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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature AL ISHLAH Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) JMM (Jurnal Masyarakat Mandiri) PROJECT (Professional Journal of English Education) Reswara: Jurnal Pengabdian Kepada Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Jurnal Scientia JOLLT Journal of Languages and Language Teaching Jurnal Riset dan Inovasi Pembelajaran DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika Kumpulan Artikel Pendidikan Anak Bangsa : Journal Pendidikan, Sosial dan Humaniora Arshaka: Pedagogy and Learning Review
Muhamad Yahrif
Prodi Pendidikan Bahasa Inggris, Universitas Megarezky, Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Improving Students’ TOEFL Listening Skills Through Online Learning During New Normal Suharti Sirajuddin; Muhamad Yahrif
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3358

Abstract

This research aimed to know the improvement of listening skills in TOEFL tests through online learning during the new normal. The focus of this research was to improve students' Listening skills for the TOEFL test. The materials of this research focused on TOEFL listening by using a combination of three online applications, namely Zoom, Edmodo, and WhatsApp. This research used a mixed-method design, quantitative and qualitative data collection. The samples involved 47 students of the English Education study program at Megarezky University by using purposive random sampling. Pre and Post-test result, observation, and open-ended questions are used to collect data. Pre and post-test results of students were analyzed by using the T-test of the SPSS 20 version. Open-ended questions and observation are used as additional data from SPSS analysis. The results of this study showed that a mean score of 16.4 on pre-tests improved compared with a 33.5 mean score on the post-test. Based on students' open-ended questions, students wrote positively about the online learning process and claimed that it helped them to increase their skills in listening. Using several methods to optimized online learning during the new normal is essential, especially for improving students listening skills.
Best Practices in Promoting Students’ Reading Habit in Extensive Reading Class Vivit Rosmayanti; Muhammad Yahrif
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3432

Abstract

A literate culture must be created for this world, and reading habits are crucial. It moulds a person's personality and aids in their ability to think clearly and come up with original ideas. This study aimed to highlight best practices in promoting students’ reading habits in extensive reading classes. This study employed a qualitative grounded research design. The participants of the study were students of the English department at one of private university in Makassar. The data were collected by conducting semi-structured interviews and classroom observation. The interview transcript and the field notes from the observation were analyzed using a grounded research approach. There are three steps of codification of the grounded research approach: open coding, axial coding, and selective coding. The result of this study revealed seven successful activities applied in supervised (instructed) Extensive Reading classes; some are everyday reading activities, some are modified reading activities, and the lecturer creates others to promote students' reading habits. They were: 1) Jigsaw reading, 2) Jumbled reading, 3) Paraphrasing reading quiz, 4) Reconstructing reading story, and 5) Vocabulary reading challenge. 6) Book response form presentation, and 7). Survey reading. It can be concluded that the student's responses are very positive since they encourage them to read at home or anywhere, not only in class. It is recommended for the teachers should work in collaboration to develop interest of students in reading materials through digital media.
THE USE OF SHOW AND TELL METHOD IN TEACHING VOCABULARY AT THE SECOND YEAR STUDENTS OF JUNIOR HIGH SCHOOL Ullah, Amrullah; Vivit Rosmayanti; Muhamad Yahrif
Kumpulan Artikel Pendidikan Anak Bangsa (Kapasa) : Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2023): April KAPASA
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MEGAREZKY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37289/kapasa.v3i1.197

Abstract

This study aimed to know the use of the show-and-tell method in teaching vocabulary the second-year students Of Junior High School SMPS Darul Ulum Panaikang Bantaeng. It consisted of 38 students, 19 students in class controlled and 19 in the experimental class. This research was Quasi-Experimental Design; with experimental and controlled classes. One group was treated as the experimental class and another group was treated as the controlled class. The researchers used pre-test and post-test designs in both experimental and controlled classes. Analysis of the mean score gap in the post-test between the experimental and controlled ensures that the technique used was effective. The mean score of the Experimental class was 9.02 and 5.63 for the Controlled class. It meant the gap between the students’ scores in the Experimental and Controlled class was 3.39. The explanation of the gap between the two classes indicated that the Experimental class showed high improvement than the Controlled class. Based on the result of this study, showing the students' scores were much higher after the treatment in the Experimental class using the show & tell method. The use of the show & tell method was effective toward the students’ vocabulary mastery.
The Role of The English Vocabulary Level Test For ESP Learners: Assessing Students’ Readiness Siradjuddin, Suharti; Yahrif, Muhammad
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 3 (2024): September-December 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i3.2417

