Article Per Year (5 Year)
p-Index From 2021 - 2026
4.295
P-Index
This Author published in this journals
All Journal EXPOSURE JOURNAL Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Martabe : Jurnal Pengabdian Kepada Masyarakat Voices of English Language Education Society JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Seminar Nasional Pengabdian Kepada Masyarakat English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment Indonesian Journal of Psycholinguistics (IJP) Celebes Journal of Language Studies Edumaspul: Jurnal Pendidikan
St Asriati
Universitas Muhammadiyah Makassar, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 30 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search
Journal : English Language Teaching Methodology (ELTM)

 1 
IMPLEMENTING CONTEXT CLUES STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION Mutmainnah; St. Asriati AM; Ardiana
English Language Teaching Methodology Vol. 1 No. 1 (2021): ELTM: Teaching Strategies
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (550.921 KB)

Abstract

This research aimed at finding out whether or not the implementation of context clues strategy is effective to improve students` reading comprehension at the eighth grade of MTs. Al-Falah Baras Mamuju Utara. The students` reading comprehension was restricted to two indicators namely literal comprehension (main idea and conclusion) and interpretative comprehension (conclusion). The researcher used preexperimental research. The researcher conducted pre-test, treatment and post-test in the total of six meetings. Reading test was used as instrument. The samples of the research were 23 students in VIII Putri class. The researcher took real data from school to know the students` reading comprehension. The result of the research showed that the t-test values in terms of literal comprehension (5.52) and interpretative comprehension (5.27). The final t-test values (5.395) were higher that ttable (1.717) at the level of significant (p) = 0.05 with degree of freedom (df) = 22. The differences between t-test and t-table was very significant. It means that the Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted. Therefore, it can be concluded that implementation context clues strategy is effective to improve students` reading comprehension
THE STUDENTS’ PERCEPTION OF THE ONLINE MEDIA USED BY TEACHER IN LEARNING ENGLISH Aprilia Prabawati; St. Asriati AM; St. Asmayanti AM
English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (545.071 KB)

Abstract

Research about online media was carried out during a pandemic era, online media can make easier for teacher to teach even without face to face. This research aimed to find out (1) The kinds of online media used by the teacher in learning English; (2) The students' perception of the online media used by the teacher in learning English. This used a Qualitative research; the instrument was an interview. The interview was distributed to the students that consisted of 20 students of the eleventh grade students at SMA Negeri 9 Gowa. The findings of the research showed the kinds of the online media used by teacher when learning english were Google classroom, Youtube, Google form and WhatsApp (WA). The researcher also gave some positive perception toward the online media used by teacher in learning english that is : The media help students to understand about the lesson easily and add insight and references, Increase students’ motivation and interest in the learning, learning is more interesting, fun, relaxed and not boring, prevend and decide the spread of Covid-19 and effective, efficiend and saving time.
THE EFFECTIVENESS OF USING BOARD RACE GAME TO ENHANCE THE STUDENTS’ VOCABULARY MASTERY AT SMPN 8 DONGGO SATU ATAP Nurdina; St. Asriati AM; Saiful
English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (823.325 KB)

Abstract

This research aimed to enhance students’ vocabulary mastery at SMPN 8 Donggo Satu Atap by using board race game. The researcher used pre-experimental research where the data gained from the multiple choice test. The population of the research was the eighth grade of SMPN 8 Donggo Satu Atap in the academic year 2020/2021. The sample was taken by using purposive sampling technique and there were 80 students as population and 20 students as sample. The result presented that the mean score of students’ vocabulary mastery pre-test in the term verb was 45.25 become 78.5 in post-test with 73.48% improvement. Then, the mean score in term of adverb was 42.75 in the pre-test become 69 in the post test with 61.40% improvement. The t-test analysis presented that by applying 0.05 level of significant with the 19 degree freedom (df=20-1), t-test in the form of verb and adverb in vocabulary was greater than t-table which were 11.62>2.093 and 13.72>2.093. It means that, board race game has significant effect toward students’ vocabulary mastery in the term of verb and adverb.
USING RANDOM TEXT STRATEGY IN IMPROVING READING COMPREHENSION ABILITY TO THE SECOND YEAR STUDENTS AT SMPN 1 PARIGI Sri Nur Pajrianti; St. Asriati AM; Ilmiah
English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.523 KB)

