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Enhancing Reading Comprehension By Using Aldiko Book Through Paraphrase Method Sitti Aisa; Rustam Efendy Rasyid; Aswadi Aswadi; Suleha Ecca; Buhari Buhari
La Ogi : English Language Journal Vol 8 No 2 (2022): July
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

This research was use a quantitative and qualitative study, the research applied mixed method in the form of nonequivalent control group design because of there was possibility for the research to randomize the groups as the sample of This research. The reseacher devided the research object into two groups, experimental group who was given treatment, and the control group without treatment. This division was intended to test the hypotesis to know the condition after treatment. The pre-test will administratered students prior knowledge and the post-test will given to find out provement of the students reading comprehension using Aldiko book through paraphrase method. After giving the treatment, the researcher stated that the students in experimental group which were given treatment by using Aldiko Book as a media and paraphrase as method was effective in teaching reading than the students in control group by PDF Reader. The showed by the Mean score and standard Deviation of Studentsâ€™ in Post-test score which is experimental with 20 sample had a mean score 65.25 and 11.64 higher then the control group 58.00 and 8.013. It means that there was a significance different between the experiental and control group

Enhancing Reading Comprehension By Using Aldiko Book Through Paraphrase Method Sitti Aisa; Rustam Efendy Rasyid; Aswadi Aswadi; Suleha Ecca; Buhari Buhari
La Ogi : English Language Journal Vol 8 No 2 (2022): July
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

This research was use a quantitative and qualitative study, the research applied mixed method in the form of nonequivalent control group design because of there was possibility for the research to randomize the groups as the sample of This research. The reseacher devided the research object into two groups, experimental group who was given treatment, and the control group without treatment. This division was intended to test the hypotesis to know the condition after treatment. The pre-test will administratered students prior knowledge and the post-test will given to find out provement of the students reading comprehension using Aldiko book through paraphrase method. After giving the treatment, the researcher stated that the students in experimental group which were given treatment by using Aldiko Book as a media and paraphrase as method was effective in teaching reading than the students in control group by PDF Reader. The showed by the Mean score and standard Deviation of Studentsâ€™ in Post-test score which is experimental with 20 sample had a mean score 65.25 and 11.64 higher then the control group 58.00 and 8.013. It means that there was a significance different between the experiental and control group

Teaching Methods used by EFL Teachers Towards Student Interest and Achievement in Writing: A Case Study at SMA Negeri 10 Sidrap Putri wulan suci; Andi Asrifan; Buhari .; Jusman Tang; Sitti Aisa; nurhikmah .; Sam Hermansyah
La Ogi : English Language Journal Vol 9 No 1 (2023): January
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v9i1.845

This article investigates whether or not the use of a teacher way of teaching can improve the ability of SMAN 10 SIDRAP students to write descriptive compositions, as well as students' interest in learning to write descriptive compositions by using a teacher teaching method in classes X IPA and XI IPS. The descriptive qualitative approach was used in this study. The total population was 155 pupils, and two classes and two English teachers were chosen as samples using the saturation sampling approach, class X IPA (15) and XI IPS (15). In this study, the descriptive-composition and questionnaire were used to gauge students' interest. From the result of data analysis, the researcher found that the mean score of students Class X IPA (78.00) and students Class XI IPS (77.46). This shows that the score was above of curriculum standard. The researcher concluded that teachers teaching method in teaching writing-improved the studentsâ€™ ability to write descriptive composition at X IPA and XI IPS, and the students interest Class X IPA (84.76) and students Class XI (85.17) it was categorized in strongly interested. It show that, the students of SMAN 10 SIDRAP-interested to learn write descriptive composition toward teachers teaching method.

The Role of Artificial Intelligence in Transforming English Language Learning for Students at Junior High School Nur Farlina; Ibrahim Manda; Andi Asrifan; Sitti Aisa; Nur Hikmah
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 3 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i3.876

This research examines the impact of artificial intelligence (AI) technology, specifically using the Canva application, on English language learning at SMP Negeri 3 Baranti. The study employs a quantitative approach with an experimental design, involving two groups of eighth-grade students: an experimental group using AI-powered Canva for learning activities and a control group following traditional teaching methods. Over an eight-week period, the experimental group engaged with various AI-enhanced educational tools, including learning videos, interactive posters, and quizzes. Data were collected through English skills tests and student questionnaires, and analyzed using descriptive and inferential statistics, including independent t-tests. The findings indicate that students in the experimental group showed significant improvement in their English language skills compared to the control group. Additionally, these students reported higher levels of motivation and engagement in the learning process. The study concludes that integrating AI in educational tools like Canva can enhance the quality of English language education. It recommends that educational institutions consider adopting AI technologies to create a more engaging and effective learning environment. Further research is suggested to explore the long-term effects of AI in education and its adaptation to individual student needs.

