Articles
<![CDATA[The Use of Talking Chips Technique in Teaching Speaking ]]>
<![CDATA[Ahmad Junaedi]]>
<![CDATA[ ELITE JOURNAL Vol 2 No 1 (2020): Journal ELITE is English Education, Linguistics, and Literature Journal ]]>
Publisher : <![CDATA[ELITE Association Indonesia ]]>
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<![CDATA[This research aim to identify how the implementation of Talking Chips technique can improve the students’ speaking ability. The population is student of grade X SMAN 3 MAJENE. The sample of this study was only one class and total number of students was 30 students. Research method that used is quasi-experimental design. This study was conducted by using multiple pre-test and post-test. During the treatments, there were problems related to classroom management, fluency and comprehensibility. Those problems could be minimized. After posttest, there were still problems, but the problems were fewer than previous ones because students had showed the awareness in speaking English. The research findings show that the implementation of talking chips could improve the students’ speaking skill in delivering speech and the classroom situation of speaking class. The improvement of students speaking skill includes: 1) Students had enough vocabulary to deliver speech; 2) the students were able to pronounce the word correctly during delivering the speech; 3) the students could produce the sentences grammatically correct; 4) the students delivered the speech more fluent. The improvement of classroom situation includes: a) the class was more alive because the students’ participate actively during the speaking class; b) there was an equal participation during the speaking class; c) the students were motivated to speak English than Indonesian. It can be concluded that the implementation of talking chips can improve the students speaking ability in delivering speech and the classroom situation. It is hoped that this result can give other teachers inspiration to implement talking chips in their classroom.]]>
<![CDATA[The Correlation between Students' Intelligence Level and their Achievement in Learning English ]]>
<![CDATA[Ahmad Junaedi]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2222
<![CDATA[The objective of the research was to find out the correlation between the students intelligence and their achievement in learning English at SMPN 27 Makassar. The design of this research was descriptive and employed correlational method. The population of this research was the second year students of SMPN 27 Makassar. The technique of sampling applied cluster random sampling which the total of sample was 20 students. The instruments of this research were IQ test and English test. To find out students achievement in learning English, the researcher tested the students using multiple choice test that consisted of materials from their handbook. To find out the level of students intelligence, the Psychological Department Team of State University of Makassar was given IQ test. To find out the correlation from both variables, the researcher used Pearson r formula. The result of the test shows that most of the students’ intelligence was categorized as dull average and the students’ achievement was 6.35 which is categorized as fair achievement. The result data found that there was no significant correlation between the students’ intelligence level and their achievement in learning English at the second year of SMPN 27 Makassar.]]>
<![CDATA[The Use of ‘Tuning In’ Strategy To Stimulate the Autonomous Learning in Listening Skill ]]>
<![CDATA[Ahmad Junaedi]]>;
<![CDATA[Amrang]]>
<![CDATA[ LETS: Journal of Linguistics and English Teaching Studies Vol. 3 No. 2 (2022): LETS: Journal of Linguistics and English Teaching Studies ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri Majene ]]>
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DOI: 10.46870/lets.v3i2.193
