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Analyzing Students’ Needs for Syllabus Design of English For Science Wawan Cahyadin; Ela Martisa; Yustih Yasin
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.334

This article reports the findings of a study analyzing the needs of Physics Education students to inform the syllabus design of English for Science course. The study employed a descriptive quantitative method and focused on present situation analysis, target situation analysis, and learning situation analysis. To collect the data for these analyses, a set of questionnaires was administered to sixty-four students, two lecturers, and three graduates. Data analysis involved the use of a percentage system and rating scale. The analysis revealed some significant findings related to the students’ needs. First, the students need the fours language skills and vocabulary in general science for the syllabus design. However, by rank, the skills to prioritize consist of reading, vocabulary, speaking, and writing. In addition, the students require some specific common-core abilities related to those skills, most of which are related to reading and writing skills. Lastly, the students want to learn those skills through the content in general science. For the syllabus design of English for Science, the study suggests a combination of skills-based syllabus and content-based syllabus.

The Implementation of Vocabulary Trees to Enhance Students’ Vocabulary Achievement Yustih Yasin; Hasmirawati Injar La Sitiha
SELTICS 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

The purpose of this study was to determine the extent of the effect of the vocabulary trees technique on students' vocabulary achievement at SMAN 1 Wongeduku, SMAN 1 Wawotobi, and SMKN 1 Unaaha. This research is a qualitative research with a quasi-experimental design. Pre-test and post-test are used in order to determine the use of vocabulary trees in senior and vocational high school. The researcher found that the vocabulary trees technique improved students’ vocabulary achievement and made students active and creative in learning. It was proved when they were playing vocabulary trees most of them were active, thus because during playing vocabulary trees technique activities, they can know new vocabularies, and recognize most vocabularies correctly by using vocabulary trees technique in each school. It can be seen in real dates are; 1) , 2) , 3) the students’ achievement that students who are treated by vocabulary trees improved.

The Effectiveness of Collaborative Writing Strategy in Improving Essay Writing Skills of University Students in the EFL Context La Ode Nggawu; Desy Liliani Husain; Sitti Agustina; Yustih Yasin
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2738

Essay writing skills are able to predict a person's success in higher education because the processes involved when composing it are indeed able to hone the abilities or skills of a student in academic life. This study aims to improve the essay writing skills of English Education students by applying the collaborative writing strategy. Classroom Action Research design is applied to answer the research questions, and then there are two cycles conducted successfully in the research. Each cycle consists of several stages, namely planning, implementation, observation, and evaluation, divided into three meetings. The research data were collected by assessing students’ writing in each cycle and analyzed using the band score from NCTE. The study results indicate an increase in the quality of students' essay writing skills after doing the writing process through Collaborative Writing in several aspects of writing. The effectiveness of this strategy was seen that more than 75% of students involved got their writing scores improved. It proves that the fruitful collaboration and interaction among students in collaborative work enhances the quality of writing, making it better and worth reading.

The Effectiveness of Collaborative Writing Strategy in Improving Essay Writing Skills of University Students in the EFL Context La Ode Nggawu; Desy Liliani Husain; Sitti Agustina; Yustih Yasin
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2738

Essay writing skills are able to predict a person's success in higher education because the processes involved when composing it are indeed able to hone the abilities or skills of a student in academic life. This study aims to improve the essay writing skills of English Education students by applying the collaborative writing strategy. Classroom Action Research design is applied to answer the research questions, and then there are two cycles conducted successfully in the research. Each cycle consists of several stages, namely planning, implementation, observation, and evaluation, divided into three meetings. The research data were collected by assessing students’ writing in each cycle and analyzed using the band score from NCTE. The study results indicate an increase in the quality of students' essay writing skills after doing the writing process through Collaborative Writing in several aspects of writing. The effectiveness of this strategy was seen that more than 75% of students involved got their writing scores improved. It proves that the fruitful collaboration and interaction among students in collaborative work enhances the quality of writing, making it better and worth reading.

PELATIHAN KONVERSI SKRIPSI MENJADI ARTIKEL ILMIAH UNTUK MENINGKATKAN KEMAMPUAN MENULIS MAHASISWA Irianto Ibrahim; Andi Muh. Ruum Sya'baan; Fahruddin; Sulfiah; Marwati; La Ode Akhiri Zulzaman; Yustih Yasin
JESASI (JURNAL EDUKASI, SAINS, DAN INOVASI) Vol. 1 No. 2 (2024): JESASI (Jurnal Edukasi, Sains, dan Inovasi) August - December 2024
Publisher : PT. CASA CENDEKIA MEDIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66225/jesasi.v1i2.9

When students attempt to convert their thesis into a scientific article, they often face several challenges that require special attention. One of the main obstacles is the difference in writing style. A thesis generally employs a more informal and detailed writing style, while scientific articles demand a more formal and concise approach. Therefore, students need to make substantial revisions to their writing style to meet the standards of scientific publication. Additionally, structure also poses a challenge. Theses tend to have lengthy and sometimes overly detailed structures, whereas scientific articles typically follow a more streamlined and concise format. Students must reorganize their material to align with a structure commonly consisting of an introduction, literature review, methodology, results, discussion, and conclusion.