Abstract

This research aims to determine the student’s readiness to learn English at the tertiary level through vocabulary tests. This research was carried out due to the low English skills at the tertiary level for English-specific purposes in accounting. Students find it difficult to use general English, which is possibly because of a lack of vocabulary. Furthermore, the researchers attempted to investigate this assumption further by using an online vocabulary test through the Oxford online vocabulary test with quantitative data analysis techniques. There were 233 tertiary students from 8 different classes who participated in this research, taking English for Accounting and English for Business as one of the courses in the first semester at Universitas Negeri Makassar. The tools for collecting data were the Oxford online vocabulary test, survey questionnaires, and observation. Quantitative data were used to collect data through questionnaires. The findings showed that the majority of respondents (38%) at the tertiary level were at A1 or the elementary English vocabulary level, which is inadequate to learn English for ESP at the university level. This research also found that the majority of respondents (50%) have learned English since elementary school which contradicts the vocabulary level test result. It can be concluded that students’ English vocabulary levels are insufficient for academic demands at the university level, particularly in preparing for ESP courses. Moreover, students’ vocabulary development shows inconsistent with the extended period of English learning since elementary with the increase of English vocabulary proficiency. However, integrating learning methods such as social media, online apps, website, games, movies, songs, and novels can be an effective approach for enhancing English learning in the classroom.
The Impact of Task-Based Language Teaching (TBLT) Method on Students' Speaking Ability at Senior High School Lili, Reski; Sujarwo, Sujarwo; Ibrahim, Muliaty; Yahrif, Muhamad
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.775

Abstract

Much research has shown that task-based language learning (TBLT) can improve students' speaking ability. However, many students struggle to speak, especially at the senior high school level. This research aimed to determine the impact of the Task-Based Language Teaching (TBLT) method on the speaking ability of SMA Negeri 14 Gowa class XI students. The design of this research used an experimental procedure with a quantitative approach. The population of this research was 62 students who were divided into two classes, namely the control class and the experimental class. This research used pre-tests and post-tests. Then, the researcher continued with four meetings using the task-based language teaching method (TBLT). This data was obtained through pre-test and post-test, where the researcher took the students' speaking performance scores. The results showed that the average pre-test score of students in the control class was 58.45, and the post-test was 59.87. While the average pre-test score in the experimental class was 58.71, and the post-test was 70.32. There was a significant difference in the average score in the experimental class. The value increased by 11.6, after being given treatment with a significance level of 0.004 <0.05, H0 was rejected and Ha was accepted. Based on the results of this research, it can be concluded that there is an improvement in students' speaking ability using task-based language Teaching in class XI IPA I students of SMA Negeri 14 Gowa Keywords Task-Based Language Teaching (TBLT) Method, Sharing Personal Experience, Speaking Ability
Integration of technology in differentiated learning to improve student learning outcomes in elementary school Diah Retno Anggraini; Muhamad Yahrif; Amira Deani
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to measure the impact of technology integration in differentiated learning on student learning outcomes in elementary school. Using a quantitative experimental design with a pre-test post-test approach, this study involved 120 students of School 231 Sukaasih who were divided into two groups: an experimental group that used technology in differentiated learning and a control group that used traditional methods. Data was collected through pre-test, post-test, and student engagement questionnaires. Data analysis was conducted using t-tests for group comparison and linear regression to analyze the relationship between student engagement and learning outcomes. The results showed that the experimental group experienced a significant improvement in learning outcomes, with a higher average post-test score than the control group. In addition, higher student engagement in technology-based learning was positively associated with improved learning outcomes. These findings indicate that the use of technology in differentiated learning can improve students' understanding of the material and increase their engagement in the learning process. The implication of this study is the importance of integrating technology in education to improve the quality of learning, but this requires infrastructure support and training for teachers to maximize its benefits.
Co-Authors Amira Deani Anggraini, Diah Retno Etika Peter Herman Ibrahim, Muliaty Lili, Reski Nurhikma Utami Nurhikma Utami Rafisa Zakaria Rufina Wilda Toding Siradjuddin, Suharti Sri Wahyuni Suharti Siradjuddin Suharti Sirajuddin Sujarwo Sujarwo Ullah, Amrullah Vivit Rosmayanti