Abstract

Pre Experimental research with pre-test and post-test was used in the research. This study sample was class VII.B at SMPN 1 Parigi in academic year 2020/2021 which consist of 22 students. The research findings indicated that at SMPN 1 Parigi, random text strategy will enhance learner’s literal reading comprehension. It was proven by the mean score of pre-test was 46.36 and post-test was 77.77. The improvement of pre-test to be post-test was 67.75%. The result of improvement is also proved with t-test value. The researcher found that the value of t-test was 8.75 was greater that t-table 2.07. It was concluded that the use of the Random Text strategy at SMPN 1 Parigi was effective to improve the literal reading understanding of the students.
THE USE OF VOA (VOICE OF AMERICA) LEARNING ENGLISH TO IMPROVE STUDENTS’ SPEAKING SKILL Afrida Rini Fitriwati; Siti Asriati; Ratu Yulianti Natsir
English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (562.095 KB) | DOI: 10.56983/eltm.v2i2.107

Abstract

This research aimed to find out whether or not the use of VOA (Voice of America) Learning English improve the students’ speaking skill in terms of accuracy and fluency at tenth grade students of SMK Negeri 1 Pinrang. The researcher used pre-experimental design with one group pre-test post-test design. The researcher conducted pre-test, treatment and post-test in the total of six meetings. The sample was class X OTKP 2 (Otomatisasi dan Tata Kelola Perkantoran) which consisted of 19 students. The instrument of this research was speaking test.The result of the research showed that there was an improvement between pre-test and post-test. The mean score of post-test in accuracy (68.78) was higher than the mean score of pre-test (51.52). Thus, the improvement of students’ accuracy was 33.50%. Moreover, the mean score of post-test in fluency (70.52) was higher than the mean score of pre-test (53.31). Thus, the improvement of students’ fluency was 32.28%. Moreover, based on the data analysis, the t-test value of accuracy was higher than the t-table value (18.55>2.101) and the t-test value of fluency was also higher than t-table (19.55>2.101). It means the Null hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted. Therefore, the researcher concluded that the use of VOA (Voice of America) Learning English can improve students’ speaking skill at tenth grade students of SMK Negeri 1 Pinrang.  
THE STUDENTS’ RESPONSE OF INTANGIBLE REWARDS IN MOTIVATING STUDENTS TO LEARN ENGLISH Putri Damayanti; St. Asriati AM; Eka Prabawati Rum
English Language Teaching Methodology Vol. 1 No. 1 (2021): ELTM: Teaching Strategies
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (504.032 KB)

Abstract

Intangible Reward refers to a class of rewards which have no material or monetary value but can keep the employee feeling recognized and motivated (Kharel, 2012). The objective of this research were to describe the types of intangible rewards were given by the teacher in motivating students and to describe the students’ responses to the intangible reward in motivating students. The method of this research was descriptive qualitative method. The subject of this research was the eight grade of SMP Muhammadiyah 12 makassar. The sample of this research was class A that consisted of 20 students. The researcher also interviewed the teacher to gain more information about the effect of intangible rewards for students. The researcher used observation checklist and interview as instrument of collecting the data. Technique of data analysis consisted of data reduction, data display, and drawing conclusion /verification. The findings of the research showed that there were two types of rewards used by the teachers motivating students in learning English at the eight grade of SMP Muhammadiyah 12 Makassar. They were; praise/verbal reinforcement and written praise. Verbal praise consisted of good job, i like it, nice, excellent, very good, and written praise consisted of teacher gave grade,mark and positive comment on student’s sheet. The researcher found that intangible rewards gave the positive effects for the students that were; reward created the class more interesting, increased the positive behavior or expected behavior of students in the classroom, made students feel happy and more active participate in class, it can increase the feeling of competition among students in the classroom, and it can encourage the students in completed their task and homework.
THE STUDENTS’ PERCEPTION OF REWARDS AND PUNISHMENT TOWARD THEIR MOTIVATION IN ENGLISH LEARNING Ulfaminingsih; St. Asriati AM; Muhammad Asrianto Setiadi
English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (545.027 KB)

