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Pelatihan Aplikasi Book Creator Sebagai Wadah Membuat Materi Pembelajaran di SMA 03 Maros Sulawesi Selatan: Pelatihan Aplikasi Book Creator Sebagai Wadah Membuat Materi Pembelajaran di SMA 03 Maros Sulawesi Selatan Nuraeni Nuraeni; Isnaeni Wahab; Zul Astri; Sitti Aisyah; Novalia Tanasy; Nurul Fachrunnisa; Haspia Latauga; Nurul Atira
Pangulu Abdi: Jurnal Pengabdian Kepada Masyarakat Vol 3 No 1 (2023): Pangulu Abdi : Jurnal Pengabdian Kepada Masyarakat
Publisher : PPM LP2M UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/pangabdi.v3i1.34819

The role of applications that were rife after the implementation of distance learning is still being used even though face-to-face has restarted. One application that is creative and can increase student motivation in learning is the use of the Book Creator application. Therefore, teachers will be greatly assisted in making learning materials with this application because it uses the integration of several modes such as images, sound recordings and videos. The purpose of this community service is to provide training to teachers at SMA 3 Maros in operating the Book Creator application. The results obtained from this service are that the trainee teachers show a high interest in this application and provide new insights into making textbooks.

Measuring English Proficiency: Investigating How Teachers Employ Formative Tests Alfina Damayanti; Nuraeni Nuraeni; Novalia Tanasy
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 6 No 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.2061

Education holds a crucial role in human life, connecting the roles of teachers and students in teaching and evaluation. Assessment, a big part of education, helps teachers understand how well students are doing as they learn. When assessing students, teachers must consider how each student learns, what they're good at, what they find challenging, and what they need to succeed in school. So, teachers must know how to do assessments well. This study aims to determine the teacher's understanding of formative assessment and how to apply formative assessment to learning English in assessing students' English skills. The method used is a descriptive qualitative method using interviews and observations. 7 English teachers from different schools were interviewed (4 teachers at SMAN 3 Maros, 1 teacher at MA Darussalam Barandasi, and 2 English teachers at SMKN 1 Maros). Meanwhile, observations were carried out once at each school. The findings show that teachers use formative assessment at the beginning, middle, and end of learning sessions to understand students' performance. Teachers see many benefits in using formative assessments, like measuring individual abilities, reaching learning goals, and understanding student needs better. Some teachers face challenges, like figuring out how each student is different, which shows they might need more help and training. Classroom observations also show that some schools do well with formative assessments, while others have problems, such as SMK 1 Maros, which has issues with students not showing up and using home-based assignments. This study suggests giving teachers more support and training to improve assessments and learning for everyone.

The Use of A Digital Multimodal Textbook to Foster Studentsâ€™ English Proficiency Sitti Aisyah; Nuraeni Nuraeni
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i2.6234

This research aimed to determine studentsâ€™ English language proficiency after conducting an experiment. A method that was implemented was the use of a digital multimodal textbook application called Book Creator. This method focused on teaching students the English language using a digital textbook that promoted multimodality. In the test book, some modes were applied (teacherâ€™s voice recorded, videos from the internet, and pictures). This research was a pre-experimental method that used one group sample. The research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. From the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's English language proficiency. However, a few students only experienced a little improvement. The data shows that there was a significant difference in studentsâ€™ scores between the pre-and post-test. The mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. Meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. From the data, it was revealed that even though most of the students gained a better understanding after the treatment. However, a few students still had difficulty upgrading their English language proficiency.

Students’ View on Using Online Application to Work on Online Assignment Nuraeni Nuraeni; Ita Suryaningsih; Sitti Aisyah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 4 No 1 (2021) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Jo
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v4i1.940

This research aimed to examine students’ views on using online applications, particularly Edmodo to do online assignments (e-assignment). This study was conducted at Universitas Muslim Maros in the English language education department. Eight students joined as the participants voluntarily. This research used qualitative research with a semi-structured interview method. Data were recorded then transcribed. The data then were analyzed using thematic analysis. The result showed that most participants were engaged to work on their assignments online. Positive views were given by the participants as they gained effective learning through the online assignment. However, some students felt the pressure when doing online learning. The big problems are a low internet connection and the use of timer features.

