Articles
<![CDATA[Improving Students’ Oral Competency Through Communicative Language Teaching Approach ]]>
<![CDATA[Sedubun, Nurhayati]]>;
<![CDATA[Tulung, Golda Juliet]]>
<![CDATA[ Kajian Linguistik Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Sam Ratulangi ]]>
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DOI: 10.35796/kaling.5.2.2017.24785
<![CDATA[Tujuan utama dari penelitian ini adalah mengetahuipeningkatan pengajaran Bahasa Inggris terlebih khusus dalamaspek Oral Competency dengan menggunakan pendekatankomunikatif atau Communicative Language Teaching Approach.Metode yang digunakan dalam penelitian ini adalah penelitiantindakan kelas (Classroom Action Research). Data dalampenelitian ini menggunakan analisa persentase. Responden dalampenelitian ini adalah mahasiswa semester 1 2017/2018 kelasGeneral English 4 parallel F di salah satu perguruan tinggi yangada di Sulawesi Utara, yang terdiri dari 31 mahasiswa.Berdasarkan hasil analisis data, terdapat peningkatan padakemampuan berbicara (Oral Competency) mahasiswa pada tiaptiapcycle. Data menunjukkan bahwa pada pre-assessment (prapenilaian)kompetensi oral mahasiswa:Pada Pre-assesment: 0% (excellent), 45% (very good), 45% (good)10% (needs improvement).Pada cycle I: 3% (excellent),68% (very good), 26% (good), 3%(needs improvement).Pada cycle II: 10% (excellent), 48% (very good), 39% (good), 3%(need improvement).Pada cycle III: 10% (excellent), 48% (very good), 42% (good), 0%(need improvement).Penelitian ini mengindikasikan bahwa penggunaan pendekatankomunikatif melalui Communicative Language Teaching Approachmampu meningkatkan kompetensi oral mahasiswa GeneralEnglish 4 parallel F pada semester 1 2017/2018 di salah satuperguruan tinggi yang ada di Sulawesi Utara.Keywords: Oral Competency, Communicative Competence.]]>
<![CDATA[Students Reading Habit and English Academic Achievement ]]>
<![CDATA[Nurhayati]]>
<![CDATA[ Jurnal Multidisiplin Madani Vol. 2 No. 12 (2022): December 2022 ]]>
Publisher : <![CDATA[PT FORMOSA CENDEKIA GLOBAL ]]>
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DOI: 10.55927/mudima.v2i12.1959
<![CDATA[The present study aimed to find out the level of students reading habit and English Academic achievement and to find out whether there is a significant correlation between students’ reading habit and their English academic achievement. This study used descriptive and correlational research designs. The instrument is a questionnaire adapted from Scale and Rhee (2013). The research was carried out on 61 students of grades IX A and B of SMP Advent UNKLAB Airmadidi . The result showed that the level of reading habit students of grade IX A and B at SMP Advent UNKLAB Airmadidi was found to be moderate with a mean score of 3.05. While for the students’ English academic achievement, the result showed that the students had a low score with a mean score of 70.16. The result further showed that here was a significant correlation between ststudents’reading habit and their English academic achievement, with a p-value of .009. The obtained results indicate that the students’ low English academic achievement has significant correlation with the moderate students’ reading habit]]>
<![CDATA[Kompetensi Moral Guru Dan Motivasi Belajar Siswa ]]>
<![CDATA[Deisye Supit]]>;
<![CDATA[Theodorus Pangalila]]>;
<![CDATA[Sjamsi Pasandaran]]>;
<![CDATA[Nurhayati Nurhayati]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpdk.v4i5.7986
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui tingkat kompetensi moral guru, tingkat motivasi siswa, hubungan yang signifikan antara kompetensi moral dengan motivasi siswa, dan hubungan kompetensi moral guru dengan motivasi siswa. Itu tentang menyelidiki hubungan. Identifikasi pengaruh signifikan antara Metode survei yang digunakan dalam jenis penelitian ini adalah kuantitatif dengan menggunakan cara, momen Pearson, dan regresi sederhana. Jumlah respondennya adalah 104. Metode ekstraksi sederhana diadopsi sebagai metode ekstraksi. Antara lain, penelitian ini mengungkapkan tingkat kompetensi moral yang tinggi di