Abstract

This research was conducted to determine students' perceptions and effect of reward and punishment for their motivation in learning English. This study reveals that students' perceptions of reward and punishment in learning English are something that is very fun and enjoyable when applied in the learning process because it can increase enthusiasm for learning. The effect of rewards and punishment on student motivation in learning English are: first, reward increases student motivation to be more active in learning, second, the reward increases students' interest in English subjects; and third, rewards motivate students to repeat their good achievements. Regarding the effect of punishment on student motivation, this study found that punishment has various effects on student motivation. First, punishment also increases student motivation to be more diligent in study. When the teacher punishes students, they are triggered to do or do better to prove to other students that they are able to improve their achievement in English learning. Second, punishment prevents students from repeating the same action or behavior again. Students try to arrive on time after they are deemed late for class, and they will pay more attention to teacher warnings after being punished. Third, punishment turned out to make students feel embarrassed, lose self-confidence, and feel nervous about being in a school environment.
THE USE OF WEBTOON ILLUSTRATION IN IMPROVING THE STUDENTS’ READING ACHIEVEMENT Gatri Raka Putri karsa; St Asriati AM; Muhammad Arianto Setiadi
English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.185 KB)

Abstract

This research aimed to find out whether the use of Webtoon Media Illustration improve students’ achievement of literal comprehension and interpretative comprehension at the tenth grade students of SMA Negeri 3 Jeneponto. The Subjects of this research consisted of 29 students at the tenth grade MIA 3 of SMA Negeri 3 Jeneponto. The method used quantitave research with pre-experimental research that consisted of pretest, treatment and posttest. Reading test in essay Form was used as an instrument. The result of data indicated that, the students mean score of pre-test in literal comprehension is 56.90. While the post-test was higher 75.52. It meant that there was a significant difference. In addition, the students’ mean score of pre-test in interpretative comprehension was 60.34. While the posttest was higher than mean score of pre-test, the posttest in interpretative comprehension was 79.31. It can be concluded that the use of webtoon media illustration can improve students’ reading achievement
Using Genre Based Approach To Enhance the Students Writing Skill at MAN 4 BOne Andi Badania Tenri Waji; St. Asriati; Maharida Manindar
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.186

Abstract

This study sought to ascertain whether using a genre-based approach while teaching tenth-grade MAN 4 BONE students to write improved their writing abilities in terms of organization and substance. Data were gathered by administering pre-tests, treatments, and post-tests as part of the researcher's pre-experimental approach with a one group pre-test post-test design. 33 students from the X class of MAN 4 BONE made up the research sample.95 pupils from MAN 4 BONE's first grade class made up the study's population. To choose the sample for the study, the cluster sampling technique was used. The method utilized to collect the data was writing ability.The study's findings demonstrate that the students' post-test mean score of 64.39 for content is greater than their pre-test mean score of 45.15. Students' average grade Pre-test scores of 41.61 and 71.36 demonstrate organization, while the hypothesis t-test scores for both content and organization were 2.88 and 3.31, respectively. It denotes Ha's acceptance. based on the discovery that the results of the pre- and post-test differ significantly. A genre-based approach is excellent for improving pupils' writing abilities in terms of structure and substance.
Co-Authors A Nur Achsanuddin UA Abdollah Abdollah Afrida Rini Fitriwati Afrilia AS Amal, Citra Amalia Andi Asri Jumiaty Andi Badania Tenri Waji Andi Bulkis Maghfirah Mannong Andi Hudriati Aprilia Prabawati Ardiana Ardiana Ardiana Ardiana Ariana Ariana Ariana Ariana Ariana Dian Ardianti Eka Adhy Saputra Gatri Raka Putri karsa Hamid Ismail Hamid Ismail Haris, Fitri Rahmayanti Hesti Mutiara Hilda Hafid Ibrahim H Ahmad Ilmiah Maharida Maharida Manindar Maruf, Amar Mety Todingan Midayani Muhammad Arianto Setiadi Muhammad Asrianto Setiadi Muhammad Nawir Mujahidah Mujahidah Mutmainnah Nur Aeni Nur Alim Amri Nurdina Putri Damayanti Radiah Hamid Rahmadani Islawiyah M Ratna Dewi Ratnawati Ratnawati Ratnawati Ratnawati Ratu Yulianti Natsir Ridha Sari Rina Asrini Bakri Rum, Eka Prabawati Saiful Saiful Saiful Saiful Saiful Saiful Saiful Sarmadani Sarmila M Siska Siska Sitti Asnaeni Sri Dewi Fortuna Sri Nur Pajrianti St. Asmayanti AM St. Asmayanti AM Sulastri Sulastri Syamsiarna Nappu, Syamsiarna Ulfaminingsih