Articles
<![CDATA[EXPLORING STUDENTS’ LEARNING STRATEGIES IN SPEAKING PERFORMANCE ]]>
<![CDATA[Wael, Ahmad]]>;
<![CDATA[Asnur, Muhammad Nur Ashar]]>;
<![CDATA[Ibrahim, Ibrahim]]>
<![CDATA[ International Journal of Language Education Vol. 2, No. 1, 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v2i1.5238
<![CDATA[This article aims to explore learning strategies used by students in speaking performance. To identify the types of learning strategies were adopted by the students of English department in learning to speak, the authors prepared journal logs with specific questions related to learning strategies. The researchers used qualitative design in this research. The result of this research showed that students of the third semester of English department frequently used memory strategies in learning speaking. The second was metacognitive strategies followed by social strategy in the third rank. The fourth was affective strategies and compensation strategies in the fifth rank and followed by cognitive strategy in the sixth rank. Furthermore, the other factors also influence students? learning strategies in learning speaking such as psychological factor, the role of teacher, task, environment and social factors. The roles of the lecturer as a feedback provider, a participant, and a prompter.]]>
<![CDATA[USING TEAM WORD-WEBBING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE OF SMA USDATARA KOTA SORONG ]]>
<![CDATA[Ahmad Wael]]>
<![CDATA[ Qalam : Jurnal Ilmu Kependidikan Vol. 6 No. 1 (2017): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sorong ]]>
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DOI: 10.33506/jq.v6i1.248
<![CDATA[This study was carried out to find out whether or not team word-webbing technique can improve students’ reading comprehension on expository reading text comprehension, description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017. In this study the writer used pre-experimental study. Pre-experiment or pre experimental, the design used in this study was the one group pretest-posttest design, the writer only teaches in one class because the school only has one class for each grade. This design includes a pre-test measure followed by a treatment and a post-test for a single group. From the statistical analysis by using paired sample t-test on SPSS 16.00, the output of statistical computation showed that the score of t-count was 6.749 with the df 18. The score of t-table for standard significant 5% (0.05) and df 18 was 2.101. Thus, the score of t count was higher than ttable (6.749 > 2.101), it can be clearly concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that team word-webbing technique can improve students’ on reading expository text in comprehension description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017.  ]]>
<![CDATA[Enhancing Students’ Oral Communication By Using Communicative Language Teaching (CLT) ]]>
<![CDATA[Ahmad Wael]]>;
<![CDATA[Dian Saputra]]>;
<![CDATA[Eka Setyawati]]>
<![CDATA[ Qalam : Jurnal Ilmu Kependidikan Vol. 8 No. 1 (2019): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sorong ]]>
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DOI: 10.33506/jq.v8i1.469
<![CDATA[This article aims at providing students’ oral communication in speaking class. There were two specific purposes to gain the data namely to find out the effects of Communicative Language Teaching (CLT) in teaching oral communication especially in speaking ability and to disclose the responses of students in the learning process by using Communicative Language Teaching (CLT). In order to obtain the comprehensive data, the writers used performance test and questionnaire with 32 respondents on speaking class. This research was applied in quantitative method. The writers used the design of interact group comparison. The result showed that there was a significant effect on the use of CLT approach. It was proven that t observation was bigger than  t table; t observation was 2.98 while t table was 2.021 (2.98> 2.021). Most of the students  agreed if CLT was applied in teaching-learning activites, especially in speaking class because it could help them in improving their ability in oral communication. The results of their opinion towards the application of CLT were expressed by chosing option 4 (agree) and 5 (strongly agree) in every indicator. For indicator 1 and 10, students tent to choose option 5 (strongly agree) with the percentage of 56.3 and the mean of 2.8. In indicator 2 and 4, the students tent to choose option 5 with the percentage of 59.4 and the mean of 3.0. In indicator 3 and 7, the students tent to choose option 4 (agree) with the percentage of 62.5, and mean score of 2.5. For indicator 5 and 6, the students chose option 5 with the percentage of 50.0 and mean score of 2.5. For indicator 8 and 9, most of the students tent to choose option 5 (strongly agree). The percentage and mean score were different. In indicator 8, the percentage was 56.3 with the mean score of 2.3 whereas in indicator 9, the percentage was 68.8 which the mean score of 2.8 more of the respondents were strongly agree with the application of CLT approach in speaking class. It made the students interestend in following speaking class and the students have confidence to speak with other friend or lecturer inside or outside the classroom.]]>
