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All Journal Cakrawala Pendidikan EDUKASIA ELITE Journal: Journal of English Linguistics, Literature, and Education REiLA: Journal of Research and Innovation in Language Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah JEELS (Journal of English Education and Linguistics Studies) ELOQUENCE: Journal of Foreign Language Dirasatul Ibtidaiyah Journal of English Teaching and Linguistic Issues (JETLI) Innovative: Journal Of Social Science Research Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan)
Andi Nurwati, Andi
IAIN Sultan Amai, Gorontalo, Indonesia
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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PENILAIAN RANAH PSIKOMOTORIK SISWA DALAM PELAJARAN BAHASA Nurwati, Andi
EDUKASIA Vol 9, No 2 (2014): EDUKASIA
Publisher : EDUKASIA

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

Abstract

Penilaian tidak dapat dipisahkan dari kegiatan belajar mengajar. Untuk memperoleh keterampilan  berbahasa yang baik,  maka penilaian psikomotorik  siswa dalam proses belajar mengajar perlu dilakukan. Penelitian ini bertujuan untuk mengetahui penilaian psikomotorik  siswa dengan menggunakan  metode library research. Hasilnya menunjukkan bahwa penilaian hasil belajar psikomotor atau keterampilan harus mencakup persiapan, proses, dan produk. Ketiganya harus seimbang. Penilaian dapat dilakukan pada saat proses berlangsung yaitu pada waktu peserta didik melakukan praktik, atau sesudah proses berlangsung dengan cara mengetes peserta didik. Sebagai alternatif, tes pragmatik adalah tes untuk kompetensi psikomotorik yang ditawarkan. Tes tersebut adalah dikte,  berbicara, pemahaman parafrase, jawaban pertanyaan dan teknik cloze.Kata kunci: keterampilan berbahasa, penilaian psikomotorik, proses belajar mengajarAssessment cannot be separated from teaching and learning process. For having  good language  skills, psychomotoric  assessment  should be used. The purpose of this study was knowing the psychomotoric assessment  in language teaching. This  study  used  library  research method. The result showed that assessment of psychomotoric learning result or the  skills should  cover preparation,  process, and product. These three points dhould  be balanced. The assessment can be done when they have teaching and learning process. The appropriate  time is when students practice or after the students having learning process by testing them. As the alternatives, pragmatic test is offered. It is for measuring  the students’ psychomotoric competence. Those tests are dictation,  understanding   parafrase,  answering  question  and cloze technique. Keywords:  language skill, psychomotoric assessment, teaching and learning process
PENILAIAN RANAH PSIKOMOTORIK SISWA DALAM PELAJARAN BAHASA Nurwati, Andi
EDUKASIA Vol 9, No 2 (2014): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v9i2.781

Abstract

Penilaian tidak dapat dipisahkan dari kegiatan belajar mengajar. Untuk memperoleh keterampilan  berbahasa yang baik,  maka penilaian psikomotorik  siswa dalam proses belajar mengajar perlu dilakukan. Penelitian ini bertujuan untuk mengetahui penilaian psikomotorik  siswa dengan menggunakan  metode library research. Hasilnya menunjukkan bahwa penilaian hasil belajar psikomotor atau keterampilan harus mencakup persiapan, proses, dan produk. Ketiganya harus seimbang. Penilaian dapat dilakukan pada saat proses berlangsung yaitu pada waktu peserta didik melakukan praktik, atau sesudah proses berlangsung dengan cara mengetes peserta didik. Sebagai alternatif, tes pragmatik adalah tes untuk kompetensi psikomotorik yang ditawarkan. Tes tersebut adalah dikte,  berbicara, pemahaman parafrase, jawaban pertanyaan dan teknik cloze.Kata kunci: keterampilan berbahasa, penilaian psikomotorik, proses belajar mengajarAssessment cannot be separated from teaching and learning process. For having  good language  skills, psychomotoric  assessment  should be used. The purpose of this study was knowing the psychomotoric assessment  in language teaching. This  study  used  library  research method. The result showed that assessment of psychomotoric learning result or the  skills should  cover preparation,  process, and product. These three points dhould  be balanced. The assessment can be done when they have teaching and learning process. The appropriate  time is when students practice or after the students having learning process by testing them. As the alternatives, pragmatic test is offered. It is for measuring  the students’ psychomotoric competence. Those tests are dictation,  understanding   parafrase,  answering  question  and cloze technique. Keywords:  language skill, psychomotoric assessment, teaching and learning process
A LEARNING MODEL OF BAHASA INDONESIA AS A FOREIGN LANGUAGE BASED ON LOCAL INTERCULTURAL POLITENESS Gusnawaty Gusnawaty; Andi Nurwati
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 1, FEBRUARY 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (749.164 KB) | DOI: 10.21831/cp.v38i1.23164

