Article Per Year (5 Year)
p-Index From 2021 - 2026
5.225
P-Index
This Author published in this journals
All Journal JTechLP Phonologie : Journal of Language and Literature JoEELE Tamaddun JELTEC: Journal of English Language Teaching, Literature and Culture PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Jurnal Ilmiah Multidisiplin Amsir Celebes Journal of Language Studies
Samtidar, Samtidar
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 38 Documents
Search

 1   2   3   4 
USING TPR (TOTAL PHYSICAL RESPONSE) METHOD FOR YOUNG LEARNERS IN LEARNING ENGLISH VOCABULARY As’ad, Riska Dwi Putri; Noni, Nurdin; Samtidar, Samtidar
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 3: August (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i3.76512

Abstract

This study aims to gather empirical evidence on whether there is a significant difference in students' achievement in understanding English vocabulary when using the TPR method compared to those who do not. The researcher conducted this study in grades V (A and B) of SDN 5 Maros, located at Jl. Lanto Dg. Pasewang No. 12, Maros. In this study, the researcher used the quasi-experimental method by selecting two groups as research samples, namely the experimental and control classes. The researcher used purposive sampling as a sampling technique because it could provide the information needed in the study. The researcher chose class V A as the experimental class and class V B as the control class. In addition, these two classes were more accessible, so the researcher chose them as research subjects. The research subjects totaled 42 students. The authors conducted a pre-test in both classes before carrying out the treatment. In addition, the researchers used the TPR Method to teach English vocabulary in the experimental class. After the treatment, a post-test was conducted in both classes to determine the effectiveness of the TPR Method in teaching English vocabulary in the experimental class. From the study results, it was found that after receiving treatment with the TPR method, the experimental class experienced a significant improvement in English vocabulary acquisition. Although initially, they had lower pre-test scores than the control class (84.4% vs 88.3%), after the treatment, they recorded a considerable improvement in the post-test (88.8%). This shows that the TPR method is effective in helping learners understand and remember English vocabulary well.Keywords: TPR Method,;Young Learners; English Vocabulary
THE USE OF DUBBING VIDEO TECHNIQUE FOR STUDENTS’ ENGLISH-SPEAKING SKILLS AND SELF-CONFIDENCE Alfiyanti, Rizki Muthiah; Samtidar, Samtidar; Korompot, Chairil Anwar
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 3: August (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i3.76511

Abstract

This research aims to evaluate the effectiveness of using the Dubbing Video technique in improving students' English language skills and self-confidence at SMPN 21 Makassar. This research uses a quasi-experimental method with cluster random sampling technique. The samples chosen were class VIII F as the experimental class and class VIII G as the control class. The sample consisted of 28 experimental group students and 26 control group students. Data was collected through speaking tests and self-confidence questionnaires and analyzed using SPSS 27. The analysis of the paired sample t-test analysis showed a significance value (Sig. 2-tailed) < 0.001 for the experimental group, demonstrating a significant difference in speaking skills between students taught with the Dubbing Video technique and those who are not taught using this technique. The results showed a significant improvement in the experimental group. In speaking skills, the average score of the experimental group increased from 56.00 (pre-test) to 72.71 (post-test), while the control group only increased from 46.46 to 60.46. For self-confidence, the experimental group showed an increase from 66.29 to 79.68, while the control group increased from 60.54 to 71.88. So, it can be concluded that the Dubbing Video technique has proven to be effective in improving English speaking skills and self-confidence at SMPN 21 Makassar.Keywords: Dubbing Video; Speaking Skills; Self-confidence
The Use of the “Word Wall” Strategy to Improve Vocabulary Mastery in English Learning As Rakib, Andi Maharani; Noni, Nurdin; Samtidar, Samtidar
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 3, No 3: August (2024) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v3i3.65585

