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All Journal Jurnal Bahasa, Sastra, dan Budaya Jurnal Inovasi Jurnal Pendidikan Usia Dini Proceeding of International Conference on Teacher Training and Education Indonesian EFL Journal Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya International Journal of Humanities and Innovation (IJHI) Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal

Rasuna Talib

Universitas Negeri Gorontalo

Author-ID : 400328

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Physics Public Health Social Sciences Other

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Enhancing the Students Writing Ability by Using Comic Strips Humola, Yusda; Talib, Rasuna
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.24 KB)

This article reports on the results of a study aiming to investigate whether the comic strips can help students to enhance their writing skill in English. This study was conducted at the tenth class of SMA Negeri I Tapa 2014/2015 in academic years with 25 students as the participants. The text in focus was narrative. The study used an action research by using Kemmis and Taggartâ s design that consists of four steps, namely planning, acting, observing, and reflecting. The data were collected from observation and written test. The data of observation were obtained the teacher and studentsâ activities in teaching learning writing. Whereas, the data of written test were obtained from the studentsâ writing task in every cycle. Some aspects used to analyze the students writing ability, namely content, organization, vocabulary, language use and mechanics ones. The results indicates that despite some aspects that still need improvement, the use of comic strips can enhance students writing skill in narrative text. The portraits of studentsâ progress in writing English narrative text of some cycles show that in the first cycle, only four of twenty five students (16%) who can write narrative texts as the successful indicator 80%. In the second cycle, ten students (40%) were success, then in the third cycle, twenty two students (88%) could reach the value 80 or more as the criteria of successful. Observation data shows that the students were motivated to write English narrative text by using comic strips both in group and individual works. Whereas, the commitment of English teacher as a model and colleagues to reflect and to renovate the teaching and learning process was running well on each cycle. Based on the results of the study, it is recommended that comic strips be implemented in other genres, notably recount text or other language skills, and other countries.

Developing supplementary English reading materials for Vocational High School Hanswaty Noho; Hasanuddin Fatsah; Rasuna Talib
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 2 (2018): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i2.12

The main problem of this study was “What are students of the Vocational School of Computer Networks need in learning English?” and “How is the development of supplementary English materials for reading skill?” The objective aimed at describing the development of supplementary reading materials for the tenth-grade vocational school based on the 2013 curriculum. The subject was the computer networks students in grade tenth in the 2015/2016 academic year consisting of twenty-two students (five males and 17 females). This research used R & D (Research and Development) method. The data were gathered from a number of sources, including students’ need analysis of English reading materials in grade X in the students’ book of 2013 curriculum, supplementary development of the English reading materials for computer networks students, and expert validation of supplementary English reading materials and students’ response after used the supplementary English materials. The findings showed that more than 30% of students were difficult to read the computer networks text and to understand the meaning of the text. The result of students’ book analysis was none of the reading materials appropriate for computer networks department, mostly provided General English. In developing the supplementary English reading materials for computer networks students, there were four stands, in which the current research only applied three out of the four stands, including define, design and developed. This supplementary English reading material helped the computer networks students to learn English based on their need.

ENGLISH VARIETIES Rasuna Talib
Jurnal Inovasi VOL. 08, NO. 04, THN. 2011
Publisher : Jurnal Inovasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.358 KB)

The aim of this article is to describe both theory and specimens of the English varieties as stated by Mc.Arthur, such as nativized, decoratives, domesticated, and fractured English. Some data were extracted from authentic materials: magazine, newspaper, consumer of goods, clothing, etc. Decorative English refers to the English variety where English words are only used in this variety for specific purposes or the reason or prestige product; Domesticated English refers to the English variety where it takes place inside the native language Domesticated and borrowing EnglishThe words fit perfectly into existing language system because they represent concepts and items for which no prior word existed and it is permanently words used by country which need them. Indonesia, for example, has been a great deal of borrowing words, such as in medical, advertisement, economy, banking, etc. In this matter, we also find many English words which are used by Indonesia temporally, what we called borrowing word. And the last one is fractured English, that is the misuses of English words and it has been discovered in advertisement, hotel notices, restaurant menus, etc.