<![CDATA[Meningkatkan Kemampuan Berbicara Siswa Melalui Teknik Storytelling di Medina English Club ]]>
<![CDATA[Ahmad Wael]]>;
<![CDATA[Hasanudin Hasanudin]]>
<![CDATA[ Qalam : Jurnal Ilmu Kependidikan Vol. 9 No. 2 (2020): Desember ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sorong ]]>
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DOI: 10.33506/jq.v9i2.1171
<![CDATA[Penelitian ini bertujuan untuk mengujui penggunaan teknik storytelling dalam meningkatkan kemampuan berbicara speaking bahasa inggris. Penelitian ini didesain menggunakan pre-eksperimental, pre-test, perlakuan treatment dan post-test dengan melibatkan 15 partisipan di Medina English Club. Peneliti memberikan pre-test terlebih dahulu untuk mengetahui kemampuan awal para peserta Medina English Club. Setelah itu, peneliti memberikan perlakukan treatment  dan tahap selanjutnya peneliti memberikan post-test untuk mengetahui hasil akhir dari penggunaan teknik storytelling dalam meningkatkan kemampuan berbicara siswa. Instrumen dalam penelitian ini adalah speaking test dan kuesioner. Hasilnya menunjukkan bahwa adanya peningkatan kemampuan berbicara siswa setelah menggunakan teknik storytelling dalam pembelajaran bahasa inggris.]]>
<![CDATA[MENGASAH KETERAMPILAN BERBICARA BAHASA INGGRIS MENGGUNAKAN SMALL GROUP DISCUSSIONS (SGD) PADA SISWA SMP NEGERI 16 KABUPATEN SORONG ]]>
<![CDATA[Rezkiah Hartanti]]>;
<![CDATA[Ahmad Wael]]>;
<![CDATA[Hasanudin Hasanudin]]>;
<![CDATA[Kris Uluelang]]>;
<![CDATA[Ruslan Hasyim]]>
<![CDATA[ Abdimas: Papua Journal of Community Service Vol. 4 No. 2 (2022): Juli ]]>
Publisher : <![CDATA[LP3M Universitas Muhammadiyah Sorong ]]>
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DOI: 10.33506/pjcs.v4i2.1854
<![CDATA[Berbicara merupakan keterampilan yang sangat dibutuhkan dalam mempelajari bahasa. Maka, setiap pembelajar bahasa harus bisa berbicara dengan baik dan benar sesuai dengan struktur tata bahasa yang dipelajari. Pengabdian kepada masyarakat ini bertujuan untuk mengasah keterampilan berbicara siswa menggunakan small group discussions (SGD). Pengabdian ini dilakukan di SMP Negeri 16 Kabupaten Sorong dengan menggunakan metode pendampingan. Peserta yang terlibat dalam pengabdian ini adalah siswa-siswi kelas XI yang berjumlah 25 siswa-siswi dengan 5 instruktur. Dalam pelaksanaan pendampingan, peserta dibagi menjadi 5 kelompok dan setiap kelompok terdiri dari 5 siswa. Hasil pencapaian peserta adalah 79,5%, dapat dikategorikan biak kemampuan peserta dalam menjawab pertanyaan. Disamping itu, guru yang mengampuh mata pelajaran bahasa Inggris juga turut serta dalam proses pendampingan yang dilakukan kepada siswa-siswi.]]>
<![CDATA[Students’ Sensory referred on Learning Styles at English Education Department of Universitas Muhammadiyah Sorong ]]>
<![CDATA[Ahmad Wael]]>;
<![CDATA[Heriyanti Tahang]]>;
<![CDATA[Hasanudin Hasanudin]]>;
<![CDATA[Ira Siregar]]>
<![CDATA[ Qalam : Jurnal Ilmu Kependidikan Vol. 11 No. 1 (2022): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sorong ]]>
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<![CDATA[This research aims to find out the students’ sensory preferred on learning style in learning English at English Department of Sorong Muhammadiyah University. Learning styles is a part of human being. Every person has an individual learning style. Individuals in learning has a variety of ways, some learned by listening, some learned by reading, and each students bring their own style to the classroom. Similarity, just as the learners learn in different ways, so also lecturer teach in different ways. This research was conducted in English Department of Universitas Muhammadiyah Sorong, the researcher took the representative of two classes at fifth semester. The researcher use questionnaire and Interview to find out the students’ sensory preferred learning style in learning English. The researchers found that the result of interview students dominant used visual learning style and 28.2% of participants is visual learners. However, visual learners were majority, the lecturer also discovered that students were able to receive the information when the lecturer delivered the information in auditory or kinesthetic way. The researchers found that language learning style between result interview and questionnaire were same. Visual learners are minority. In this case, the teacher needs to help students when they feel hard to understand. The teacher should also create the best appropriate teaching method to fulfill students’ language learning style during English class. Keyword: Student’s Preferred, Learning Styles, Learning]]>
<![CDATA[Peningkatan Kompetensi Guru Bahasa Inggris dalam Penulisan Artikel pada Open Journal System (OJS) ]]>
<![CDATA[Muhaiminah Akib]]>;
<![CDATA[Dian Saputra]]>;
<![CDATA[Ahmad Wael]]>;
<![CDATA[Ruslan Hasyim]]>
<![CDATA[ Jurnal Pengabdian Masyarakat (ABDIRA) Vol 2, No 4 (2022): Abdira, Oktober ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/abdira.v2i4.221
