycles had been conducted, where each cycle consisted of four meetings. It implemented Aural-oral approach as an approach to improve the students’ listening comprehension and employed listening test as instrument. A number of subjects of the research were 16 students. It is consist of 9 women and 7 men. The researcher took real data from the school to know the students’ listening comprehension. The students’ mean score of listening achievement at D-Test was 50.69, at the cycle I was 65.28 and at the cycle II was 75.93. The result of the student's listening test in cycle II had improved in significant score, where the means score of students in distinguish phonemes was 87.5, in understanding Statement was 50, and in understanding dialogue was 90.28. It means that the students’ mean score at the cycle II was 75.93 reached the target score 75 and the students’ activeness toward teaching learning process by using Aural-oral approach was improved. It can be seen from the observation result of the students’ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle II always grow up. It could be stated that the research was successful. Keyword: Listening Comprehension, Aural-oral Approach, Student’ Listening, Student’s Activeness

Improving the Students’ Listening Comprehension through Aural-Oral Language Approach Sujariati Sujariati
Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This research aimed to know the effectiveness of using Aural-oral approach to improve the students’ listening comprehension, and to know the students’ activeness toward teaching learning process through Aural-oral approach at the eleventh grade students of SMAN 1 Makassar. Two cycles had been conducted, where each cycle consisted of four meetings. It implemented Aural-oral approach as an approach to improve the students’ listening comprehension and employed listening test as instrument. A number of subjects of the research were 16 students. It is consist of 9 women and 7 men. The researcher took real data from the school to know the students’ listening comprehension. The students’ mean score of listening achievement at D-Test was 50.69, at the cycle I was 65.28 and at the cycle II was 75.93. The result of the student's listening test in cycle II had improved in significant score, where the means score of students in distinguish phonemes was 87.5, in understanding Statement was 50, and in understanding dialogue was 90.28. It means that the students’ mean score at the cycle II was 75.93 reached the target score 75 and the students’ activeness toward teaching learning process by using Aural-oral approach was improved. It can be seen from the observation result of the students’ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle II always grow up. It could be stated that the research was successful. Keyword: Listening Comprehension, Aural-oral Approach, Student’ Listening, Student’s Activeness

An Analysis the Cultural Patterns on Students Group Learning in EFL Classroom Sujariati Sujariati
IJECA (International Journal of Education and Curriculum Application) Vol 3, No 2 (2020): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v3i2.2697

The objectives of this research were to found out the cultural patterns used by the students and investigated the influences of cultural pattern on student’s group learning and their communication. This research applied qualitative method. This research employed observation and interview. The subject research were 50 female students in Gombara boarding school Makassar. The findings showed that the students’ interaction in learning was indicated in various cultures and attributes as they interacted in their groups. Cultural patterns were found such as beliefs, positive and negative values, and norms. Cultural beliefs indicated when students contributed to each person’s unique configuration and expectations within the larger cultural matrix. Some students applied positive values like practiced and appreciated their culture and customs in the way they interacted in learning and communication attributed a few self-centered in their social attitude from a selfish attitude to be more active in sharing ideas in communication and learning. It was also found negative values such as member of individualistic cultures or collectivistic orientation students on group communication or group learning. Some students demonstrated sharing attitude but they did not practice them throughout their group work, they were more individualistic and preferred individual work. Dealt with norms, some students indicated to guide people’s interaction and to engage in conversation through a good manner.

IMPROVING THE STUDENTS READING COMPREHENSION THROUGH MIX FREEZE GROUP STRATEGY Sujariati Sujariati; Muhammad Astrianto Setiadi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 4, No 1 (2015): Exposure
Publisher : Universitas Muhammadiyah Makassar

This study attempted to explain the improvement of students' reading comprehension in terms of precise information about the text pertaining to the text's key ideas and order of facts, as well as creative reading of the text pertaining to the text's characters and conclusion. To explain the improvement, the researcher employed classroom action research (CAR), which was carried out in two cycles of four meetings each. This investigation was conducted with the second-grade students of SMAN 1 Bontomarannu, a total of 35 individuals. According to the research findings, the adoption of the SMAN 1 Bontomarannu) Strategy significantly improved the students' reading comprehension in terms of particular information and creative text interpretation. It was demonstrated by the cycle I mean score of 60.69. It was deemed acceptable, then upgraded to 73.38. In cycle II, it was evaluated as satisfactory. They are greater than the diagnostic test's mean score of 50.7, which is considered inadequate. Therefore, the students' reading comprehension improved in terms of precise knowledge about the text pertaining to primary concepts and order of details, as well as creative reading of the text pertaining to character and conclusion.

TEACHER EVALUATION AND CURRICULUM RESEARCH AND DEVELOPMENT: IMPLICATION FOR INNOVATION AND PROFESSIONAL DEVELOPMENT. Sujariati Sujariati; Yassir Mallapiang; Sufiana Sufiana
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1762

This study aimed to examine how teacher evaluation interacts with curriculum research and development and to investigate the implications of this relationship for curriculum innovation and teacher professional development. Methodology used in this study was a qualitative research approach. Data were collected through three kinds of instruments namely semi-structured interviews with some teachers and two curriculum coordinators, analysis of curriculum innovation and evaluation documents, and teachers’ reflective notes. Dealing with data analysis, the data were analyzed through thematic steps to catch and capture patterns of interaction among teacher’s evaluation practices, curriculum research and development, and professional learning. The findings showed that teacher evaluation designed classroom-based insights that contributed to curriculum research and development with highlighted instructional teaching and learning practices, curriculum feasibility, and realistic condition of classroom challenges that were not fully represented in formal curriculum documents. Other findings were curriculum research and development gave influences to teacher evaluation by changing evaluation criteria became priorities toward student-centered learning and instructional innovation. However, alignment important points between evaluation criteria and new curriculum expectations were usually inconsistent and contrary with experience in practice. Evaluation feedback would be systematically connected to curriculum planning design and delivered relevant professional development and gave impact positively when teachers generated evaluation as supportive and conducive to professional growth. The study concluded that aligning teacher evaluation with curriculum research and development strengthened curriculum innovation and supported sustainable of teacher professional development. However, Hence, the findings served and provided evaluation to operate as capacity-building instrument that addressed to contextual classroom and fostered ongoing enhancement.

Empowering rural students through digital literacy in English language teaching Sujariati Sujariati; Herlina Daddi; Risman Wanci
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7282

Based on the problem rural students often face limited opportunities to develop English proficiency due to restricted access to digital resources, low digital confidence, and teacher-centered instructional practices, this study aimed to explore how integrating digital literacy into English Language Teaching (ELT) can empower rural students by improving their English abilities, particularly in speaking, writing, and communication. The study employed a Classroom Action Research (CAR) design conducted in two cycles of planning, action, observation, and reflection. Participants consisted of one English teacher and approximately twenty students at SMA Negeri 1 Parigi, Gowa. Data were collected through pre- and post-tests, classroom observations, student and teacher interviews, and observation checklists. The findings indicate notable improvements in students’ digital literacy, learner autonomy, creativity, collaboration, and confidence in using English. Digital storytelling and vlogging activities encouraged students to express ideas, practice spoken English, and develop cultural pride, while online collaborative tasks strengthened teamwork and communication skills. Despite challenges such as limited devices, uneven participation, and unstable internet access, students became more engaged and less dependent on teacher guidance over time. Overall, the study demonstrates that context-sensitive digital literacy practices can transform rural ELT classrooms into more participatory, meaningful, and equitable learning environments.

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