Articles
<![CDATA[THE CORRELATION BETWEEN FREQUENCY OF WATCHING ENGLISH MOVIES AND VOCABULARY MASTERY ]]>
<![CDATA[Saiful Saiful]]>;
<![CDATA[Hamid Ismail Abdullah]]>;
<![CDATA[Rina Asrini Bakri]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 1 (2019): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to determine whether there is a correlation between frequency of watching English movies and vocabulary mastery of SMAN 1 Bontonompo Selatan Gowa Regency. This study uses the descriptive method. The population of this research was the second grade of SMAN 1 Bontonompo Selatan Gowa Regency. The sample is 20 students by using purposive sampling in one class. In collecting the data, researchers used a questionnaire instrument to look at the frequency of students’ watching movie and vocabulary tests. The results of this study indicated that there is a significant relationship between the level of frequency of watching movies in English and the students' vocabulary mastery. It can be proved through the data and test the value of r-table where the value of r-test (0.358) is lower than r-table (0.444). The researchers concluded that there is a low correlation to the frequency of watching movies in English and the students' vocabulary mastery. ]]>
<![CDATA[PENGHIJAUAN LAHAN NON PRODUKTIF DI KAMPUNG BERUA OBJEK WISATA RAMMANG-RAMMANG MAROS ]]>
<![CDATA[Saiful Saiful]]>;
<![CDATA[Hamid Ismail]]>;
<![CDATA[Amran Asriadi]]>;
<![CDATA[Erwin Akib]]>;
<![CDATA[Rina Asrini Bakri]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 1 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31604/jpm.v5i1.399-407
<![CDATA[Rammang-Rammang terlihat tandus di sepantaran objek wisata kampung Berua dermaga 3 tujuan akhir perahu berlabuh, tandusnya wilayah ini di sebabkan kurangnya perhatian masyarakat setempat untuk memanfaatkan lahan kosong yang ada di objek tersebut, sehingga inisiasi dari pengabdi berencana melakukan penghijauan di daerah objek wisata Rammang-Rammang dengan pemanfaatan lahan yang ada supaya Nampak hijau dan memiliki tambahan objek dengan penanaman sayur palawija. Dalam merealisaikan pengabdian ini dibutuhkan pendekatan persuasif kegotongroyongan kepada kelompok Ekowisata Rammang-Rammang dalam meningkatkan kualitas sumber daya manusia para petani di Rammang-Rammang dan warga sekitar dengan terobosan penghijauan lahan pertanian yang bisa di jadikan sebagai objek petik sayur sehingga tentunya berdampak pada kualitas pelayanan publik yang lebih baik untuk para wisatawan mancanegara dan domestik dengan nuansa objek wisata petik sayur. Pengabdi melaksanakan proses sosialisasi pemanfaatan lahan berupa penyuluhan percontohan bagi pemilih lahan di mulai dari kegiatan pengolahan lahan, pemilihan tanaman palawija jangka pendek untuk lokasi pasca panen padi, Teknik persemaian benih, percontohan pembedengan lahan siap tanam, penanaman dan pemindahan benih ke areal tanam lokasi pembendengan, perawatan lahan pasca tanam, pemupukan organik dan panen. Luaran kegiatan ini adalah penghijauan lahan yang bisa di jadikan objek alternative di objek wisata Rammang-Rammang Kampung Berua Salenrang Maros. ]]>
<![CDATA[BUDIDAYA TANAMAN KARET SEBAGAI UPAYA PENINGKATAN KETAHANAN EKONOMI MASYARAKAT PASCA PANDEMIC COVID 19 DI KELURAHAN BALLASARAJA ]]>
<![CDATA[Hamid Ismail]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[Sumirna Sumirna]]>;
<![CDATA[Andi Amran Asriadi]]>;
<![CDATA[Rina Asrini Bakri]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 1 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31604/jpm.v5i1.408-415
<![CDATA[Tingginya angka pemutusan hubungan kerja atau PHK di Kawasan perkotaan juga merambat pada industri perkebunan karet di Kabupaten Bulukumba. Hal ini terjadi dengan akibat pandemic covid 19 yang merambah semua dunia kerja dan tak lepas para pekerja perkebunan dan petani pada umumnya. Dengan bercermin pada kejadian ini maka tim pengabdian kepada masyarakat melakukan kegiatan pengabdian berupa sosialisasi budidaya tanaman karet sebagai penopang ekonomi petani pasca pandemic di kelurahan Ballasaraja Kecamatan Bulukumpa Kab Bulukumba Provinsi Sulawesi Selatan tahun 2021-2022. Tanaman karet dipilih dengan masa panen relative Panjang di kisaran 25-27 tahun dengan sistem panen perhari dan dimulai produktif di usia 4-5 tahun pasca tanam dengan tawaran