Contextualisation of Direct Instruction Method in Teaching Reading Comprehension Skills: The Literature Review Nuraeni Nuraeni; Sitti Aisyah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 5 No 1 (2022) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Jo
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v5i1.1401

Direct Instruction is an approach where a teacher becomes the center of the teaching process. This teaching strategy is suitable to teach reading comprehension skills. In the process of using the Direct Instruction, a teacher needs to apply three basic concepts those are delivery, design, and documentation which means the teacher must prepare a creative lesson plan that can support students to adapt to a new concept during the ongoing process, the teacher must monitor students’ development using assessment. Some studies show that this method is effective by combining strategies or media and it can improve students’ skills. However, criticisms also hit this method. Some scholar proves from their study that this method is not always effective and is used only for students with low-level knowledge. Keywords: Direct Instruction, Reading Skills, Reading Comprehension

The Use of Instagram to Develop Students’ Writing Skill at SMK Darussalam Makassar Sitti Aisyah; Isnaeni Wahab; Nuraeni Nuraeni; Novalia Tanasy
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 6 No. 1 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i1.1766

One type of writing exercise that concentrate on describing people, places, things, emotions, and feelings is descriptive text. While Instagram is a platform for sharing emotions and experiences from daily life, recounting such events in class encourages students to utilize their imaginations to reflect on their own lives and events that have already happened. Therefore, Instagram can offer several helpful components to help students improve their writing skills. In this study, the data were analyzed by the researcher using a quantitative approach with pre-experimental research. It was the method that used one group pretest and post-test design. In one group pre-test and post- test design, used a single group to measure or observe. The population of this research was class X TKJ 1 at SMK Darussalam Makassar, and there were 28 students in the samples. Assessments (pre- and post-tests) were the instrument employed in this study. The statistical findings show that the students' average post-test score was higher than their average pre-test score (70.11), at 86.61. This analysis of the t-test indicates that the t-test's value (16.511) is higher than its value (1.703) with 24 as the degree of freedom. This indicates a significant difference. In light of the fact that Ho is disproved and H1 is widely accepted, it is possible to conclude that using Instagram as a teaching and learning tool can help students improve their capacity to create descriptive writing. Instagram is a great tool for English teachers to use as a teaching tool since it offers a variety of implementation materials to break up the monotony of teaching writing to students.

Measuring English Proficiency: Investigating How Teachers Employ Formative Tests Alfina Damayanti; Nuraeni Nuraeni; Novalia Tanasy
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 6 No. 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.2061

Education holds a crucial role in human life, connecting the roles of teachers and students in teaching and evaluation. Assessment, a big part of education, helps teachers understand how well students are doing as they learn. When assessing students, teachers must consider how each student learns, what they're good at, what they find challenging, and what they need to succeed in school. So, teachers must know how to do assessments well. This study aims to determine the teacher's understanding of formative assessment and how to apply formative assessment to learning English in assessing students' English skills. The method used is a descriptive qualitative method using interviews and observations. 7 English teachers from different schools were interviewed (4 teachers at SMAN 3 Maros, 1 teacher at MA Darussalam Barandasi, and 2 English teachers at SMKN 1 Maros). Meanwhile, observations were carried out once at each school. The findings show that teachers use formative assessment at the beginning, middle, and end of learning sessions to understand students' performance. Teachers see many benefits in using formative assessments, like measuring individual abilities, reaching learning goals, and understanding student needs better. Some teachers face challenges, like figuring out how each student is different, which shows they might need more help and training. Classroom observations also show that some schools do well with formative assessments, while others have problems, such as SMK 1 Maros, which has issues with students not showing up and using home-based assignments. This study suggests giving teachers more support and training to improve assessments and learning for everyone.

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