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<![CDATA[USING SMALL GROUP DISCUSSION TO IMPROVE STUDENTS’ READING ACHIEVEMENT ON NARRATIVE TEXT ]]>
<![CDATA[Arisman, Rizal]]>;
<![CDATA[Haryanti, Irda Sriyanti]]>
<![CDATA[ English Community Journal Vol 3, No 1 (2019): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v3i1.1698
<![CDATA[Objective of this research was to find out significant difference of reading achievement between students who are taught using Small Group Discussion and those are taught using conventional method. The research used quantitative approach by applying quasi experimental design of nonequivalent group design. Population of this research was the grade eight students of SMP Negeri 2 Pasarwajo in school year of 2017/2018. Number of populations were 118 students. Samples of this research were class VIII.A as experimental class which consisted of 30 students and VIII.B as the control class which consisted of 29 students. Instrument of this research was test and it was analyzed using Independent Sample T Test. This research concludes that there was a significant difference of reading achievement between the class whom is taught by using Small Group Discussion method and the class whom is taught by using conventional method.]]>
<![CDATA[Profile of lecturer competence in teaching Listening Comprehension ]]>
<![CDATA[Arisman, Rizal]]>;
<![CDATA[Supardi, La Ode]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 4, No 2 (2019): December 2019 ]]>
Publisher : <![CDATA[D3 English Program Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v4i2.3609
<![CDATA[Lecturer competence becomes one of the factors influencing the success of learning. This research aims at investigating the lecturer competence in teaching Listening Comprehension subject at English Language Education Program of Dayanu Ikhsanuddin University. The design of this research uses a quantitative approach by applying a survey method. The population is fourth semester students and the sample is 60 students selected using simple random sampling technique. In collecting the data, this research uses a questionnaire from lecturer certification program which has 28 items, consists of 9 items for pedagogic competence, 8 items for professional competence, 6 items for personality competence, and 5 items for social competence. The result of this research indicates that the lecturer’s pedagogic competence is in high category, professional competence is in high category, personality competence is in very high category, and social competence is in very high category. The most dominant lecturer competence in teaching Listening Comprehension subject is pedagogic competence since it is selected by 61.67% students. DOI:10.26905/enjourme.v4i2.3609]]>
<![CDATA[Lecturer’s Competence and Students’ Writing Proficiency at University Level in Indonesia ]]>
<![CDATA[Rizal Arisman]]>;
<![CDATA[Arifuddin Hamra]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v4i2.4498
<![CDATA[This research explored the influence of lecturer’s competences toward students’ writing proficiency at the English Education Study Program of Dayanu Ikhsanuddin University, Indonesia. The research question that was raised up of this research was do the lecturer competence influence students’ writing proficiency? This research aimed to investigate the influence of lecturer competence toward students’ writing proficiency. This research employed ex post facto method. The population was the fourth semester students who registered in academic year 2013/2014 for Writing III. There were 51 students were as sample of this research, selected using si.mple random sampling technique. The data collected using questionnaire and writing test. The data analyzed by applying descriptive and inferential statistics. The research found that the value of Fcount that was 3.608 at significance value was 0.035. It meant Fcount was greater than Ftable (3.608 > 2.57) and the value of significance was fewer than α (0.035 < 0.05). Those meant the regression model can predict the level of students’ writing proficiency which influenced by lecturer competence and the lecturer competence had positive and significant influence toward students’ writing proficiency at the English Education Study Program of Dayanu Ikhsanuddin University, Indonesia.]]>
<![CDATA[COMPARISON OF AUDIO VISUAL AND GET A STAR METHOD ON STUDENTS’ LISTENING ABILITY ]]>
<![CDATA[Rizal Arisman]]>;
<![CDATA[Ainun Rahmah]]>;
<![CDATA[Melwinda Elisa Rahmi]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 7, No 1 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v7i1.1331
