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All Journal Al-Irsyad: Journal of Education Science Journal of English Language Teaching and Literature (JELITA) Journal of English Education (Indolish)
Kalsum Kalsum
Institut Agama Islam Negeri Parepare, Indonesia
Arts Education Languange, Linguistic, Communication & Media

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Analysis of Differences in Students' Thinking Styles on Reading Comprehension of the Third Semester Students at IAIN Parepare Indirwan Priyatno N; Kalsum Kalsum; Muhammad Yunus Nurdin; Jumardin Muchtar
JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i1.668

Abstract

The aims of this study were to find out the thinking styles of the third semester students of English Education at IAIN Parepare. It is also to know the type of dominant thinking style possessed by the third semester students of the IAIN Parepare English Study Program. This research has significance for teachers, students and future researchers. This study uses a quantitative descriptive. The research sample was 20 Semester III students of the English Education Program at IAIN Parepare. The instruments used were questionnaires and quantitative analysis. The results of the data show that the thinking style of the third semester students of English Education at IAIN Parepare refers to the indicators showing the chosen global style of 28.74% with a focus on general reading texts. Local style is 29.45 % by paying attention to details and specific information on reading texts, external style is 19.52% by collaborating with other people in answering reading tests. Internal style is 22.29 % by preferring to rely on personal activities in reading. The dominant type of thinking style possessed by third semester students of the English Language Study Program IAIN Parepare refers to indicators showing that local style becomes the dominant thinking style by paying attention to details, solving problems by following certain rules, preferring to do reading assignments. projects and implement their own ideas. Evidenced by the dominant score with 29.45 %.
STUDENTS' ENGLISH INTONATION ABILITY IN USE: A STUDY OF FOURTH SEMESTER ENGLISH DEPARTMENT STUDENTS AT IAIN PAREPARE Basmala Basmala; Abdul Haris Sunubi; Kalsum Kalsum
Journal of English Education Vol. 1 No. 1 (2025): September 2025
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v1i1.451

Abstract

This study examines the proficiency level of fourth-semester EFL students at IAIN Parepare regarding their application of English intonation patterns. Intonation serves as a crucial element within pronunciation that significantly influences meaning conveyance and emotional expression during verbal communication. The research employed a quantitative descriptive approach involving twenty student participants. Data collection utilized two assessment instruments: a multiple-choice examination and voice recording tasks, each containing ten items focused on ascending and descending intonation patterns. Research findings indicate that students demonstrate "Fair" competency in English intonation usage, achieving mean scores of 58.5 on the multiple-choice assessment and 59.5 on the voice recording evaluation. Data analysis reveals that most participants encounter difficulties implementing descending intonation patterns, particularly at sentence-final positions. Contributing factors to these challenges include native language interference and habitual use of elevated pitch during daily communication, especially among students from Buginese cultural backgrounds. These research outcomes provide concrete insights into areas requiring enhanced emphasis within pronunciation instruction, specifically intonation components, to improve students' communicative effectiveness in English.
DESIGN AND DEVELOPMENT OF AN E-MODULE FOR VOCABULARY LEARNING IN JUNIOR HIGH SCHOOLS Syahrianita Syahrianita; Kalsum Kalsum
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.238

Abstract

This study examines the design, development, and effectiveness of "Easy Vocabulary," a web-based e-module aimed at improving English vocabulary skills among junior high school students at SMPN 1 Parepare, Indonesia. Addressing challenges like limited learning resources, traditional teaching methods, and lack of interactive media, the study applied the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and utilized a one-group pretest-posttest design involving 32 Grade VIII students (aged 13-14 years) selected through purposive sampling. The e-module features locally contextualized content, multimedia elements like barcode-integrated audio pronunciation, and web-based accessibility for independent learning. Expert validation from material experts, media specialists, teachers, and students yielded high validity scores: material expert (92.5%), media expert (81%), teacher (85.55%), and student responses (82.29%). Effectiveness was evident in the significant improvement in vocabulary mastery, with pretest scores of 57.75 increasing to 93.90 posttest, achieving an N-Gain score of 0.85, indicating high effectiveness. The study’s success is attributed to the combination of contextual design, interactive multimedia, and culturally relevant content, fostering student engagement. This research contributes valuable insights to the literature on educational technology, offering a replicable framework for enhancing vocabulary learning in Indonesian educational settings.
The Effectiveness of the Contextual Learning Approach in Improving Students’ Vocabulary Achievement and Retention Nurul Aidah Majid; Kalsum Kalsum; Zulfah Fakhruddin; Yessicka Noviasmy
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1418

Abstract

This study aims to investigate the effectiveness of the Contextual Learning Approach in enhancing students’ vocabulary retention at SMP Negeri 10 Parepare. The research employed a pre-experimental design with a one-group pre-test, post-test, and delayed post-test. The sample consisted of 30 eighth-grade students selected through random sampling. The instruments used in this study were vocabulary tests administered in three stages: pre-test, post-test, and delayed post-test. The data were analyzed using descriptive statistics and paired-sample t-test to examine the effectiveness of the treatment. The results of the study showed that the mean score of the students increased from 57.80 in the pre-test to 77.30 in the post-test, and further increased to 89.83 in the delayed post-test. The inferential analysis revealed a significant difference between the pre-test and post-test scores (t = -5.215, p < 0.05). In addition, the delayed post-test results indicated that students were able to retain the vocabulary learned during the treatment period. Therefore, the findings suggest that the Contextual Learning Approach may contribute to improving students’ vocabulary achievement and retention.
Co-Authors Abdul Haris Sunubi Basmala Basmala Indirwan Priyatno N Jumardin Muchtar Muhammad Yunus Nurdin Nurul Aidah Majid Syahrianita Syahrianita Yessicka Noviasmy Zulfah