pihak guru dan tingkat motivasi belajar yang tinggi di pihak siswa. Selanjutnya, hasil berikut menunjukkan bahwa terdapat hubungan yang positif dan signifikan antara kompetensi moral guru dengan motivasi belajar siswa. Penelitian ini juga menemukan hubungan yang signifikan antara kompetensi moral guru dan motivasi belajar siswa. Hasil penelitian ini menunjukkan bahwa tingkat kompetensi moral Ugru, bahwa motivasi belajar siswa perlu dipertahankan bahkan ditingkatkan, dan peneliti lain yang tertarik mempelajari motivasi belajar siswa telah mengeksplorasi variabellain. Ini menunjukkan bahwa Anda dapat mencari dan rekomendasi lain dibuat. Mempengaruhi motivasi belajar yang dapat mempengaruhi siswa.]]>
<![CDATA[Analisis Persepsi Siswa tentang Belajar Simple English Tenses ]]>
<![CDATA[Stenlly Sedubun]]>;
<![CDATA[Nurhayati Nurhayati]]>
<![CDATA[ LITERATUS Vol 4 No 3 (2022): Pergeseran Sosial, Budaya, dan Hukum dalam Menghadapi Era Society 5.0 ]]>
Publisher : <![CDATA[Neolectura ]]>
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DOI: 10.37010/lit.v4i3.1015
<![CDATA[Penelitian ini difokuskan untuk menganalisis persepsi mahasiswa tentang metode pengajaran dosen, pemahaman mahasiswa tentang pembelajaran tenses Bahasa Inggris sederhana, dan penggunaan alat peraga, dengan menganalisis persentase persepsi mereka terhadap pertanyaan. Populasi penelitian ini adalah 250 mahasiswa kelas Bahasa Inggris umum 4. Penelitian ini menggunakan metode kuantitatif dan analitik untuk menganalisis persepsi mahasiswa. Para peneliti akan menggunakan 31 pertanyaan. Setelah itu para peneliti akan menganalisis data dengan menggunakan SPSS untuk mengetahui seberapa sering dan rata-rata mereka menjawab pertanyaan. Peneliti juga menggunakan MEAN score untuk mengetahui rata-rata persepsi mereka. Berdasarkan temuan tersebut, peneliti menarik kesimpulan sebagai berikut: 1) Persepsi mahasiswa tentang metode pengajaran dosen secara umum tinggi. 2) Persepsi mahasiswa tentang pemahaman mereka dalam mempelajari tenses Bahasa Inggris sederhana adalah sedang, dan 3) Persepsi mahasiswa tentang alat peraga adalah tinggi]]>
<![CDATA[The Correlation between Metacognitive Strategies and Listening Comprehension ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Esther Mesly Eppang]]>
<![CDATA[ Journal on Education Vol 5 No 2 (2023): Journal on Education: Volume 5 Nomor 2 Tahun 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v5i2.1169
<![CDATA[This study was to determine the correlation between metacognitive strategies and listening comprehension. This study used quantitative designs, which were descriptive and correlational. This study's instruments were questionnaires adopted andergrifth, Goh, Mareschal, and Tafaghodtari (2006). This study was conducted to 63 students at Unklab Senior High School grade 11 Science enrolled in the first semester of the academic year 2021/2022. The sample of this study was taken by using total population sampling technique. Data were collected using two instruments and the data were analyzed by using pearson correlation. The result showed the correlation results obtained by the researchers were worth 0.00. Because the results obtained were less than 0.05, it was concluded that there was no correlation between metacognitive strategies and listening comprehension. And from the results found by researchers showed that the average respondents were weak in metacognitive strategies because based on the minimum completion criteria (kriteria ketuntasan minimal) of Unklab senior high school scores below 75 means that they failed.]]>
<![CDATA[Pengaruh Lingkungan Keluarga terhadap Motivasi Belajar Siswa Sekolah Dasar ]]>
<![CDATA[Ratunguri, Yusak]]>;
<![CDATA[Supit, Deisye]]>;
<![CDATA[Nurhayati, Nurhayati]]>
<![CDATA[ JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan) ]]>
Publisher : <![CDATA[STKIP Yapis Dompu ]]>
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DOI: 10.54371/jiip.v5i12.1262