<![CDATA[This research is carried out to find out the significant difference of Audio Visual and Get a Star method on listening ability at grade nine students of SMP Negeri 3 Baubau in school year or 2017/2018. It is used a quantitative approach with experimental method. The population is grade eight students at SMP Negeri 3 Baubau in school year of 2017/2018 which consisted of 231 student. The sample is taking using cluster sampling; that is class IX.A which has 22 students taught by Getting a Star method and class IX.I which has 21 students taught by Audio Visual method. Instrument used are pretest and posttest. Data are analyzed using descriptive and inferential statistics. Result of the research indicates that there is not any significant difference between the use of Gett a Star and Audio Visual method on students’ listening ability. Besides, mean score of students’ listening ability taught by Get a Star method is 79.54 and taught by Audio Visual method was 79.52, in which those mean scores indicate that the students at class IX.A and IX.I have good listening ability.]]>
<![CDATA[Reading Comprehension Improvement through Question and Answer Relationship (QAR) Method ]]>
<![CDATA[Rizal Arisman]]>;
<![CDATA[Baharudin Adu]]>;
<![CDATA[Nur Adha Fitriyani Ambotang]]>
<![CDATA[ English Language in Focus (ELIF) Vol 3, No 2 (2021): English Language in Focus (ELIF) ]]>
Publisher : <![CDATA[English Department, Faculty of Education, Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/elif.3.2.109-118
<![CDATA[The objective of this research was to find out the significant difference in reading comprehension between students who were taught using the Question and Answer Relationship (QAR) method and those who were taught using the conventional method. This research used a quantitative approach with the experimental design of the quasi-experimental method. The instrument of this research was a test, dividing into pretest and posttest. In this research, it was found that the experimental group's mean pretest score was in a low category and the posttest score was in a good category. While the control group's mean pretest score was in a low category, but the posttest score was in the moderate category. The result of the Independent Sample T-Test indicated that the tcount was 4.549 which was higher than ttable (2.021) and the score of sig. (2-tailed) was 0.000 which was less than 0.05. This research thus concluded that there was a significant difference in reading comprehension achievement between students who were taught using the Question and Answer Relationship (QAR) method and those who were taught using the conventional method.]]>
<![CDATA[The Relationship between Direct Language Learning Strategies and English Learning Proficiency at Senior High School Students ]]>
<![CDATA[Rizal Arisman]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 7 No. 2 (2020): J-SHMIC : Journal of English for Academic ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/jshmic.2020.vol7(2).5339
<![CDATA[Learning strategies are applied by students to improve their studies. Suitable language learning strategies result in proficiency which is improved and greater self-confidence. Most researches observe the language learning strategies without dividing which affect more between direct and indirect strategy toward learning proficiency. Therefore, this research was conducted to find out whether the direct language learning strategies had a positive relationship and significant effect toward English learning proficiency on senior high school students. An ex-post-facto method with a correlational design was applied in this research. The population was 410 students at the eleventh grade of SMA Negeri 1 Baubau and selected 75 students as the sample using a simple random sampling technique. The instruments used were the SILL (Strategy Inventory for Language Learning) and the English proficiency test. The results of descriptive statistics indicate the compensation strategies were the most dominant learning strategy used by the eleventh-grade students with the mean score was 2.66. From the result of hypothesis testing, it was obtained the positive relationships and significant effect of those three kinds of strategies toward English proficiency on the eleventh-grade students. Besides, the memory strategies have the highest correction with the score of correlation is 0.756.]]>
<![CDATA[Vocabulary Self-Collection Strategy: Is It Effective to Improve Vocabulary Mastery Achievement on Senior High School Students? ]]>
<![CDATA[Rizal Arisman]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 8 No. 2 (2021): J-SHMIC: Journal of English for Academic ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/jshmic.2021.vol8(2).7446
