Articles
<![CDATA[The Students’ Attitude toward English Instruction on the EFL Students’ Speaking Class ]]>
<![CDATA[Nirma Paris]]>;
<![CDATA[Rafiqa]]>
<![CDATA[ EDUVELOP Vol 5 No 1 (2021): Vol 5 No 1 (2021)Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v5i1.1045
<![CDATA[Abstract: In general, an English teacher uses bilingual method in teaching process. However, a native English teacher uses English only in the class. Due to the new atmosphere faced by the students, the present study aimed to investigate the students’ attitude toward English instruction on the EFL students’ speaking class. This current study employed a quantitative method and it was designed as a descriptive research. The participants of this study were 156 students of English Study Program enrolled at Speaking class, Faculty of Tarbiyah, State Islamic Institute of Parepare. A 20-item survey questionnaire related to the students’ attitude toward English instruction with a five point likert scale was assigned to obtain the data from the participants. The results of the study revealed that the students have a positive attitude toward English instruction. They agreed with teaching English by using English instruction. The students’ cognitive and affective responses showed that the students believed that English instruction could improve the students’ abilities at intermediate level. Furthermore, the students’ cognitive responses indicated that the students’ vocabularies and grammatical knowledge improved. The use of English instruction also gave the students an opportunity to learn pronunciation from the native English teacher. While, the results of affective responses indicated that the students liked to study using English instruction and they were motivated to speak in English.]]>
<![CDATA[Mandar Culture-Based English Education ]]>
<![CDATA[Rafiqa Rafiqa]]>;
<![CDATA[Ahmad Munawir]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v4i2.4497
<![CDATA[The purpose of this article is to describe a model of English language learning based on Mandar culture. Descriptive method was used in this study, the aim of it to describe a contextual learning model so the students are able to speak English and still preserve Mandar culture. The purposive sampling technique was used to determine the sample of the research, all of the students of English Education Program in 2016 academic year. Data were collected by using observation technique, questionnaire and documentation. This study described about English language learning based on Mandar culture. It was a process of language learning combined with local culture, namely Mandar culture. This study incorporates elements of Mandar culture in the learning process with the aim that students can understand and preserve their own culture and can add their English vocabulary. There are six Mandar cultural themes in Mandar culture-based language learning, namely malatigi (Mandar customary ritual on the night of marriage), mandarese marriage, sayyang pattuddu ', sayyang-sayyang, fisherman party (Sandeq), and panette' (making Mandar silk sarong). Applying Mandar cultures in English language learning can improve English language students and the students can preserve Mandar culture and increase student interest and critical thinking skills.]]>
<![CDATA[Learning English based on Education Environment ]]>
<![CDATA[Ahdar Yos]]>;
<![CDATA[Rafiqa Rafiqa]]>;
<![CDATA[Yosef Teguh Siregar]]>
<![CDATA[ At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Vol 7 No 2 (2020): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa ]]>
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DOI: 10.32505/tarbawi.v12i2.2054
<![CDATA[The focus of the problem statement of this article is whether the educational environment can develop English vocabulary? This study aims to find out that the education environment can develop students’ vocabulary. The significance of this study is expected to give useful information on English teaching and learning process, especially in learning English vocabulary based on the education environment. In this case, the researcher used experimental as a research method, and She used random sampling technique in choosing the sample. Vocabulary test as a research instrument, it consists of 20 items, then pretest and posttest were used to collected data, statistic analysis as a technique of data analysis. Based on the result of the data analysis and the discussion of the result in the previous chapter, the writer would like to put forward conclusion that the school environment is a good medium in the teaching-learning process especially to develop students’ vocabulary]]>
<![CDATA[THE INFLUENCE OF USING PICTURE CARDS TO DEVELOP STUDENT’S VOCABULARY MASTERY OF SDN 63 PAREPARE ]]>
<![CDATA[RAFIQA RAFIQA]]>
<![CDATA[ KURIOSITAS: Media Komunikasi Sosial Keagamaan Vol 8 No 2 (2015): Kuriositas: Media Komunikasi Sosial dan Keagamaan ]]>
Publisher : <![CDATA[LPPM IAIN Parepare ]]>
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DOI: 10.35905/kur.v8i2.70
