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All Journal ELS Journal on Interdisciplinary Studies in Humanities Edumaspul: Jurnal Pendidikan Inspiring: English Education Journal Jurnal Ilmiah Wahana Pendidikan SoCul: International Journal of Research in Social Cultural Issues
Ismail Ismail
Universitas Negeri Manado
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Grammar Learning Strategies Practice: An Investigation of Strategies-Based Instruction Effect on Grammatical Competence Ismail Ismail; Dedi Dedi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 4 No. 3 (2021): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.333 KB) | DOI: 10.34050/elsjish.v4i3.17784

Abstract

Grammar competence as an essential part in learning language has to be mastered by every language learner. Students, especially in higher education, need to possess the knowledge of grammar rules to produce academic products that maintain the grammatical aspects in every task. A new notion in learning grammar by employing grammar learning strategies becomes an alternative way for students in mastering grammar. Since many students are not aware of grammar learning strategies, the need to conduct strategies training in the classroom context is a solution. Empowered by styles and strategies-based instruction, this study aimed to determine the effect of grammar learning strategies on the grammatical competence of second semester students of Universitas Muslim Indonesia. Quasi-experimental design under quantitative research consisting of pre-test, eight meetings of treatment, and post-test was employed to compare the groups’ performance in grammar test. The data were obtained by using two kinds of research instruments: grammar test and questionnaire. In analyzing the data, this study employed the independent sample t-test and frequency of questionnaire. The result of statistical analysis showed that independent t-test which compared the students’ score on post-test revealed a value of p>0.05. It means that there was no significant difference between students taught with and without grammar learning strategies. The result yields some implications of having grammar learning strategies in classroom context. The students’ personal traits and experiences put some influences on the effect of strategies training. The duration of training also put contribution toward the students’ skills in employing the appropriate strategies in solving grammar problems.
The Use of Literature in English as a Foreign Language Teaching and Learning Process: The Relationship and Suggested Techniques to be Used in EFL Classrooms Herminus Efrando Pabur; Ismail ,; Muhammad Ilham Ali; Devilito Prasetyo Tatipang
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6159

Abstract

Literature, in a broad definition, can be defined as a term that denotes works such as drama, poetry, novel, and short story. From an educational point of view, literature can be utilized as a medium for teaching English as a foreign language. This study attempts to suggest the activities that can be used to maximize the prominent role of literature in teaching English skills and describe the relationship between literature and the English teaching and learning process. This study employs the qualitative approach with a library research technique. The data are collected from books and articles in various academic journals. The findings show that the relationship between literature and English teaching and learning is symbiotic and inseparable. Literature does have a really important role in teaching English as a foreign language: literature can be used in developing students’ language skills: listening, speaking, reading, and writing. However, the use of literature in English classes can be fully optimized when accurate methods or techniques are used. This study suggests that the use of literature to enhance students’ language skills has to be done in integration.
THE CONTRIBUTION OF BRAIN DOMINANCE TO READING SKILL OF IELTS Ismail Ismail; Herminus Efrando Pabur; Sukmawati Yasim; Umar Umar
SoCul: International Journal of Research in Social Cultural Issues Vol. 3 No. 1 (2023): SoCul: International Journal of Research in Social Cultural Issues
Publisher : Faculty of Language and Arts (Fakultas Bahasa dan Seni) Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/soculijrccsscli.v3i1.7534

Abstract

A popular theory in neuroscience, brain dominance, has influenced on education since studying of human brain plays important role to improve quality of teaching and learning outcomes. The purpose of this study is to find out the significant correlation between brain hemispheric dominance and reading skill of IELTS, and to identify the significant difference among students at the same level who have different categories of brain dominance in reading skill of IELTS. Students’ score in reading of IELTS and categories of brain dominance in the basis of personal traits and cognitive styles from 114 students of three different universities at the context of EFL were correlated and analyzed in Pearson Chi-Square, Kruskall –Wallis, and Mann-Whitney. The findings show that there is significant correlation between two variables. Different categories of brain dominance influence on students’ reading skill of IELTS. Findings of this study support what the theorists of brain dominance claim that individuals who have different brain dominance tend to be different in doing specific tasks.
Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students Ali, Muhammad Ilham; Ismail, Ismail
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.6645

Abstract

This study investigates the efficacy of the Student Talking Time (STT) technique in enhancing the speaking skills of second-year senior high school students. Employing a Classroom Action Research (CAR) approach based on Kurt Lewin's cyclic design, the study comprises four phases: planning, acting, observing, and reflecting. Data collection methods include observations, questionnaires, and tests. The findings indicate successful implementation of the STT technique, meeting predefined criteria for success. In the diagnostic test, 12.5% of students achieved the minimal mastery level criterion of Indonesian school, rising to 43.75% in the first cycle's post-test and a remarkable 75% in the second cycle's post-test. Observations reveal increased student confidence and active participation in class discussions and conversations, reflecting improved speaking skills. Questionnaire results indicate high student interest (69.68%) in using the STT technique for speaking practice, with students acknowledging enhancements in their speaking abilities. In conclusion, this study demonstrates the effectiveness of the STT technique in enhancing the speaking skills of senior high school students, as evidenced by improved test scores, heightened confidence, and strong student interest in this teaching approach.
Persepsi Mahasiswa Disabilitas Sensorik Rungu terhadap Inovasi Pembelajaran Bahasa Inggris Dapa, Aldjon Nixon; Putra, Andi Dewangga Permana; Ismail, Ismail
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 19 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13917172

Abstract

This study aims to explore the perceptions of students with Deaf Sensory Disabilities (DSR) towards English language learning innovations after the initial implementation stage. Qualitative methods were used by conducting in-depth focus group discussions involving a number of DSR students who are currently studying for higher education. The results of the study indicate that DSR students have diverse views on the English language learning innovations that have been implemented. Several key findings include: (1) an increase in learning motivation with the use of visual and interactive technology, (2) the important role of various parties in supporting learning, and (3) the need for adaptation of learning materials that are more in line with the characteristics of DSR students. Challenges identified include limited understanding of linguistic components by DSR students and lack of peer support. This study concludes that English language learning innovations have significant potential to improve learning effectiveness, but need to be adapted to the specific needs of DSR students. Implications of this study include recommendations for the development of more inclusive curricula and teaching methods in higher education.
Co-Authors Aldjon N. Dapa Dedi Dedi Devilito Prasetyo Tatipang Herminus Efrando Pabur Muhammad Ilham Ali Putra, Andi Dewangga Permana Sukmawati Yasim Umar Umar