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All Journal Al Ishlah Jurnal Pendidikan English and Literature Journal Al-Ta'lim Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang JEE (Journal of English Education) Ethical Lingua: Journal of Language Teaching and Literature Jurnal Scientia International Journal of Humanities and Innovation (IJHI) Journal of Social Responsibility Projects by Higher Education Forum PROFICIO: Jurnal Pengabdian Masyarakat AKM: Aksi Kepada Masyarakat Proceedings Series on Health & Medical Sciences DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika Kumpulan Artikel Pendidikan Anak Bangsa : Journal Pendidikan, Sosial dan Humaniora International Journal of Education and Humanities Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat MERDEKA: Jurnal Ilmiah Multidisiplin EDULEC
Ibrahim, Muliaty
Universitas Megarezky
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The Effectiveness of Role Play in Teaching Speaking Skill of The Eleventh Grade Students at SMAN 19 Makassar Muldi Lumiling; Muliaty Ibrahim; Vivit Rosmayanti
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 3 No 3 (2023): December (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v3i3.178

Abstract

This study aims to determine the effectiveness of role-playing in teaching speaking skills to students of class XI 19 Senior High School Makassar, and whether there is a significant difference between students who are trained in speaking skills using conventional methods and students who use role-playing techniques. This study uses a quantitative approach, namely experimental research with a pre-test and post-test research design and the sample of this study is 60 students. Researchers used two clasess and experimental class using role-playing techiquess and a control class using concetional methods. Meanwhile, in the last stage, the researcher gave a post-test in the same class to find out whether the role-playing techiquess was effective in teaching students speaking skills in the experimental class. The results of this study show the average pre-test in the experimental class (59.87%) and the control class (60.93%). The post-test average of the experimental class (84.40%) was higher than that of the control class (64.53%). This means that there is a difference between students who use role-playing techniquess abd students who uses conventional techniquess. Thus, teaching speaking using role-playing techniquess has a significant effect on improving students speaking skills. Therefore, it is suggested that the role-playing techniquess can be applied as an affective learning method for teachers to teach speaking skills anf for future researchers to use the same type of research under different conditions.
Increasing Students’ Vocabulary Mastery Through English Movie At Senior High School In Gowa Sebastianus Torino Shandri; Muliaty Ibrahim; Sukmawati
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 4 No 1 (2024): Vol. 4 No. 1 (2024): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v4i1.210

Abstract

The objective was to determine the influence of English movie to improve students’ vocabulary mastery. This used a quantitative research with experimental method. This study used two classes, namely experimental class with English movie and control class without English movie. The samples were grade X IPA 2 with 30 students for the experiment class and grade X IPA 3 with 30 students for the control class.Data collection techniques were pre-test and post-test. The results indicated the pre-test result mean value in the experimental class was 38.50 and the pre-test in the control class was 34.17 indicating that the students ability in the pre-test was still very low while the experimental class mean value in post-test was.83.17 and the post test results in the control class were 63.17 showing that the students’ vocabulary mastery was in a good category and began to increase. The data were analyzed by using and independent sample of normality that 0.053 >0.05 so that normality is distributed, homogeneity values are met,t-test,indicating that Sig.( 2-tailed) is 0.000 lower than 0.05 so that the influence is found. The research proves there is an increase in the students’ vocabulary mastery trough English movie.It can be concluded that English movie can improve the vocabulary mastery of grade X IPA 2 students at SMAN 10 GOWA.
Improving Students’ Vocabulary Mastery by Using Extensive Reading of Junior High School Students Evi Sulvia Ningsih; Sujarwo Sujarwo; Hasnani Hasnani; Muliaty Ibrahim
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i2.339

Abstract

The purpose of this study was to determine the use of extensive reading methods in teaching vocabulary in the eighth grade at Upt. SMPN Benteng Utara No. 4, Selayar Islands, which consisted of 29 students. This research was action research; it was mentioned that the steps of the research include reconnaissance, planning, action, observation, and reflection to improve students’ vocabulary mastery at VIII A through extensive reading activities. The researcher focused on employing the extensive reading activities to improve students' vocabulary mastery. The aim was to find out or fine the use of extensive reading methods in increasing students' vocabulary to get a significant improvement by comparing the pre-test and post-test in the eighth-grade students based on the analysis of the mean score in the eighth-grade post-test to find out how the use of extensive reading methods affects students' vocabulary. The research showed that the average score in the first cycle is 65,5 and the second cycle is 80,5. It can be concluded that the extensive reading methods are effective in increasing students' vocabulary. This study concludes that extensive reading activities could improve students’ vocabulary mastery. Through this activity, they were familiar with the words they had learnt. They could memorize the words easily because the words were met several times in an extensive reading activity, and they had more opportunities to explore various English texts.
THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ SPEAKING SKILLS AND LANGUAGE LEARNING STRATEGIES IN THE SENIOR HIGH SCHOOL CONTEXT Muliaty Ibrahim; Yulini Rinantanti; Vivit Rosmayanti; Nur Ina Syam
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4570

Abstract

This study investigates the effect of Project-Based Learning (PjBL) on senior high school students’ language learning strategies and speaking skills. While previous studies have largely focused on students’ speaking performance, this study highlights how instructional approaches can shape students’ strategic behavior during speaking activities. he research employed a quasi-experimental design with two groups consisting of 35 students each. The instruments included a language learning strategies questionnaire adapted for speaking contexts and a speaking performance test. The data were analyzed using descriptive statistics, paired-samples t-test, independent-samples t-test, and correlation analysis. The finding revealed that students in the experimental group showed a significant improvement in their use of language learning strategies compared to those in the control group (p<0.05). A strong positive correlation was also found between strategy use and speaking performance. The effect size indicated a substantial impact of Project-Based Learning. The study contributes to the existing literature by highlighting how Project-Based Learning enhances students’ strategic competence in speaking, not merely their speaking outcomes. Therefore, teachers should integrate project-based approaches to promote both strategic learning and communicative ability.
Co-Authors Abdul Malik Iskandar Adriandy Saleh Andi Meinar Dwi Rantisari Andi Miftahul Maulidil Mursyid Andi Rasmiyati Andi Tenri Abeng Asdar Asdar Bau Lesni Budi Rahayu, Budi Dewi Nidia Soepriadi Evi Sulvia Ningsih Faot, Onisimus Hasnani Hasnani Hasnani Hasnani Hasnani, Hasnani Herman Isnadila Jamal, Munarti Jamila Juanda Lili, Reski Limbong, Sunarlia Luana Sasabone M. Yogi Riyantama Isjoni Meinar Mesfer, Faradila Muh. Yahrif Muhamad Yahrif Muhammad Yahrif Muldi Lumiling Muldi Lumiling Najwa Lahmady Nemo, Maximus L Ningsih, Evi Sulvia Nur Ina Syam Nurul Amaliah Ona Marta Iyarmasa Rafisa Zakaria Reni Safitri Ria Rezeki Rika Handayani RR. Ella Evrita Hestiandari Runimeirati Runimeirati Sasabone, Luana Sebastianus Torino Shandri Sebastianus Torino Shandri Siti Hafni Kastella Sitti Hajrah Sriwahyuni Suciati Suciati Suharti Siradjuddin Sujarwo Sujarwo Sujarwo Sujarwo Sujarwo Sujarwo Sujarwo sukmawati Sukmawati Sukmawati Sukmawati Vivit Romayanti Vivit Rosmayanti Walia, Fifi Citra Wally, Andri R Yahrif, Muhammad Yahuda Lohing Yulini Rinantanti Yulini Rinantanti