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Meningkatkan Hasil Belajar Siswa Pada Pelajaran IPS Menggunakan Metode Role Playing Di Kelas IV SD DDI Siboang Saadillah, Saadillah
Jurnal Kreatif Tadulako Online Vol 4, No 1 (2016): Junal Kreatif Tadulako Online
Publisher : Jurnal Kreatif Tadulako Online

Show Abstract | Download Original | Original Source | Check in Google Scholar

Masalah dalam penelitian ini yaitu rendahnya hasil belajar siswa kelas IV SD DDI Siboang. Rumusan masalah yang diajukan yaitu apakah dengan menggunakan metode role playing dapat meningkatkan hasil belajar siswa di kelas IV SD DDI Siboang. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam 2 siklus dengan menggunakan desain penelitian model Kemis dan Mc Taggart. Adapun tahapan dalam penelitian ini meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data yang diperoleh dalam penelitian ini meliputi hasil observasi aktivitas guru, dan lembar observasi aktivitas siswa. Subjek penelitian ini adalah siswa kelas IV SD DDI Siboang yang berjumlah 23 orang. Tes hasil tindakan siklus I diperoleh persentase kentuntasan klasikal sebesar 43,47%, persentase daya serap klasikal 58,26%. Pada siklus II hasil tes tindakan meningkat. Siklus II diperoleh persentase ketuntasan klasikal sebesar 82,60%, persentase daya serap klasikal sebesar 77,82%. Berdasarkan hasil tes dapat disimpulkan bahwa dengan menggunakan metode role playing dapat meningkatkan hasil belajar siswa kelas IV SD DDI Siboang. Kata Kunci: Hasil Belajar, Metode Role Playing.

ENGLISH PROFICIENCY AND METACOGNITIVE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN Saadillah, Saadillah; Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Metacognitive strategies play important roles to develop skills in the process of learning a target language. This studyÂ investigated the metacognitive strategies and the frequency used by English Department students at IAIN Antasari Banjarmasin and determined how those metacognitive strategies were influenced by the learnersâ proficiency. 105 respondents who participated in this study were the first semester students in English Department. The subjects learned English as a foreign language and were at beginning level. The strategy use was assessed through a modified Indonesian translation version of the Strategy Inventory of Language Learning (Oxford, 1990), and the proficiency was determined by the TOEFL Test. The data were distributed and analyzed using descriptive statistics. Â It can be concluded that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by studentsâ middle category group with the MeanÂ = 4.031, followed by studentsâ high category group with the MeanÂ = 3.765, and the least metacognitive strategies used by studentsâ low category group MeanÂ = 3.091. The types of meta-cognitive strategies thatÂ used by the students, including paying attention when someone is speaking English (88%), trying to find out how to be a better learner of English (85%), having clear goals for improving English skills (82%), noticing the mistakes (82%), thinking about their progress in learning EnglishÂ (67%)Â , tryingÂ to find as many ways as they can use their EnglishÂ (59 %), planning their schedule so they will have enough time to study English (57 %),Â looking for people whom they can talk to in EnglishÂ (52 %), and looking for opportunities to read as much as possible in English (35 %).

AN ANALYSIS OF STUDENTSâ ABILITY IN USING CONDITIONAL SENTENCES OF THE SIXTH SEMESTER STUDENTS IN ENGLISH DEPARTMENT OF TARBIYAH FACULTY IAIN ANTASARI Saadillah, Saadillah; Herlena, Herlena
LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

This researchÂ describes the ability in using conditional sentences of the sixth semester students in English Department of IAIN Antasari academic year 2011/2012. The problemsÂ in this research are: 1) how is studentsâ ability in using conditional sentences? Â 2) what is the most studentsâ common error in using conditional sentences? This study areÂ supposed to know the studentsâ ability in using conditional sentencesÂ and the most studentsâ common errors in using conditional sentences. The subjects in this research are 69Â of 79Â students in the English Department of IAIN Antasari in academic year 2011/2012.Â The objects of this research are the ability in using conditional sentences of the sixth semester students in the English Department of IAIN Antasari Academic Year 2011/2012 and the most studentsâ common errors in using conditional sentences.Â The data are collected by using some techniques. They are: written test, observation, interviewÂ and documentary.Â Data processing in this research is divided into four stages, they are checking, scoring, tabulatingÂ and interpreting. Then all data are analyzed descriptively and use inductive method to make conclusion. Â The result of the research denoted that the level of studentsâ ability in using conditional sentences is in fair category. It is based on calculation it is mean that is 64,Â 8. After analyzing each type of test, the writer found that the most studentsâ common errors is in type III (41,6%).Â It can be concluded that mistakes happened because the students do not understand well about tenses that is used in conditional sentences. For example, type I we use simple present tense, type II we have to use simple past tense, and for type III we need know well about past perfect tense. The writer also concludes, the mistakes that the students have done because inappropriate in choosing modal. The students have to choose which appropriate modal should be attached to the sentence.