Abstract

The study was aimed for developing a learning model of Bahasa Indonesia based on local intercultural politeness to improve the foreigners’ communicative competencies. This is Research and Development, started with a preliminary study of intercultural learning concepts and Buginese politeness strategies; the distribution of the needs analysis instruments to the 25 foreigners learning Bahasa Indonesia in Makassar, South Sulawesi, Indonesia; model development, focus group discussions; the model finalization and  product experiment. The interviews and questionnaires data were analyzed by descriptive quantitative and qualitative. The result, a local politeness intercultural learning model consisting of four phases: noticing, comparing, reflecting, and interacting.  1) The foreign learners noticed the use of local politeness markers in Bahasa Indonesia; 2) They compared the similarities and differences between the use of the markers of local politeness and those they found in their native languages; 3) They reflected themselves; 4) They practiced Bahasa Indonesia through direct interactions. The conclusion showed that the t-score = 3.26 t-table = 2.45 signifying that the model was effective in overcoming the foreign learners’ problems in oral interactions and improving their Bahasa Indonesia communicative competencies.
HUBUNGAN ANTARA INTERAKSI SOSIAL SISWA DENGAN PRESTASI BELAJAR BAHASA INDONESIA SISWA MADRASAH IBTIDAIYAH SE-KABUPATEN GORONTALO Andi Nurwati
Jurnal Cakrawala Pendidikan No 2 (2009): Cakrawala Pendidikan, Juni 2009, Th. XXVIII, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.853 KB) | DOI: 10.21831/cp.v2i2.311

Abstract

This study aimed to investigate the relationship between students’ social interactions and their Indonesian language learning achievement in Madrasah  Ibtidaiyahs in Gorontalo Regency. Students’ social interactions included parents’ upbringing patterns, the peer interaction, and the teacher-student interaction in the learning process. This study was an ex post facto study involving parents’ upbringing patterns, the peer interaction, and the teacher-student interaction as the independent variables X1, X2, and X3, respectively. The intervening variable was the learning motivation (X4) and the dependent variable (Y) was the Indonesian language learning achievement. The research population comprised all Year V students in 25 Madrasah Ibtidaiyahs in Gorontalo Regency. The sample was selected by using the multi-stage sampling technique and it consisted of 9 Madrasah Ibtidaiyahs involving 101 Year V students. The research instruments included a questionnaire to measure the independent and intervening variables. The data were analyzed using the multiple regression and path analyses at p 0.05. The results of the research data analysis showed that the direct and indirect effects of the parents’ upbringing patterns (X1) on the learning achievement through the learning motivation (X4) were 0.177 and 0.0458. The direct and indirect effects of the peer interaction (X2) on the learning achievement through the learning motivation (X4) were 0.277 and 0.0717. The direct and indirect effects of the teacher-student interaction (X3) on the learning achievement through the learning motivation (X4) were 0.266 and 0.0689. The direct and indirect effects of all independent variables as an aggregate on the learning achievement through the learning motivation were 0.678 and 0.1756. The peer interaction was the one with the strongest direct effect, namely 0.277, on the Indonesian language learning achievement among other variables in the study.Keywords: social interaction, parents’ upbringing patterns, peer interaction, teacher-student interaction, learning achievement
PENILAIAN RANAH PSIKOMOTORIK SISWA DALAM PELAJARAN BAHASA Nurwati, Andi
EDUKASIA Vol 9, No 2 (2014): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v9i2.781