PELATIHAN REGISTRASI AKUN DAN SUBMIT ARTIKEL BERBASIS OJS 3 La Ode Sahidin; Andi Muh. Ruum Sya'baan; Fahruddin; Sri Suryana Dinar; La Ode Akhiri Zulzaman; Yustih Yasin
JESASI (JURNAL EDUKASI, SAINS, DAN INOVASI) Vol. 1 No. 2 (2024): JESASI (Jurnal Edukasi, Sains, dan Inovasi) August - December 2024
Publisher : PT. CASA CENDEKIA MEDIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66225/jesasi.v1i2.10

Students often face various challenges when trying to create or register an account on the Open Journal System (OJS), a platform used for managing scientific journals. One common issue is limited access, as some institutions don’t provide full access or clear guidance on how to use the platform. The registration process can also feel complicated, especially for first-timers, since the steps aren’t always straightforward. On top of that, technical issues like device compatibility or browser settings can make things even more frustrating. Institutional policies sometimes add another layer of difficulty, requiring students to meet extra conditions to sign up. The instructions provided on OJS are often incomplete or confusing, which doesn’t help either. Language barriers can be another obstacle, particularly for students who aren’t comfortable with the available languages on the platform. Lastly, slow or unstable internet connections can drag out the registration process, making it even harder to get started.

Optimalisasi Media Pembelajaran Bahasa Inggris melalui Pelatihan Aplikasi Edukatif bagi Guru SMA Wa Ode Fatmawati; Mursalim Mursalim; Lelly Suhartini; Sitti Agustina; Dessy Liliani Husain; Yustih Yasin; Wa Ode Sitti Wardani
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2026): Edisi Juli 2026
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v7i2.713

Rendahnya literasi digital guru bahasa Inggris berdampak pada pembelajaran yang monoton dan kurang interaktif, sehingga motivasi serta partisipasi siswa menurun. Program Pengabdian kepada Masyarakat (PKM) ini bertujuan meningkatkan kompetensi digital dan profesionalisme guru melalui pelatihan penggunaan aplikasi edukatif berbasis teknologi. Kegiatan dilaksanakan dengan pendekatan andragogi dan metode pelatihan partisipatif, meliputi ceramah interaktif, demonstrasi, praktik langsung, kolaborasi kelompok, dan project-based training, mencakup pengenalan dan penggunaan aplikasi Wayground, Kahoot, Google Classroom, dan Canva for Education. Hasil evaluasi menunjukkan peningkatan signifikan kompetensi peserta dimana sebanyak 82,35% menilai materi pelatihan “Sangat Baik”, 93,75% menyatakan pelatihan “Sangat Membantu” dalam pemahaman aplikasi edukatif, 75% menilai pelatihan “Sangat Efektif”, serta 93,75% peserta menyatakan siap mengimplementasikan aplikasi dalam pembelajaran di kelas. Luaran program meliputi model pembelajaran inovatif berbasis aplikasi edukatif, artikel ilmiah, dan publikasi media massa. Simpulannya, pelatihan ini terbukti efektif meningkatkan kompetensi digital guru, yang berdampak langsung pada meningkatnya keterlibatan dan antusiasme siswa selama proses pembelajaran di kelas.

The Implementation of Vocabulary Trees to Enhance Students’ Vocabulary Achievement Yustih Yasin; Hasmirawati Injar La Sitiha
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.v4i1.746

The purpose of this study was to determine the extent of the effect of the vocabulary trees technique on students' vocabulary achievement at SMAN 1 Wongeduku, SMAN 1 Wawotobi, and SMKN 1 Unaaha. This research is a qualitative research with a quasi-experimental design. Pre-test and post-test are used in order to determine the use of vocabulary trees in senior and vocational high school. The researcher found that the vocabulary trees technique improved students’ vocabulary achievement and made students active and creative in learning. It was proved when they were playing vocabulary trees most of them were active, thus because during playing vocabulary trees technique activities, they can know new vocabularies, and recognize most vocabularies correctly by using vocabulary trees technique in each school. It can be seen in real dates are; 1) , 2) , 3) the students’ achievement that students who are treated by vocabulary trees improved.

Roundtable In EFL Argumentative Writing: Effects on Achievement and Perceptions Rohmana Rohmana; Sitti Agustina; Waode Ade Sarasmita Uke; Anugrah Puspita Ayu Muhammad; Nurul Atma; Yustih Yasin; Wa Ode Sitti Wardani; Minerva A. Chavez
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1472-1492

This study examined how the Roundtable technique, combined with process writing, affected EFL students' argumentative writing performance and their perceptions of its use in a Critical Writing course. A mixed-methods explanatory sequential design was used. A 42-item questionnaire, pre-test and post-test writing scores, and semi-structured interviews were used to collect quantitative and qualitative data from 32 undergraduate students in the English Education Department of Universitas Halu Oleo. Descriptive statistics and a paired-samples t-test were used to assess the quantitative data. In contrast, thematic analysis of the qualitative data was used to supplement and clarify the quantitative results. After the intervention, students' achievement in argumentative writing significantly improved, according to the findings. With a statistically significant difference (t(31) = 41.97, p < .001), the mean score rose from 71.63 on the pre-test to 81.00 on the post-test, indicating a very large effect. With an overall mean of 3.12 on a four-point Likert scale and strong internal consistency (Cronbach's alpha = .91), the questionnaire findings likewise indicated generally positive opinions of the instructional paradigm. These findings were corroborated by the interview data, which demonstrated that Roundtable promoted classroom participation, idea development, argument organization, critical engagement, and revision. However, problems remained, especially in vocabulary, grammar, coherence, and evidence-based reasoning. The results reveal the pedagogical effectiveness of combining the Roundtable and process writing to improve students’ argumentative writing skills and to create dynamic classroom settings in EFL higher education. It is recommended that further research explore the effect of the Roundtable on specific features of argumentative writing, including coherence, evidence integration, and linguistic accuracy, using a quasi-experimental design with larger, more diverse samples. Keywords: cooperative learning, EFL argumentative writing, mixed-methods study, process writing, Roundtable, student perceptions, writing achievement.

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