Abstract

This research aims to find out whether there is an improvement in the vocabulary mastery of students of SMPN 40 Makassar by using the "Word Wall" strategy. This research used pre-experiment research. This research was conducted in one group only and there was no comparison group, namely by using a one-group pre-test post-test design. The population of this research consists of all eighth-grade students’ at SMPN 40 Makassar in the 2023/2024 academic year. The sample of this research is was 29 students of class VIII-D at SMPN 40 Makassar. The instrument of this research is testing, namely pre-test and post-test. The result of this research is that the significance value for the learning outcome variable is 0.000 which means it is lower than the significance degree <0.05. So, it can be concluded that there is a significant improvement in the mastery of English vocabulary of SMP 40 Makassar students by using the "Word Wall" strategy.Keywords: Vocabulary Mastery, “Word Wall” Strategy
Using TPS Via Group Scrabble to Promote Students English Learning Vocabulary Alimatunnis, Alimatunnis; Samtidar, Samtidar; G., Hasriani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 3, No 1: February (2024) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v3i1.59602

Abstract

This study aims to promote students' use of Scrabble game combined with Think-Pair-Share method in engaging English vocabulary learning cooperatively or individually. This research provides benefits and useful information in teaching and learning, especially in vocabulary learning through the promotion of game media. The learning process is responsive to teaching materials using Scrabble game media with Think-Pair-Share technique. This research was conducted using Descriptive Qualitative, for data collection techniques, researcher used observation methods, documentation studies, and also interviews conducted in the school environment. The results of the acquisition of class 1A scores experienced a satisfactory increase starting from cycle II sessions I and II 57.14% - 80.95% while the acquisition of class 1B scores 54.17% - 87.5% the acquisition proved satisfactory results. Promoting the use of Scrabble vocabulary game media as English language learning media and TPS method has a positive influence on students, able to arouse interest in learning, increase students' vocabulary better, help students to learn to engage in the language learning process cooperatively and individually.Keywords: Scrabble game, Think Pair Share, English vocabulary teaching
The Impact of Formative Assessment Towards Students’ Motivation in Learning English: A Meta Analysis Sunra, La; Samtidar, Samtidar
Tamaddun Life Vol 22 No 1 (2023): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v22i1.324

Abstract

This meta-analysis explores the impact of formative assessment on students' motivation in learning English as a foreign language (EFL) within the context of Indonesia. Drawing on a comprehensive search and analysis of relevant literature, the review investigates the impact of formative assessment on intrinsic and extrinsic motivation, and proposes strategies to enhance motivation through formative assessment. This review examined 37 qualifying studies and analyzes the formative assessment impact, which have been categorized into three aspects namely; (1) the impact on intrinsic motivation, (2) the impact on extrinsic motivation, and (3) the impact on academic motivation and the potential strategies which consisted of four aspects such as (1) Promote Collaboration and Group Work, (2) Scaffold Learning and Provide Support, (3) Encourage Reflective Practices, and (4) Foster a Sense of Competence and Progress. The implications for practice highlight practical recommendations for educators to implement formative assessment strategies in the Indonesian EFL context. By integrating these recommendations, educators can create a dynamic learning environment that enhances students' motivation, engagement, and overall language learning success.
A Study on the Use of Nonverbal Signals by EFL Students at Tomakaka University During Academic Activities Fatmawati, Fatmawati; Dollah, Syarifuddin; Samtidar, Samtidar
Jurnal Ilmiah Multidisiplin Amsir Vol 4 No 1 (2025): Desember
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat amsir.v4i1.669

Abstract

This study analyzes the use of nonverbal signals among English Education students at Tomakaka University, Mamuju, in academic settings. The research aims to describe how students employ nonverbal cues during classroom interactions to demonstrate engagement and facilitate communication. A total of 30 students participated as research subjects. Using a qualitative descriptive design, data were obtained through video recordings, classroom observations, and semi-structured interviews. Content analysis was applied to identify and categorize nonverbal behaviors, with attention to eye contact, gestures, posture, and facial expressions. The results show that students actively used eye contact, hand gestures, posture shifts, and facial expressions as integral components of their communicative practices. These nonverbal behaviors contributed to clearer interaction patterns and supported student participation in the learning process. The study highlights the significance of nonverbal communication in academic contexts and suggests that understanding these cues can assist educators in developing more effective instructional strategies.
THE CORRELATION BETWEEN TEACHERS’ TEACHING STYLE AND STUDENTS’ LEARNING MOTIVATION Sindirella, Putri; Samtidar, Samtidar; Sakkir, Geminastiti
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i3, Nov.78439