Abstract

Penilaian tidak dapat dipisahkan dari kegiatan belajar mengajar. Untuk memperoleh keterampilan  berbahasa yang baik,  maka penilaian psikomotorik  siswa dalam proses belajar mengajar perlu dilakukan. Penelitian ini bertujuan untuk mengetahui penilaian psikomotorik  siswa dengan menggunakan  metode library research. Hasilnya menunjukkan bahwa penilaian hasil belajar psikomotor atau keterampilan harus mencakup persiapan, proses, dan produk. Ketiganya harus seimbang. Penilaian dapat dilakukan pada saat proses berlangsung yaitu pada waktu peserta didik melakukan praktik, atau sesudah proses berlangsung dengan cara mengetes peserta didik. Sebagai alternatif, tes pragmatik adalah tes untuk kompetensi psikomotorik yang ditawarkan. Tes tersebut adalah dikte,  berbicara, pemahaman parafrase, jawaban pertanyaan dan teknik cloze.Kata kunci: keterampilan berbahasa, penilaian psikomotorik, proses belajar mengajarAssessment cannot be separated from teaching and learning process. For having  good language  skills, psychomotoric  assessment  should be used. The purpose of this study was knowing the psychomotoric assessment  in language teaching. This  study  used  library  research method. The result showed that assessment of psychomotoric learning result or the  skills should  cover preparation,  process, and product. These three points dhould  be balanced. The assessment can be done when they have teaching and learning process. The appropriate  time is when students practice or after the students having learning process by testing them. As the alternatives, pragmatic test is offered. It is for measuring  the students’ psychomotoric competence. Those tests are dictation,  understanding   parafrase,  answering  question  and cloze technique. Keywords:  language skill, psychomotoric assessment, teaching and learning process
A Closer Look on Linguistic Politeness among Bugis Youth: Tabék in Situational and Philosophical Context Gusnawaty, Gusnawaty; Lukman, Lukman; Nurwati, Andi
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 2 (2022): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v4i2.9870

Abstract

With a more globalized society, the use of politeness language, especially among youths, has been considered in jeopardy. However, the understanding of whether or not the youths are still acknowledging and exercising politeness in their language use is still tiny. This matter is due to a lack of study investigating the politeness language among youths. This study aims to find the politeness formula and speech patterns for three different situational contexts: asking for help, asking for information, and rebuking in the Bugis language. This study uses a mixed quantitative-qualitative method and random sampling to gather 20 youths aged 11 to 21 as participants. The instrument used for the experiment is the Discourse Completion Test to collect the utterances. Data utterances were coded and then analyzed using a concordance and cluster-N-Gram features in the AntConc 3.5.8 application to find the sentence pattern variations with the Bugis word tabék. Interpretation of the data uses the theories of Brown & Levinson (1987), Leech (2014), Watts (2003), and Darwis (1995). The analysis revealed (1) the tabék politeness formula as a polite sign at the beginning of their speech in all situational contexts and to clarify their intentions. (2) There are several sentence patterns used by the Bugis youths for each situational context; six patterns in asking for help, five patterns in asking for information, and eight patterns in rebuking. This finding shows that Bugis youths still understand the philosophy of politeness in their socio-cultural interactions, namely sipakatau (mutual humanizing), sipakaraja (mutual respect), and sipakalebbi (mutual glorification) through various politeness strategies.
A Closer Look at Five Components of Speaking Performance in Indonesian EFL Students Ilham, Moh.; Nurwati, Andi; Helingo, Adimawati
Innovative: Journal Of Social Science Research Vol. 4 No. 6 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i6.16024

Abstract

Recognize that speaking is an essential ability for effective communication. This study investigates at the five major components of speaking performance in English as a Foreign Language (EFL) students. Specifically, to examine the levels of grammar, pronunciation, vocabulary, fluency, and comprehension among EFL learners. The study uses qualitative descriptive research to provide a thorough grasp of students' speaking abilities. The data show that pronunciation is the strongest component, which can be linked to students' regular exposure to English through music, whereas vocabulary is the lowest, affecting overall fluency and comprehension. Conclusion: Pronunciation and comprehension are generally well developed, but vocabulary limitations considerably impair speaking performance. This study suggests introducing vocabulary-building strategies and interactive speaking activities into the curriculum. Also, establishing an immersive English-speaking atmosphere.
The impact of language environment and learning motivation on English learning outcomes in Indonesian Islamic university Andi Nurwati; Gusnawaty, Gusnawaty
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.4897