<![CDATA[The instrument of the research was multiple choice vocabulary test. In the process of collecting data, the researcher carried out an observation, interview, and some vocabulary tests. The researcher described and clarifies a phenomena or social fact by describing some variables related to examined problems or issues and formulating hypothesis into inferential levels by using statistic analysis.The result of interview from the teacher showed that teaching new vocabulary to the students is important and need precisely techniques. One way to motivate the students in learning vocabulary was using media as technique, for expample using picture.The result of some statistical analysis showed that there was significant different between post test by using picture cards and post test without using picture cards. The mean score obtain the students’ post test by without using picture cards was 73 (classified as fairly good) and the mean score of the students’ post test by using picture cards was (94.5 classified as very good]]>
<![CDATA[The English Vocabulary Acquisition of the Students of State Junior High School 2 Parepare ]]>
<![CDATA[Rafiqa Rafiqa]]>
<![CDATA[ EDUVELOP Vol 1 No 1 (2017): EDUVELOP (Journal of English Education and Development) ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v1i1.8
<![CDATA[The Objective of the research: to get information about the English vocabulary acquisition of the seventh, the eight and the ninth grade of students of state junior high school 2 Parepare. The researcher applied cross-sectional design to investigate differences between participants that vary by grade. The research population were all pupils who learned English, so the population of this research were students of State Junior High School 2 Parepare. They are the seventh grade which consist of 210 students, eight grade which consist of 208 students, and ninth grade consist of 234 students. The total number of population are 652.The researcher took sample from each grade by using random sampling technique. At the seventh grade consist of 36 students, at the ninth grade consist of 34 students, and the ninth grade consist of 32 students, so total number of sample are 102. The result of this research showed that mean score of each grade were different. Mean score of seventh grade were 6,0778, it was lower than eight grade and ninth grade. Mean score of eight grade were 8,1088 means that it was in the middle between seventh and ninth group. And then mean score at ninth grade were 9,2500, it was a higher mean score than eight grade and seventh grade. Based on mean score from students of each grade showed that students of higher grade would they have higher vocabulary size.]]>
<![CDATA[Elevating the Pre-service Teacher's Translation Skill based on Learner Autonomy ]]>
<![CDATA[Rafiqa Rafiqa]]>;
<![CDATA[Sukmawati Yasim]]>
<![CDATA[ EDUVELOP Vol 3 No 1 (2019): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v3i1.427
<![CDATA[This paper attempts to improve the pre-service teachers based on student's learner Autonomy. The EFL classroom by first describing the role of translation in EFL learning, then exploring Learner Autonomy can be regarded as an effective teaching method to elevate student's Translation skill. Research setting at West-Sulawesi University, Majene West Sulawesi. The method was used pre-experimental design by one group pretest and posttest. Over 22 students programming Translation were the samples of this study by using purposive sampling technique. To collect the data, researchers used translation test as instrument, it was applied on pretest and posttest. To improve student's skill towards Translation, Learner Autonomy was implemented for 12 meetings within 4 months. The notion of learner independence or learner autonomy moves into an area where learners can direct their own learning particularly in translating the sentences and text provided during the class. It could mean those learning activities which take place without the immediate intervention of the teacher. In this scenario, learners set their own objectives and follow strategies devised by them to fulfill them. This is in turn facilitates the learner to become more efficient and effective when they study independently. Learners are compelled to assume responsibility for their own learning. The result of this study was Learner Autonomy successfully elevated the pre-service teacher's Translation.]]>
<![CDATA[Program Pengembangan Desa Mitra (PPDM) untuk mewujudkan Desa Ekowisata Bambu Alu di Desa Alu, Kab. Polewali Mandar, Sulawesi Barat. ]]>
<![CDATA[Asma Amin]]>;
<![CDATA[Rafiqa Rafiqa]]>;
<![CDATA[Muhammad Resky Prawira]]>;
<![CDATA[Sitti Hadijah]]>
<![CDATA[ Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 1 No. 1 (2019): Desember 2019 ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/atjpm.v1i1.107
<![CDATA[Potensi Desa Alu berupa hutan bambu yang sudah sering dimanfaatkan dalam berbagai event seperti Festival Sungai Mandar yang berhasil menggaet banyak penonton adalah sebuah peluang yang harus dimaksimal kontinuitasnya. Bambu yang telah melekat dalam keseharian masyarakat Alu telah dimanfaatkan untuk memenuhi kebutuhan masyarakat seperti bahan bangunan, penyanggah rumah (cor), pagar dsb, dan sebagian kecil masyarakat yang memanfaatkannya untuk menghasilkan barang yang bernilai ekonomis tinggi melalui pembuatan kerajinan bambu. Para pengrajin bambu juga diperhadapkan pada masalah pemasaran, harga rendah, peralatan yang kurang memadai serta kurang variatifnya hasil produksi. Untuk itu, melalui Program Pengembangan Desa Mitra (PPDM), Tim dari Universitas Sulawesi Barat bekerjasama dengan Mitra Sasaran: Pemerintah Desa Alu, Forum Pemuda Alu dan Kelompok Pengrajin Bambu Cahaya Uwai Manurung, serta Mitra Pendukung: Uwake Foundation, Sure Bolong Mandar Komunitas dan Perahu Pustaka akan mewujudkan Desa Ekowisata Kampung Bambu Alu. Kegiatan PPDM terdiri atas rangkaian kegiatan yang terlaksana selama kurang lebih 9 bulan lamanya dengan tujuan untuk menjawab berbagai permasalahan yang ada. Kegiatan yang dilaksanakan antara lain Sosialisasi PPDM; Workshop Bambu I dan II; Pelatihan Kerajinan Bambu dan penyerahan alat bantu bagi kelompok pengrajin; pemetaan dan rancangan model bangunan; pembangunan fisik dan spot foto di dalam hutan bambu alu; dan terakhir pembuatan web/medsos serta pelatihan pengoperasian web/medsos untuk mempromosikan Desa ekowisata Alu serta pemasaran produk kerajinan bambu.]]>