<![CDATA[The objective of this research was to find out whether there was a significant difference in vocabulary mastery between students who were taught using vocabulary self-collection strategy and those who were taught using a conventional method. This research used a quantitative approach with the experimental method of quasi-experimental design. There were 60 students involved as a sample of this research selected using the purposive cluster sampling technique. The instrument used was a test including pretest and posttest. Data were analyzed using Mann Whitney U test. The result indicated that the score of Asymp Sig. (2-tailed) was 0.001 which was fewer than α (0.05). It meant there was a significant difference in vocabulary mastery between students who were taught using vocabulary self-collection strategy and those who were taught using the conventional method. Furthermore, based on the result of the N-Gain test, it was found that the vocabulary self-collection strategy was more effective than the conventional method.]]>
<![CDATA[THE STUDENTS READING ANXIETY AND READING STRATEGIES AT SMP NEGERI 4 BAUBAU ]]>
<![CDATA[Asti WahyuniB]]>;
<![CDATA[Nety Nety]]>;
<![CDATA[Rizal Arisman]]>
<![CDATA[ English Education Journal Volume 7, Number 2, November 2021 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v7i2.677
<![CDATA[The objective of the research was to examine students’ reading anxiety and students’ reading strategies to overcome reading anxiety at SMP Negeri 4 Baubau. Data Collection in this study was carried out using a research instrument in the form of questionnaires. There was research questionnaire “EFL Reading Anxiety Inventory (EFLRAI) consisting 23 items statements to find out the level of students’ reading anxiety. There was also reading strategies questionnaire which consists of 20 items statements to find out the students’ reading strategies. The data obtained were analyzed by using SPSS program 21.0. The results showed that students’ reading anxiety was in the high category with the mean score 2.75 which was dominated by top-down reading anxiety and bottom-up reading anxiety, while the reading strategy was in the moderate category by the mean score 2.81 and the dominantly used was metacognitive strategy.]]>
<![CDATA[EXPLORING STUDENTS' READING STRATEGY IN ENGLISH SUBJECT AT SMP NEGERI 17 BAUBAU ]]>
<![CDATA[Rizal Arisman]]>
<![CDATA[ English Education Journal Volume 8, Number 1, May 2022 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.55340/e2j.v8i1.860
<![CDATA[The problem statement of this research was whether the dominant reading strategy used by grade eight students at SMP Negeri 17 Baubau. From the problem statement, this research aims to know the dominant reading strategy in English subject activity used by grade eight students at SMP Negeri 17 Baubau Data collection in this research was carried out using a research instrument in the form of a questionnaire to determine the category of students' reading strategy. The data obtained were analyzed by descriptive statistics. The result indicated that the mean score for the metacognitive reading strategy was 2.79, the mean score for the cognitive reading strategy was 2.81, and the social reading strategy was 2.61. From those results, it could be concluded that the dominant reading strategy used by grade eight students was the cognitive strategy.]]>
<![CDATA[Point-Counterpoint Strategy for Better Reading Comprehension on EFL Junior High School Students ]]>
<![CDATA[Rizal Arisman]]>;
<![CDATA[Triyulan Safitrih]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 10 No. 1 (2023): J-SHMIC: Journal of English for Academic ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/jshmic.2023.vol10(1).10066
<![CDATA[Point-Counterpoint is one of the strategies that can be used to stimulate students and make them free in reading. This study is conducted to reveal the significant difference in reading ability under Point-Counterpoint strategy and conventional technique in class seven students at SMP Negeri 1 Batauga, South Buton regency. The design of this study was a quasi-experimental method. The sample was taken using cluster sampling, in which took class VII-F was selected as an experimental group and class VII-E was a control group. The instruments used were a pretest and a posttest. The results revealed that the average score for the pretest in the experimental group was 47.83, while the average score in the control group was 34.77. The average score for the posttest in the experimental group was 71.13, while it was 58.62 in the control group. Those scores indicated that the students had good reading ability in the experimental group, while the students in the control group had moderate comprehension in reading. The requirement testing outcome informed that the data had a normal distribution and were homogeneous. The hypothesis testing indicated that the tcount was 4.489 and the significant score was 0.000. Both results meant that the Point-Counterpoint strategy was significantly different from a conventional method toward students’ reading comprehension.]]>
