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Teaching English to the Students at Remote School (Implementation of Fun English Learning in Enhancing Students’ Vocabulary at SMP 1 Limbong) Paldy Paldy; Sri Rahayu
Ethical Lingua: Journal of Language Teaching and Literature Vol 1, No 2 (2014)
Publisher : Universitas Cokroaminoto Palopo

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The aims of this research are to what extent the implementation of fun English learning in enhancing students’ vocabulary and to find out students’ interest toward the implementation of Fun English Learning to the students at remote school at Limbong. The students are thought in indoor class and outdoor class by applying fun English learning. The researcher used experimental research design, which applies pretest and post-test. The researcher will use two instruments namely vocabulary test and interview. The population of this research is the students at SMP 1 Limbong. There are 98 students was taken from three classes that are class 7, 8, and 9. The researcher will choose the eighth grade students, which consists of 20 students as sample. The results of this research are; 1) the used of fun English learning in teaching vocabulary improved the students’ achievement, 2) the students are interest in learning English by applying fun English learning, Most of them gave positive responses.

Improving Reading Comprehension through Contextual Guessing Technique at the Second Grade Students of SMA Negeri 1 Palopo Sri Rahayu
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 2 (2015)
Publisher : Universitas Cokroaminoto Palopo

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The objectives of this research were to find out the extent to which contextual guessing technique can improve the students’ reading comprehension and also to find out the students’ attitudes toward the use of contextual guessing technique in reading comprehension. The research used pre experimental design with one group pretest and posttest design. The research used purposive sampling technique where the sample consisted of 33 students who were taken in one class. The result of this research shows that there is siginificant difference between pre test and post test (5.03 < 8.90). The result of t-test value and t-table (17.31 > 2.037) also implies that there is a significant improvement in students’ reading comprehension after the treatment. It means that by using Contextual Guessing Technique is effecftive in improving students’ reading comprehension. Based on the classification table from the data of questionnaire, the writer found that the students’ attitudes toward the use of contextual guessing technique in reading comprehension is very positive. It is approved from 33 students whose their attitude have been researched, it is found that 18 (54.55%) students are classified as very positive, 14 (42.42%) students are classified as positive, 1 (3.03%) student is classified as doubt, and none of them are classified as negative and very negative.

An Analysis of Code-Mixing Used by the Lecturer at Universitas Cokroaminoto Palopo Rahmawati Upa; Reski Yusrini Islamiah Yunus; Dedan Marthen; Sri Rahayu
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 2 No. 3 (2022)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v2i3.321

This research aims to find out the types of code-mixing and student’s perception on code-mixing used by the lecturer in English class. This research used both Qualitative and Quantitative methods. The subject in this research are the lecturer and the first year of science students at Cokroaminoto Palopo University. The instrument of this research are observation sheet, recorder, and questionnaire. The result of this research shows that (1) There are three types of code-mixing found in the lecturer’s utterances during the English teaching-learning process. They are Intra sentential, intra lexical, and involve a change of pronunciation and the results showed that the most frequent is intra sentential. (2) Regarding students’ perception of code-mixing, the researcher found that most students agreed to the use of code-mixing in the English teaching-learning process in the first year of science student at Cokroaminoto Palopo University because code-mixing can make their communication with their lecturer more effective.

Pendampingan Guru SMP dalam Merancang dan Menerapkan Pembelajaran untuk Meningkatkan Motivasi Belajar Bahasa Inggris Siswa Melalui Kegiatan Lesson Study Rahmawati Upa'; Sri Rahayu; Nur Insan Tangkelangi
Abdimas Langkanae Vol. 2 No. 2 (2022)
Publisher : Pustaka Digital Indonesia

