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THE EFFICACY OF PIE (POINT, ILLUSTRATION, EXPLANATION) STRATEGY IN TEACHING WRITING NARRATIVE TEXT Annisa Shofa Tsuraya; Nur Aliyah Nur
elstic : english language linguistics culture Vol 1 No 2 (2021): Volume 1, Number 2, August 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

This research aimed at finding out the students writing ability in term of narrative text through using PIE (point, illustration, explanation) strategy. Pre-experimental method was applied in this research. The research had conducted with treatment, where the class consisted of four meetings. The location of this research was done at the second grade students of one of state junior high schools with 20 students and stand by one class using pre-test and post-test design. The instrument was used written test as pre-test and post-test. In pre-test the students made the material about narrative text that they had read or listened without involving PIE (point, illustration, explanation) strategy. While in the post-test students also made the material about narrative text that they had read or listened which was involved PIE (point, illustration, explanation) strategy. The findings indicated that the application of PIE (point, illustration, explanation) strategy was significant to improve the students’ writing ability and it was proved by means score in pre-test was 51.75 and the post-test was 75.25. it means that the means score of post-test is greater then the pre-test, and also there was significant because the result of t-test was 6.94 and t-table was 2.093. It means that was significant because t-table was smaller than t-test. Thus, can be concluded that the use of PIE (Point, Illustration, Explanation) Strategy improved the students’ writing achievement.

THE EFFECTIVENESS OF MAKE A MATCH METHOD IN IMPROVING STUDENTS’ WRITING SKILLS Yulie Asni; Annisa Shofa Tsuraya; Muthi'ah Muthi'ah; Multazam Abubakar
elstic : english language linguistics culture Vol 1 No 3 (2021): Volume 1, Number 3, December 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

This research aimed to explain how the use of “Make a Match Method” was able to improve the students’ writing descriptive text view from content aspect and explain how the use of “Make a Match Method” was able to improve the students’ writing descriptive text view from grammar aspect. The researcher used a pre-experimental design with one group pre-test and post-test design. The population was the seventh-grade students of one of junior high schools in Gowa which consisted of one class. The sample was taken by total sampling technique and the total number of samples was 28 students. It employed six meetings which writing test as the instrument. The research findings indicated that the use of “Make a Match Method” could improve the students’ writing skill view from content aspect and grammar aspect. It was proven by the students’ mean score in post-test (75.36) improved 25.6% from the pre-test mean score (60) with t-test 25.545 and t-table 2.052 where (25.545 > 2.052). It was improved because the t-test was higher than t-table. It meant that there was significant difference of the students’ writing descriptive text before and after being taught through Make a Match Method.

CONTENT VALIDITY ANALYSIS OF ENGLISH SUMMATIVE TEST BASED ON THE JUNIOR HIGH SCHOOL SYLLABUS Kartini; Annisa Shofa Tsuraya; Syahrullah
elstic : english language linguistics culture Vol 2 No 1 (2022): Volume 2, Number 1, April 2022
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

The objective of this research is to find the empirical evidence of the English summative test administered to the students for the seventh grade at Junior High School of Unismuh Makassar that is appropriate with the indicators of reading and writing skills in the English syllabus and has good content validity. The method of this research is descriptive research. The data was collected by observing and analyzing the English summative test. To know the content validity of the test, this research used the comparative analytic method, that is, by comparing the contents of the test with the English syllabus focusing on reading and writing indicators. The finding of the research was that the test items in the English summative test in the odd semester for the seventh grade students of Junior High School of Unismuh Makassar were appropriate with the recommended indicators in reading and writing skills in the English syllabus. They cover 11/18 x 100% = 61.11%. This percentage obviously falls into the level of 56%-75%, which means sufficient. This research proved that items of the English summative test for the odd semester of the seventh grade students in the Junior High School of Unismuh Makassar have sufficient content validity. It showed that most of the materials of the English summative test are appropriate to the recommended English syllabus referring to reading and writing standard competence.

INTEGRATING ISLAMIC VALUES INTO THE DEVELOPMENT OF ORDERING, INVITATION, AND ASKING FOR PERMISSION UNIT Nur Aliyah Nur; Annisa Shofa Tsuraya; Rifqa Reskiawati
elstic : english language linguistics culture Vol 2 No 2 (2022): Volume 2, Number 2, August 2022
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

This research was conducted to develop English teaching materials for students based on the 2013 curriculum, especially on basic competencies 3.4 and 4.4 about Ordering, Invitation, and Asking for Permission, for the eighth-grade students at MTs Madani Pao-Pao. The researchers used R&D with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The types of data collection in this research were quantitative and qualitative. The researchers used questionnaires for students as instrument and used validation sheet for experts. The results indicated that the students' needs for English material of Ordering, Invitation and Asking for Permission unit are different, starting from the material organization, the content of the material and the characteristics of students. The English material used in madrasah is still general and it is not integrated with Islamic values. Therefore, "Let`s Break the Fast together" was chosen as the topic for the unit of Ordering, Invitation, and Asking for Permission based on the questionnaire. The product of English language material has been made and validated by the experts using a validation checklist, and the results of the validation checklist show that the material can be used as another references in learning Ordering, Invitation and Asking for Permission in junior high schools, especially in Islamic junior high schools. Therefore, the researchers recommend that the developed material can be used by eighth grade students in MTs Madani Pao-pao to improve their knowledge about Islamic phrases, and other researchers implement the product to evaluate its practicality and efficiency.