HOW TO BE A GOOD LANGUAGE TEACHER Saadillah, Saadillah
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 1 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

AbstractThere are two Â crucial questions about the study of language Â teacher. The first Â question is âHow is a good Â Â teacher?â The second question is âHow is a good language teacher? Â To answer those questions, it should be understood that teacher is a usual creation of God. Like an English proverb saysâthere is no one Â perfect Â so, the teacher maybe will do the mistakes. The teacher maybe has some weakness . Â This writing tries describing some facts about teachers as general, and introducing the Â reader about how is going to be a good language teacher. Â

Meningkatkan Hasil Belajar Siswa Pada Pelajaran IPS Menggunakan Metode Role Playing Di Kelas IV SD DDI Siboang Saadillah, Saadillah
Jurnal Kreatif Online Vol 4, No 1 (2016): Junal Kreatif Online
Publisher : Jurnal Kreatif Online

Show Abstract | Download Original | Original Source | Check in Google Scholar

Masalah dalam penelitian ini yaitu rendahnya hasil belajar siswa kelas IV SD DDI Siboang. Rumusan masalah yang diajukan yaitu apakah dengan menggunakan metode role playing dapat meningkatkan hasil belajar siswa di kelas IV SD DDI Siboang. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam 2 siklus dengan menggunakan desain penelitian model Kemis dan Mc Taggart. Adapun tahapan dalam penelitian ini meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data yang diperoleh dalam penelitian ini meliputi hasil observasi aktivitas guru, dan lembar observasi aktivitas siswa. Subjek penelitian ini adalah siswa kelas IV SD DDI Siboang yang berjumlah 23 orang. Tes hasil tindakan siklus I diperoleh persentase kentuntasan klasikal sebesar 43,47%, persentase daya serap klasikal 58,26%. Pada siklus II hasil tes tindakan meningkat. Siklus II diperoleh persentase ketuntasan klasikal sebesar 82,60%, persentase daya serap klasikal sebesar 77,82%. Berdasarkan hasil tes dapat disimpulkan bahwa dengan menggunakan metode role playing dapat meningkatkan hasil belajar siswa kelas IV SD DDI Siboang. Kata Kunci: Hasil Belajar, Metode Role Playing.

ENGLISH PROFICIENCY AND METACOGNITIVE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN Saadillah, Saadillah; Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Metacognitive strategies play important roles to develop skills in the process of learning a target language. This study investigated the metacognitive strategies and the frequency used by English Department students at IAIN Antasari Banjarmasin and determined how those metacognitive strategies were influenced by the learners? proficiency. 105 respondents who participated in this study were the first semester students in English Department. The subjects learned English as a foreign language and were at beginning level. The strategy use was assessed through a modified Indonesian translation version of the Strategy Inventory of Language Learning (Oxford, 1990), and the proficiency was determined by the TOEFL Test. The data were distributed and analyzed using descriptive statistics. It can be concluded that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by students? middle category group with the Mean = 4.031, followed by students? high category group with the Mean = 3.765, and the least metacognitive strategies used by students? low category group Mean = 3.091. The types of meta-cognitive strategies that used by the students, including paying attention when someone is speaking English (88%), trying to find out how to be a better learner of English (85%), having clear goals for improving English skills (82%), noticing the mistakes (82%), thinking about their progress in learning English (67%) , trying to find as many ways as they can use their English (59 %), planning their schedule so they will have enough time to study English (57 %), looking for people whom they can talk to in English (52 %), and looking for opportunities to read as much as possible in English (35 %).