<![CDATA[Penelitian ini dilakukan berdasarkan dengan observasi yang dilakukan di SD Negeri Inpres Parepei. Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan keluarga terhadap motivasi belajar siswa kelas tinggi SD Negeri Inpres Parepei. Penelitian ini merupakan penelitian kuantitatif servey. Populasi dalam penelitian ini adalah seluruh siswa kelas tinggi SD Negeri Inpres Parepei. Keseluruhan dari popolasi (kelas tinggi) yaitu 23 siswa. Pengambilan sampel dalam penelitian ini menggunakan teknik sampling jenuh. Teknik pengumpulan data menggunakan kuesioner/angket yang telah diuji validitas dan relibilitasnya. Kemudian setelah memenuhi validitas dan relibilitas dilanjutkan dengan uji Teknik analisis data yang digunakan adalah Analisis regresi sederhana dengan uji T dengan bantuan program SPSS versi 25. Dari hasil pengujian hipotesis, dinyatakan terdapat pengaruh lingkungan keluarga terhadap motivasi belajar. Hasil perhitungan regresi diperoleh persamaan Y= 36,039 + 0,541X. Besar pengaruh pelatihan kerja 0,541%. Dengan hasil tersebut menunjukan bahwa variabel lingkungan keluarga berpengaruh terhadap variabel motivasi belajar. Hipotesis pada penelitian ini terbukti yaitu lingkungan keluarga memiliki pengaruh yang signifikan terhadap motivasi belajar siswa kelas tinggi SD Negeri Inpres Parepei.]]>
<![CDATA[THE RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT AND STUDENTS’ ACADEMIC ACHIEVEMENT ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Ritly Julia Rondonuwu]]>
<![CDATA[ J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Vol 11, No 1 Apr (2023): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This study aimed to determine the relationship between parental involvement and students’ academic achievement. In addition, the purpose of this study was to determine the level of parental involvement and student academic achievement. To answer the research questions, descriptive mean analysis and Pearson Product Coefficient Correlation were used. The findings revealed that: (1) the level of parental involvement was 3.82, indicating frequent parental involvement; (2) the level of student academic achievement was 83.07, indicating good academic achievement; and (3) the p =.135 and r =.195, indicating that there is no significant correlation between parental involvement and student academic achievement; however, the correlation was found to be positive but only weakly. The researcher concluded that parental involvement is not a significant factor that has a relationship with student academic achievement. It is suggested that future researchers or teachers look for other factors that have a significant relationship on student academic achievement.Penelitian ini bertujuan untuk mengetahui hubungan keterlibatan orang tua dengan prestasi akademik siswa. Selain itu, tujuan dari penelitian ini juga untuk mengetahui tingkat keterlibatan orang tua serta tingkat prestasi akademik siswa. Untuk menjawab pertanyaan penelitian, digunakan descriptive mean analysis dan Pearson Product Coefficient Correlation. Hasil penelitian menunjukkan bahwa: (1) tingkat keterlibatan orang tua sebesar 3.82, menunjukkan keterlibatan orang tua yang sering dilakukan; (2) tingkat prestasi akademik siswa sebesar 83,07 yang menunjukkan bahwa prestasi akademik siswa adalah baik; dan (3) p=0.135 dan r=0.195, menunjukkan bahwa tidak ada korelasi yang signifikan antara keterlibatan orang tua dengan prestasi akademik siswa. Namun demikian, korelasinya ditemukan positif tetapi lemah. Peneliti menyimpulkan bahwa keterlibatan orang tua bukanlah faktor signifikan yang memiliki hubungan dengan prestasi akademik siswa. Disarankan kepada para peneliti atau guru-guru mendatang untuk meneliti faktor lain yang secara signifikan berpengaruh terhadap prestasi akademik siswa. Keywords: Parental Involvement, Students’ academic achievement.DOI Artikel: https://doi.org/10.23960/J-Simbol/v11i1.2023.06]]>
<![CDATA[Students’ Anxiety and Self-Esteem in English Language Classroom ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Agatha Merlin Bewa Kaha]]>
<![CDATA[ Journal on Education Vol 4 No 4 (2022): Journal on Education: Volume 4 Nomor 4 Tahun 2022 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v4i4.4392