Abstract

In response to the growing demand for transformative English education in Islamic higher education, this study investigates the interplay among language environment, school background, and learning motivation in shaping English learning outcomes in Islamic higher education. Employing a quantitative research design with path analysis, the study examines both the direct and indirect effects of these variables on students’ English proficiency. Data were collected from 77 undergraduate students at State Islamic Institution of Sultan Amai Gorontalo through objective English proficiency tests and structured questionnaires. The findings reveal that learning motivation plays a pivotal mediating role, accounting for 27.98% of the variance in English learning outcomes. Although the language environment exerts a significant indirect effect through motivation (1.60%), its direct influence on learning outcomes is minimal (0.31%). Likewise, school background shows no significant direct effect on English achievement, suggesting a “transitional reset effect” as students adjust to the higher education context. These results challenge traditional assumptions regarding the roles of prior schooling and learning environment, emphasizing motivation as a central factor in English learning. The study contributes to second language acquisition theory by integrating institutional and psychological perspectives within Islamic higher education and highlights the need for motivation-driven, culturally responsive instructional strategies.
Penerapan Media Pebelajaran Realia Pada Materi IPAS Untuk Meningkatakan Hasil Belajar Siswa Moji, Erlina; Andi Nurwati; Zohrawaty Hiola
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 1 (2025): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v4i1.341

Abstract

This research was conducted in two cycles. To observe the learning outcomes of IPAS students in grade IV at SDN 9 Limboto, four stages were carried out according to Kemmis and McTaggart, namely: planning, implementation, observation, and reflection. The subjects of this research included 16 grade IV students, employing Realia learning media in the IPAS subject. From the implementation of Realia learning media, it was generally obtained that student learning outcomes in the IPAS subject, which initially was 56% experienced an increase of 88% in grade IV. This was based on the results of observations and pretest and posttest results due to (a) students enjoying the application of Realia learning media, which they considered new and had not encountered before, and (b) the learning material discussed was relatively comprehensible for the students because the researcher presented it concisely yet clearly and engagingly. The test results conducted in each cycle showed improvement. The Post Test of Cycle I had a mastery percentage of 50%, while the Post Test of Cycle II also had a mastery percentage of 50%. The average score for the Cycle I test questions was 65.92, with a mastery percentage of 56%, up to the Cycle II test questions, which had an average score of 79.84 and a mastery percentage of 88%
A Content Analysis of English Textbook “Bright An English” Used in Second Grade Junior High School Based on Merdeka Curriculum Tuluki, Nurhayati; Jusuf, Harni; La aba; Nurwati, Andi; Akhmad, Enni
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 2 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i2.2880

Abstract

In the context of educational reform in Indonesia, the implementation of the Merdeka Curriculum has brought significant changes over the past few decades. A crucial aspect of this transformation is the curriculum for students, aimed at equipping them with the knowledge and skills necessary to become productive members of society. Launched by the Ministry of Education in 2020, the Merdeka Curriculum emphasizes a more holistic and inclusive educational approach, focusing on student-centered learning and technology use. This study aims to analyze the alignment of the textbook "Bright An English" with the Merdeka Curriculum for second-grade junior high school students, identifying its strengths and weaknesses in supporting English language learning. A qualitative approach was employed, specifically through document analysis. This method is often used to analyze written or visual data to identify specific characteristics or materials, focusing on the English textbook "Bright An English". The analysis revealed that the textbook generally meets the English language competencies outlined in the Merdeka Curriculum. Students are able to engage with various types of texts and develop their language skills effectively. However, areas such as the integration of character values and cultural diversity in the teaching materials require improvement. The findings indicate that "Bright An English" is largely aligned with the Merdeka Curriculum, fulfilling many essential requirements. Despite some shortcomings, the textbook remains a valuable resource for teachers and students, and supplementary materials are recommended to enhance the learning experience. Overall, it provides a solid foundation for English language education at the junior high school level.
Co-Authors Afrianti Uwente Akhmad, Zulkifli Ali, Putri R Aljunaid Bakari Andi Muhammad Akhmar, Andi Muhammad Asmiati S. Ape B. Kasamo, Nur Afni Cindy Pobela Dewi Yulianti Enni Akhmad, Enni Febry Rizki Susanti Kalaka Gusnawaty Gusnawaty Hamdana, Sri Andini Harni Jusuf Helingo, Adimawati Hikmawati Hikmawati Ilham, Moh. Iskandar, Suhendra Ismi S. Otoluwa Kadir Ismail, Abdul Karmila Iskandar La Aba LUKMAN, LUKMAN Moji, Erlina Nadjamuddin, Asriyati Putri Ananda Radjulani, Azmi Ratna Hestiana Rinaldi Datunsolang Sabrina Najib Mohamad Sefiawanda Mamonto Sitti Rahmawati Talango Sukma Ayu Tuluki, Nurhayati Wiwik Handayani Zohrawaty Hiola