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Tujuan pengabdian masyarakat ini adalah (untuk meningkatkan kemampuan guru dalam merancang dan menerapkan pembelajaran yang dapat meningkatkan motivasi siswa dalam belajar bahasa Inggris di SMP Negeri 2 Bua. Solusi yang disepakati tim pelaksana pengabdian dengan mitra untuk diterapkan dalam memecahkan persoalan mitra adalah sebagai berikut: 1) Pendampingan guru dalam merancang dan mernerapkan pembelajaran yang dapat memotivasi siswa, 2) Observasi aktivitas siswa dalam pembelajaran di kelas, dan 3) Refleksi (penyampaian hasil observasi pembelajaran). Luaran yang diharapkan dari pengabdian ini adalah sebagai berikut: 1) Meningkatnya kemampuan guru dalam merancang dan menerapkan pembelajaran yang dapat meningkatkan motivasi siswa dalam belajar Bahasa inggris dan 2) Meningkatnya motivasi siswa dalam belajar Bahasa inggris. Kegiatan ini dilakukan dalam beberapa tahap, yaitu 1) Persiapan yang terdiri dari survey lokasi dan sosialisasi kegiatan, penyusunan jadwal pelaksanaan kegiatan PKM dan persiapan alat dalam pelaksanaan kegiatan. 2) pwlaksanaan kegaitan PKM yang terdiri dari Plan, Do dan see yang dilakukan selama 3 siklus. 3) Evaluasi kegiatan. Dari pelaksanaan kegiatan disimpulkan bahwa kegiatan pendampingan guru dalam merancang dan menerapkan pembelajaran untuk memotivasi siswa yang dilakukan melalui kegiatan Lesson Study dapat meningkatkan kemampuan guru dalam merancang dan meredisain serta menerapkan pembelajaran yang dapat memotivasi siswa dalam belajar bahasa inggris. Selain itu, berdasarkan hasil refleksi, juga dapat disimpulkan bahwa sebagian besar siswa termotivasi dalam belajar bahasa Inggris dengan adanya pemberian reward yang diikuti peningkatan pemahaman dan penguasaan materi ajar

Teaching Narrative Text By Using Brainwriting Learning Model Fibri Indira Lisanty; Sri Rahayu; Nur Tanti Aulia
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2023)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v3i1.387

The purpose of this research is to prove effectivenes of brainwriting learning model in teaching student writing, especially narrative text. This research used pre-experimental method. The population of this research was grade 3 students of UPT SMA NEGERI 5 LUWU TIMUR which was consisted of 3 classes, each class consisted 30-33 students. This research used purposive sampling. The sample of this research was 30 students of class XII MIA 1 and XII MIA 2. This research used SPSS 20 to analyze the data. The data was taken by used test. The result of this research showed that used Brainwriting Learning Model in teaching narrative text can improve students' narrative text skills. This is evidenced by seeing a significant difference between the mean scores of students in the pre-test and post-test. In the pre-test the mean score of the students was 42.23 and the mean score of the post-test was 63.67, it means that there was a significant increase between the pre-test and the post-test. The standard deviation of the pre-test value is 12.339 and the standard deviation of the post-test is 9.007. This shows that the mean post-test score is higher than the pre-test after treatment (42.23> 63.67). Then the significant test value of the T-test of 0.000 is calculated using SPSS, and the results of statistical analysis for the significant level (α) = 0.05 therefore the probability results are 0.000 <0.05, then H0 is rejected and H1 is accepted, it means that there is a significant increase between the pre-test and post-test results of students in narrative text using brainwriting learning model.

Observers’ Reflection Level and Categories on Lesson Study Activities in English Classroom at SMP Negeri 2 Bua Rahmawati Upa; Sri Rahayu; Nuur Insan Tangkelangi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2023)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v3i2.457

Reflection is one stage in Lesson Study activities. It is a very important stage since further effort to improve the learning process depends on the sharpness of the analysis given by the observers in reflection. This research aims at describing the category and the level of observers’ reflection on lesson study activities. This research was conducted in SMP Negeri 2 Bua by using qualitative method. In order to categorize the categories and the level of teacher’s reflection, the researchers used the instrument developed by (Ono et al., 2013) which are divided into 5 reflection categories, those are; 1) teaching and learning strategies, 2) teacher’s behavior, 3) Lesson experienced by students (students’ learning, students’ behavior, and interaction between students), 4) achievement of lesson and curriculum objectives, 5) logistic; management planning, and 4 reflection levels (1, 2, 3, 4). The finding of the research shows that from three times reflection, most of the observers’ comment on reflection was categorized into the third category; that is lessons as experienced by students and this category is in level 1. It means that most of the observers’ comment was focused on describing the students’ experiences/behavior but not including their explanation about the reason of the possible cause for the observation. In the end of this research, some recommendations are drawn for the future reflection.