omset mengiurkan 1 ton getah karet per hektar dengan harga Rp 12.000 per kilogram bisa mencapai RP. 12.000.000 perbulan. Ini adalah penghasilan fantastis yang mengiurkan petani. System tanam, dan perawatan karet yang relatif mudah juga memberikan kemudahan pada para petani untuk menguji coba. Pada kegiatan pengabdian ini tim pengabdi melakukan sosialisasi mulai dari motifasi, cara pembibitan, pengolahan tanah, penanaman dan penyulaman, perawatan dan pemeliharaan, tumpeng sari dan pemupukan. Diharapkan kegiatan sosialisasi pembinaan budidaya tanaman karet ini efektif untuk membantu masyarakat terlepas dari jerat ekonomi akibat pandemic yang berkepanjangan di beberapa tahun mendatang.]]>
<![CDATA[Exploring The Impact of Cooperative Integrated Reading Composition Toward Students’ Reading Ability ]]>
<![CDATA[Hamid Ismail]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[Rina Asrini Bakri]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/25409190.392
<![CDATA[The objective of this study was to find out the improvment of the students’ reading ability at STKIP Kie Raha Ternate in mastery, the reading ability by applying cooperative integrated reading composition. The research population of this study was the second semester students of English education department STKIP Kie Raha Ternate in academic year 2021/2022. It consisted of 7 classes and total populations were 187 students. This research used the purposive sampling technique, and the class English II D was chosen as the sample of the study. The sample were the 30 students. The instrument of this research was the reading test. Reading test was given as pre-test before doing the treatment to know prior ability of the students and post-test after doing treatment to find out the students’ reading comprehension achievement by using cooperative integrated reading composition. The findings showed based on the result of the t-test where the researchers found that there was a significant different between the results of pre-test ad post-test. The difference was seen after comparing it with the value of t-table. There was a significance difference result of the t-test before and after teaching learning process by using cooperative integrated reading composition students post-test was significantly improve. The researchers concluded that the use of the problem based learning strategy improved the students speaking ability and can be used for teaching reading .]]>
<![CDATA[Implementing Experiential Learning on Students Reading Comprehension ]]>
<![CDATA[Hamid Ismail]]>;
<![CDATA[Saiful Saiful]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v10i1.2885
<![CDATA[The goal of this study is to expand on the use of experiential learning in students' reading comprehension. The method used in this study is called a "pre experiment." Pre-test, treatment, and post-test are all included in it. The purpose of the initial pretest was to learn more about the audience before they read. Treatment is the implementation of the experiential learning theory in the learning to learn program, which is done roughly three times. The purpose of the final posttest is to understand how students learn after being instructed using the experiential learning theory. Matriculants in the second semester of the STKIP Kie Raha Ternate English language program for the academic year 2020–2021 make up the majority of this study. Population: 172 students. The research was applied purposive sampling technique. It is meant that the researchers choose one class which consists of 30 students. The result can be reported that the students’ achievement in reading in pretest was classified as poor (X1 = 5,3) and the students’ achievement in reading posttest was classified as good score were (X2 = 7.83 ). For the level of significance (P) = 0,05 and degree of freedom (df) = N – 1 (29), then the value of t-table (25.3 > 2.045). It means that, there was significant difference between the pretest and posttest score of the students’ reading comprehension by Experiential learning theory. In other words, the Null hypothesis (HO) is rejected and the alternative hypothesis (H1) is accepted. From the analysis above, the researchers concluded that there was significance different between the score that got by students in pretest and posttest in learning reading comprehension by Experiential learning theory.]]>
