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All Journal Jurnal Pendidikan Humaniora IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching Jurnal Bahasa Lingua Scientia Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Science and Education (JSE) Jurnal Abmas Negeri (JAGRI) English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Pangulu Abdi: Jurnal Pengabdian Kepada Masyarakat Research and Innovation in Applied Linguistics Sipakaraya : Jurnal Pengabdian Masyarakat
Zul Astri
Universitas Muslim Maros
Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Decoding Mistakes: An Insightful Study on Students' Errors in Writing Recount Texts Arsjad, Rahmayanti A; Wahab, Isnaeni; Tanasy, Novalia; Zul Astri
elstic : english language linguistics culture Vol 4 No 02 (2024): Volume 04, Number 02, August 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.47429

Abstract

This study aimed to determine the types of errors found in writing recount texts at SMA Negeri 3 Pangkep and to identify the most frequently occurring errors when students write recount texts at SMA Negeri 3 Pangkep. The researchers used a mixed-method approach, consisting of both qualitative and quantitative methods. The population in this study comprised class XI students, which consisted of six classes: XI IPA 1 (32 students), XI IPA 2 (31 students), XI IPA 3 (32 students), XI IPA 4 (30 students), XI IPS 1 (35 students), and XI IPS 2 (32 students). The total number of students was 192. Sampling was done using a purposive sampling technique, and the sample in this study was students from class XI IPA 1, consisting of 32 students. The results of this study, referring to the classification by Betty S. Azar, showed that the total number of errors was 370. The two most frequent types of errors were verb tense errors, with 73 errors (16% of the total), followed by word choice errors, with 38 errors (13.9% of the total).
Public Perception of English Environmental Taglines in Indonesian Retail Campaigns: Between Global Messaging and Local Meaning Tanasy, Novalia; Zul Astri; Nurul Fachrunnisa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6383

Abstract

Taglines are widely used in environmental media campaigns and appear in various formats such as posters, flyers, and tote bags. Despite their prevalence in Indonesia, public awareness of environmental protection remains limited. This study investigates the use of English in environmental campaign taglines, focusing on how these taglines are perceived by the public and their effectiveness in influencing environmentally conscious behavior. Employing a qualitative research approach, data were collected through semi-structured interviews with 15 participants across three public locations. Thematic analysis revealed that participants’ perceptions of English-language environmental taglines are shaped by emotional connection, cultural relevance, and language accessibility. English is often appreciated for its clarity, simplicity, and global resonance, but local languages are perceived to offer stronger emotional and cultural connections. Most participants found that English taglines increased awareness, and in some cases motivated behavioral changes, such as reducing plastic use. However, linguistic barriers and cultural disconnect were also noted, particularly among individuals less familiar with English. These findings suggest that while English taglines can effectively promote environmental awareness, their success depends on balancing global appeal with cultural and linguistic sensitivity to local audiences.
The Use of Total Physical Response Method for Different Learning Styles in English Vocabulary Development Zul Astri
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 1 No. 1 (2018): 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.v1i1.57

Abstract

Using TPR method in teaching basic vocabulary is a good way for the beginner level of proficiency. The aim of the study is to elaborate how well the Total Physical Response (TPR) method improves the vocabulary of students with different learning styles. The respondents of this study were 30 students of SMP 23 Makassar. The research design was one experiment group with pre and post test. Data were collected with questionnaire from Barsch Learning Style Inventory, vocabulary test, interviews, and classroom observation. Learning Style Inventory (LSI) showed that the most students were visual (40%) and auditory (40%) while 10 % of students were kinesthetic. Some students have combination of learning styles such as visual-auditory (6.67 %) and visual-kinesthetic (3.33 %), while 75 % of visual learners have significant vocabulary development with TPR method. Only 66.67 % auditory learners have significant vocabulary development after giving materials with TPR method. TPR method worked effectively for kinesthetic learning style since 100 % of kinesthetic learners have significant vocabulary development with TPR method. TPR method is also appropriate for visual auditory learners because 100 % of them develop significant vocabularies with the method. Only one visual-kinesthetic learner cannot adapt materials with TPR method, which is indicated by insignificant development with TPR method.
THE USE OF TPR METHOD FOR DISABLE STUDENTS WITH DIFFERENT LEARNING STYLES IN ENGLISH VOCABULARY DEVELOPMENT Zul Astri; Isnaeni Wahab
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 2 No. 2 (2019): 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.v2i2.336

Abstract

Teaching English as a foreign language to mentally retarded persons is much more complicated than normal EFL students, and it requires specific techniques and methods. The aims of the research are to find out the profile of disabled students’ learning style and to elaborate on how well Total Physical response meets the needs of disabled students with different learning styles. This research applied pre-experimental design which used to see the result of applying the TPR Method for disable students with different learning styles in vocabulary development and the data were obtained from the questionnaire, interview, and classroom observation. The research result shows that there are 3 types of learning styles in the classroom, namely visual learning, auditory and kinesthetic learning style. The data revealed that the average pre-test results of students before being given teaching material using the TPR method is 5% while the results obtained by students after giving teaching material using the TPR method is 77%. 100% of visual learners have improved the result of the post-test after being given the material. 100% of auditory learners also have an increase in the result of the post-test after the provision of teaching materials using the TPR method. However, only 50 percent of 100 percent kinesthetic learners experience an increase after the provision of teaching materials using the TPR method. There are many factors that can influence the result of the student’s test. It can be in the form of internal factors that can stimulate the concentration and the motivation of students in learning English
Co-Authors Abdul Halim Adi Isma Aisyah, Sitti Al Fian Alfian Alfian Alfian Alfian Andi Farid Baharuddin Arsjad, Rahmayanti A ARSYAD, Hasmita Dewi Eliyanti Ashar, Fitri Amalia Awalia, Eka Putri Fachrunnisa, Nurul Fhadli Noer Fhadli Noer, Fhadli Halim, Abd Haspia Latauga Isnaeni Wahab Isnaeni Wahab Isnaeni Wahab Kardila, Kardila Karmila Mokoginta Kasmawati Kasmawati Misnawati Misnawati Multazam Abubakar Mustakim Mustakim mutiara mutiara Noni, Nurdin Nur Faindah Syamsir Nuraeni Nuraeni Nuraeni Nuraeni Nurdin Noni Nurul Atira Nurul Fachrunnisa Nurul Fachrunnisa Nurul Hidjrah Hairuddin Nurul Hidjrah Hairuddin Reski, Pilu Sahril Nur Sanaria Maneba Sitti Aisyah Suhartina Suhartina Suhartina Suhartina, Suhartina Tanasy, Novalia Utari, Putri Wahab, Isnaeni Zulfitri Zulfitri Zulfitri Zulfitri, Zulfitri