MENINGKATKAN HASIL BELAJAR MAHASISWA JURUSAN BAHASA INGGRIS PADA MATA KULIAH ENGLISH MORPHOLOGY DENGAN MENERAPKAN MODEL PEMBELAJARAN KOOPERATIF METODE JIGSAW Rasuna Talib
Jurnal Inovasi VOL. 06, NO. 03, THN. 2009
Publisher : Jurnal Inovasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.544 KB)

The English Department Students of Faculty of Letters have low motivation in learning the subjects of linguistics, such as English Morphology. They felt bored and hard to follow this subject. This was probably because of the lowest creativity of the lecturers in creating the various model, methods or techniques in teaching linguitics subject. Consequently, most of students achievement are low. Thus, this makes me to conduct a reserarch by using the model of cooperative learning-jigsaw method. The objective of teaching is to increase students understanding toward the concepts in English morphology subject and to to increase the students learning achievement in English morphology subject. This research was conducted at the the English Department students of Faculty of Letters and Culture who programme the subject of English morphology in the academic 2006/2007 (39 students). The development method used in this teaching was the Classroom Action Research. It was conducted 3 cycles. about both teacher and students activites in the teaching and learning process, test and students feedback about the teaching and learning process The data are analyzed quatitatively and qualitatively. The result of research indicates that the jigsaw method can increase the achievement of English Department Students in learning English Morphology. This is proven by the result of students achievement in the cycle one 79% or the value 3 ( good category), in the cycle two 86% or the value 3,53 ( excellent category), and in the cycle three 90% or the value 3.71 ( excellent category). Besides, the impact of the applying of this method can make students active in the classroom. This is believed that the application of jigsaw method can give a valuable contribution for the increasing of teaching quality, both the students academic and social skills.

PSIKOLOGI DAN METODE PEMBELAJARAN BAHASA Rasuna Talib
Jurnal Inovasi VOL. 07, NO. 04, THN. 2010
Publisher : Jurnal Inovasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.377 KB)

Dalam mengembangkan teori pembelajaran bahasa, peserta didik dan pendidik (guru/dosen) dapat mengembangkan perspektif pembelajaran bahasa. Seorang guru bahasa harus memiliki sejumlah pengetahuan teori psikologis pembelajaran bahasa, seperti pemahaman terhadap ragam teori pembelajaran bahasa seperti teori behavioristik, teori mentalistik, teori kognitif, teori humanistik, teori konstruktivisme dan teori hibernetik. Berbagai metode pembelajaran dimaksud antara lain metode penerjemahan tata bahasa (Grammar translation method) merupakan metode mengajar bahasa yang berfokus pada penghafalan aturan, kosa kata dan kosa kata diajarkan dengan dua bahasa, intensitas melakukan aktifitas menerjemahkan. Metode langsung (direct method) memberikan fokus pada proses pembelajaran bahasa asing sama dengan proses belajar bahasa pertama yakni penggunaan langsung bahasa dalam komunikasi. Metode audiovisual, yakni pembelajaran bahasa berdasarkan konteks sosial dan mengajar bahasa dengan komunikasi lisan yang bermakna. Pembelajaran bahasa komunikatif (CLT - Communicative Language Teaching) merupakan metode eklektik dari upaya disumbangkan oleh metode-metode pembelajaran sebelumnya.

Teaching Vocabulary through Fly Swatter Game (A study conducted at the first grade students of SMP Negeri 03 Paguyaman) Tiwi Aprilia Samwan; Rasuna Rasid Talib; Rahmawaty Mamu
Jambura Journal of English Teaching and Literature Vol 2, No 2 (2021): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Vocabulary is one of the important components to master all of language skills. It has strategic positions in education and teaching. Fly Swatter game is an interesting technique in teaching and learning that makes the students can learn through playing. Therefore, this study aims to find out whether the game of Fly swatter can significantly enhance the student’s vocabulary mastery or not. It focuses only on mastering adjective and noun class. The sample of this research was the students of Paguyaman Junior high school at VII B class. Further, this study is using quantitative analysis, in investigating the student’s improvement in mastering vocabulary, the researcher give test to the students which consist of 40 numbers, which divided into 20 tests each for noun and adjective. To analyze the student’s improvement, the researcher use pre experimental design, there are three steps used that are pre test, treatment, and post test. The finding reveals that there is significance improvement on the result of pre test and post test. It was from 40% which categorized in poor level increase into 95% which categorize in excellent level, with the total increases was around 55% . Furthermore, it was proved by the result of hypothesis verification, it is found that T count = 19, 44 at the level of significance (a = 0, 05) and degree of freedom (df ) = 19-1=18. Then, it is found that T table = 2,101, it can be concluded that fly swatter game can increase students ability in vocabulary, because based on the criteria above shows that T count is more than T table 19, 44 ≥ 2,101.

