Articles
<![CDATA[The Students' Motivation In Online English Learning In New Normal Era ]]>
<![CDATA[Nur Ransyah Hamdani]]>;
<![CDATA[Sukardi Weda]]>;
<![CDATA[Rampeng Rampeng]]>
<![CDATA[ Jounal of Primary Education Vol 3 No 2 (2023): Bosowa Journal of Education, Juni 2023 ]]>
Publisher : <![CDATA[Postgraduate Bosowa University ]]>
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DOI: 10.35965/bje.v3i2.2721
<![CDATA[The purpose of this study was (1) to find out the level of the students’ motivation in online English learning in New Normal Era. (2) To analysis the factors that influence the students’ motivation in online English learning in New Normal Era. (3) To find out whether or not the implementation of English online learning fulfills the principle of effective teaching and learning. The research was designed by Mixed Method. The students of Class XI TESHA Department of SMK Negeri 3 Makassar were chosen by the researcher as sample which consists of 30 students. In collecting data, the researcher used interview and questionnaire. From the result it can be show that most of the students has moderate degree motivation in joining English Online learning in New Normal Era. Second, there are three factors that influence the students’ motivation in English online learning, they are learning ability, learning tools and facility and students’ goals. Third, most of the students was interested to implementation of English online learning.]]>
<![CDATA[STUDENTS’ CULTURAL COMPETENCE THROUGH A CROSS-CULTURAL COMMUNICATION SUBJECT IN INDONESIA: A LITERATURE REVIEW ]]>
<![CDATA[Andi Hamzah Fansury]]>;
<![CDATA[Rampeng Rampeng]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 2 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v11i2.2119
<![CDATA[Cross-Cultural Communication can be defined simply as a comprehensive way to examine similarities and differences between L1 culture and the target culture. It is a basic skill that the students need for developing an intellectual and emotional appreciation of cultures other than their own. Cross Cultural Communication can develop student’s cultural competencies as they experience lifelong learning. For specific cases, they can practice in stimulated exercises in order to develop their cultural competencies by bringing cultural exposure into the classroom for the specific purpose of teaching the target language culture. Since cultural competence enhancement is not static, the students’ interaction in multicultural life, their roles as English teacher candidates, and their life learning experiences will help them become more mature and will lead them to the level of cultural competence proficiency.]]>
<![CDATA[ETHNOGRAPHY RESEARCH IN EDUCATIONAL: A LITERATURE REVIEW ]]>
<![CDATA[Andi Hamzah Fansury]]>;
<![CDATA[Rampeng Rampeng]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 2 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v11i2.2120
<![CDATA[Ethnography is a type of qualitative research that gathers observations, interviews, and documentary data to produce detailed and comprehensive accounts of different social phenomena. Ethnographic study helps in developing the theoretical base for problems in education of a particular group. Ethnographic research does not often start with a strong theoretical base, not it is much concerned with theory testing. There may be theory development, but formal theory enters research only after its relevance has been established. In ethnographic research, theory emerges from the data as grounded theory- not as preconceived theory. Ethnographic study helps in the development of a theory as it does not simply tabulate that a certain behavior has occurred, but it attempts to understand what the behavior means the persons under study.]]>
<![CDATA[Pertukaran Mahasiswa Merdeka Inbound Universitas Bosowa: Peminat Sociolinguistics Meningkat ]]>
<![CDATA[Batau, Sitti Haliah]]>;
<![CDATA[Muliati, Muliati]]>;
<![CDATA[Rampeng, Rampeng]]>
<![CDATA[ Jurnal Ilmiah Ecosystem Vol. 22 No. 3 (2022): ECOSYSTEM Vol. 22 No 3, September-Desember Tahun 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.35965/eco.v22i3.1992
<![CDATA[Mahasiswa inbound Universitas Bosowa adalah mahasiswa yang berasal dari Perguruan Tinngi lain yang datang ke Universitas Bosowa untuk mengikuti perkuliahan selama 1 semester. Tujuan dari penelitian ini adalah untuk mengeksplorasi informasi yang berkaitan dengan peminat mata kuliah Sociolinguistics oleh mahasiswa merdeka inbound di Universitas Bosowa. Penelitian ini adalah penelitian deskriptif yang bersifat kualitatif. Penelitian ini menampilkan jumlah peminat mata kuliah Sociolinguistics mahasiswa inbound angkatan pertama pada tahun 2021 dan angkatan kedua pada tahun 2022. Metode penelitian dilakukan melalui wawancara kepada mahasiswa peserta mata kuliah Sociolinguistics pada semester ganjil tahun ajaran 2021 dan tahun 2022. Berdasarkan data yang diperoleh peminat mata kuliah Sociolinguistics pada angkatan pertama tahun 2021 hanya 1 orang dari Universitas Samudera dan pada angkatan kedua tahun 2022 meningkat menjadi 6 orang yaitu 3 mahasiswa dari Universitas Negeri Medan, 1 mahasiswa dari Institut Pendidikan Bahasa Cirebon, 1 mahasiswa dari Institut