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction Muthi'ah Muthi'ah; Syamsul Arif Galib; Annisa Shofa Tsuraya; Multazam Abubakar; Nur Aliyah Nur; Muhammad Syahruddin Nawir
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.

Peningkatan Kompetensi Guru Bahasa Inggris melalui Pelatihan Metode Pembelajaran Berbasis Teknologi dan Manajemen Kelas di Sulawesi Selatan Annisa Shofa Tsuraya; Nur Aliyah Nur; Muhammad Syahruddin Nawir; Indah Fadhilah Rahman; Sitti Nurpahmi
KHIDMAH: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2023): JULY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/khidmah.v3i2.38389

The independent learning policy by the Ministry of Education and Culture, which was followed by the birth of Reform Madrasah, requires teachers to have 21st Century learning competencies, one of which is skills in using IT in learning. In line with that, the ability to manage student-centered classes is very important so that the stigma of learning that is still teacher-centered is no longer often heard. This community service activity aims to improve the competency of Madrasah Tsanawiyah English teachers through training in technology-based learning methods to be implemented in both online and offline learning, through classroom management training to be able to create a fun and student-centered teaching and learning process, and through preparation assistance learning planning and evaluation in South Sulawesi to be able to create a well-planned and measurable learning process. The method used in this training is training by applying the CBR (Community Based Research) model approach. The training was carried out in four stages, namely laying the foundation, planning, collecting and analyzing data (gathering and analyzing information), and following up (action on finding). Participants in this activity were 2 cities and 1 district in South Sulawesi Province including Palopo City, Makassar City and Gowa Regency with a total of 40 teachers from each city and district. The process of selecting training participants is representative of the selected schools on the recommendation of the local City and District Ministry of Religion offices. The results of this training show that the competency of Madrasah Tsanawiyah English teachers increases through training in technology-based learning methods to be implemented in both online and offline learning, through classroom management training to be able to create a fun and student-centered teaching and learning process, and through preparation assistance learning planning and evaluation in South Sulawesi to be able to create a well-planned and measurable learning process.

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction Muthi'ah Muthi'ah; Syamsul Arif Galib; Annisa Shofa Tsuraya; Multazam Abubakar; Nur Aliyah Nur; Muhammad Syahruddin Nawir
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21458

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.

Alfa Generation in ELT: Teachers’ Perspective Asni, Yulie; Tsuraya, Annisa Shofa
ETERNAL (English, Teaching, Learning and Research Journal) Vol 9 No 01 (2023): Volume 9, Number 01, June 2023
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V91.2023.A7

This research intends to find out the teachers’ perspectives in ELT towards the Alpha generation. It applied a qualitative approach that involved three English Teachers from three different schools in Wajo Regency. To gain the data, those participants were interviewed and its results were descriptively analyzed through four steps, namely selecting relevant data, transcribing, interpreting and reporting. The result shows that teachers are ready enough to teach the Alpha Generation related to English learning. There are some difficulties faced by teachers in the teaching process regarding the students’ behaviour differences as the result of generation characteristics. Even it is difficult, the teachers are ready and have already equipped with the ability to face changing in teaching process, included the generation switching.

The Practicality of English Material Integrated with Islamic Values for the Eighth-Grade Students of MTSN Mardianah, Hj.; Tsuraya, Annisa Shofa; Gunawan, Totok; Sakinah, Zaida Haiyun; Ashari, Windi
ETERNAL (English, Teaching, Learning and Research Journal) Vol 9 No 02 (2023): Volume 9, Number 02, December 2023
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V92.2023.A7

This research intends to continue previous research that skipped the implementation stage of ADDIE model in developing teaching modules that are integrated with Islamic values, especially for English material. The implementation phase in this research aims to determine the practicality of the module that has been developed. This research used explanatory mixed method design, where the quantitative data are collected first and are more heavily weighted by the qualitative data. The sample of this research is the eighth-grade students (class 8B, 8C, 8D) at MTs Madani Pao-Pao with total are 89 students. The score results of the practicality checklist shows that the module is categorized as practical, which means the module can improve student’s understanding of the material that has been taught, and the module can be used as a source in the learning process. Therefore, it implies that the module can be used as a learning media in learning process and can be useful for teachers, students, and other people who study English, especially for greeting card, recount text, and describing person and thing material.

THE EFFECTIVENESS OF USING STORY PYRAMID STRATEGY TO THE READING COMPREHENSION ADVANCEMENT Tsuraya, Annisa Shofa; Rahman, Indah Fadhilah; Ulfa Lis Adhayanti
elstic : english language linguistics culture Vol 3 No 1 (2023): Volume 3, Number 1, April 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i1.39002

The objective of this research was to find out the level effectiveness of using Story Pyramid Strategy to the reading comprehension advancement. The quasi-experimental method research design is used to carry out this research. There are experimental and control class. The experimental class consists of 20 students and the controlled class consists of 20 students. The Story Pyramid Strategy was applied in the experimental class as a treatment to train students in reading narrative text. The instrument used in this research is a test in multiple choices. The researchers used a pre-test as an instrument before conducting the treatment of Story Pyramid Strategy and a post-test as an instrument after conducting the treatment of Story Pyramid Strategy. The result of this research after conducting the treatment of Story Pyramid Strategy in the experimental class shows there was an advancement in students’ reading comprehension in reading narrative text. The Story Pyramid Strategy enables the students summarize the most important parts of text and got the detail and specific information. Story Pyramid also made students more active and creative in learning process. The researcher found that the use of story pyramid strategy to help the students understand the text and got the detail and specific information especially in narrative text.

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