<![CDATA[The Power of Story Face Strategy and Concept Mapping Strategy in Teaching Students’ Reading Skill ]]>
<![CDATA[Hamid Ismail]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[Rina Asrini Bakri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v14i4.1207
<![CDATA[The goal of this study is to determine the relationship between independent and dependent variables. To investigate the impact of the story face strategy and the concept mapping strategy on second grade students' reading comprehension at senior high school. This is an experimental study with a pre test and post test design. The research sample consisted of second grade students (2 Sains classes) during the academic year 2018/2019, and the purposive sampling technique was used. The effect of Story Face Strategy and Concept Mapping Strategy toward reading comprehension based on the data indicates that there was significant effect between data in pre-test and data taken from post-test of the students' achievement. The value of the test was highly significant showed as 19.088 and the t-table was showed as 2.093. The value score of t-test was quite higher than the t-table (19.088 2.093). It is concluded that the Story Face Strategy and Concept Mapping Strategy are effective in teaching reading skill to senior high school second grade students.]]>
<![CDATA[Pelatihan Penggunaan Aplikasi Canva Sebagai Media Pembelajaran Kreatif Bagi Guru-Guru Di Kecamatan Bulukumpa: Pelatihan Penggunaan Aplikasi Canva Sebagai Media Pembelajaran Kreatif Bagi Guru-Guru Di Kecamatan Bulukumpa ]]>
<![CDATA[Saiful Saiful]]>;
<![CDATA[Hamid Ismail]]>;
<![CDATA[Muh Arief Mukhsin]]>;
<![CDATA[Rina Asrini Bakri]]>;
<![CDATA[Andi Mulawakkan Firdaus]]>
<![CDATA[ Jurnal SOLMA Vol. 12 No. 1 (2023): Vol 12 No 1 2023 (Article In Press) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Background: The purpose of this activity is to provide learning to teachers so that they can carry out an effective and enjoyable learning process to increase student interest in learning. Method: This training is to start with the analysis stage by asking the teachers at SDN 239 Sarajoko problems regarding the online learning process through the zoom application with 13 teachers at SDN 239 Sarajoko and also carried out offline. then design and carry out Canva application training as a learning medium by presenting material after which there is a question and answer session and an evaluation stage of the training results to measure the progress of the results of the training to partners and the final stage of this training is the consultation stage which is carried out so that they continue to carry out communication relationships with partners and service teams. Results: The results of this dedication can be described in several stages, namely the 3 indicators that are the focus of the service team to be implemented in the program are the Canva application in making videos, power points, posters as learning materials. This Canva application training activity really helps teachers to improve their ability to provide modern and effective teaching methods that will make the learning process systematic and comfortable.]]>
<![CDATA[Pelatihan Penggunaan Aplikasi Canva Sebagai Media Pembelajaran Kreatif Bagi Guru-Guru Di Kecamatan Bulukumpa ]]>
<![CDATA[Saiful Saiful]]>;
<![CDATA[Hamid Ismail]]>;
<![CDATA[Muh Arief Mukhsin]]>;
<![CDATA[Rina Asrini Bakri]]>;
<![CDATA[Andi Mulawakkan Firdaus]]>
<![CDATA[ Jurnal SOLMA Vol. 12 No. 1 (2023) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22236/solma.v12i1.10168
<![CDATA[Background: Minimnya pengetahuan dan skill guru terkait teknologi yang dijadikan sebagai media pembelajaran menyebabkan guru kurang kreatif sehingga membuat minat belajar siswa menjadi bosan dan tidak menyenangkan. Tujuan kegiatan ini adalah untuk memberikan pembelajaran kepada para guru agar dapat melaksanakan proses pembelajaran yang efektif dan menyenangkan guna meningkatkan minat belajar siswa. Metode: Kegiatan ini dimulai dengan tahap analisis dengan menanyakan kendala para guru di SDN 239 Sarajoko terkait proses pembelajaran secara online melalui aplikasi zoom bersama para guru di sdn 239 sarajoko sejumlah 13 orang dan secara offline pula di laksanakan, kemudian