Pre-Service English Teachers’ Ability in Applying Teaching Skills Nur Inda Astuti Mabing; Rasuna Rasid Talib; Nurlaila Husain
Jambura Journal of English Teaching and Literature Vol 3, No 1 (2022): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

ABSTRACT Basic teaching skills are complex skills, which must be possessed by an educator and be able to apply them in the learning process. These basic teaching skills include opening and closing lessons, questioning skills, explaining skills, variation skills. The purpose of this study was to determine how the application of basic teaching skills during the teaching practice experience exam. This research was conducted using qualitative methods. The subjects of this study were 5 students teaching practice experience. The data collection technique in this study used an observation sheet by viewing the video exam for students teaching practice experience. Based on the results of video observations by researcher regarding the application of basic teaching skills in the teaching practice experience class, the basic teaching skills are quite good and effective because in general the participants in the teaching practice experience have applied the four basic teaching skills well but not all of the points contained in these skills implemented at the time of teaching. But in this case it can be overcome thanks to the cooperation between teachers and students.

Investigating Students Characteristics and Gender Differences Based on Multiple Intelligences Tendency Samsudin R. Ishak; Rasuna Talib; Suleman Bouti
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 8 No 3 (2022): Ideas: Pendidikan, Sosial, dan Budaya (Agustus)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v8i3.874

Students various characteristics need to be identified and facilitated at the first year in junior high school to determine their learning preferences and difficulties. This study aims to investigate: (i) students characteristics based on their multiple intelligences (MI) tendency; (ii) gender differences on their MI tendency. The study was held on twenty-seven students of grade seven (eight males and 19 females) at SMP Negeri 4 Randangan Satu Atap in 2021-2022 academic year by using one-shot descriptive survey method. The MI inventory result showed that interpersonal intelligence was strongly developed and the other seven intelligence were developed. Demographic background was contributing to the dominance of the three intelligences (interpersonal, naturalist, and verbal linguistics) as these three types of intelligence become the foundation of how these students who come from families of farmers, fishermen, and small traders living in rural area solve problems and produce works to live their daily lives. Even though the Kruskal-Wallis test showed no gender differences in all the eight intelligences, the item analysis showed that female and male respondents are different in 23 items. Males showed more interest in more expressive, active, and analytic activities, while females are better in items related to self-regulation. The information from MI Inventory can be an initial data for English teacher to decide which activities to include as learning input to match with students preferences. It is the first phase of need analysis to develop such an MI-based student-centred learning. Keragaman karakteristik siswa perlu diidentifikasi dan difasilitasi pada tahun pertama di sekolah menengah pertama untuk menentukan preferensi dan kesulitan belajar mereka. Penelitian ini bertujuan untuk menyelidiki: (i) karakteristik siswa berdasarkan kecenderungan kecerdasan majemuk (MI) mereka; (ii) perbedaan gender pada kecenderungan MI mereka. Penelitian dilaksanakan pada dua puluh tujuh siswa kelas tujuh (delapan laki-laki dan 19 perempuan) di SMP Negeri 4 Randangan Satu Atap pada tahun ajaran 2021-2022 dengan menggunakan metode survei deskriptif sekali tembak. Hasil MI Inventory menunjukkan bahwa kecerdasan interpersonal sangat berkembang dan tujuh kecerdasan lainnya pada level berkembang. Latar belakang demografis berkontribusi dalam dominasi tiga kecerdasan (interpersonal, naturalis, dan linguistik verbal) karena ketiga jenis kecerdasan ini menjadi dasar bagaimana para siswa yang berasal dari keluarga petani, nelayan, dan pedagang kecil yang tinggal di daerah pedesaan memecahkan masalah dan menghasilkan karya untuk menjalani kehidupan sehari-hari mereka. Meskipun tes Kruskal-Wallis tidak menunjukkan perbedaan gender dalam kedelapan kecerdasan tersebut, analisis item menunjukkan bahwa responden perempuan dan laki-laki berbeda dalam 23 item. Laki-laki menunjukkan lebih banyak minat pada kegiatan yang lebih ekspresif, aktif, dan analitik, sementara perempuan lebih baik dalam hal-hal yang berkaitan dengan pengaturan diri. Informasi dari MI Inventory dapat menjadi data awal bagi guru bahasa Inggris untuk memutuskan kegiatan mana yang akan dimasukkan sebagai input pembelajaran agar sesuai dengan preferensi siswa. Ini adalah fase pertama analisis kebutuhan untuk mengembangkan pembelajaran yang berpusat pada siswa berbasis MI.

