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ENHANCING STUDENTS’ ACHIEVEMENT AND MOTIVATION TOWARD READING COMPREHENSION BY USING HUMOR STORY AT THE 11th GRADE OF SMK NEGERI 6 BULUKUMBA Eryana, Surni; Nappu, Syamsiarna; Bte Abdul, Nurdevi
JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 5 No 1 (2018): JKIP
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7.602 KB)

The objective of the study was to find out the students’ achievement and motivation toward reading comprehension by using humor story. The researcher applied a pre-experimental design with one group pre-test and post-test design. The subject of the research was the eleventh grade of SMK Negeri 6 Bulukumba year 2017-2018. The sample consist 17 students. This research was conducted for eight meetings. The data were collected through test where humor story is one of material that usually used to find out the significance of the students achievement in reading comprehension and questionnaire test use to find out the students motivation in reading comprehension. The result of the data analysis showed that there was significant difference between pre-test and post-test. The researcher’s findings indicated that humor story was enhanced students reading comprehension in terms of interpretive comprehension. It was provided by the students’ mean score in pre-test was 5.55 and post-test 7.41. it showed that the students’ reading comprehension in post-test was higher than pre-test. The value of t-test was 9.31 and it was greater than t-table 2.120 at the level of significance (p) = 0.5 with degree of freedom (df) = N – 1 = 16 where N = 17 students. It was found that the result of t-test value was higher than the t-table (9.31>2.120). It means that the alternative Hypothesis (H1) was accepted and the Null Hypothesis (Ho) was rejected. In other words, humor story can be used to enhance students’ reading comprehension skill. Besides, students’ motivation score in reading comprehension was dominant in competition in reading were the mean score 65.25. It can be concluded that the used humor story approach was able to give greater contribution in teaching and learning reading comprehension.

ERRORS IN INDONESIAN TO ENGLISH TRANSLATION TEXT MADE BY STUDENTS OF SMA NEGERI 13 PANGKEP Amalya, Dwi Rizky; Syam, Ummi Khaerati; Anugrawati, Nunung; Sangkala, Ismail; Bte Abdul, Nurdevi
JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 5 No 1 (2018): JKIP
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7.602 KB)

The purpose of this research  to find out (1) The kinds of error in Indonesian to English translation text made by the students of SMA Negeri 13 Pangkep, and (2) The sources of error in Indonesian to English translation text made by students of SMA Negeri 13 Pangkep. This research is descriptive quantitative research. The subject of this research is the second year students of SMA Negeri 13 Pangkep. The second year students consists of five classes (105 students). The writer is taking 30 % as the sample, 30 students. The object of this research is errors in translating Indonesian to English text. The instrument of this research is a test (written text). The test is use to get data about the students’ error in Indonesian to English translation text. The result of this research, the writer found that the students make error in Indonesian to English translation text, the writer find out the kinds of error and the sources of error that made by students in translating a text Indonesian into English. The kinds of error are(1) Inversion of meaning students made about 65 error in text 1 and 68 error in text 2, (2) Omission of meaning made by students with 47 times occurrence and text 2 with 93 times occurrence, (3) Addition of meaning. The error made in text 1 with 78 times of occurrence and 62 error in text 2, (4) Deviation of meaning, students made error with 43 error in text 1 and 112 error in text 2. The sources of error made by students are (1) Morphological aspect, in translating a text students made errors. In text 1, students made error about 126 times of occurrence and 121 times of occurrence in text 2, (2)Lexical aspect, students made error with 424 error and then followed by text 2 with 350 error, and (3) Syntactic aspect, the error made by students about 425 error in text 1 and text 2 about 227 error. It can be concluded that second grade students who take Indonesian to English Translation at SMA Negeri 13 Pangkep is still making errors in translated a texts and dominant errors that students made is lexical aspect.

