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All Journal E-CLUE Journal of English Culture, Language, Literature and Education Jurnal Bilingual
Ridayani Ridayani
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ USE OF MULTIPLE INTELLIGENCE IN EFL CLASSROOM AT VOCATIONAL HIGH SCHOOL MAKASSAR OF SOUTH SULAWESI Ridayani Ridayani; Awaludin Rizal
Jurnal Bilingual Vol 12, No 2 (2022): Jurnal Bilingual EDISI OKTOBER 2022
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v12i2.5223

Abstract

This study aimed at finding out the types of multiple intelligence used by students at the tenth grade of SMK Bina Insani Makassar, and which type was dominantly used by students. The objectives of the research were to find out (1) the types of multiple intelligence used by students, (2) the dominant type of multiple intelligence used by students. The researchers applied descriptive quantitative research to analyze of data. The subject of the research was the tenth grade of students at SMK Bina Insani Makassar consisting of 30 students and selected by using random sampling technique. The research used the Multiple Intelligence Inventory which was adapted from Walter McKenzie’s Inventory as the instrument. The research covered eight of multiple intelligence namely: Verbal-Linguistic Intelligence, Logical-Mathematical Intelligence, Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalistic Intelligence.  The research showed that the type of multiple intelligence that were used by students in high category namely Intrapersonal Intelligence 26 (86.7%). The type of multiple intelligence that were used by students in moderate category namely Logical-Mathematical Intelligence 20 (66.7%). The type of multiple intelligence that were used by students in low category namely Interpersonal Intelligence 8 (26.6%). Then the dominant type of multiple intelligence based on highest score was Intrapersonal Intelligence with the score 247. The result of the findings indicated that most of students at the tenth grade used Intrapersonal Intelligence.
The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

Abstract

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either.  According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.
The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

Abstract

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either.  According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.
Co-Authors Ali Ajam Awaludin Rizal Awaludin Rizal Safrudin Sahmadan