CRAFTING AN ENGLISH WORKBOOK BASED ON STUDENTS' NEEDS AND MULTIPLE INTELLIGENCES Samsudin R. Ishak; Rasuna R Talib; Suleman Bouti
Indonesian EFL Journal Vol 9 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8752

Diversity is celebrated in the newly promoted Emancipated Curriculum. However, providing English materials that suit to students’ diversity was quite challenging for English teacher at grade VII in rural area since the students never experience learning English at elementary school. This study is the second part of need assessment of the research and development of a Multiple Intelligences-based English Workbook. The study aims to explore the need analysis covering target needs and learning needs of 27 seventh grade students at SMP Negeri 4 Randangan Satu Atap, Pohuwato, Gorontalo, Indonesia in learning English at the first year by using need assessment questionnaire. From the online administration, it is found that on the target needs, students preferred learning English to communicate and perceived that writing, speaking, and pronunciation are the most required skills to have. In terms of learning needs students preferred online and updated content on YouTube, TikTok, Instagram and other digital sources; to be discussed in a small-group settings which enable ones to express ideas and reduce teacher’s talk. The findings indicate the importance of the inclusion of authentic materials, representation of gender, occupation, and religion including the accessibility of the embedded link to the original sources. Those of which are in line with the promoted diagnostic assessment in Emancipated Curriculum.Keywords: Diversity; emancipated curriculum; need analysis; target needs; learning needs; multiple intelligences, workbook.

