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THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND STUDENTS’ ACHIEVEMENT IN LISTENING AND SPEAKING SKILLS La’biran, Roni; Allo, Maria Manganda Datu; Arrang, Judith Ratu Tandi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i1.12784

The purpose of this study is to investigate the learning style tendencies exhibited by students in their pursuit of listening and speaking skills for general communication at UKI Toraja, as well as to examine the correlation between these learning style tendencies and their achievement in speaking and listening skills. This research employed a quantitative descriptive approach, with a sample size of 35 students, analyzed using SPSS 26. The results of the questionnaire indicated a very strong correlation, ranging from 0.80 to 1.000. It revealed that students possessed three distinct learning styles when acquiring listening and speaking skills for general communication: visual, auditory, and kinesthetic. Each of these learning styles exhibited a highly significant correlation with students' achievements. Specifically, the correlation between the visual learning style and student achievement was 0.932, signifying a very strong relationship. The audio learning style exhibited a correlation of 0.885 with student learning achievement, also indicating a very strong connection. Lastly, the kinesthetic learning style displayed a correlation of 0.930 with student achievement, further underscoring a very strong relationship. These findings demonstrate that each learning style (visual, auditory, kinesthetic) is significantly correlated with student achievement. Therefore, it can be concluded that H1 is accepted, as each learning style exhibits a strong correlation with students' achievement in listening and speaking skills

Preserving Tradition: Cultural Immersion in English Educational Context of University of Western Australia Students in Toraja Girik Allo, Markus Deli; Baka, Charlie; la’biran, Roni; Pongsapan, Nehru P.; Sampelolo, Rigel; Palimbong, Daud Rodi; Ury, Ury
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.11153

The objective of this study is to examine the impact of this immersion on both the students and the local community, focusing on the preservation of Toraja cultural traditions.This study adopts a qualitative research design which is particularly suited for exploring the depth and complexity of participants' experiences and perspectives. The participants in this study include students from the University of Western Australia (UWA), faculty members from Universitas Kristen Indonesia Toraja (UKI Toraja), and members of the Toraja community. Participant Observation: Researchers closely observed the participants' daily interactions, behaviors, and activities during the immersion program. Detailed field notes were maintained to document the observations. Focus Group Discussions (FGDs): Semi-structured focus group discussions were conducted with the UWA students to explore their learning outcomes, reflections, and overall experiences of the cultural immersion program. Participants were selected using purposive sampling, a non-probability sampling technique where participants are chosen based on specific characteristics and their relevance to the research questions. UWA students were selected based on their active participation in the Bali Studio Program, while UKI Toraja faculty members and Toraja community members were chosen for their roles in facilitating and engaging with the cultural immersion activities. The data collected from participant observations and focus group discussions were analyzed using thematic analysis. The result of this study shows that the positive impact of this immersion on both the students and the local community, focusing on the preservation of Toraja cultural traditions. The evidence depicted that the deep and impactful engagement of UWA students with Toraja culture and the presence of UWA students in the Toraja community had a positive impact on cultural preservation efforts. The study concludes with recommendations for improving the effectiveness of such programs and calls for continued collaboration between universities and indigenous communities in the pursuit of cultural preservation.

The Influence of ChatGPT on Writing Anxiety Among English Department Students Debinda, Phani; La’biran, Roni; Rachel; Rum, Eka Prabawati
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7278

Writing anxiety is a prevalent problem among students of English, which can discourage their academic performance and writing confidence. As AI-based tools like ChatGPT are becoming more widely used, it is essential to analyze whether such tools have any influencet on the level of students' writing anxiety. This study aims to know the influencet of ChatGPT usage on English students' writing anxiety levels. Specifically, it examines whether there is a significant relationship between the use of ChatGPT and students’ anxiety in academic writing.The research employs a quantitative descriptive approach using a simple linear regression analysis. Data were collected from English students at Universitas Kristen Indonesia Toraja through a questionnaire based on the Second Language Writing Anxiety Inventory(SLWAI).The findings suggest that although there is a trend indicating that using ChatGPT might reduce writing anxiety among students, the influence is not statistically significant. This implies that other factors may play a more crucial role in influencing writing anxiety. Further research with a larger sample and additional variables is recommended to gain deeper insights into this relationship. Keywords: ChatGPT, Writing Anxiety, Influence

Best Practice of Student Exchange in MBKM Program at English Department Mangalik, Irene; La’biran, Roni; Rachel, Rachel
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 3 (2023): September - Desember 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.3.2023.6306

The urgency of this research is to find out what students' experiences are during the student exchange program. The purpose of this research is to find out the experience of students participating in student exchanges. The researcher conducted this research using qualitative methods. The purposive sampling strategy was used to obtain data from students of the English Education study program who had participated in the student exchange program. The data was obtained by interview technique. The findings show that experience starts from the preparation, selection, process, and evaluation. In the preparation stage, students seek information through various sources, such as social media. The selection stage involves online tests as well as administrative challenges that are solved with various strategies. The process stage included adaptation to the new environment, communication challenges, and culture shock, which were overcome in various ways, such as learning about the local culture and establishing interactions. Evaluations showed that the experience provided many benefits, including improved mindset, self-confidence, social relationships, academic experience, and greater cultural insight. Experience of students from preparation to evaluation is that students prepare themselves and follow the selection process well, go through a series of processes to find enormous benefits including opening mindsets and broadening their horizons, social interaction of students and can increase understanding of ethnic, religious, racial and cultural diversity. Although there are some challenges faced, students feel that their experience is very valuable and enriches their lives, both in terms of academic, social, and personal.

THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND STUDENTS’ ACHIEVEMENT IN LISTENING AND SPEAKING SKILLS La’biran, Roni; Allo, Maria Manganda Datu; Arrang, Judith Ratu Tandi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 1 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i1.12784

The purpose of this study is to investigate the learning style tendencies exhibited by students in their pursuit of listening and speaking skills for general communication at UKI Toraja, as well as to examine the correlation between these learning style tendencies and their achievement in speaking and listening skills. This research employed a quantitative descriptive approach, with a sample size of 35 students, analyzed using SPSS 26. The results of the questionnaire indicated a very strong correlation, ranging from 0.80 to 1.000. It revealed that students possessed three distinct learning styles when acquiring listening and speaking skills for general communication: visual, auditory, and kinesthetic. Each of these learning styles exhibited a highly significant correlation with students' achievements. Specifically, the correlation between the visual learning style and student achievement was 0.932, signifying a very strong relationship. The audio learning style exhibited a correlation of 0.885 with student learning achievement, also indicating a very strong connection. Lastly, the kinesthetic learning style displayed a correlation of 0.930 with student achievement, further underscoring a very strong relationship. These findings demonstrate that each learning style (visual, auditory, kinesthetic) is significantly correlated with student achievement. Therefore, it can be concluded that H1 is accepted, as each learning style exhibits a strong correlation with students' achievement in listening and speaking skills

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