<![CDATA[Teacher training activities in writing article and publication on the Open Journal System are strategic to be carried out. This is expected to have an impact on increasing the ability of teachers in writing scientific papers and also publications. In addition, it is hoped that through the writing culture, an academic climate will be developed among teachers. The implementation of training articles and publications in journals for Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris Sekolah Menengah Atas (SMA) Kota Sorong group is expected to be a solution to the lack of teacher publications. In addition, participants who will take part in this training will share the knowledge gained with their fellow teachers at their home school. The results of this Community Service activity show an increase in the ability of teachers from the average pre-test score of 59 and post-test 89. The conclusion from this activity is that the training carried out has succeeded in increasing the competence of English teachers in Article Writing and Publication in the Open Journal System (OJS).]]>
<![CDATA[Flipped-Learning: a Model in Improving Reading Comprehension ]]>
<![CDATA[Akib, Muhaiminah]]>;
<![CDATA[Wael, Ahmad]]>;
<![CDATA[Saputra, Dian]]>
<![CDATA[ Lembaran Ilmu Kependidikan Vol 51, No 1 (2022): April: Technology and Innovation in Education, Leadership, Policy, and Educatio ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lik.v51i1.36026
<![CDATA[Membaca (reading) adalah keterampilan memahami bahasa tulisan yang bersifat reseptif. Dengan demikian reseptif bukan sekedar membaca bahasa tulisan melainkan sekaligus memahaminya. Penelitian ini bertujian untuk mengetahui peningkatan pemahaman membaca melalui model flipped classroom. Metode yang akan digunakan dalam penelitian ini adalah pre ekperimen yang akan menganalisa peningkatan keterampilan membaca bahasa Inggris melalui pembelajaran Model Flipped Classroom. (2) desain perencanaan pembelajaran keterampilan membaca bahasa Inggris melalui pembelajaran Model Flipped Classroom. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah pre test, treatment, dan post test. Analisis data yang digunakan adalah kuantitatif deskriptif. Adapun hasil penelitian ini menunjukkan bahwa adanya peningkatan hasil akhir post-test dibandingkan hasil pre-test.]]>
<![CDATA[Pelatihan dan Pendampingan Debat Bahasa Inggris Bagi Mahasiswa ]]>
<![CDATA[Ahmad Wael]]>;
<![CDATA[Kris Uluelang]]>;
<![CDATA[Hasanudin Hasanudin]]>;
<![CDATA[Rizal Akib]]>;
<![CDATA[Rezkiah Hartanti]]>
<![CDATA[ Acitya Bhakti Vol 3, No 1 (2023): ACITYA BHAKTI ]]>
Publisher : <![CDATA[Universitas Pamulang ]]>
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DOI: 10.32493/acb.v3i1.24248
<![CDATA[Kegiatan Pelatihan dan Pendampingan ini dilakukan untuk memberikan pembinanan dalam kontes debat Bahasa Inggris dan pengembangan kemampuan berbicara Bahasa Inggris bagi mahasiswa Universitas Muhammadiyah Sorong. Tahapan-tahapan dalam kegiatan ini adalah 1). Planning atau perencanaan, 2) Pelaksanaan yaitu sosialisasikan tentang Teknik debat Bahasa Inggris yang mengadopsi British Parliamentary System. 3). Evaluasi yaitu dengan membuat kelompok yang terdiri dari Government and Opposition kemudian melakukan simulasi debat yang membahas tentang topik yang telah disiapkan. Metode dalam kegiatan ini adalah memberikan pendampingan yang dilakukan oleh para isntruktur. Berdasarkan hasil pengamatan dan evaluasi, peserta termotivasi dan mulai percaya diri menggunakan Bahasa Inggris selama pelatihan dan pendampingan debat. Selama proses pendampingan dan pelatihan, ada kendala yang dihadapi peserta yaitu kurangannya vocabular atau kosa kata. Kegiatan ini dilakukan untuk dapat mempersiapkan peserta debat Bahasa Inggris National University Debating Championship (NUDC) tingkat regional maupun tingkat nasional. ]]>
<![CDATA[Autonomous Learning Strategies for Academic Speaking by English Education Department Students ]]>
<![CDATA[Ahmad Wael]]>;
<![CDATA[Muhaiminah Akib]]>;
<![CDATA[Hasanudin Hasanudin]]>;
<![CDATA[Rizal Akib]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 10 No. 1 (2023): J-SHMIC: Journal of English for Academic ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/jshmic.2023.vol10(1).10269
<![CDATA[Autonomous is the individual capacity to take responsibility for their own learning activities. Autonomous learning adapted learning method that learners use to obtain their own learning needs and goals, determine the most current learning method, and assess learning activity. This research aims at identifying students’ autonomous learning strategies in academic speaking class. There were 20 students from the English Education Department were involved to gather the data. This study employed a quantitative approach in order to get the data. The data were taken by using a questionnaire. The result shows that the general description of the students of the English Education Department at Universitas Muhammadiyah Sorong was not included a specific description of how the students employed the autonomous learning strategy for learning particularly in academic speaking. The researcher found two kinds of autonomous learning strategies which were metacognitive strategy and social mediation strategy.]]>