Abstract

This study aims to determine whether there is a significant correlation between teachers' teaching style and students' learning motivation in learning English at SMPN 27 Makassar. The variables in this study consisted of teachers' teaching style as the independent variable (X) and students' learning motivation as the dependent variable (Y). The population of the study was all VIII-grade students of SMPN 27 Makassar, totaling 313 students, with a research sample of 35 students from class VIII.8 selected using the purposive sampling technique. The instrument used was a Likert scale-based closed questionnaire, each consisting of 15 items for teacher teaching style and 16 items for student learning motivation. The data were analyzed using the Pearson product-moment correlation statistical technique to determine the closeness of the correlation between variables. The results of the analysis show that the calculated r count is 0.587, while the r table at the 5% significance level with N = 35 is 0.344. Because r count (0.587) > r table (0.344), it can be concluded that there is a significant correlation between teacher teaching style and student learning motivation. This study concludes that teachers' teaching style has an important role in increasing students' learning motivation.
ENGLISH TEACHERS’ STRATEGIES IN STIMULATING STUDENTS’ MOTIVATION TO LEARN ENGLISH IN CLASS X SMA NEGERI 19 BULUKUMBA Muslim, Amanda Defasya Asyrah; Samtidar, Samtidar; Farahdiba, Syarifah
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v4i3, Nov.78429

Abstract

This study aims to examine the English Teachers’ Strategies in Students’ Motivation to Learn English. This research uses qualitative research by using two instruments, namely interviews and observations. The independent variable of this research is ‘English Teacher Strategy’ and the dependent variable of this research is ‘Students’ English Learning Motivation’. This research was conducted at SMA Negeri 19 Bulukumba, with the research subject being an English teacher who consists of only one person. This research was carried out twice a week, which consisted of conducting the first interview before making observations, then conducting observations and interviews after making observations. The data collection techniques in this study were the interview process, which was recorded later and observation, which used an observation checklist. The results of the study show that there are English teacher strategies in stimulating students' English learning motivation in class X, including Brainstorming and Using Resources for Receiving and Sending Messages. In addition, this study also explains that there are several factors that influence students' learning motivation, especially in English lessons, where English teachers must be more careful in using and applying strategies in teaching.
Co-Authors Abduh, Amirullah Alfiyanti, Rizki Muthiah Alimatunnis, Alimatunnis Alqadry, Nusul Anti Anggeraja, Moh. Fikri Amir Ardiansyah Ahmad Ariyani, Amra Arsyad, Ulya Sari As Rakib, Andi Maharani As’ad, Riska Dwi Putri Azizah, Nur Wafiq Baa, Sultan Baso Jabu, Baso Caesarani, Aprilla Fahranah, Riqah Farahdiba, Syarifah Fatmawati, Fatmawati Fitra, Muh. Al Fachrizah G., Hasriani Geminastiti Sakkir Hanafi, Nurwahidah Haryanto Atmowardoyo, Haryanto Ismail, Widya Sari Jibran, Ahmad Ari Khusnul Hidayah Korompot, Chairil Anwar Kurnia, Muhsona Ayu Maemuna Muhayyang Muhaimin, Ahmad Muhammad Agus Muljanto Muliati, A. Munir Munir, Munir Murti, Pramustia Muslim, Amanda Defasya Asyrah Mustikawati, Yunitari Naipon, Adam Noni, Nurdin Novia, Lely NUR AENI Nurahmawati, Dwi Riski Nurqalbi, Nurqalbi Pertiwi, Rasyita Rabiatul Adawiah Rahmadani, Wilda Ramadhani, Trecy Trinita Rosita, Siti Ryan Rayhana Sofyan, Ryan Rayhana Safitri, Citra Dwi Sari Ismail, Widya Sari, Ulvah Sindirella, Putri Suhardi, Muhammad Farhan Sunra, La Syahril Syahril Syam, Sulhidayah Syarifuddin Dollah Yusvita, Lavenia