Pendidikan dan Bahasa Invada Cirebon, dan 1 mahasiswa dari Universitas Muhammadiyah Semarang. Dengan demikian, dapat disimpulkan bahwa mahasiswa peminat mata kuliah Sociolinguistics pada angkatan kedua tahun 2022 meningkat secara signifikan. Bosowa University inbound students are students from other tertiary institutions who come to Bosowa University to attend lectures for 1 semester. The purpose of this research is to explore information related to interest in Sociolinguistics courses by inbound independent students at Bosowa University. This research is a descriptive qualitative research. This research shows the number of interested students in the Sociolinguistics course of the first batch of inbound students in 2021 and the second batch in 2022. The research method was carried out through interviews by students who participating in the Sociolinguistics course in the odd semesters of the 2021 and 2022 academic years. Based on the data obtained, there was only 1 student in the first batch of 2021 from Samudera University who interested in the Sociolinguistics course and in the second batch of 2022 it increased to 6 students, namely 3 students from Medan State University, 1 student from the Cirebon Language Education Institute, 1 student from the Invada Cirebon Language and Education Institute, and 1 student from the Muhammadiyah University of Semarang. Thus, it can be concluded that students interested in Sociolinguistics course in the second batch of 2022 have increased significantly.]]>
<![CDATA[CONTENT VALIDITY ANALYSIS OF CHEMICAL ENGINEERING STUDENTS’ NEEDS QUESTIONNAIRES FOR ENGLISH READING MATERIALS DEVELOPMENT ]]>
<![CDATA[Sri Diana]]>;
<![CDATA[Rampeng Rampeng]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 2 (2023): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v5i2.647
<![CDATA[This study aimed to evaluate the content validity of English reading material needs questionnaires for chemical engineering students based on critical thinking abilities. The ADDIE model was modified for the Research and Development (R & D) plan that includes this investigation. In the analysis phase, questionnaires are created to define the issue and pinpoint its origin. The questionnaires are divided into three sections. The purpose of the first section is to learn more about the individual identities of the respondents. The second part of the survey tries to find out respondents' levels of proficiency in reading English-language literature as well as their motivations for learning the language. The final section consists of six questions, including how crucial it is to engage in critical thinking activities in order to comprehend English texts, the importance of reading strategies, learning strategies, text types, and the teacher's role. Two experts validate the content of the research tools used for the requirements analysis tests. Gregory's formula is used to assess the expert judgments' data. The results of the study showed that both raters agree with the aspects of personal background, purpose of learning English, students' ability level, Critical thinking activities in understanding English texts, reading techniques, and learning techniques. Both raters also agree on the aspect of 'text types' and 'lecturer's role'. All of the items of the aspects of chemical engineering students' needs questionnaires for English reading materials development are valid and can be distributed without any significant revisions. ]]>
<![CDATA[PENGGUNAAN MEDIA SOSIAL PADA MAHASISWA GEN Z DI ERA MERDEKA BELAJAR KAMPUS MERDEKA ]]>
<![CDATA[St. Muriati]]>;
<![CDATA[Rampeng]]>;
<![CDATA[Rizki Trisnawaty Arwien]]>;
<![CDATA[Zose Wirawan]]>;
<![CDATA[Restu Januarty Hamid]]>;
<![CDATA[Ulfah Syam]]>
<![CDATA[ Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 8 No. 2 (2023): December ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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<![CDATA[Penelitian bertujuan untuk mengetahui penggunaan media sosial di kalangan Mahasiswa Gen Z di era Merdeka Belajar Kampus Merdeka di Fakultas Ilmu Pendidikan dan Sastra. Jenis penelitian ini adalah purposive sampling. Populasi penelitian ini adalah seluruh Mahasiswa Fakultas Ilmu Pendidikan dan Sastra semester Gasal 2023/2024. Sampel penelitian sebanyak 125 responden. Teknik pengumpulan data melalui instrumen angket kemudian diperdalam melalui wawancara. Dari data hasil penelitian ini diperoleh bahwa: 1) pengguna media sosial lebih cenderung digunakan oleh perempuan, 2) seluruh Mahasiswa mengenal dan tahu cara mengakses media sosial, 3) platform media sosial yang paling sering digunakan adalah WhatsApp, 4) lama penggunaan media sosial rata-rata 3-5 jam/hari, 5) dana yang digunakan oleh Mahasiswa dalam bermedia sosial adalah Rp50.000-Rp100.000 dalam sebulan, 6) media sosial paling sering digunakan untuk berkomunikasi. Media sosial bermanfaat juga untuk berjualan online, berbelanja, menjadi konten kreator, mencari pekerjaan, serta belajar bisnis untuk pemula.]]>
<![CDATA[IMPLEMENTATION OF ICE BREAKING IN SPEAKING SKILL AT SMA KARTIKA XX-1 MAKASSAR ]]>
<![CDATA[Aguisty Lowu, Tiwi Arisca]]>;
<![CDATA[Rampeng, Rampeng]]>;