AN ANALYSIS OF STUDENTSâ€™ ABILITY IN USING CONDITIONAL SENTENCES OF THE SIXTH SEMESTER STUDENTS IN ENGLISH DEPARTMENT OF TARBIYAH FACULTY IAIN ANTASARI Saadillah, Saadillah; Herlena, Herlena
LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

This research describes the ability in using conditional sentences of the sixth semester students in English Department of IAIN Antasari academic year 2011/2012. The problems in this research are: 1) how is students? ability in using conditional sentences? 2) what is the most students? common error in using conditional sentences? This study are supposed to know the students? ability in using conditional sentences and the most students? common errors in using conditional sentences. The subjects in this research are 69 of 79 students in the English Department of IAIN Antasari in academic year 2011/2012. The objects of this research are the ability in using conditional sentences of the sixth semester students in the English Department of IAIN Antasari Academic Year 2011/2012 and the most students? common errors in using conditional sentences. The data are collected by using some techniques. They are: written test, observation, interview and documentary. Data processing in this research is divided into four stages, they are checking, scoring, tabulating and interpreting. Then all data are analyzed descriptively and use inductive method to make conclusion. The result of the research denoted that the level of students? ability in using conditional sentences is in fair category. It is based on calculation it is mean that is 64, 8. After analyzing each type of test, the writer found that the most students? common errors is in type III (41,6%). It can be concluded that mistakes happened because the students do not understand well about tenses that is used in conditional sentences. For example, type I we use simple present tense, type II we have to use simple past tense, and for type III we need know well about past perfect tense. The writer also concludes, the mistakes that the students have done because inappropriate in choosing modal. The students have to choose which appropriate modal should be attached to the sentence.

HOW TO BE A GOOD LANGUAGE TEACHER Saadillah, Saadillah
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 1 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

AbstractThere are two crucial questions about the study of language teacher. The first question is ?How is a good teacher?? The second question is ?How is a good language teacher? To answer those questions, it should be understood that teacher is a usual creation of God. Like an English proverb says?there is no one perfect so, the teacher maybe will do the mistakes. The teacher maybe has some weakness . This writing tries describing some facts about teachers as general, and introducing the reader about how is going to be a good language teacher.

INTERWEAVING CHARACTER EDUCATION IN ENGLISH TEXTBOOK OF SENIOR HIGH SCHOOL Saadillah, Saadillah; Sari, Afifah Linda; Rizki, Annisa Khairir
LET: Linguistics, Literature and English Teaching Journal Vol 10, No 1 (2020)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

This research is aimed at find out the character education values in reading materials of English textbook which is published by Yudhistira and Tiga Serangkai. This research used the textbook that is used by the eleventh grade of Senior High School as a handbook. This study is a descriptive qualitative research by doing content analysis. In conducting the research, the researchers analyzed the reading materials provided in the textbook by analyzing the material and determined the genre and character education value of the text. Throughout the analysis, the researchers found 15 character education values are inserted in reading text material, involve: Friendly, Social Care, Love Peace, Curiosity, Religious, Joy of Reading, Tolerance, The Spirit of Nationality, Love Homeland, Creative, Discipline, Rewarding Achievement, Hard Work, Environmental Care, and Responsibility. The teachers assess the character education values directly and joined with other evaluation, in the form of Affective. Therefore, the finding of this research is expected for the teacher to come up with the moral education which inserted in reading materials. Furthermore, in the future character education is intended can be developed and fully realized in the school practices.

Teaching English Speaking through Discourse in the State Islamic Universities in Borneo Saadillah, Saadillah; Fauzan, Muhammad Hendrie
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(1), May 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i1.639

Introducing accurate discourses and understanding the discourses that students encounter in their daily lives is crucial for enhancing the teaching of spoken English language. To enhance students' linguistic proficiency, the method of teaching speaking through discourse involves immersing them in authentic dialogues and diverse communication scenarios. This is a descriptive qualitative research, employing a case study approach. The participants of the research are the teachers and students of the State Islamic University of Sultan Aji Muhammad Idris Samarinda and the State Islamic University of Antasari Banjarmasin. To collect data for the study, the researcher used a variety of research instruments, such as interviews, field notes, and questionnaires. This study's data analysis method adheres to the principles of qualitative research. The interactive model was used for the data analysis, which included stages for data collecting, data condensation, data display, and conclusion drawing. Research findings indicate that students have a preference for teachers who not only teach English language curriculum but also demonstrate how to achieve a successful future. For English teachers, it is important to teach students not only English-speaking materials but also proper behaviour and politeness. In terms of English language proficiency, students highlight that speaking is the primary skill in acquiring English since it demonstrates their mastery of the language.

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