<![CDATA[This study aimed to examine the students’ achievement in listening through the use of ‘Tuning In’ strategy by employing pre-experimental research method. The data collection instruments were listening test and questionnaire. The listening tests were given in the form of pre and post test to reveal whether or not ‘Tuning in’ strategy can improve the students’ achievement in listening. The questionnaire was given to identify the students’ autonomy in learning listening skill. There were 30 students randomly selected to participate in this study. The results revealed that the students’ listening ability taught by using ‘Tuning in’ strategy was increased. It is proved by the mean score of students’ post-test score 84.45 (good) while the mean score of the pre-test was 67.3 (fair). In addition, questionnaire indicates that the use of ‘Tuning in’ strategy can stimulate the students’ autonomous learning in listening.]]>
<![CDATA[Enhancing Narrative Writing Skills through Digital Storytelling: An Experimental Study on High School Students ]]>
<![CDATA[Atika Puspitarini]]>;
<![CDATA[Rafiqa]]>;
<![CDATA[Ahmad Junaedi]]>
<![CDATA[ GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024 ]]>
Publisher : <![CDATA[PT. Lontara Digitech Indonesia ]]>
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DOI: 10.61220/glens.v1i2.348
<![CDATA[This research aims to find out the improvement of the 1st-grade students’ narrative writing by using digital storytelling and how they perceive that. The researchers used a quasi-experimental design to conduct this research. The population was 93 students and the sample elected was 15 students for both experiment and control classes. Test and questionnaire were employed to address the research questions. The data analysis was conducted using SPSS 25. The findings revealed that students’ narrative writing improved after digital storytelling was integrated into the lessons. The independent sample test showed that sig. 2 tailed < 0.05. Consequently, the alternative hypothesis was accepted, indicating a significant difference in narrative writing between students taught with digital storytelling and those taught without using digital storytelling. Moreover, the n-gain score result showed that the mean score of the experiment class was 62.09 included in the effective enough category. Therefore, it can be concluded that the use of digital storytelling is effective enough in enhancing the narrative writing of the 1st-grade students of MAN 2 Polman. Furthermore, the data from the questionnaire showed that the students had positive perceptions of using digital storytelling in classroom activities.]]>
<![CDATA[THE ANALYSIS OF TEACHER’S TALK AND LEARNERS’ TALK IN CLASSROOM INTERACTION ]]>
<![CDATA[Khatimah, Nur Husnil]]>;
<![CDATA[Junaedi, Ahmad]]>;
<![CDATA[Wahyuni, Wahyuni]]>
<![CDATA[ elstic : english language linguistics culture Vol 3 No 3 (2023): Volume 03, Number 03, December 2023 ]]>
Publisher : <![CDATA[Univeristas Islam Negeri (UIN) Alauddin Makassar ]]>
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DOI: 10.24252/elstic-ij.v3i03.43181
<![CDATA[This study aimed to analyze the type of teacher’s talk that occur in classroom interaction and the type of learners’ talk that occur in classroom interaction. The subjects for this research were students in the first-grade of SMPN 1 Majene. Researchers used the descriptive qualitative research as the research method. The research instruments were observation that was used in the classroom observation during the learning process. The results of this study were (1) The type of teacher’s talk that occurred the classroom interaction in the first-grade SMPN 1 MAJENE including two influences which are indirect influences including dealing with feelings, praising or encourage, joking, using ideas of students, repeating students’ verbatim, and asking questions; and direct influences including giving information, correction without rejection, giving direction, and criticizing students’ behavior; (2) The type of learners’ talk that occurred in the classroom interaction in the first-grade SMPN 1 MAJENE including response and silence or confusion.Keywords: Teacher’s talk, Learners’ talk, Classroom interaction]]>
<![CDATA[Peningkatan Motivasi untuk Melanjutkan Studi bagi Mahasiswa melalui Sharing Session Scholarship Opportunities and Challenges ]]>
<![CDATA[Paris, Nirma]]>;
<![CDATA[Hustiana, Hustiana]]>;
<![CDATA[Junaedi, Ahmad]]>
<![CDATA[ Sipakaraya : Jurnal Pengabdian Masyarakat Vol 3 No 1 (2024): Sipakaraya : Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/sipakaraya.v3i1.4097
