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All Journal ELTIES (English Language Teaching for EFL Learners) English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Journal of Linguistics and Social Studies
Indah Fadhilah Rahman, Indah Fadhilah
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Languange, Linguistic, Communication & Media Social Sciences

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Using YouTube Videos to Teach Students’ Transactional Speaking Skills at Senior High School Nur Lita; Rahman, Indah Fadhilah
ELTIES : English Language Teaching for EFL Learners Journal Vol 6 No 01 (2024): Volume 06, Number 01, March 2024
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v6i01.45095

Abstract

This research aims to find out the effectiveness of YouTube videos in teaching transactional speaking skills in the second grade of SMA Negri 12 Luwu. The pre-experimental research with pre-test and post-test was implemented as the design of the research. The population of this research was the second-grade students of SMA Negeri 12 Luwu consisting of 30 students taken using cluster random sampling. The instrument used to collect data was the speaking test. The result of the research presented that using YouTube Videos was effective in improving the students' Transactional Speaking skills, especially at Class XII IPA B at SMA Negeri 12 Luwu. This implies that the treatment had a significant effect on the students’ transactional speaking skills achievement.
THE EFFECTIVENESS OF USING STORY PYRAMID STRATEGY TO THE READING COMPREHENSION ADVANCEMENT Tsuraya, Annisa Shofa; Rahman, Indah Fadhilah; Ulfa Lis Adhayanti
elstic : english language linguistics culture Vol 3 No 1 (2023): Volume 3, Number 1, April 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i1.39002

Abstract

The objective of this research was to find out the level effectiveness of using Story Pyramid Strategy to the reading comprehension advancement. The quasi-experimental method research design is used to carry out this research. There are experimental and control class. The experimental class consists of 20 students and the controlled class consists of 20 students. The Story Pyramid Strategy was applied in the experimental class as a treatment to train students in reading narrative text. The instrument used in this research is a test in multiple choices. The researchers used a pre-test as an instrument before conducting the treatment of Story Pyramid Strategy and a post-test as an instrument after conducting the treatment of Story Pyramid Strategy. The result of this research after conducting the treatment of Story Pyramid Strategy in the experimental class shows there was an advancement in students’ reading comprehension in reading narrative text. The Story Pyramid Strategy enables the students summarize the most important parts of text and got the detail and specific information. Story Pyramid also made students more active and creative in learning process. The researcher found that the use of story pyramid strategy to help the students understand the text and got the detail and specific information especially in narrative text.
STUDENTS' PERCEPTION TOWARDS THE DIFFICULTY OF GRAMMATICAL FEATURES AT UIN ALAUDDIN MAKASSAR Rahman, Indah Fadhilah; Asmawati, Andi; Elmayana, Elmayana
elstic : english language linguistics culture Vol 4 No 02 (2024): Volume 04, Number 02, August 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.51968

Abstract

This research investigates how students perceive the difficulty of various grammatical features in the English language. Furthermore, the grammatical features in this research are based on the Semester Learning Plan (RPS) for the grammar subject. A quantitative approach was employed, utilizing survey research methodology with a sample of 70 students chosen through purposive sampling. The students' perceptions of twelve grammatical features were assessed using a Likert scale, ranging from “very easy” to “very difficult.” The results revealed diverse perceptions among students regarding the difficulty of these grammatical features, reflecting the complexity of language acquisition. Part of speech, modals, WH-Question, question tag, gerund, direct and indirect, degrees of comparison, and passive voice were perceived as not all difficult. Tenses, causative, infinitives, and conditional sentence were perceived as difficult. These findings underscore the importance of tailored teaching strategies and support to address students' varying perceptions of grammatical difficulty. This research contributes to the field of language education by shedding light on students' perspectives on the difficulty of various grammatical features, filling a gap in research on grammatical difficulty from the learners' viewpoint. The insights gained from this study can guide educators in adapting their teaching methods to better support students in mastering English grammar, ultimately improving their proficiency in the language and facilitating effective communication in both academic and real-world contexts.
Students’ Difficulties in Reading Comprehension at the Eighth Grade of Islamic Junior High School Putri, Salmi Ardhani; Abubakar, Multazam; Rauf, Masykur; Rahman, Indah Fadhilah
Journal of Linguistics and Social Studies Vol 2, No 2: 2025
Publisher : STAI Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jls.v2i2.202

Abstract

The objectives of this research are to investigate the difficulties faced by the students’ and the factors of causing the students’ difficulties in reading comprehension at the eighth grade of MTs Ash-Salihin. This research used mixed methods; research data analysis used quantitative and qualitative methods. The research subjects were thirty-two students. To collect information for this research, researcher used questionnaire and conducted interview. The findings show that students experience difficulties in reading comprehension, including determining main idea, making inference, detail information, and understanding vocabulary. Besides, the factors of causing the students difficulties in reading comprehension are students’ background knowledge, teacher’s technique, and students’ environment. The implications of this research are the teacher need to pay attention to the challenges that students face when they read materials written in English. Teacher can use acceptable, appropriate, and easily understandable teaching strategies for students if they are aware of the many challenges and the variables contributing to them.
Co-Authors Abubakar, Multazam Andi Asmawati, Andi Annisa Shofa Tsuraya Elmayana, Elmayana Masykur Rauf, Masykur Nur Lita Putri, Salmi Ardhani Ulfa Lis Adhayanti