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All Journal JETL (Journal Of Education, Teaching and Learning)
Sabarti Akhadiah
Universitas Negeri Jakarta, Jakarta, Indonesia
Aerospace Engineering Education Social Sciences

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The influence of Learning Techniques and Schemata Levels in Ability to Read English Academic Text Marhany Malik; Emzir Emzir; Sabarti Akhadiah
JETL (Journal of Education, Teaching and Learning) Vol 2, No 2 (2017): Volume 2 Number 2 September 2017
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.59 KB) | DOI: 10.26737/jetl.v2i2.316

Abstract

The aim of this study is to find out the effects of learning techniques and the levels of the schemata of the ability in reading English academic texts of Islamic Studies. This research was quasi-experimental, involved 60 samples of students of Tafsir-Hadis Departement, The first semester of 2012/2013 academic year. Faculty of Ushuluddin and Philosophy, UIN (State Islamic University) Alauddin Makassar. The finding that there is an interaction effect between learning techniques and the levels of the schemata of Islamic studies toward the students' ability in reading English academic texts.
Improving Academic Writing Skills through Contextual Teaching Learning for Students of Bosowa University Makassar Syahriah Madjid; Emzir Emzir; Sabarti Akhadiah
JETL (Journal of Education, Teaching and Learning) Vol 2, No 2 (2017): Volume 2 Number 2 September 2017
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.745 KB) | DOI: 10.26737/jetl.v2i2.317

Abstract

The purpose of this research is for helping students to improve their academic writing skills by changing the existing strategies which were considered ineffective at solving this kind of problem. This research was about how to improve student’s academic writing skills through contextual teaching and learning. The clientele of this research was the students of Civil Engineering Department of Bosowa University of Makassar. To gain the final result in this research there are three periods were needed. The result for the first period is only 26.67% or only 8 from 30 students could pass the standard qualifying. The students which passed the standard qualifying becomes 80% from 30 students in next period and in the final period the result was already succeeded, all of the students could pass the standard qualifying. Those experiments prove that this research showed that contextual teaching and learning effects can be used in helping students improve their academic writing skills. This research recommends the lecturer to conduct intensive training in the process of planning to write, the evaluation of sources of references, and the development of writing based on academic writing strategy.
Co-Authors Emzir Emzir, Emzir Marhany Malik Syahriah Madjid