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The Effectiveness of using Quizlet as digital learning to improve vocabulary mastery of junior high school students Nur, Serliah; Putri, Nurhalisa Eka
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 28 No 1a (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v28i1a.8638

The aim of this study is to determine the effectiveness of using Quizlet as a digital learning medium to improve the vocabulary mastery of junior high school students. This study applied a quasi-experimental design with pre-test and post-test. The population of this study consisted of the 8th-grade students of MTsN 1 Kota Makassar. Purposive sampling was utilized by the researchers to choose 80 students as a sample and divided them into two classes, experimental and controlled classes. This study used a vocabulary test as the instrument. The vocabulary test was used to determine whether the 'students' vocabulary mastery had improved following the treatment or not. The result of the study shows that there was improvement of 'students' vocabulary after using Quizlet as digital learning media. This is evidenced by the t-test significant value 0.000<0.05, which means that H1 is accepted and H0 is rejected. Therefore, using Quizlet as digital learning media is effective to improve 'students' vocabulary mastery. Quizlet is one of application that can be used as digital learning media with many features that can support the learning process in individuals and groups. Quizlet can also be used in online and offline situations.

The Strategies Used by The English Teachers in Teaching Vocabulary at Darul Huffadh Islamic Boarding School Nur, Serliah; Muthiah, Muthiah; Ridwan, Dian Eldyanti
LETS: Journal of Linguistics and English Teaching Studies Vol. 4 No. 2 (2023): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v4i2.519

This research was carried out to investigate the strategies used by the English teachers in teaching vocabulary at Darul Huffadh Islamic Boarding School and to figure out the teachers` perception in applying the strategy in teaching vocabulary. This research was conducted using qualitative method to answer the research questions. The instruments of this research are interviews and observational checklist. The subject of this research was teachers who teach in classes 8a, 8b, 8c, and 8d. The result shows that the teachers used different strategies in teaching vocabulary, namely picture, action and movement, contrast, explanation and translation. In addition, based on the teachers` perception, those strategies were relevant to teach vocabulary to the students because the teachers can mix up more than two strategies in one meeting. Therefore, the teachers taught English using various activities and strategies to make students enjoy learning English. This research is expected to provide the teachers and prospective teachers as well as readers about strategies that are suitable to use in teaching vocabulary. The findings of this research provide some options of teaching strategies that can be considered to be used in other educational institutions

THE ANALYSIS OF ITEM DIFFICULTY AND DISCRIMINATION OF ENGLISH SUMMATIVE TEACHER MADE TEST (TMT) AT MAS MADANI PAO-PAO GOWA Nawir, Muhammad Syahruddin; Nur, Serliah; Abubakar, Multazam; Asmawati, Andi; Maemunah
elstic : english language linguistics culture Vol 3 No 2 (2023): Volume 3, Number 2, August 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i2.41502

This research was aimed to find out the item difficulty and item discrimination power of English summative test for the second grade students at MAS Madani Pao-Pao Gowa. The researcher used descriptive quantitative method to desribe the item difficulty and discrimination of the items of English summative test. English summative final test used to test students registered as second-grade students at MAS Madani Pao-Pao Gowa in the academic years 2022-2023 was the subject of this study. The instruments documents in the form of test with 25 multiple-choice questions, student's answers, and an answer key. The result of this research, item difficulty is the easy category, there are 2 difficult items, 7 medium items, and 16 easy items. Meanwhile, item discrimination is the poor category, there are 0 excellent items, 0 good items, 0 sufficient items, 10 insufficient items, 15 poor items. Item difficulty and item discrimination are not equal so that it needs to be considered by the teacher when making questions. The items arranged are in accordance with the assessment for students' understanding and abilities. This research to hopes could be highly beneficial to other academics as a reference for future research on similar topics, and may support teachers in their efforts to design and maintain a good test that measures students' true abilities.

THE EFFECT OF COLLABORATIVE WRITING STRATEGY ON STUDENTS' ACHIEVEMENT IN WRITING RECOUNT TEXT Nur, Serliah; Tsuraya, Annisa Shofa; Amin, Nurul Latifa
elstic : english language linguistics culture Vol 3 No 3 (2023): Volume 03, Number 03, December 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i03.44558

This study aims to determine the effect of implementing collaborative writing strategies on student achievement in writing with the main objective: to determine whether there is a significant effect of collaborative writing strategies on student achievement in writing recount texts. This research was conducted using a quasi-experimental research design. The population of this research is grade ten of one of the senior high school students. Two classes were taken as samples of this study. The experimental group was taught using the Collaborative Writing strategy, while the controlled group was taught using the conventional method. The data collection instrument was a written test. The results showed that the use of Collaborative Writing strategies increased students' achievement in writing recount texts. Evidenced by a significant 2-tailed level for the t-test, namely 0.005 <0.05, which means H1 is accepted and H0 is rejected. This means that there is a significant effect of using Collaborative Writing strategies on student achievement in writing recount texts. Therefore, it is suggested that English teachers apply a collaborative writing strategy to students' learning achievement in writing. Based on the observation of teaching experience it is said that students are more enthusiastic to participate in learning. They have the motivation to write. They are also able to create positive relationships when they work collaboratively in groups. That's because they have many pairs of eyes for writing correction. In addition, students are allowed to give and received direct feedback on the language used in their writing. Thus, the teaching-learning process becomes more interesting and students enjoy a better writing process in recount texts.