<![CDATA[Sharing session merupakan kegiatan berbagi informasi, bertukar pikiran, dan pendapat mengenai topik tertentu. Pengabdian ini berisi tentang kegiatan sharing session scholarship opportunities and challenge yang bertujuan untuk meningkatkan motivasi mahasiswa agar lebih antusias untuk melanjutkan studi dengan beasiswa baik itu melanjutkan studi magister dengan beasiswa Lembaga Pengelola Dana Pendidikan (LPDP) atau melanjutkan ke Program Pendidikan Profesi Guru (PPG) melalui beasiswa PPG. Kegiatan ini dilaksanakan pada Selasa, 04 Juni 2024 pukul 09:00 - 11.00 melalui Zoom Meeting yang dihadiri oleh mahasiswa Pendidikan bahasa inggris angkatan 2021 sebanyak 76 orang. Pada tahap sharing session, materi yang diberikan yakni Tips dan Trik untuk menjadi Awardee LPDP dan Awardee PPG. Berdasarkan, hasil observasi selama kegiatan berlangsung, kegiatan ini membuat mahasiswa begitu antusias mulai dari pembukaan hingga penutup. Pengabdian ini membuat mahasiswa tergugah untuk menambah pengalaman, termotivasi untuk mengembangkan soft skill, termotivasi untuk terus meng-upgrade diri untuk bisa mendapatkan beasiswa dan melanjutkan pendidikan, termotivasi untuk terus meningkatkan kemampuan dan kualitas diri melalui beasiswa, agar menjadi lebih kompeten dan berkontribusi pada masyarakat, tergugah untuk memperbaiki kebiasaan mereka yakni akan lebih giat belajar dan berusaha untuk meningkatkan kualitas skills dan aktif di berbagai kegiatan, dan termotivasi untuk menyiapkan segala hal sebelum mendaftar beasiswa]]>
<![CDATA[Power Point-based Android English Learning Multimedia in Teaching Descriptive Text; Developing and Feasibility Study ]]>
<![CDATA[Pratama, Raka Widi]]>;
<![CDATA[Junaedi, Ahmad]]>;
<![CDATA[Danial, Muhammad Danial]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v12i2.4826
<![CDATA[This research aims to develop and produce interactive learning media based on android applications in English subjects. This type of research is research and development that refers to the 4D development model modified into 3D. The subjects of this research were first grade students of SMPN 3 Majene. The instruments used in this study were (1) media expert validation sheet to measure media feasibility, (2) product expert validation sheet to measure media feasibility, and (3) student response questionnaire to find out students' opinions on the attractiveness of the developed media. The results of the research are: (1) Development of interactive learning media based on android. (2) Learning media is declared feasible by media expert validators with a percentage of 92% in the very feasible category and experts with a percentage of 94% including the very feasible category. (3) The learning media is declared interesting based on the results of the analysis of student response questionnaires, which is 80%. At the end of this study, it can be inferred that Power Point-based Android English Learning Multimedia is feasible and ready to assist English teachers and students to gain better English learning.]]>
<![CDATA[IMPROVING STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT BY USING IMAGE MEDIA ]]>
<![CDATA[Husnul Khotimah]]>;
<![CDATA[Ahmad Junaedi]]>;
<![CDATA[Andi Mega Januarti Putri]]>
<![CDATA[ Tekstual Vol 22, No 1 (2024): Tekstual: Humaniora ]]>
Publisher : <![CDATA[Universitas Khairun ]]>
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DOI: 10.33387/tekstual.v22i1.7659
<![CDATA[This research aims to find out whether writing descriptive text using image media can improve students' writing skill in English and To find out aspects that improved the most after the image was taught. The location of this research is in SMA Negeri 3 Majene. The approach used in this research is quantitative. The methodology of this research is a quasi-experimental design. The population consists of four classes with a total of 71 students of XI SMA Negeri 3 Majene. The sample of this study was two classes consisting of 20 students for the control group and 20 students for the experimental group. In the control group, the researcher used the conventional method and the experimental group used the descriptive text learning method using Picture Media. The treatment was carried out in 8 times per meeting. The researcher used an instrument, namely a writing test (pre- test and post-test). The student's pre-test means score is (50.50) and the students' post-test mean score is (70.00). Meanwhile, the independent sample t-test results show that Sig. (2-tailed = 0.004) 0.05. That means learning with descriptive text using picture media can significantly improve students' writing skills.]]>
