EDUVELOP (Journal of English Education and Development)
EDUVELOP (Journal of English Education and Development) Universitas Sulawesi Barat invites the researchers, academics, to publish the results of research related to English education. This journal will be publishing the articles September 2018 with ISSN 2597-713X (print), ISSN 2597-7148 (online).
Articles
158 Documents
<![CDATA[Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher ]]>
<![CDATA[Rifdah Diniatulhaq]]>;
<![CDATA[Annafi Ananda Oktaria]]>;
<![CDATA[Azwar Abbas]]>
<![CDATA[ EDUVELOP Vol 3 No 2 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v3i2.604
<![CDATA[The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).]]>
<![CDATA[The Pragmatic Study of Speech Act Analysis in Discussion Activities on Speaking Learning ]]>
<![CDATA[Widiastuti Muchsin]]>
<![CDATA[ EDUVELOP Vol 3 No 2 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v3i2.616
<![CDATA[The research problems of this research is what are the types and functions of speech acts that appear in discussion activities on speaking learning of 3rd semester students of Polytechnic ATI Makassar. The methods in this research is a descriptive qualitative method. The subject of this research is the 3rd semester Politechnic ATI Makassar students in class discussion activities. The results of the study can be described as follows. There are several types of speech acts found. Based on the action objectives of the speaker's perspective, Locutionary act, Illocution act, and perlocutionary act are found. Locutionary speech acts include news, questions and orders. Illocutionary speech acts include assertive, directive, expressive, commissive and declarative illocution]]>
<![CDATA[The Characteristics of Effective Professional Development That Affect Teacher’s Self-Efficacy and Teaching Practice ]]>
<![CDATA[Bachtiar Bachtiar]]>
<![CDATA[ EDUVELOP Vol 3 No 2 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v3i2.624
<![CDATA[Many research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher sense of efficacy. This study aims to investigate the characteristics of good quality PD that affect teachers’ self-efficacy from the perspective of junior secondary English Language teachers in Indonesia. Data derived from the initial and follow-up questionnaires, TSG observations, and semi-structured interviews. The findings found that English language teachers perceived good quality PD are those activities that increase teachers’ knowledge and teaching skills, encourages collaboration, and is based on teachers’ classroom practical needs. The study suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits.]]>
<![CDATA[An Analysis on IL Fossilization Phenomenon in Students Writing Performance ]]>
<![CDATA[Nurul Aini Aini]]>;
<![CDATA[Muhammad Khoirul Mufid]]>;
<![CDATA[Eny Maulita Purnama Sari]]>
<![CDATA[ EDUVELOP Vol 3 No 2 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v3i2.628
<![CDATA[This present study tries to investigate the students’ writing performance to know whether interlanguage fossilization is occurs or not. The primary goal of this research is to give information relating interlanguage fossilization in students’ writing performance of English Education Study Program of IAIN Jurai Siwo Metro. This research is qualitative research. It is used to describe interlanguage fossilization that occurred in students’ writing performance. The writer uses observation, documentation and interview to collect the data. Purposive sampling is the technique for choosing the ten students of the sixth and the eight semester of English Education Study Program of IAIN Jurai Siwo Metro in the Academic Year of 2017/2018. The result of this research shows that there are two types of interlanguage fossilization that are commonly produced by students’ writing performance. They are syntactical fossilization and morphological fossilization. Syntactical fossilization consists of 71, 86% and morphological fossilization consists of 28, 14%. Moreover, interlanguage fossilization phenomenon in students’ writing performance is caused by the students’ low English proficiency. Therefore, the students should be more active to improve their English ability.]]>
<![CDATA[An Analysis of Grammatical Error of English Students in Writing Skill ]]>
<![CDATA[Nanning Nanning]]>;
<![CDATA[Saepuddin]]>;
<![CDATA[Munawir]]>
<![CDATA[ EDUVELOP Vol 3 No 2 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v3i2.636
<![CDATA[This research was to find out the kinds of grammatical errors made by the students in writing undergraduate theses and to find out the most common error made by the students. The research problem is What were the kinds of grammatical error made by the students in writing undergraduate thesis? And What was the most common grammatical error made by the students in writing undergraduate thesis? The population of this research was the English students’ undergraduate theses. This research used cluster random sampling technique. The researchers chose 20 backgrounds of undergraduate theses as the sample. The result of this research found eight kinds of grammatical error made by the students namely Article, Verb Tense, Subject-Verb Agreement, Singular/Plural, Word Class, Sentence Structure, Spelling, and Punctuation. The most common grammatical error made by the students in writing undergraduate theses is error in Verb Tense with 86 errors (27.65%). The next is Word Class with 55 errors (17.68%), Sentence Structure with 42 errors (13.50%), Article with 37 grammatical errors (11.89%), Punctuation with 28 errors (9%), Singular/Plural with 24 errors (7.71%), Spelling with 21 errors (6.75%), and Subject-Verb Agreement with 18 errors (5.78%).]]>
<![CDATA[Optimization of Online Learning Method Application through Google Classroom in English Education Department of Sulawesi Barat University ]]>
<![CDATA[Andi Mega Januarti Putri]]>
<![CDATA[ EDUVELOP Vol 4 No 1 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v4i1.754
<![CDATA[Abstract: This research aims to describe the optimization of online learning method through the application of Google Classroom to the students and to find out their responses after using Google Classroom as online learning method. This research had taken participant from English Education Department undergraduate students of 2017 and 2018 which consist of 4 classes that never experienced online learning method before, specifically 101 participants. This research used descriptive qualitative method. Technique of collecting data used in this research is through observation and questionnaire. The result of this research shows that after applying Google Classroom to the students in sharing information or materials, communicating and discussing, submitting assignment, quiz and mid-test, researcher found out that majority of the students in English Education department of Sulawesi Barat University were helped and satisfied with Google Classroom application as online learning method specifically, in assignment submission which were considered simple and paperless. .]]>