<![CDATA[Fansury, Andi Hamzah]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 3 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/dm9wn637
<![CDATA[Tiwi Arisca Aguisty Lowu, 2023. Implementation of Ice Breaking in Speaking Skill at SMA Kartika XX-1 Makassar. Skripsi, English Language Education Study Program, Faculty of Education and Literature, Bosowa University (Supervised by Andi Hamzah Fansury and Rampeng). This study aimed to find out whether the implementation of Ice Breaking improve the student speaking skill. This study focused on pre-experimental research one group pre-test and post-test. The population in this study were students of class X MIPA 4 SMA Kartika XX-1 Makassar and it consist of 20 students as the population. Data obtained from writing test pre-test, treatment, post-test, and questionnaire. The results of this study used inferential analysis of the t-test by SPSS 25 version which showed a significant effect on the students? mean score speaking skill between the pretest and post-test. The mean score of the students? speaking enhanced from 40.60 in the pretest to 72.60 in the posttest. The significance value calculated 0.000 was smaller than 0.05 (P-value = 0.000 < 0.05). Thus, it can be concluded that there are significant influences of using Ice Breaking method on students’ speaking skill.]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING SKILL BY USING DAILY VLOG AT SMAN 1 ENREKANG ]]>
<![CDATA[Fitra P, Helsa]]>;
<![CDATA[Rampeng, Rampeng]]>;
<![CDATA[Syam, Ulfa]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 3 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/8p39ge77
<![CDATA[This research aimed to know there in any significant improving using Daily Vlog on students’ speaking skill in class XI SMAN 1 Enrekang. This study focused on pre-experimental research one group pre-test and post-test. The population in this research were students of class XI SMAN 1 Enrekang. The researcher took 334 students as the population. The sampling is students of second-grade IPA 1 with totaling 23 students. Data obtained from speaking test. The result of this study used inferential analysis of the t-test by SPSS v.21, which showed a significant improving on the students’ mean score speaking skill between pre-test and post-test. The mean score of the students’ speaking enhanced from 44,26 in pre-test to 78,26 in the post-test. Thus, it can be concluded that there is significant improving Using Daily Vlog on students’ speaking skill in class XI at SMAN 1 Enrekang]]>
<![CDATA[MAKING A MATCH GAMES TO IMPROVE STUDENTS’ VOCABULARY ]]>
<![CDATA[Rampeng, Rampeng]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 3 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/2dzbjh26
<![CDATA[The objectives of the research were to examine whether the use of Match Games Improve the students’ vocabulary and to find out the strengths and the weaknesses of Match Games. The researcher was applied pre-experimental design the population is the seven grade students of SMPN 17 Makassar in academic year 2021/2022. The total number of populations is 240 students. The researcher was used total sampling technique. relatively baseline knowledge based on their test examination average scores. The total number of samples was 30 students from class VII-5. In analyzing the numerical data, the writer was used SPSS for windows. After implementing the research, the researcher concludes that the use of Matching Games in teaching English vocabulary enriches the students’ vocabulary; it is proved by the mean score of the students’ posttest. The t-test of the students’ vocabulary achievement in posttest was smaller than ? (0.000 < 0.05). It meant that the H1 of the hypothesis was accepted]]>
<![CDATA[PELATIHAN AI WRITING TOOLS UNTUK MELATIH WRITING SKILLS BAGI SISWA SMP DI TORAJA UTARA ]]>
<![CDATA[Fansury, Andi Hamzah]]>;
<![CDATA[Rampeng, Rampeng]]>;
<![CDATA[Batau, St. Haliah]]>;
<![CDATA[Moelier, Dahlia D.]]>;
<![CDATA[Asyrafunnisa, Asyrafunnisa]]>
<![CDATA[ TONGKONAN: JURNAL PENGABDIAN MASYARAKAT Vol 2 No 2 (2023): Tongkonan: Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[FKIP UKI TORAJA ]]>
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DOI: 10.47178/tongkonan.v2i2.2380
<![CDATA[The implementation of this training is in partnership with SMPN 2 Sesean students in the south Pangli district, Sesean district. This training aimed to introduce AI writing tools to the target partners so that their writing skills in English could develop. The team did their training because leaving the problem of secondary school students Sesean had not yet been interested in writing tools because junior high school students had not yet been required to master and apply their special writing skills in English. PKM activities are conducted with preparation, socialization, training and counseling, and evaluation. As for the results of a training program involving ten students: (1) Students can be able to use ai writing tools (Quilbot and Grammarly), (2) Students can draw on artificial intelligence writing technology in English writing tools, (3) Students can develop their writing ability by using ai writing tools until their writing skills can be more optimal and can be applied to further education.]]>
