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All Journal Jurnal Madako Education Tolis Ilmiah: Jurnal Penelitian
Yunus H, Ismail
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Teaching present progressive tense to the second year students' of junior high school through substitution drill at SMP 6 tolitoli Hidayati, Hidayati; Yunus H, Ismail; Nurhaera, Nurhaera
Jurnal Madako Education Vol 9 No 2 (2023): Desember
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jme.v9i2.568

Abstract

This research was carried out to improve the students’ present progressive tense through the Substitution Drill in the second year of SMPN 6 Tolitoli. The design of this research is classroom action research (CAR). This research uses a total sampling. The sample was 27 grade VIII students of SMPN 6 Tolitoli. The research was conducted in two cycles. Each cycle consisted of three meetings. The data in this research were collected through tests and field notes. The research results show an improvement in students’ present progressive tense through substitution drills. Gradually, students got good scores at the end of each cycle. Skor Kriteria Ketuntasan Minimal (KKM) for English subjects is 75. The mean score of students in the pre-test was 29.61. The result of cycle 1 is that seven students, 26.92%, have achieved KKM; for students who have not reached KKM, consisting of 19 students, 73.08% of the learning outcomes have not improved. The mean score of post-test one cycle 1 was 64,42. The result of cycle 2 is that 25 students, 92,59%, have achieved KKM. The mean score of post-test two, cycle 2, was 81.48. The data above shows that present progressive tense learning substitution drills are effective. The conclusion is that substitution drills can improve students’ present progressive tense. Finally, it can be said that the Classroom Action Research (CAR) is a success.
The analysis of verbal interaction between teacher and students of eight grade at SMPN 3 tolitoli Motoh, Theo C; Yunus H, Ismail; Prayoga, Putri Regina
Jurnal Madako Education Vol 9 No 1 (2023): Juni
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jme.v9i1.582

Abstract

Verbal instruction is exceptionally vital among students. Interaction between teachers and students is still one-way, and there is no dynamic interaction between teachers and students or between students. This inquiry is about points to find the verbal interaction between teachers and students in lesson VIII SMP Negeri 3 Tolitoli. This inquiry utilized a clear subjective strategy; analysts utilized purposive sampling and utilized one instructor and 27 students in lesson 8B of SMP Negeri 3 Tolitoli. Information was collected from perceptions employing a video recorder and interviews among three gatherings with teachers and students to determine the verbal interaction between the two. This investigation shows that educator and student intelligence impact each other, and there is also an impact between educator and student verbal intuition during the learning preparation. Four sorts of verbal intelligence are utilized within the classroom to induce student reactions or vice versa: Intrapersonal, Little gather interaction, and Open interaction.
The correlation between metacognitive strategy and listening comprehension of seventh semester students at madako university Firmansyah, Moh.; Yunus H, Ismail; Ekri, Sri aqidah Ekri
Jurnal Madako Education Vol 10 No 1 (2024): Juni
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jme.v10i1.803

Abstract

This study aimed to determine the significance of the relationship between metacognitive strategies and students' listening comprehension skills. This research employed a quantitative correlational design. The samples consisted of 12 seventh-semester students selected through purposive sampling. The data were collected using a metacognitive strategy questionnaire and a listening comprehension test adopted from the TOEFL examination. The data were analyzed using the Pearson Product-Moment correlation technique with the SPSS v19 statistical program. The results of the analysis revealed that the sig. (2-tailed) The value was 0.944, which is greater than the significance level of 0.05, indicating no statistically significant correlation between the two variables. Furthermore, the correlation coefficient (r = 0.113) indicated a very weak relationship between metacognitive strategy use and listening comprehension. Based on these findings, the null hypothesis (H₀) was accepted, and the alternative hypothesis (Hₐ) was rejected. These results suggest that the use of metacognitive strategies alone may not directly influence students' listening comprehension performance in this context. The findings imply that other factors—such as linguistic competence, vocabulary mastery, or the quality of listening instruction—may play a more dominant role. Therefore, it is recommended that future research involve a larger sample size and include additional variables to understand better the complex factors affecting listening comprehension.
The Relationship Between Learning Interest Of Students Toward Learning Achievement At Mts Al Mafas Jaya; Yunus H, Ismail
Jurnal Madako Education Vol 9 No 2 (2023): Desember
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jme.v9i2.805

Abstract

This research aimed to determine the significant correlation between learning interests and students' learning achievement at MTs Al Mafaz. The research design is a quantitative analysis. The researchers used purposive sampling. The samples comprised 15 students in grade seven, and the data were obtained from the questionnaire and documentation. The technique used to analyze the data is simple correlation with SPSS 21 v.21 Program. The result of the research showed that the value of the Coefficient Correlation 0,01 means that there is no correlation between parents' attention and learning achievement, it was a very weak correlation based on the table interpretation of correlation, and it is based on the value significance Sig. (2-tailed) The correlation between learning interest and students' learning achievement is 0,957 > 0,05. There is no significant correlation between learning interest and students' learning achievement. The hypothesis is Null Hypothesis (Ho) is accepted, and Hypothesis Alternative (Ha) is rejected.
Model dan Modul Edukasi ‘Financial English’ untuk Meningkatkan Literasi Keuangan dan Investasi Gen-Z di Kabupaten Tolitoli Yunus H, Ismail; Marlina; Widodo, Julistyono
Tolis Ilmiah : Jurnal Penelitian Vol 7 No 2 (2025): November
Publisher : LPPM Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/tolis.v7i2.1055

Abstract

Financial literacy and investment awareness are essential competencies for young people in the digital economy era. However, students of Generation Z in regional areas such as Tolitoli Regency continue to face significant gaps in understanding basic financial concepts and common investment terms—especially when such information is presented in English. This study aims to: (1) identify the current state of financial and investment literacy, along with English comprehension related to financial contexts among Gen-Z students in Tolitoli; (2) develop an educational model and module of Financial English tailored to local needs; and (3) evaluate the effectiveness of the module in enhancing financial understanding and decision-making skills. The research employed a research and development approach, combining surveys, interviews, pre- and post-tests, and expert validation as data collection methods. Findings revealed low levels of investment literacy and limited comprehension of financial English terminology, with language acting as a major barrier to accessing credible financial information. The developed module, which integrates localized financial education with contextual English learning, proved effective in improving both conceptual understanding and students’ confidence in managing financial decisions. These results suggest that a contextual, dual-focus approach can serve as a strategic solution for strengthening the financial preparedness of young people in underserved regions.
Co-Authors Ekri, Sri aqidah Ekri Firmansyah, Moh. Hidayati Hidayati Jaya Julistyono Widodo Marlina Motoh, Theo C Nurhaera, Nurhaera Prayoga, Putri Regina