WORKING WITH COMMUNITIES IN ASSET MAPPING USING ABCD APPROACH IN ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR Nur, Serliah
Journal of Islam and Science Vol 1 No 1 (2014)
Publisher : Universitas Islam Negeri Alauddin Makassar

Asset Based Community Development (ABCD) approach has gained popularity as one methodology used in Community-Driven Development (CDD) in approaching the desired change in our left behind local community in Indonesia generally and South Sulawesi specifically. UIN Alauddin as a higher education institution has one responsibility among the three assignments not only to teach and to do research but also to serve the community. In strengthening this function, UIN plans to implement more persistently students and teaching staffs community service with the ABCD approach. This paper discusses the ABCD approach and how it had been implemented for the above purpose. We evaluate how the assigned working group (pokja) from UIN had tried to implement this in Selayar Island and a student community service using this ABCD approach in the specific field of community health in Bantaeng. Finally we list the opportunities and challenges from the discussion to propose a better recommendation for future implementation of this ABCD for the local context in South Sulawesi.

Assessing Listening Comprehension Skills in Indonesian Islamic Higher Education EFL Classrooms: Current Practices, Challenges and Solutions Rasyid, Muhammad Nur Akbar; Rauf, Masykur; Junaid, Syahruni; Nur, Serliah; Syukur, Helmi
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.4187

The present study aims to examine the current practices, constraints, and potential enablers when assessing students' listening skills in Indonesian Islamic higher education EFL classrooms. This study used a qualitative approach with a case study research design. The selection of the participants used purposive sampling. The study used interviews as a data gathering technique, involving six EFL lecturers in one Indonesian Islamic higher education institution in South Sulawesi. The findings show participantsâ€™ awareness of the various alternative methods to assess studentsâ€™ listening skills. However, their discussions tend to focus on what is easiest to use as opposed to what matters most for studentsâ€™ listening skills. Furthermore, participantsâ€™ descriptions of EFL lecturersâ€™ constraints in assessing listening skills encompass various educational aspects, which could be classified into resources and practical constraints. The former includes a lack of representative language laboratories and learning resources for conducting quality listening assessment practices. The latter relates to time constraints, auditory surroundings, and designing and developing listening assessment instruments. Therefore, the participants raised several key strategies to enhance quality listening assessment practices, ranging from resources to practical strategies. This includes a high quality and sufficient quantity of educational resources, the use of diverse and authentic assessment tasks, and more collaborative work to share best practices and experience in conducting quality listening assessment practices. These findings imply the need for reformulation of existing practices and policies related to foreign language assessment that could have significant impacts on EFL students, teachers, and classrooms.

SLIP OF THE TONGUE SPEECH PRODUCTION OF ENGLISH AND LITERATURE STUDENTS IN PRESENTATION (CASE STUDY IN PROPOSAL SEMINAR EXAMINATION) Nur, Serliah; Asnur , Sardian Maharani; Alessandro, Zulfadio Akbar Bintang
Elite : English and Literature Journal Vol 12 No 1 (2025): June : Linguistic and ELT
Publisher : UIN Alauddin Makassar

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

This study aimed to examine the various types of slips of the tongue produced by students of the English and Literature Department at the State Islamic University of Alauddin Makassar during seminar proposal presentations. It also sought to explore the underlying factors contributing to the occurrence of these speech errors. Using a qualitative descriptive approach, data were collected from five participants through audio recordings and follow-up interviews. The findings revealed six types of slips of the tongue based on Fromkin’s (1973) classification: anticipation, exchange, addition, perseveration, substitution, and deletion, with addition being the most frequent. Interview results indicated that cognitive load was the main contributing factor, categorized into intrinsic, extraneous, and germane cognitive load. These findings suggest that slips of the tongue are closely linked to the cognitive demands students face during formal academic speaking tasks.

Assessing Listening Comprehension Skills in Indonesian Islamic Higher Education EFL Classrooms: Current Practices, Challenges and Solutions Rasyid, Muhammad Nur Akbar; Rauf, Masykur; Junaid, Syahruni; Nur, Serliah; Syukur, Helmi
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.4187

The present study aims to examine the current practices, constraints, and potential enablers when assessing students' listening skills in Indonesian Islamic higher education EFL classrooms. This study used a qualitative approach with a case study research design. The selection of the participants used purposive sampling. The study used interviews as a data gathering technique, involving six EFL lecturers in one Indonesian Islamic higher education institution in South Sulawesi. The findings show participantsâ€™ awareness of the various alternative methods to assess studentsâ€™ listening skills. However, their discussions tend to focus on what is easiest to use as opposed to what matters most for studentsâ€™ listening skills. Furthermore, participantsâ€™ descriptions of EFL lecturersâ€™ constraints in assessing listening skills encompass various educational aspects, which could be classified into resources and practical constraints. The former includes a lack of representative language laboratories and learning resources for conducting quality listening assessment practices. The latter relates to time constraints, auditory surroundings, and designing and developing listening assessment instruments. Therefore, the participants raised several key strategies to enhance quality listening assessment practices, ranging from resources to practical strategies. This includes a high quality and sufficient quantity of educational resources, the use of diverse and authentic assessment tasks, and more collaborative work to share best practices and experience in conducting quality listening assessment practices. These findings imply the need for reformulation of existing practices and policies related to foreign language assessment that could have significant impacts on EFL students, teachers, and classrooms.

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