Pendampingan Peningkatan Kualitas Pembelajaran Bagi Guru di SMA Negeri 1 Sidrap Rustam Efendy Rasyid; Anis Pacinongi; Sitti Aisa; Muhammad Takdir; Sultan Rasyid
Madaniya Vol. 6 No. 1 (2025)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.1155

Peningkatan kualitas pembelajaran merupakan faktor kunci dalam menciptakan pendidikan yang lebih efektif dan bermakna. Guru sebagai tenaga pendidik memiliki peran strategis dalam mengembangkan metode pembelajaran inovatif guna meningkatkan motivasi dan partisipasi siswa. Namun, tantangan dalam dunia pendidikan, terutama dalam pemanfaatan teknologi dan strategi pembelajaran yang interaktif, masih menjadi kendala bagi sebagian guru. Program Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk mendampingi guru-guru di SMA Negeri 1 Sidrap dalam meningkatkan kompetensi pedagogik dan profesionalisme mereka melalui pelatihan, workshop, serta pendampingan langsung dalam kelas. Kegiatan ini melibatkan identifikasi kebutuhan, pelatihan strategi pembelajaran berbasis teknologi, supervisi implementasi di kelas, serta evaluasi program. Hasil dari kegiatan ini menunjukkan adanya peningkatan signifikan dalam pemahaman dan keterampilan guru dalam menerapkan metode pembelajaran inovatif, dengan 90% guru menunjukkan peningkatan kompetensi setelah pelatihan. Selain itu, pemanfaatan teknologi dalam pembelajaran meningkat dari 40% menjadi 85%, sementara partisipasi siswa dalam kelas meningkat dari 50% menjadi 80%. Evaluasi program mengindikasikan bahwa pendampingan berkelanjutan sangat dibutuhkan untuk memastikan keberlanjutan implementasi metode pembelajaran yang telah diperkenalkan. Oleh karena itu, program ini diharapkan dapat menjadi model bagi peningkatan kualitas pembelajaran di sekolah lainnya, khususnya dalam menghadapi tantangan pendidikan di era digital.

Enhancing Students’ Speaking Skills through the Jigsaw Method: A Collaborative Learning Approach Nuralam Jumadi; Sam Hermansyah; Buhari; Sitti Aisa
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.3920

This research aims to enhance students’ speaking skills through the implementation of the Jigsaw Method as a collaborative learning approach. The subjects of the study were students of class VIII.2 at UPT SMPN 4 Panca Rijang, selected through purposive sampling due to their low speaking skill. The study employed a pre-experimental design using a one-group pretest-posttest model. The instruments used were speaking tests and questionnaires. Data were analyzed quantitatively using a paired sample t-test with SPSS 25. The results showed a significant improvement in students’ speaking scores, with the mean increasing from 53.22 in the pretest to 73.65 in the posttest. The t-test revealed a significance value of 0.000 < 0.05, indicating a statistically significant difference. Moreover, questionnaire responses showed that most students had positive perceptions of the Jigsaw Method. They felt more confident, active, and engaged in speaking activities through group collaboration. The Jigsaw Method is proven to be effective in improving students’ speaking abilities while fostering peer interaction and responsibility in the learning process. It is recommended as an alternative strategy for teaching speaking skills in junior high school English classes.