<![CDATA[Task- Based Language Teaching TBLT in Improving Students’ Speaking Proficiency ]]>
<![CDATA[Marhaeni Sabil]]>
<![CDATA[ EDUVELOP Vol 4 No 1 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v4i1.779
<![CDATA[This article explores about the use of Task-Based Language Teaching can improve the speaking proficiency students of class XII IPA SMAN 1 Amali Kabupaten Bone. The research method was used is Experimental design. The populations were 350 students of SMAN 1 Amali Bone and samples were 50 students, purposive sampling was the technique in taking sample. Data on students’ speaking were collected in line with the instrument (test and questionnaire) and analyzed by inferential statistic. Based on the research findings and discussion, the conclusions are: 1) The use of Task- Based Language Teaching (TBLT) in teaching speaking class can improve the students’ speaking skill. It was proved by the mean score of the students’ posttest in experimental group was 79. 69 and the mean score of the students’ posttest in discussion technique was 73.85. it means that there was higher improvement in experimental class; 2) The students are interested in learning speaking English through Task- Based Language Teaching (TBLT). The mean score of students’ interest was 92.0 %. It was classified as very high interest.]]>
<![CDATA[An ESP Learning Materials for Students of Midwifery ]]>
<![CDATA[Kadek Heni Oktarina Wisudayanti]]>
<![CDATA[ EDUVELOP Vol 4 No 1 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v4i1.795
<![CDATA[As an international language, English plays an important role as a means of communication. English as a tool and as an opportunity to support the future development. Therefore, English as a crucial subject in almost all education levels. One of term that concern with this condition is English for Spesific Purposes (ESP). This research aimed at developing an ESP learning material for students of Midwifery. This study used Research and Development combine the design by R & D design by Dick and Carey model (2005) and Borg and Gall (2003). The result showed that the learning English could be classified as English for Specific Purpose (ESP). English for Specific Purpose (ESP) is in line with the curricular objectives, which is modelled in terms of standard competency, basic competency and learning indicators. Following the competencies and learning indicators. Therefore, the detailed learning materials would be described in terms of (1) language function, (2) language features, and (3) text structures. Moreover, the result of questionnaire showed the students’ positive responses toward the learning materials. The learning materials were also proven effectively improve students’ speaking abilities after the implementation of the learning materials. The developed learning materials is good for English learning for students of Midwifery because it accomodates the needs of the students in their students teaching and learning process of ESP lesson. Keywords: English for Specific Purposes (ESP); ESP Material: Material Development]]>
<![CDATA[The 6+1 Trait Writing Model to Build Up Students’ Writing ]]>
<![CDATA[Kalsum]]>
<![CDATA[ EDUVELOP Vol 4 No 1 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v4i1.799
<![CDATA[This study aims to investigate the effectiveness of the 6+1 trait writing model and its impacts on students' writing achievement. It is focused on the students' improvement based on the five processes of writing which connected with analytic rubrics six-trait. Writing is the activity that requires students to systematically follow step by step to get professional results. Systematically compiled writing can help the reader to understand what the writer wants to convey. Writing requires an assessment to determine whether the writing is good or not. Writing appraisals can be categorized based on the assessment rubric that used. Analytic rubric six-trait is able to provide a detailed assessment and covers all aspects of the writing phase. To get the aim of the study, this study implemented experiment research by quantitative methods. The study was conducted on students’ of PondokPesantren DDI At-TaqwaJampuePinrang by using written tests. Based on the analysis, it is found that the students' writing was improved in four categories out of six categories. It can be seen by looking at the t-test which is higher than the t-table value for each category. The analytic rubric six trait may be a tool to measure the students' writing improvement based on the six categories in the writing element.]]>
<![CDATA[Teaching Reading Comprehension Through Question Answer Relationship Strategy To The Second Semester Students of Midwifery College of Andi Makkasau Parepare ]]>
<![CDATA[Rasda Rahim]]>
<![CDATA[ EDUVELOP Vol 4 No 1 (2020): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v4i1.803
<![CDATA[RASDA RAHIM, 2018. Teaching Reading Comprehension Through Question Answer Relationship Strategy To The Second Semester Students of Midwifery College ofAndiMakkasauParepare.(Supervised by BasoJabu and Rafi’ahNur). The purpose of this research was to investigate whether or not the reading ability of the second semester students of Midwifery College of Andi Makkasau Parepare can be improved through Question Answer Relationship strategy. This research used a quasi-experimental. The subject of this research was the second-semester students of Midwifery College of Andi Makkasau Parepare. There were two classes, class B as an experimental group treated through QAR reading strategy and class A as a control group treated through 321 reading strategy. It utilized total sampling technique. The participant of each group was 40 students. The instrument used in this research was a multiple-choice reading test. The data obtained through the test were analyzed quantitatively by using t-test formula. The research reveals that there is a significant difference between students’ reading comprehension after being taught through QAR reading strategy. It is proved by the data analysis. It is shows that the mean score of posttest is higher than the mean score of pretest (76 > 53). Besides the mean score, there was also the result of t-test to examine the research hypothesis. Based on the result data analysis, the t-score value higher than the t-table (5.371701>1,668). It is indicates that there is significance improvement of students’ reading comprehension literally, inferentially and critically after the treatment. It proves the research hypothesis that the reading comprehension ability of the second semester students of the Midwifery College of Andi Makkasau Parepare can be improved significantly through QAR reading strategy.]]>