Enhancing Children's Vocabulary Mastery Through Storytelling Moon Hidayati Otoluwa; Rasuna Rasid Talib; Rosalin Tanaiyo; Herlina Usman
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Significant language development differences occur in preschoolers, resolving these differences is a key objective of preschool education because young children's language abilities at the start of school, particularly their vocabulary abilities, are a strong predictor of later academic ability. Storytelling is one of the methods used to teach English, it makes the learning environment more interesting, energetic, and conversational. This study aims to examine storytelling in increasing children's vocabulary. The research method is a case study that uses observation, interviews, and documentation as data collection tools. The participants are an English teacher and seven children aged 4-5 years. Although, many early childhoods English teachers state that one of the weaknesses of children in learning English is a lack of vocabulary mastery because it can hamper the learning process. The findings show that storytelling is effective in increasing children's vocabulary. Vocabulary is the foundation for improving children's ability to speak English, both orally and in writing. Second language vocabulary is important to learn and develop for the quality of early childhood learners in language education. Keywords: early childhood, vocabulary, storytelling References: Agosto, D. E. (2016). Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling. Children and Libraries, 14(2), 21. https://doi.org/10.5860/cal.14n2.21 Chubb, J., Missaoui, S., Concannon, S., Maloney, L., & Walker, J. A. (2022). Interactive Storytelling for Children: A Case-Study of Design and Development Considerations for Ethical Conversational AI. Int. J. Child-Comp. Interact., 32(C). https://doi.org/10.1016/j.ijcci.2021.100403 Dewi, E. N. F., Hasanah, N., & Nurul, M. F. (2022). Enhancing Students’ Vocabulary Through Story Telling. EDULEC JOURNAL: Education, Language, and Culture. Egan, K. (1989). Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School. University of Chicago Press. https://books.google.com.mt/books?id=zNdLGAPzQT8C Ekawati, A. D. (2022). The Implementation of Total Physical Response (TPR) to Improve Student’s English Vocabulary During Pandemic. English Journal, 16(1). Fadli, M. R. (2021). Understand the design of qualitative research methods. humanics, [Memahami desain metode penelitian kualitatif]. Humanika, 21(1). Isik, M. A. (2016). The Impact of Storytelling on Young Ages. European Journal of Language and Literature Studies Articles, 2, 3. Kaur, A., Young, D., & Kirkpatrick, R. (2016). English Education Policy in Thailand: Why the Poor Results? In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (Vol. 11, pp. 345–361). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_16 Khudhair, N. K., & Alnoori, B. S. M. (2017). Investigating EFL Preparatory School Teachers’ Perceptions Toward Using Storytelling Technique. Route Educational and Social Science Journal, 4(6). Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2), Pages 845-860. https://doi.org/10.6007/IJARPED/v11-i2/13266 Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485 McKay, P., & Guse, J. (2007). Five-Minute Activities for Young Learners. Cambridge University Press. https://books.google.co.id/books?id=BWKXLgrSv6gC Mufida, A., & Abidin, M. R. (2021). Designing a Board Game as a Media for Learning English for Children Aged 6-10 Years [Perancangan Board Game Sebagai Media Pembelajaran Bahasa Inggris Anak Usia 6-10 Tahun]. Jurnal Barik, 2(3). https://ejournal.unesa.ac.id/index.php/JDKV/ Noom-ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6(11), p139. https://doi.org/10.5539/elt.v6n11p139 Pertiwi, A. B., Rahmawati, A., & Hafidah, R. (2021). English Vocabulary Learning Methods in Early Childhood [Metode Pembelajaran Kosakata Bahasa Inggris Pada Anak Usia Dini]. Kumara Cendekia, 9(2), 95. https://doi.org/10.20961/kc.v9i2.49037 Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x Stargatt, J., Bhar, S., Bhowmik, J., & Al Mahmud, A. (2022). Digital Storytelling for Health-Related Outcomes in Older Adults: Systematic Review. J Med Internet Res, 24(1), e28113. https://doi.org/10.2196/28113 Sunyakul, N., & Teo, A. (2020). Primary School English Teachers’ Application of Knowledge/Skills from Boot Camp to Their Classroom Teaching Practices and Factors Hindering Their Application. 13(1). Tarigan, H. G. (1986). Menulis sebagai suatu keterampilan berbahasa. Angkasa. https://books.google.co.id/books?id=XXoBtwAACAAJ Thornbury, S. (2002). How to teach vocabulary. Pearson educational. https://books.google.co.id/books?id=5qLkoAEACAAJ Udaya, M. (2022). Using Semantic Maps as A Teaching Strategy for Vocabulary Development. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.4095 Zu, Y., Cheng, Z., Sun, Q., & Zhao, H. (2021). On the Problems and Countermeasures in English Vocabulary Teaching in Junior Middle Schools. 568.

Co-Authors Alaydrus, Siti Hadija Bouti, Suleman Dama, Dewi Fahria Malabar Hanswaty Noho Haris Danial Hassanudin Fatsah Helena Badu Herlina Usman Idrus Idrus Islamiyah, Ibmasiah Wardatun Kasim, Nadia Pratiwi Luneto, Sri Puput Moon Hidayati Otoluwa Nur Inda Astuti Mabing Nurlaila Husain Rahman Taufiqrianto Dako Rahmawaty Mamu Rosalin Tanaiyo Safar, Mohamad Bahrul Ulum Samsudin R. Ishak Samsudin R. Ishak Sayama Malabar Sri Agriyanti Mestari Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Taha, Nasim Tahir, Nur'ain Tiwi Aprilia Samwan Usman Pakaya Yusda Humola, Yusda

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