<![CDATA[This study aimed to find out the level of students’ anxiety and self-esteem in English language classroom. Also, this study wanted to investigate whether there are any differences between students’ anxiety and self-esteem in English language classroom based on gender. Furthermore, the main purpose of this study was to find out the correlation between students’ anxiety and self-esteem in English language classroom. The questionnaire based on Foreign Language Anxiety and State Self-Esteem Scale was adopted from Natalia (2014). This Study was conducted on the grade seven students who enrolled in the second semester 2022/2023 academic year of SMP Advent UNKLAB Airmadidi. The result ere: (1) students’ anxiety in English language classroom was at moderate level, (2) students’ self-esteem in English language classroom was at moderate level (3) there is a different level in English language classroom based on gender (4) There was significant correlation between students’ anxiety and self-esteem in English language classroom. This study recommended that future researchers may try to conduct a similar study in a different place and grade.]]>
<![CDATA[Students’ Reading Habit and Their Reading Comprehension in Learning English ]]>
<![CDATA[Nurhayati]]>;
<![CDATA[Geraldo Amelius Najoan]]>
<![CDATA[ Indonesian Journal of Interdisciplinary Research in Science and Technology Vol. 1 No. 9 (2023): October 2023 ]]>
Publisher : <![CDATA[PT FORMOSA CENDEKIA GLOBAL ]]>
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DOI: 10.55927/marcopolo.v1i9.6587
<![CDATA[The purpose of this study is to find out the correlation between students’ reading habit in learning English and their reading comprehension in learning English and was used quantitative descriptive approach. The data was collected from 100 students of Grade VII students in SMP Negeri 1 Airmadidi. To answer the research questions, descriptive mean analysis and Pearson Product Coefficient Correlation were used. The findings revealed that the level of students’ reading habit was 3.30, indicating as moderate level. The level of students’ reading comprehension was 2.70, indicating as moderate level, and the p = 0.00, and r = 0.45, indicating that there is a significant correlation between reading habit and reading comprehension. However, the correlation was moderate. Since there is a significant correlation between the two variables, it is important for teachers to pay attention to students’ habit in reading for their good comprehension as well.]]>
<![CDATA[The Correlation Between Students’ Habit of Watching English Movie and Their Vocabulary Mastery ]]>
<![CDATA[Nurhayati, Nurhayati]]>;
<![CDATA[Mamesah, Abellita G]]>;
<![CDATA[Sanger, Alan H. F]]>;
<![CDATA[Lasut, Elizabeth M. M]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i3.559
<![CDATA[The purpose of this study is to find out the correlation between students’ habit of watching English movie and their vocabulary mastery and used quantitative research. This study's respondents are 9th-grade students at SMP Advent Unklab Airmadidi, particularly those enrolled in the second semester of the academic year 2022/2023. This study is a descriptive and correlative design. The data was collected from 59 students from 9th grade of SMP Advent Unklab Airmadidi. Descriptive mean analysis and Pearson Product Coefficient Correlation were used to answer the research questions. The findings revealed that (1) the level of students’ habit of watching English movie was 4.30, indicating an often level; (2) the level of students’ vocabulary mastery was 4.29, indicating a high level; and (3) the p = 0.003 and r = 0.379, indicating that there is a significant correlation between students’ habit of watching English movie and their vocabulary mastery. And from the results show that there is a significant correlation between the two variables, and it is important for teachers to know that watching English movies is a good medium for students to learn English, especially for students’ vocabulary mastery.]]>