PSYCHOLOGICAL BARRIERS IN RECEPTIVE SKILLS ACQUISITION Nurdevi Bte Abdul
Elite : English and Literature Journal Vol 3 No 1 (2016): June
Publisher : UIN Alauddin Makassar

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AbstractListening and reading comprehension involve language specific processes as well as domain-general cognitive abilities – sensation, perception, attention, memory, and reasoning. In comprehending there is sentence processing. It takes place whenever a reader or listener processes a language utterance, either in isolation or in the context of a conversation or a text. This paper is about psychological barriers in receptive skills acquisition, namely listening comprehension and reading comprehension skills. It discussed some psychological barriers that faced by the children in comprehending a language. Those are comprehension disorder in aphasia, dyslexia, slow word level processing, insufficient experience, memory difficulties, mixed receptive-expressive language disorder, auditory processing disorder, and language anxiety. Therefore, it seems imperative for policy makers, planners, curriculum designers, pedagogues and administrators to consider learning barriers so that a proper diagnosis of the barriers, their types can be developed to minimize or remove such barriers.AbstrakHambatan Psikologis dalam Keterampilan Reseptif Akuisisi. Pemahaman mendengarkan dan membaca melibatkan proses bahasa tertentu serta domain-umum kemampuan kognitif - sensasi, persepsi, perhatian, memori, dan penalaran. Dalam memahami ada pengolahan kalimat. Hal ini terjadi ketika pembaca atau pendengar memproses bahasa, baik dalam isolasi atau dalam konteks percakapan atau teks. Tulisan ini adalah tentang hambatan psikologis dalam pemerolehan keterampilan reseptif, yaitu pemahaman mendengarkan dan pemahaman membaca. Beberapa hambatan psikologis yang dihadapi oleh anak-anak dalam memahami bahasa dibahasa dalam tulisan ini. Hamabatan psikologis yang dihadapi oleh anak-anak dalam memperoleh bahasa yaitu gangguan afasia, disleksia, pengolahan level kata yang lambat, pengalaman yang tidak cukup, kesulitan memori, gangguan campuran bahasa reseptif-ekspresif, gangguan proses pendengaran, dan kecemasan bahasa. Oleh karena itu, penting bagi para pembuat kebijakan, perencana, desainer kurikulum, pendidik dan administrator untuk mempertimbangkan hambatan belajar sehingga diagnosa yang tepat dari hambatan dapat dikembangkan untuk meminimalkan atau menghilangkan hambatan tersebut.

SPEAKING PROJECT BASED-LEARNING (SPjBL) AS AN INNOVATIVE LEARNING IN PROMOTING STUDENTS’ SPEAKING SKILL AT SENIOR HIGH SCHOOL CONTEXT Nurdevi Bte Abdul; Herlina Daddi; A. Kamariah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A16

This study concerns with the implementation of Project Based-Learning in promoting students’ speaking skill at senior high school context. It focuses on finding out students’ improvement in Speaking through Project-Based Learning (PjBL). It also described the teacher’s way in implementing PjBL, and students’ response. Since the learning activities focused on speaking materials, so the terms of Speaking Project-Based Learning (SPjBL) was used in this study. Classroom action research for three cycles was applied in this research. Each cycle consisted of four phases, namely planning, action, observation, and reflection. Students’ activity during the lesson running was observed and recorded. At the end of each cycle, the researchers conducted speaking test to know students’ improvement and interview was administered to students for knowing their response on SPjBL. The research findings indicates that the students’ speaking skill improve from cycle one to cycle two, and from cycle two to cycle three. It is proven by calculating students’ test score that cycle one is 77.85, cycle two is 82.61, and cycle three is 83.88. The students give positive response of the use of SPjBL in improving their speaking skill. Therefore, it can be concluded that, the SPjBL as an innovative learning could improve students’ speaking skill at school context. This study gives two implications on theoretical and practical in terms of applying the appropriate learning approach or method enhance students’ skill and achievement.

ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ PERCEPTION ON INFORMATION AND COMMUNICATION OF TECHNOLOGY (ICT) Ega Mahfira; Nurdevi Bte Abdul; Ratu Yulianti Natsir
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 2 (2019): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v8i2.2802

This research aimed to find out kinds of information and communication of technology (ICT) is used by the teachers’ to teach English at SMP NEGERI 2 MASAMBA and to find out Teachers’ perception on the use of information and communication of technology (ICT) in teaching English. This research used a descriptive qualitative method, the instruments used were observation and interview. The observation was used to observe and interview the English teachers. The findings of the research showed the results of the teachers’ interview showed that mostly the teacher gave positive perception and agreed toward and teachers’ used Information and Communication Of Technology (ICT) in teaching English, they were happy, they left easy to understand the lesson, motivated to learn, being polite, diligent doing assignment. Whereas, some student was unhappy in learning English and got difficulties to understand the lesson because the thought that learning English was difficult.

THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA Nurdevi Bte Abdul; Hijrah Hijrah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 2 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties in teaching listening to students since students are not able to express what are on their minds because their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of text.The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by group which consisted of teacher and researcher from educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research

THE IMPLEMENTATION OF INFORMATION GAP ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING AND READING SKILLS Nurdevi Bte Abdul
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 2, No 1 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

This study was conducted to know whether or not the use of Information Gap Activities improves students’ accuracy in speaking skill that covers three elements of accuracy; vocabulary, pronunciation, and grammar; and to know whether or not the use of Information Gap Activities improves students’ literal comprehension in reading skill. This research applied a quasi-experimental design; the nonequivalent control group design. It used two groups; experimental groups and control group. The data obtained from the test was analyzed quantitatively and then its’ result was compared with t-table to know whether they were significantly different or not. The data showed students’ mean score of accuracy in speaking skill and literal comprehension in reading skill improved after teaching by using Information Gap Activities. In experimental class, the students’ accuracy of pretest was 1.55 and improved to be 3.06 in posttest, students’ literal comprehension of protest was 0.82 and posttest was 3.21. In control class, the students’ accuracy was 1.90 for pretest and 2.32 for posttest; students’ literal comprehension was 1.63 for pretest 2.27. These findings indicate that the mean score of pre-test was greater than pretest for that both class. However, the students’ mean score in experimental was greater than control class where accuracy (3.062.37) and literal comprehension (3.212.27). It meant that implementing Information Gap activities were effective to improve the students’ speaking and reading skills.Keywords: Speaking and reading skills, accuracy, literal comprehension, Information Gap Activities

The Interference Made by Students to Pronounce English Phoneme in Wajo Buginese Context of South Sulawesi Hasnawati Hasnawati; Nurdevi Bte Abdul; Darlina Darlina
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v9i2.2321

This study was aimed at finding out the factors of Buginese students’ interference in pronouncing English phonemes at the Eleventh Grade of SMA Negeri 1 Majauleng. The research applied a descriptive research method. The subjects of this research were Wajo Buginese students at eleventh grade of senior high school at Wajo regency in South Sulawesi. They were chosen by using purposive sampling technique, and there were 20 students involved in this study. The instrument of the research was pronunciation test and reading test form and. The students’ pronunciation in reading test was recorded to be analyzed based on research focused. The results of this research showed that most of the students were difficult to pronounce the front vowels correctly, it indicated that the interference of made by Wajo Buginese students in pronouncing English phoneme occur in substitution of phoneme and the phoneme that has prominent interference was /ae/. Therefore, students’ dialect of Wajo Buginese interfered English pronunciation in reading.

Strategies and Challenges in Synchronous and Asynchronous English Learning Activities Nurdevi Bte Abdul; Maharida Maharida
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1494

Technology has a fundamental role in the teaching and learning process, particularly in Covid-19 pandemic situation. This situation forces all the components of education such as teachers, students, and educational practitioners to conduct their role by using technology in English Learning Activities (ELA). Online learning activities can be conducted synchronously and asynchronously. This study is concerned with exploring students’ strategies and challenges in online English language activities. Observation and semi-structured interview protocol are applied to collect the data. There were 20 students who participated as research subjects of this study. To analyze the data, the researcher applied six analysis steps. It consists of organizing and preparing the raw data, reading through all data, coding the data, interrelating themes/description, and interpreting the meaning of themes/description. The researcher also discussed the literature at the end of the study. It also involves Discourse Analysis approach collaboratively to present the data in extract form. The results of study indicated that students attended learning activities synchronously and asynchronously. Synchronous learning strategies consisted of face to face interaction in zoom, google meet, discussion in room chat, attendance in Google Form or in academic information system. Asynchronous learning strategies covered Google Classroom, Email, and Schoology. The students found challenges in terms of trouble signals, limited internet data, insufficient knowledge on educational technology, and inflexible instructional materials. Thus, it can be stated that online learning activities give promises and challenges to the students.

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