Teaching Electrical Engineering Terms Using Pictures Fibri Indira Lisanty AD; Sri Rahayu
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 3 (2023)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v3i3.515

This thesis is aimed at finding out: (1) whether the application of pictures is effective or not to build students’ vocabulary at Electrical Department of SMKN 2 Palopo. (2) the students’ response towards the application of pictures to build students’ vocabulary at Electrical Department of SMKN 2 Palopo. This research used pre-experimental method where the treatment was conducted in six meetings. Furthermore, the population of this research was the eleventh year students of SMKN 2 Palopo in academic year 2022-2023. There was only one class with 28 students. In determining the sample of this research,the researcher used total sampling technique. The researcher took all students as sample and the number of sample was 28 students. The finding of this research shows that the application of pictures is effective in building the eleventh grade students’ vocabulary of SMKN 2 Palopo. It was proven by the fact that there was a significant difference between the students’ mean score of the pretest and the posttest. In the pretest, the students’ mean score is 70.71 and the students’ mean score in posttest is 93.14. Moreover, it also could be seen by comparing the result of t-test and t-table where t-test is higher than t-table (9.67>2.093). It means that the hypothesis is received (tt> t0). Then, the eleventh grade students of SMKN 2 Palopo have positive response on the application of pictures in building students’ vocabulary.It was proven by looking their responses to the statements of the questionnaire. In questionnaire, the statement no 2 and 7 are related to pictures as a strategy can create an exciting learning process.

Enhancing Students’ English Vocabulary Through The Use Of Storyjumper In Efl Classroom Rahmawati Upa; Sri Rahayu; Hermini Hermini
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i4.2436

Vocabulary mastery is one of crucial component of language proficiency which directly influence students’ ability in speaking, reading, listening, and writing. However, many EFL students struggle with vocabulary acquisition due to limited exposure, lack of contextual learning, and low engagement. This research aimed to examine the effectiveness of StoryJumper, a digital storyteling platform, in enhancing English vocabulary among eighth grade students in one of Junior high school in Palopo. This research involved 31 students and adopted a pre-experimental one group pre-test and post-test design. During the intervention, students created and narrated their own digital stories using StoryJumper, which encouraged them to use target vocabulary in meaningful context, collaborate with peers, and repeatedly encounter the words in both receptive and productive modes. Data were collected through vocabulary tests administered before and after the treatment. Descriptive statistics showed an increase in the mean score from 58.71 in the pre-test to 76.13 in the post-test, and a paired sample t-test confirmed that the improvement was statistically significant. The findings indicate that StoryJumper not only improved students vocabulary retention but also increased their motivation and engagement in learning. The positive impact is attributed to contextualized learning, repeated exposure, peer collaboration, and the multimodal nature of digital storytelling. This research recommends the future researchers to explore the long term impact of StoryJumper on other language skills such as writing or speaking. In addition, a comparison with other storytelling tools or control groups may yield deeper insights into its effectiveness

Strategies for Increasing Acceptance of English as a Foreign Language in Higher Education Environments Sri Rahayu; Tenri Ampareng
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1183

This study examines strategies to increase English language acceptance in Indonesian universities, considering the importance of English proficiency in the global academic context. Through a qualitative approach with a literature study method, this study analyzes various literature and previous research results to identify challenges and solutions in increasing English acceptance. The results show that the English language acceptance rate among students is still not optimal, with the main obstacles being high language anxiety and low intrinsic motivation. Factors that affect English language acceptance include psychological aspects such as self-efficacy and anxiety, as well as external factors such as the quality of the learning environment and institutional support. This research proposes a comprehensive development strategy that integrates modern pedagogical approaches, such as project-based learning and Content and Language Integrated Learning (CLIL), with the support of learning technology. Mentoring programs and peer support groups have proven to be effective in creating a supportive learning environment. The evaluation of the implementation of the strategy showed a gradual increase in English language acceptance, characterized by a decrease in the level of language anxiety and an increase in student participation in learning activities. These findings make a significant contribution to the development of English learning programs in higher education that are more effective and sustainable.

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