<![CDATA[Peningkatan Kompetensi Guru Dalam Membuat Video Pembelajaran Berbasis Aplikasi Wondershare Filmora Di Sekolah Penggerak ]]>
<![CDATA[Junaedi, Ahmad]]>;
<![CDATA[Musdar]]>
<![CDATA[ Rengganis Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2025): Mei 2025 ]]>
Publisher : <![CDATA[Pendidikan Matematika, FKIP Universitas Mataram ]]>
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DOI: 10.29303/rengganis.v5i1.494
<![CDATA[Program Sekolah Penggerak adalah terobosan pemerintah untuk mewujudkan visi Pendidikan Indonesia untuk mewujudkan Indonesia maju, mandiri, dan berkepribadian melalui terciptanya pelajar yang berfokus pada pengembangan hasil belajar siswa secara holistik yang mencakup kompetensi dan karakter. Hanya saja, dalam implementasinya, khususnya pada jenjang PAUD masih mengalami banyak tantangan. Yang paling mendesak untuk segera di intervensi adalah peningkatan kompetensi guru dalam menguasai teknologi informasi yang berhubungan dengan media pembelajaran inovatif maupun pendukung lainnya seperti pembuatan video aksi nyata guru dalam PMM (Platform Merdeka Mengajar). Diharapkan dengan adanya kegiatan ini, kompetensi guru-guru di sekolah tersebut dapat meningkat terkhusus dalam pembuatan video pembelajaran inovatif dan dapat segera mengimbaskan ke sekolah-sekolah lainnya. Metode yang akan digunakan dalam kegiatan ini adalah diskusi, simulasi dan workshop. Tahap pelaksanaannya meliputi tahap pertama yaitu melakukan observasi lapangan dan wawancara dengan kepala sekolah dan guru, tahap kedua melakukan analisis kebutuhan, tahap ketiga yaitu pelatihan pembuatan video pembelajaran, dan tahap keempat yaitu simulasi hasil pembuatan video media pembelajaran. Tahap terakhir yakni evaluasi dan refleksi pelaksanaan pelatihan kompetensi guru dalam penggunaan aplikasi Wondershare Filmora.]]>
<![CDATA[INOVASI PENINGKATAN KOMPETENSI GURU MELALUI EDUKASI ASESMEN PEMBELAJARAN BERDIFERENSIASI PADA KURIKULUM MERDEKA DI SMP ISLAM TERPADU TAHFIDZUL QUR’AN MAJENE ]]>
<![CDATA[M, Musdar]]>;
<![CDATA[Junaedi, Ahmad]]>
<![CDATA[ Jurnal Abdi Insani Vol 12 No 2 (2025): Jurnal Abdi Insani ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/abdiinsani.v12i2.2118
<![CDATA[The Merdeka Curriculum is a curriculum that helps educators create quality learning according to the needs and environment of the students. A good educator is one who possesses professional competence, which can be achieved by conducting differentiated learning assessments according to the applicable curriculum. Since the Merdeka Curriculum was established as the National Curriculum, teachers are required to be able to carry out differentiated learning assessments. The aim of this activity is to enhance teachers' competence in creating differentiated learning assessments within the Merdeka Curriculum at SMP Islam Terpadu Tahfidzul Qur’an Majene. The method used includes material delivery and discussion, as well as training and integrated mentoring in workshop activities. This method is used so that after listening to the material and participating in discussions, each teacher is expected to be able to create and conduct differentiated learning assessments in each subject taught, according to the educational level, starting from the planning, implementation, and evaluation stages of the learning process. Results show an improvement in teacher competence through education on differentiated learning assessments within the Merdeka Curriculum at SMP Islam Terpadu Tahfidzul Qur’an Majene. Teacher competence before the differentiated learning assessment education activity was at an average value of 44.45%. Subsequently, data analysis of the improvement in teacher competence after the differentiated learning assessment education activity showed an average value of 75.25%. This data indicates an increase in teacher competence by 30.75% after the education activity.]]>