merancang dan melaksanakan pelatihan aplikasi canva sebagai media pembelajaran dengan melakukan presentasi materi yang setelah itu terdapat sesi tanya jawab dan tahap evaluasi hasil pelatihan serta tahap akhir dalam bentuk konsultasi yang dilakukan agar tetap melakukan hubungan komunikasi kepada mitra dan tim pengabdi. Hasil: Adapun hasil dari pengbabdian ini dapat di gambarkan dalam beberapa tahapan yaitu 3 indikator yang menjadi fokus tim pengabdi untuk diimplementasikan dalam program tersebut adalah aplikasi canva dalam membuat video, power point dan poster sebagai bahan pembelajaran. Kesimpulan: Kegiatan pelatihan aplikasi canva ini sangat membantu para guru guna meningkatkan kemampuan mereka dalam memberikan metode pengajaran modern dan efektif yang akan membuat proses pembelajaran menjadi sistematis dan nyaman.]]>
<![CDATA[Problem Based Learning Strategy for Better Speaking Ability ]]>
<![CDATA[Saiful Saiful]]>;
<![CDATA[Hamid Ismail]]>;
<![CDATA[Rina Asrini Bakri]]>;
<![CDATA[Maharida Maharida]]>
<![CDATA[ BATARA DIDI : English Language Journal Vol. 1 No. 1 (2022): BATARA DIDI : English Language Journal ]]>
Publisher : <![CDATA[Celebes Scholar pg ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (325.05 KB)
|
DOI: 10.56209/badi.v1i1.23
<![CDATA[The objective of this study was to find out the increase of the students’ speaking ability in SMAN 13 Gowa in mastery, the speaking ability by applying problem-based learning strategy. The research population of this study was the eleventh-grade students of SMAN 13 Gowa in academic year 2020/2021. It consisted of an 8 classes and total populations were 213 students. This research used the purposive sampling technique, and the class IX Social was chosen as the sample of the study. The total of sample were the 24 students. The instrument of this research was speaking test. Speaking test was given as pre-test before doing the treatment to know prior ability of the students and post-test after doing treatment to find out the students’ speaking ability achievement by using problem-based learning strategy. The findings showed in pre-test that mean score of accuracy was 2,42, students’ and the students mean score of comprehensibility was 2,42. The total students’ mean score in pre-test was 4,83. In post-test, the students’ mean score of accuracy was 2,96 and the students’ mean score of comprehensibility was 3,63. The total students’ mean score on post-test was 6,58. It can be concluded that the total mean score of students in post-test was higher than pre-test. The researcher concluded that the use of problem-based learning strategy improves the student’s speaking ability and can be used for better speaking ability.]]>
<![CDATA[Providing English Village Training for Students and Boat Rowers at Rammang-Rammang World Geopark Tourism ]]>
<![CDATA[Rina Asrini Bakri]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[St Asriati Am]]>;
<![CDATA[Hamid Ismail]]>;
<![CDATA[Ibrahim H Ahmad]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i4.2834
<![CDATA[This study aims to provide English Village training for high school students and boat rowers at Rammang-Rammang World Geopark Tourism. This activity is expected to attract the enthusiasm of students and boat rowers to learn English as a foreign language. The researchers conducted a study in Salenrang Rammang-Rammang Maros Village. The population of this study amounted to 98 people, consisting of 20 high school students and 78 boat rowers. The cluster sampling technique was used in selecting samples with prior knowledge of English so that only 33 were selected as respondents, namely 20 high school students and 13 boat rowers. The instrument used by researchers in this study is a questionnaire. Questionnaires are used to collect information about current conditions, identify respondents' needs in learning English in English Village and find out the problems encountered in speaking. The results reported that 33 respondents expressed enthusiasm to welcome the program, and they were well motivated to join the training. They were also happy to empower English language training because English is essential to their work as boat rowers. The same goes for the students because they can increase their knowledge of English in addition to what they get from school.]]>