ANALYSIS OF EFL LEARNERS’ DIFFICULTIES IN OFFLINE CLASSROOM LEARNING L, Syahrir; H, Zulkifli; Andi Sadapotto; Sitti Aisa; Sam Hermansyah
JURNAL ILMIAH EDUNOMIKA Vol. 9 No. 3 (2025): EDUNOMIKA
Publisher : ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jie.v9i3.18071

This research investigates the difficulties faced by second-semester students of the English Education Program at Universitas Muhammadiyah Sidenreng Rappang in learning English as a Foreign Language (EFL) in offline classroom settings. The research problem focuses on identifying linguistic, psychological, and contextual factors that hinder effective learning. The main objective is to analyze these challenges and provide insights for improving teaching and learning practices. Employing a qualitative descriptive method, data were collected through semi-structured interviews, classroom observations, and documentation from 15 purposively selected students. Data analysis followed Miles and Huberman’s (1994) framework data reduction, data display, and conclusion drawing supported by NVivo software for thematic coding. Findings reveal that linguistic difficulties, particularly in listening comprehension, grammar mastery, pronunciation, and vocabulary, are the most dominant obstacles. Psychological barriers such as speaking anxiety, fear of mistakes, and low self-confidence further impede participation. Contextual issues, including noisy classrooms, ineffective teaching methods, and limited speaking practice, exacerbate the problem. Despite these challenges, students suggested interactive teaching strategies, such as games, storytelling, audiovisual aids, and real-life examples, to enhance engagement and comprehension. The research concludes that addressing both cognitive and affective needs through student-centered and communicative approaches, alongside improving classroom management and teaching materials, is essential for fostering a more effective EFL learning environment.

The Effectiveness of Social Media in Learning English Autodidactically Surgawie S; Ibrahim Manda; Sitti Aisa; Isumarni; Sam Hermansyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v11i2.1169

This study explores the effectiveness of social media as a tool for autonomous English learning. Employing a descriptive qualitative approach, data were gathered through interviews with five seventh-semester students from the Indonesian Language Education program at Muhammadiyah Sidenreng Rappang University. The research investigates whether social media facilitates self-directed English learning and contributes to skill enhancement. The findings reveal that students perceive social media as an effective platform for independent English learning when used strategically. Platforms such as YouTube, Instagram, and TikTok provide diverse learning resources, including video-based lessons and interactive content, which support vocabulary development, pronunciation improvement, and overall language proficiency. However, challenges such as the lack of structured guidance, potential distractions, and difficulties in tracking progress were also noted. This study underscores the potential of social media as a supplementary tool for autonomous English learning, highlighting the need for strategic and disciplined use to maximize its benefits.

Enhancing English Proficiency Through the 'One Day in English' Program: A Case Study at SMAN 1 Sidrap Sitti Aisa; Sam Hermansyah; Syeh Junaidi Usman; Citra Karisma; Kartini Kartini; Muhammad Anugrah Nasruddin
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8590

English proficiency is a crucial skill in the era of globalization, yet high school students often face challenges in actively practicing the language. This study examines the implementation and effectiveness of the "One Day in English" program at SMAN 1 Sidrap. The program adopts an immersive learning approach where students are required to use English throughout the day in various interactive activities. These activities include group discussions, presentations, daily conversations, and games aimed at enhancing both oral and written communication skills.Using observational methods and pre-and post-program assessments, the study evaluates improvements in students' English language abilities. The findings reveal significant progress in speaking fluency, vocabulary comprehension, and overall confidence in using English. Moreover, the interactive nature of the program fostered active student participation and created a supportive learning environment.This research highlights the potential of immersive learning strategies in addressing barriers to effective English learning. It offers a practical framework for schools to adopt similar programs to enrich language learning experiences and build students’ confidence in real-world communication.

The Effectiveness of Audio Storytelling in Improving Students’ Listening Skills in EFL Classrooms Sitti Aisa; Sam Hermansyah; Isumarni; Nurul Faradillah; Nur Hikmah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.9462

Listening comprehension plays a crucial role in tertiary EFL learning; however, many university students struggle due to limited exposure to contextualized and authentic audio input. Despite the growing use of storytelling in language teaching, few empirical studies have examined the effectiveness of audio-only storytelling in higher education EFL listening classrooms. This study investigates whether audio storytelling significantly improves university students’ listening comprehension. A quasi-experimental one-group pre-test–post-test design was employed involving 30 undergraduate EFL students selected through purposive sampling. Data were collected using a validated listening comprehension test and analyzed through descriptive statistics and a paired-sample t-test. The results showed a significant improvement in students’ mean scores from 62.40 (pre-test) to 78.60 (post-test), with p < 0.05. The calculated effect size indicated a strong practical impact. These findings suggest that audio storytelling provides contextualized and meaningful input that significantly enhances listening comprehension in tertiary EFL classrooms.

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