<![CDATA[TEORI PENGOLAHAN INFORMASI: PERSPEKTIF PENDIDIKAN ]]>
<![CDATA[Rafiqa Rafiqa]]>
<![CDATA[ KOMUNIDA : Media Komunikasi dan Dakwah Vol 5 No 2 (2015): Komunida : Media Komunikasi dan Dakwah ]]>
Publisher : <![CDATA[Fakultas Ushuluddin, Adab, dan Dakwah IAIN Parepare ]]>
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DOI: 10.35905/komunida.v5i2.105
<![CDATA[Information management theories emphasize that transformation and information ideology through cognition sistem. the important one that informations was present in front on students have to clear and easy so they can correlated the new information with old information in their memory, the they understand how to use that knowledge. The aimed of this paper will help the plan of teaching-learning process run well, so it will develop the knowledge and then students understand well about that knowledge. The teacher had better prepare an introduction organizers and symbols to help students to memorize an informations when they need it to minimize cognition working. Theories of information management focused on study about attention, perception, code, storage and conclude the knowledge. Information management had influenced by communication and technology development.]]>
<![CDATA[Online and Offline English Learning Systems: Perceptual from Teachers and Students ]]>
<![CDATA[Irma Irma]]>;
<![CDATA[Rafiqa Rafiqa]]>;
<![CDATA[Muhammad Danial]]>
<![CDATA[ LETS: Journal of Linguistics and English Teaching Studies Vol. 4 No. 1 (2022): LETS: Journal of Linguistics and English Teaching Studies ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri Majene ]]>
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DOI: 10.46870/lets.v4i1.346
<![CDATA[Current education issues are online and offline learning systems as a mitigation of learning loss. This study intends to investigate (1) the perception of the teachers and students on online and offline English learning systems and (2) The difficulties of teachers in online and offline English teaching-learning. The study attempted qualitative research. The subject of this study were two English teachers and students of SMPN 3 Tinambung. The data was gathered through questionnaires and interviews. The result indicates (1) The teachers’ and students’ perceptions towards online and offline English learning systems are determined by flexibility, interaction, and knowledge gained. In online learning, teachers have a negative perception of flexibility and interaction and a negative and positive perception of knowledge gained. Students have negative and positive perceptions of flexibility, a negative perception of interaction, and a positive perception of knowledge gained. Teachers and students have positively perceived flexibility, interaction, and knowledge gained on offline learning. (2) The teachers’ difficulties were they had no good internet access and students’ assessments in online teaching. The teachers’ difficulties in the offline class were the students less concentration and focus and classroom management. This paper implies that both online and offline systems have obstacles in the English teaching-learning process]]>
<![CDATA[Students’ Self-Efficacy and Students’ Speaking Skill: A Correlational Analysis ]]>
<![CDATA[Rafiqa]]>;
<![CDATA[Fitriani]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 6 No 2 (2023): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v6i2.2277
<![CDATA[The current research aimed to know the level of the students’ self-efficacy and the correlation between students’ self-efficacy and students’ speaking skills in English. The subject of this research was the students of the Speaking for Academic Purposes class at the fourth semester of the English Education Department at the University of Sulawesi Barat. The total sampling technique was used in this research, and it contained the total active students in the fourth semester of the English education study program was 74 students. The quantitative method was applied in this research, and the design was a correlational study. Furthermore, the instruments attempted were a self-efficacy questionnaire and students’ speaking scores from the Speaking for academic purpose lecturer at the English Education Department at the University of Sulawesi Barat. The first result of this study showed that most of the students had a high level of self-efficacy, and the second result showed that the sig value is 0.81 > 0.05. It can be concluded that rejecting ha and accepting ho means there was no significant correlation between self-efficacy and student's speaking skills.]]>
